Luxury is Space to write: Using tablet PC technology to enhance learning?

Deborah Peel, Sanwara Gunasekera

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Abstract

    This project reports on the use of tablet PC technology in the classroom to enhance student learning. It is based on a literature review, action research and reflective practice through the use of peer review. Research suggests that a critical feature of understanding student interaction with in-class materials is whether lecturers/students construct the lecture experience as being based on transmission and receipt of messages or a complex activity that enhances learning through relatively more active and inter-active processes. The empirical study involved two lecturers working with different undergraduate cohorts in lecture contexts within the built environment (quantity surveying and planning). The paper locates the discussion in relationto the use of PowerPoint, presents the two case studies, describes the use of tablet pc technology to increase student engagement, comments on the benefits of peer review in providing constructive feedback, and reflects on the conference theme in terms of the luxury of having pedagogical research space.
    Original languageEnglish
    Title of host publicationSpace is Luxury
    Subtitle of host publicationSelected Proceedings 24th AESOP Annual Conference
    Place of PublicationEspoo, Finland
    PublisherCentre for Urban and Regional Studies Publications, Aalto University
    Pages139-154
    Number of pages16
    ISBN (Electronic)9789526031309
    Publication statusPublished - 2010

    Keywords

    • Tablet PC
    • student interaction
    • reflective practice

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  • Cite this

    Peel, D., & Gunasekera, S. (2010). Luxury is Space to write: Using tablet PC technology to enhance learning? In Space is Luxury : Selected Proceedings 24th AESOP Annual Conference (pp. 139-154). Centre for Urban and Regional Studies Publications, Aalto University. http://lib.tkk.fi/Reports/2010/isbn9789526031309.pdf