Knowing the Technology Tools: The First Step in Preparing Tomorrow’s
Teachers to Integrate Technology in Classroom
Kuldeep S. Rawat
Department of Technology
Elizabeth City State University
United States
ksrawat@mail.ecsu.edu
Abstract: In this paper author discusses the hardware and software tools that teachers can use to
create technology enabled classroom to enhance active participation in a classroom. One barrier to
integrating technology in classroom is the difficulty many teachers face in finding and using
appropriate instructional hardware and software technologies for instruction. In addition, the lack of
time and experience to make informed decisions about what particular hardware and software
products have the potential of fostering learning goals can make technology integration a
frightening prospect. Introducing various instructional hardware and software technologies
available is the first step in preparing teachers to integrate technology in classroom. Details of
mobile Tablet-PC technology, note-taking applications, classroom management tools, and wireless
learning environment that teachers can adopt in their classrooms will be discussed in this paper.
Introduction and Background
Good teaching principles involve student-faculty contact, collaboration among students, active learning,
provide rapid feedback, task on time, communicating high expectations, and diverse talent and ways of learning
(Chickering & Ehrmann, 1996). These seven principles of high quality teaching can be easily accomplished with the
positive attitude towards use of instructional technology tools in classroom. Technology integration not only brings
changes to teachers’ instructional roles in the classroom, but also dynamics of classroom as students become more
self-directed. The teachers’ roles in a technology-infused classroom shifts to that of a facilitator rather than a lecturer
(Zhao, Pugh, Sheldon & Byers, 2002). Teachers need to develop their understanding of the value of technology and
then achieve proficiency in using technology to enhance student learning experience.
A large body of literature supports the idea that to effectively infuse technology into the curriculum,
teachers need to participate in an intensive curriculum-based technology training that move them beyond the
attainment of basic computer skills to activities that teach them how to seamlessly integrate technology into the
curriculum (Baylor & Ritchie, 2002). Exposure to various instructional technologies and proper training will help
teachers develop a positive attitude towards technology and encourage them to integrate technology into their
curriculum.
Tablet-PCs with pen-based computing and hand-written recognition software, has the potential to unite the
freedom of drawing on paper with the power of educational software and enable the creation of educational tools
that make students a more active part of the learning process. The ink-based presentations can be made available to
students with different accessibility needs. Electronic distribution of lecture materials creates the possibility of
tailoring course materials to meet the needs of individual students. Electronic distribution could also enable deaf
students to submit (in real-time) written questions about the lecture materials. The Tablet-PC lectures can be saved
on the computer, allowing teachers to make their notes available to students for review, helping students to
concentrate on the lecture rather than worrying about taking notes from the blackboard or overhead projector screen.
Recently, wireless and mobile technologies are being used to effectively change the teacher’s instructional
practices. Studies have demonstrated that wireless learning environments can increase students’ usage time of
instructional technology and improve their learning achievement and attitude (Swan, van’t Hooft, Kratcoski, &
Unger, 2005). Wireless technology has many features which benefit the implementation of learner-centered
instruction. Introducing wireless learning environments into the classroom will encourage teachers to change the
instruction to fit the features of the mobile technology. Wireless mobile Tablet-PC can help students to access online
courses and communicate with other students or teacher. With classroom management software (CMS) tools teacher
can improve course delivery by centrally instructing their students on their Tablet-PCs, maintain student attention by
monitoring application and Web usage, save time by quickly polling the class and showing results instantly, and
provide feedback with no latency. The software tools also provide teachers with insight into each student’s level of
understanding and performance through instant surveys and feedbacks.
Fully adopting the features of these available technologies will necessitate changes from traditional style
instruction, thereby causing significant changes in classroom, such as types of classroom interaction, social
relationships between students, and the nature of teaching materials and assignments. Due to the overwhelming
profusion of instructional technology options available in the market, teachers at novice stages of technology
integration may need guidance in deciding on the hardware and software tools to support the school’s learning goals
and fully benefit from them. Teachers in the past have reported challenges in finding and using appropriate software
tools or courseware for instruction (Zucker, 2004).
Whenever possible, hardware and software-selection decision should be made in a team with consultation
with computer technology coordinator or an instructional technology specialist. Teachers working together can plan
curricular projects, develop and apply criteria for selecting software and reflect upon how their teaching is changing
through technology integration. In this paper a detail overview of available hardware and software tools that can be
used to create technology enabled classroom are discussed.
