Methodology

The goal of the pilot study was to investigate how PDAs assist teachers in integrating various technologies, such as spreadsheets, word processing, into classroom management and assessment procedures. Data were collected over one semester using multiple data
sources: e-mail dialogues/interviews, attitudinal survey instrument, and classroom observations. To produce an accurate presentation of the research findings, as well as to control for researcher bias, data were triangulated across the research team and data sources (Patton, 1990).

Participant and Setting

The participants in the pilot study were six middle school teachers who teach science, physical education, and special education at a middle school in the southeastern United States. They were selected for participation based on how they envisioned using the devices in their classrooms. The researcher used an instrument that assessed current levels of technology knowledge and comfort level on technology in general and on PDAs in
particular. Participants were also asked to explain their vision of how the PDAs would assist their instructional purposes. Their comments were noted throughout the semester both informally by the researcher and formally through a semester end survey. Participants were
offered an introductory session on using the PDA and a follow-up session on using specific applications for the PDAs. Additionally, an on-line tutorial was available and the researcher visited the participants' classes and offered technology support in person and via e-mail.

Results

The discussion of the results is organized as responses to five questions, which reflect the purpose of the initial research. These questions are: a) What is your level of comfort with technology?, b) What is your comfort level with PDAs?, c) Compare traditional assessment
levels to assessment using PDAs, d) How do PDAs enhance your teaching goals?, and e) What is your philosophy regarding technology? A discussion of barriers to implementation is included as well. Alias names are used to protect participant confidentiality.

What is your level of comfort with technology?

Participants rated their current level of technology knowledge on a scale of 1 to 3, with 1 = limited, 2 = fairly knowledgeable, and 3 = very knowledgeable. Pretest and posttest surveys indicated one participant rated herself as a 1. The other five participants indicated fairly knowledgeable in the pretest. All six participants felt fairly knowledgeable at the posttest.

What is your comfort level with PDAs?

When asked to rank their current level of comfort with PDAs, even teachers with more extensive technology experience ranked themselves low in this category. None had previous experience with handheld computers, yet most expressed a "fairly comfortable" expectation
level for the devices. Only Karen, who viewed herself as possessing only limited computer knowledge, expressed a lack of comfort with the PDA.

Compare traditional assessment levels to assessment using PDAs.

When asked to compare traditional assessment methods to the use of the PDAs for assessment, the respondents offered the following ideas:

Jennifer stated that PDAs "allow for immediate assessment of students in lab and group situations." Kim elaborated on this theme, describing how the PDA assists her:

[The PDA] enable[s] me to authentically assess students as they work and learn
everyday. It allows me the opportunity to accurately keep a log of students'
progress with particular knowledge or skills.

Holly agrees, noting that PDAs "help me streamline the grading process, giving immediate feedback to students as well as giving me more time to help individual students while the activity is fresh in the students' mind. Holly likes that her PDA allows her to quickly "change a student's grade, give bonus points…as [she] travels around the room [and] while students work on an assignment…" Holly also believes that PDAs give the teacher the advantage of being able to enter and update grades quickly, and to write on-the-fly notes concerning individual students. The PDA gives Holly quick access to parents' phone numbers. She can also take notes concerning the current lesson. "That alone would be a real boon to attention deficient people like me!," according to Holly.

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Meridian: A Middle School Computer Technologies Journal
a service of NC State University, Raleigh, NC
Volume 4, Issue 2, Summer 2001
ISSN 1097-9778
URL: http://www.ncsu.edu/meridian/palm/2.html
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