Tablet Technologies in
Teaching and Learning
Cathy Lysy
Juan Pedro Paniagua
Carla Romney
Fabian Torres-Ardila
INSTRUCTIONAL INNOVATION CONFERENCE-March 2012
To survey the diverse tablet
technologies that are now in use at
Boston University
Objectives of implementation?
 Hardware/software?
 Technical support?
 Funding?
 Assessment?
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School of Hospitality Administration
SHA HF 370 Revenue Management
School of Management
SMG SM 222 Modeling Business Decisions
and Market Outcome
Graduate School of Management
Executive MBA Business Marketing Seminar
College of Engineering
ENG EK 301 Engineering Mechanics I
Metropolitan College
MET MA 118 College Algebra/Trigonometry
MET MA 123 and 124 Calculus I and II
School of Medicine
GMS Health Care Emergency Management
MED Anatomy/Histology/Radiology
College of Fine Arts
CFA AR 484 Graphic Design
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Mobile iPad ‘Lab’ of 65
iPads
Students use iPads or
their own laptops
Instructor uses iPad and
laptop
Primary purpose: polling
and course-specific
software
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6 tables, each with
netbook connected to
wall-mounted displays
Multi-touch SMART
board at front of room
Instructor and two TAs
Focus on problems
projected on screens
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EMBA students given
iPads that contain all
course documents
iPads used for polling,
access to course
documents, notetaking
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Material projected on
screen and on iPads
Work in small groups,
sharing one iPad
Bi-directional, but not real
time
2 Instructors and one TA
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Networked student
Tablet PCs and one
instructor Tablet PC,
LCD projector
Specialized software
for real time bidirectional data and
lecture capture
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Undergraduate and graduate Graphic
Design students design materials
specifically for use on iPad.
Students use iPads in a lab setting.
“Apple-friendly” community and IT
support.
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F2F and Distance
Learning with
multi-touch SMART
board
Specialized
software for
remote computer
control and lecture
capture
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Separate slate
tablet and stylus
(Wacom Bamboo)
to annotate
images
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SMART Podium and
SMART Sympodium
Faculty are open to trying new
tablet technologies in order to
meet students’ current needs and
style(s) of learning.
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No coordinated management and
sharing of best practices
Lack of faculty/staff training
Funding for faculty and course
support staff
Technical support needed
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Insufficient faculty input prior to
acquisition
Lack of clear pedagogical rationale
for use of technology
Need to assess efficacy and
satisfaction
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Establish a University-wide working
group of faculty and administrators to
identify strategies/goals/desired
outcomes
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Draw on University expertise
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Measure efficacy of implementations
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Develop best practices
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Recognize faculty/staff time
We thank the following faculty and staff members
who, on short notice, provided access to their
classrooms and generously shared their
experiences.
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Jana Brady, BUMC
Erik Browning, SHA
Janice Dolnick, SMG
Caleb Farney, ENG
Melvyn Menezes, SMG
Jeanne Myers, SMG
Keith Osher, SMG
Nick Rock, CFA
Kitt Shaffer, BUSM
Kevin ‘Kip’ Thomas, BUSM
Ann Zumwalt, BUSM