Image provided by the author.

Grace believes that PDAs are useful in the documentation process, particularly for teachers who must write Individual Education Plans (IEPs), monitor SPED students in general education plans, and record anecdotal records for behavior intervention/modification plans. She is also positive regarding the potential of these devices for grade keeping and for obtaining instant access to parent info, such as phone numbers or e-mail addresses.

How do PDAs enhance your teaching goals?

When asked how the PDA enhances classroom and teaching goals, mobility, organization, instant access to records and other information such as parent contact information are the most frequent advantages mentioned by the participants. One commented, "It allows me to
move freely through the classroom making observations and assessments, and recording them in a timely manner." Another commented, "Instead of being stuck in a lab all day, students can go outside and gather data using probes from the Palm Pilot to measure the affect of exercise on breathing and heart rate." This idea of mobility was particularly appealing to the science teachers.

Barriers to PDA use in the classroom.

One of the most difficult barriers, as discovered by this researcher, was for teachers to overcome time limitations to learn how to merge the PDA with the stationary classroom computer. Another less weighty barrier was the need to learn the Palm operating system which includes the hot sync process between the Windows environment and the PDA. Five out of the six teachers in the pilot program were able to complete the hot sync process
without help. One required repeat help before she was able to feel comfortable with the hot sync process.

Durability is an important concern for educational users. PDAs may not be designed for the
rough and tumble of the middle school classroom. During the pilot study one PDA was lost after a teacher accidentally dropped it. Fortunately, it was under warranty and was easily replaced and all files were backed up to a classroom PC, so no data were lost. Batteries are
another concern for educational users. While the PDA's batteries tended to last for four to six weeks, costs over the course of the year can add up. Some manufacturers are addressing this issue by beginning to offer rechargeable batteries with newer models.

Perhaps the greatest barrier to PDA integration in the classroom revolves around the lack of high-quality educational resources such as software and curriculum integration strategies. Well over 1,000 software programs are available for PDAs. While most of these were not
designed for educators, many prove useful in an academic setting. Programs such as Avantgo, a web clipping applications, and Documents to Go, already offer teachers ways to effectively integrate PDAs into the teaching and learning process. For example, Documents
to Go allows teachers to create their own documents in Microsoft Word and Microsoft Excel for use on the PDA. These forms include gradebooks, attendance sheets, discipline reports, substitute teacher forms, parental notification forms, and lesson plan outlines. Teachers can
easily share forms by beaming a document from one PDA to another.

What is your philosophy regarding technology?

Each teacher expressed high expectations for students and for the PDA technology. All agreed that the PDA technology is useful for classroom management and can be integral to instruction. Several believe that the PDA further enhances their ability to effectively integrate
technology into the way they teach, regardless of the subject matter.

When answering this question, Holly responded, "I view technology as an equalizer. For instance, the use of a computer allows my students to have access to information and tools that help them compete with less challenged students." Another teacher's reply to the same
question was, "Technology is the vehicle that will permit my students (Special Ed.) to compete on an equal basis with general education students."


Future Research

As the pilot study progressed, an additional research question emerged. While the initial focus of the study was on teachers and their use of PDAs as tools for classroom
management and assessment, it became apparent that the size and ease of use makes PDAs cost effective tools in the hands of students. The next phase of the project will focus on how teachers can effectively integrate PDAs into the existing curriculum.

Future research topics that emerged from the pilot study include an examination of: (a) the changes that took place in the participant's instructional practices with regard to technology and constructivism, (b) how the teacher overcame many barriers to PDA integration, (c) the
teacher's reflections on the factors that influenced PDA integration and instructional changes in the classroom, and (d) the benefits to the teacher and her students. Issues relating to the ease of thief and to the sturdiness of the PDAs must be addressed as well.

Discussion

These teachers' journey of learning how to use PDAs, reveals several important points. Like laptops, PDAs may not be for every teacher. The ability to write lesson plans to incorporate the PDA may be beyond those teachers who continue to struggle with the integration of desktops and laptops into their classrooms. Yet without this integration, PDAs continue to function effectively as personal organizers. Indeed, PDAs were popular with teachers who did not like using other forms of technology in their classrooms. Even with the reduced costs
of PDAs, costs for many school districts will remain an issue. The expense of purchasing the devices, software, and providing adequate training may deter districts from these devices. However, what is certain is that these devices have a lower start up and maintenance costs
when compared to laptops and desktop computers.

It remains to be seen what additional research will reveal about the long-term impact of PDAs on effective teaching.
These teachers' journey of learning how to use PDAs, reveals several important points. Like laptops, PDAs may not be for every teacher. The ability to write lesson plans to incorporate the PDA may be beyond those teachers who continue to struggle with the integration of
desktops and laptops into their classrooms. Yet without this integration, PDAs continue to function effectively as personal organizers. Indeed, PDAs were popular with teachers who did not like using other forms of technology in their classrooms. Even with the reduced costs of PDAs, costs for many school districts will remain an issue. The expense of purchasing the devices, software, and providing adequate training may deter districts from these devices. However, what is certain is that these devices have a lower start up and maintenance costs when compared to laptops and desktop computers. It remains to be seen what additional research will reveal about the long-term impact of PDAs on effective teaching.

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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/3.html
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