The paper is organized as follows. In next section, author discusses the current state of teachers’ knowledge
and usage of technology. Section 3 will present various hardware and software tools that can facilitate technologybased teaching and learning. Tablet-PC technology, classroom management tools, note-taking programs, and screen
recording tools are presented in this section. This is followed by a section on setting up a wireless and mobile
classroom. Finally, the relevant conclusion is presented.
Current State of Teachers’ Usage of Technology
Given the technology-driven nature of our global, information based society, lack of technology integration
among teachers in classrooms is a major concern in education today. A study conducted by U.S. Department of
Education found that many teachers do not know how to incorporate computer skills into classroom instruction
(U.S. Department of Education, 2000). According to this report almost two-thirds of all teachers reported no
preparation at all or were slightly prepared to use technology in their teaching. The importance of establishing
technology literacy and integration as a part of effective teacher development has been observed and reported by
professional organizations, accreditation boards, and state departments of education across the nation. In fact, the
International Society for Technology in Education (ISTE) has published national standards for teacher competencies
in technology use, which have further been adopted by the National Council for Accreditation of Teacher Education
(NCATE).
Integration of instructional technologies into education has become a high priority for schools nationwide.
A wealth of initiatives is currently being funded by federal, state, and local governments, as well as private
industries, to bring a variety of these technologies into schools. Technology skill level among teachers ranges from
nonuser to experts (Dexter & Riedel, 2003). Today both state and national organizations involved in teacher
standards recognize that teachers need to be trained in technology skills if they are to develop a foundation upon
which to build their understanding of technology integration. Preparing teachers to use technology and how that
technology can support learning is an integral skill for all teachers. Studies suggest that teachers who obtain higher
levels of technology training are better prepared to integrate technology in their curriculum (Stetson & Bagwell,
2002).
Several studies and surveys have been conducted to assess the level of participation of teachers in
integrating technology in their classrooms. In one such nationwide survey of teachers, students, and administrators
conducted in 2003 for the Gates Foundation, found that over 53% of the teachers they surveyed do not routinely use
technology in the classroom and over half the students responding to questionnaires reported they use technology no
more than once a week (Abbott, 2003). In another National Teacher Survey in 2005, commissioned by CDW
Government, Inc., found that 80% of K-12 teachers use computers mainly for administrative functions and only
slightly more than half are integrating computers into their routine instruction (National Teacher Survey, 2005). The
survey revealed that teacher technology training has focused on administrative applications, rather than instructional
applications. Even more concerning was that approximately one third of teachers have received little or no training
with integrating computers in classroom instruction or training on instructional software.
Instructional Hardware and Software Tools
The author uses Tablet PCs both in the laboratory and the classroom lecture to provide students with access
to notes at all times and direct feedback during lectures. The Tablet PCs are loaded with software programs such as
Microsoft Windows Journal, NetSupport School, Classroom Presenter, Microsoft OneNote and other subject related
software tools. The Tablet-PC and supporting applications help students to take notes, draw diagrams, retrieve
assignments, access electronic textbooks, organize class work, and mark up handwritten notes that can be publicly
displayed, and used as the basis for class-wide discussions. A brief description of Tablet-PC and pen-based
technology is presented next.
Tablet-PC and Pen-Based Technology
Tablet PC is a recent innovation in laptop computers that promises a significant advancement in
instructional technology. The screen of Tablet-PC doubles as a writing board, with an electronic pen taking the place
of chalks or markers. Attached to a multimedia, the tablet-PC acts as a virtual blackboard, with the lecturer writing
on the tablet screen and with the writing saved as electronic strokes on the computer. Teachers may drag multimedia
files onto the presentation screen and annotate them, which would not be possible using traditional lecturing
methods. PowerPoint-based lecturers can use the electronic pen to write directly over their slides, thereby
customizing their presentations on the fly.
As a Windows XP machine, the Tablet PC has the benefit that it can directly execute any program that runs
on a standard Windows machine (e.g. PowerPoint, Word, Excel) without needing a translation step. Tablet-PCs are
available in both “slate” and “convertible” form factors as shown in Figure 1. The slate is a form factor that looks
like a large personal digital assistant (PDA) with a separate detachable keyboard. The convertible looks like a
traditional laptop except the screen may also be turned 360 degrees and turn to lie flat on the keyboard to become a
slate.
Figure 1: Convertible and Slate form factors
Tablet-PC features a full-sized color screen, an internal hard drive, and other features associated with a
standard computer. This greatly enhances the use of a tablet for public presentations. The moderately high resolution
color screen is suited for use with a video projector, and the large amount of on-board storage (20-60 GB or more)
allows even a complicated multimedia presentation to be loaded into a tablet without the risk of running out of
space. The latest Tablet-PCs come with built-in wireless networking capability. The HP Tablet-PCs used by the
author and his students in the classroom also have built-in fingerprint identification. This might be useful for
teachers who need to carry confidential information (grades, exams, research data, etc.) on a Tablet PC. The key
features and capabilities of a Tablet-PC, which can be considered as a quasi-hybrid of laptop and palmtop
computers, are (i) work from anywhere, (ii) take notes electronically, (iii) import documents into journal, and (iv)
edit, search and convert handwritten notes into typed text.
Classroom Management Software
There are varieties of classroom management software (CMS) tools that can be used in conjunction with
Tablet-PCs to facilitate mobile technology-based learning. Some of the most popular and commercially available
classroom management software (CMS) tools are NetSupport School, DyKnow Vision, and WriteOn. When used in
conjunction with a Tablet PC, these CMS tools allow teachers to choose to broadcast the dynamic screen contents
along with electronic ink in real-time. Alternatively, the CMS user can save the ink annotations and desktop activity
as a movie file (or individual screen captures) and then later broadcast these files to the students. Using WriteOn
CMS tools the teacher can utilize electronic ink to annotate on top of any application visible on the Tablet-PC
display screen. This capability can be useful in improving both the presentation of information as well as the
teacher-student interactivity in classroom instruction. The CMS tools allow the teacher to capture individual screen
images for use in subsequent review of material presented in the lecture.
The NetSupport School CMS networks students’ tablets to the teacher’s tablet; supports sharing and
viewing student screens. This feature provides teachers with insight into each student’s level of understanding and
performance. Figure 2 shows screen captures (superimposed) depicting chat and survey features of NetSupport
School. CMS tool, such as DyKnow Vision fosters interaction through collaborative note-taking, student response
tools, content replay, and anywhere, anytime access. Teachers can use DyKnow Vision or NetSupport School to
instantly transmit content to student screens for annotation. DyKnow Vision works with desktops, laptops, TabletPCs, and interactive whiteboards in fixed, mobile, and distance environments.
Figure 2: NetSupport School screens depicting chat and survey features
Dynamic Presentation Tools: Classroom Presenter and Ubiquitous Presenter
An important part of any lecturing is adjusting material in response to audience reactions and developing
spontaneous examples and explanations to clarify and expand on topics. The commonly used presentation using
electronic slides tend to script a lecture and do not provide mechanisms to adapt the presentation to the audience. To
overcome this weakness a distributed Tablet-PC application called as Classroom Presenter (CP) was developed by
Richard Anderson, University of Washington, in partnership with Microsoft Research. This application, first
deployed in 2002, allows a teacher or presenter to handwrite notes on computer-projected PowerPoint slides. The
slides and ink are broadcast to students’ computers where the students are able to add their own private annotations.
The application allows for students to submit inked responses to teacher questions, and the teacher may select
responses to be displayed to the entire class. The whiteboard feature makes it possible for the teacher to add
handwritten slides on the fly. The Deck Builder utility, which comes as a part of CP can be used to convert regular
PowerPoint files to conference slide deck (.csd) file format suitable for Classroom Presenter. A screen capture of a
CP slide showing ink annotation created on the fly is depicted in Figure 3.
The main limitation of CP is that it uses multicast networking to broadcast the slides to the student tablets.
Many routers at universities have been configured to block multicast packets, and in such cases, CP cannot be used.
Furthermore, each student PC had to have the CP applications installed and properly configured to joining the
multicast network. The Ubiquitous Presenter, an extension to CP, is a Web server-based application that eliminates
the need to set up a multicast network. It is similar to CP and enables students without tablets to access key
components of CP with any Web-enabled device. Using a Web browser, students can view slides and ink that are
broadcast by the teacher and submit typed text overlaid on the teacher’s slides. No custom software is required for
the student machines. The server generates simple HTML and some JavaScript, so all students need to use all of the
features is a Web browser with JavaScript enabled.
Figure 3: A screen capture of Classroom Presenter showing ink annotation
Note-Taking Tools: Windows Journal and Microsoft OneNote
Windows Journal and Microsoft OneNote are note-taking programs which are included with Microsoft
Window XP Tablet Edition. Windows Journal has several useful features, such as importing documents created in
various applications into Journal and ability to annotate imported documents. Microsoft Word documents, Web
pages, Microsoft PowerPoint slides, pictures, and several other printable formats can be easily imported in Journal.
These features enable teacher to import a file their student has created and grade them or make comments on that
file in his or her own handwriting electronically. Journal can also be useful for presentations, meetings, and
collaborative work between students. All the information, including ink, imported documents, text boxes, and
pictures can be saved in the note file. Figure 4 shows a screen shot of notes taken in Windows Journal.
Figure 4: Screen shot of notes taken in Windows Journal
If teacher or student wants to share their Journal notes with someone who does not have a tablet, and
therefore does not have Journal, can export the note either as a Web archive file (.mht) or as a Tagged Image File
Format image (.tif).
Microsoft Office OneNote, usually referred to as Microsoft OneNote, is also a very useful tool for notetaking, information gathering, and multi-user collaboration. OneNote also adds modern features such as drawings,
pictures, multimedia audio, video, and ink as well as multi-user sharing of notes. Audio and video recording can be
synchronized with notes as they are written during a lecture or interview. Any set of notes created in OneNote can
be send to Word to create a document. Handwritten notes in OneNote are searchable directly without having to
convert to text. Using the current 2007 version of OneNote one can also create server-hosted shared collaborative
notebooks that any user can edit online or offline at any time. The changes are automatically merged as well as
marked with who made them and when. One drawback of using MS OneNote is that it requires the end user to also
have a copy of the program, unlike Windows Journal that allows exporting a Journal file to an Internet (.mhtml) file.
Other popular digital note-taking and collaborative support tools include ReMarkable Texts, NotePals,
LiveNotes, and ScreenCrayons. LiveNotes was in fact initially developed to support note-taking for deaf students.
ScreenCrayons also enables students to take notes on documents across multiple formats such as Web pages and
Microsoft Word. With this tool, students can annotate and collect information from any type of document.
Screen Recording Tools: Microsoft Producer and Camtasia Studio
The ability to perform live recording of lectures, including audio interaction between students and teacher
that can be made available for distant education students is an important aspect of classroom technology. Microsoft
Producer and Camtasia Studio are the two most commonly used lecture video recording tools. Microsoft Producer is
a popular add-in for Microsoft Office PowerPoint that can be used to produce online, media rich, and fully
interactive engaging presentations. It offers an array of tools that make it easy to create, edit, synchronize, and
publish presentations that can be viewed anytime in a user’s Internet browser. The latest version of MS Producer has
ability to (i) capture live audio or video using any capture device that is supported by Microsoft DirectShow, (ii)
include compelling transitions and video effects, (iii) embed presentations in HTML iFrames for greater layout
control, (iv) develop on-demand training content that engages users and complies with eLearning standards, and (v)
mobilize and index archived videotapes and training material. Furthermore, you can add still images and HTML
files to your presentation.
Camtasia Studio, developed by TechSmith, is a complete and powerful screen recording solution for
quickly creating professional-looking videos of your Tablet PC screen activity. A screen shot of Camtasia Studio
video recording/producing interface is shown in Figure 5.
Figure 5: Screen shot of Camtasia Studio video producing tool
Using Camtasia Studio’s suite of applications, one can (i) record full-motion screen video with perfect
quality, (ii) include a variety of cursor highlights during recording, (iii) edit, cut, and join video clips, (iv) add digital
video files (DV, MPEG, WMV) to your screen recordings, (v) add interactive callouts, and (vi) create a Web-based
or CD-based menu from which to launch your video and other media files. Camtasia Studio screen recording is
already optimized to give the smallest video file size for screen content. In addition to straight screen recording,
Camtasia Studio’s advanced features allow one to draw, annotate, and add effects during recording. Teachers can
easily record their tablet screens, PowerPoint presentations, multiple audio tracks, and webcam video to create
compelling lecture videos that can be delivered as high-quality streaming video content anytime, to even the most
remote audience.
Setting up Wireless and Mobile Learning Environment
Tablet PC provides an easy and flexible environment for making computer-based presentations that can be
carried so that teacher can move around in the classroom to better work with individuals or groups of students.
Tablet PCs also have built-in wireless adapters that are becoming much more commonplace in portable computers.
In addition, long battery life of tablet PCs ensure that students can use them throughout typical class days without
worrying about availability of power connections. A typical Tablet-PCs based wireless learning environment in a
classroom is shown in Figure 6.
Figure 6: Wireless and mobile learning classroom
The lecture presentations can either be projected directly from the teacher’s Tablet-PC, or can be shown
from a second machine that is wirelessly networked to the first. An advantage of the latter configuration is that the
teacher can move during lecture while holding the Tablet-PC. In the beginning of class the teacher can run
NetSupport School tutor to search for tablets with student versions of NetSupport School. The student versions are
automatically loaded when their Tablet-PCs boot up. Once the teacher’s Tablet-PC recognizes all student TabletPCs on the wireless LAN, an attendance register request can be send to all the Tablet-PCs. The students can
complete the registration attendance request, which can be saved as an attendance record in a Microsoft Excel
compatible comma separated value (.csv) file format.
The Tablet-PC is used in the wireless classroom as a presentation device that takes the place of the
blackboard. The lecture presentation is output to a screen using a multimedia projector. With Classroom Presenter, a
teacher has the ability to prepare lecture material in advance or write “on the fly” during class that may be difficult
to with PowerPoint. It is also easy to switch between other computer applications – e.g. a web browser, telnet, or an
integrated developer environment. Teacher keeps track of the students’ understanding of subject material through
instant surveys and feedbacks. Using the chat and messaging features of CMS, a student can engage in a dialogue
with the teacher without disturbing the entire classroom. The key features of mobile Tablet-PC based wireless
learning environment are (i) support and monitor student learning activity in a mentoring role, (ii) facilitate
communication and collaborative group work activities, (iii) facilitate to analyze and enhance project work by
recording and replaying audio, (iv) Provide instant feedback in response to a survey question, and (v) facilitate
storage of student work on an institutional repositories that can be accessed via the Web.
Conclusion
Technology enabled classroom has the potential to provide an effective an exciting learning environment
for teachers and students alike. The continuous advances in technology and the rapid proliferation of instructional
software can easily overwhelm teachers who wish to integrate technology in their courses. Though many factors
influence the application of technology in classroom and determine its educational benefits, such as the pedagogical
approach of teachers, technology used, technology training, and teacher classroom practices, their attitudes about
educational technology and classroom management skills can definitely be improved through some technical help.
Detailed information on mobile Tablet-PC technology, classroom management software tools, note-taking
programs, dynamic presentation applications, and video recording software were discussed in the paper. Teachers
can choose appropriate software tools to improve instructional delivery in technology-based classroom. This
information can help teachers make informed decision in selecting appropriate tools to achieve their teaching goals.
In addition, Tablet-PCs and supporting software tools coupled with wireless networking technology can help
teachers in creating a flexible learning environment that can enhance interaction and student engagement during
class sessions.
References
Abbott (2003). State challenge grants TAGLIT data analysis: A report prepared for the Bill &
Melinda Gates Foundation. Retrieved October 5, 2007 from
http://www.gatesfoundation.org/Education/ResearchandEvaluation
Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and
perceived student learning in technology-using classrooms? Computers and Education, 39, 395-414.
Chickering, A. W. & Ehrmann, S. C. (1996). Implementing the Seven Principles: Technology as Lever, AAHE
Bulletin, Retrieved September 27, 2007 from https://www.tltgroup.org/programs/seven.html.
Dexter, S. & Riedel, E. (2003) Why Improving Pre-service Teacher Educational Technology Preparation Must go
beyond the College's Walls, Journal of Teacher Education, 54 (4), 334-346.
National Teacher Survey. (2005). Survey commissioned by CDW-G. Retrieved October 1, 2007 from website
http://newsroom.cdwg.com/features/2005NatlTeacherSurvey.pdf
Stetson, R. & Bagwell, T. (1999). Technology and teacher preparation: An Oxymoron? Journal of Technology and
Teacher Education, 7 (2), 145-152.
Swan, K., van’t Hooft, M., Kratcoski, A., & Unger, D. (2005). Uses and effects of mobile computing devices in K-8
classrooms. Journal of Research on Technology in Education, 38 (1), 99-112.
U.S. Department of Education. National Center for Education Statistics (2000). Teachers’ tools for the 21 st century:
A report on teachers’ use of technology, NCES 2000-102, Washington, DC: Available:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000102.
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for Classroom Technology innovations, Teachers
College Record, 104 (3), 482-515.
Zucker , A. (2004). Developing a research agenda for ubiquitous computing in schools, Journal of Educational
Computing Research, 30 (4), 371-386.
Acknowledgements
This project is supported by HP Teaching for Technology grant awarded to the author. The information provided,
the statements made, and the views expressed are solely the responsibility of the author.