The Techno Corner

Susan L. Jones, Ph.D
Assistant Professor
Southwest Missouri State University
School of Teacher Education
College of Education
E-mail: SusanJones@smsu.edu

The other day, I received in the mail several boxes that contained the Personal Digital Assistants (PDA) that I wrote a grant for to implement into our undergraduate technology course at the University. The majority of you may know exactly what a PDA is, but for those of you who are not quite sure a PDA is, quite simply put, a very small handheld mobile computer. Excitedly, I picked up a couple of the boxes and took them home to look at as I "relaxed" that evening.

Upon arriving at home, my son (age 10 years) greeted me happily at the door, questioning me as to what I had brought him. I explained to him what I had purchased and the purpose for which it was intended. Sitting the boxes on the kitchen table and turning to the refrigerator to fix dinner, my son asked if he could open the boxes for me. Agreeing, I left the kitchen and went downstairs to the freezer to take out some hamburger. When I returned to the kitchen... Yes, not only was the PDA box opened but the PDA was on and being operated at the table by my son, who bore an enthusiastically nervous look on his face and replied, "Mom, these are awesome! Can I have one?" Impressed with his excitement about a device that I had only read about and his ability to put it together and work with it so quickly, I reminded him in a motherly voice that he was only to open the box! I agreed to let him "look at" the PDA that night.

Not surprisingly, he managed not only to learn how to insert the battery, connect the three separate cords to the electrical outlet, turn the machine on, locate the stylus in the PDA, charge the PDA, set-up a task-list of homework for himself (that surprised me----so he does know what he's suppose to do), insert his own "personal" information into the PDA (which he got in trouble for--again), set up a private list of "contacts" (and got in trouble, yet again), locate the games and learn how to play them, master the ability to switch back and forth from handwriting recognition to keyboard mode, set up the docking station, load the software and sync it with my computer (he said he was going to surf the net for dinosaurs when he turned my desktop computer on), and the list goes on. Since the day he opened that box, I continue to be amazed as I watch him come up with different uses for the PDA in using the software that it came with.

Classroom Uses

The International Society for Technology in Education's (ISTE) National Educational Technology Standards for Students (NET*S) requires early computer use to fulfill computing and information literacy goals, whereby PDA's are one new viable solution to fulfilling this goal, along with laptops and desktops. PDA's in the classroom are becoming popular choices among administrators and teachers because of cost and portability. Other factors, such as student motivation to complete school work and on-task behaviors, also increase with the use of PDA's (Royer and Royer, 2004). Yet, through well-developed PDA programs, such as the Ashland Independent School District, other areas can be further enhanced, such as "Concentration and attention span; memory skills; hand-eye coordination; reading skills; writing skills; vocabulary and numeracy; confidence; and problem solving" (Ashland I.S.D., 2005). For teachers and students alike, PDA's have many benefits.

Several examples exist for teachers who wish to use PDA's in the classroom. For example, if a teacher has access to PDA's in his/her classroom he or she no longer has to worry about access to the computer lab for instantaneous exploration of a particular topic. Nor does a teacher have to worry about scheduling the computer lab to use the computer and data project for an instructional activity, software exploration and/or working on projects when the lab is inaccessible if they have access to PDA's in the classroom. If PDA's are available for the classroom teacher with the much lower price of purchasing PDA's, gone is also the worry about having enough computers in the classroom to work on projects, complete research on the internet, or the inability to share documents directly with students in the classroom.

With PDA's in the classroom teachers and students can instantly share documents with each other, have access to reference materials--such as e-books, images, graphics, audio clips, expert sources--and a variety of programs can also be instantly distributed at the teacher's discretion. Work can be viewed instantly on a PDA through the TV or data projector. Students' can even take exams and receive instant grade results with feedback when using a PDA. Teachers can automatically update grades and student records with a PDA from their home, classroom, or even office computer by easily syncing information through a cradle or cord. Students can work and complete individual student portfolios using a PDA. Students can also print assignments, homework, or lesson plans from their classroom seat and even share documents with classmates. PDA's can be used with any subject area (i.e. math, science, language arts, social studies, or foreign language). To see how PDA's (specifically Palms and other handhelds) are being used throughout the nation ranging from elementary school to higher education institutions check out the article, "PDAs Rule the School" found at http://www.pencomputing.com/Palm/Pen42/pdasinschool.html.

Before You Buy: Research

As with any technology, there are limitations and drawbacks. PDA's are certainly by no means a panacea to society's ills. PDA's are not the classroom teachers' answer to No Child Left Behind. One potential limitation for some teachers when using a PDA is that the screen is tiny and can be frustrating for some individuals who are more comfortable using full-size computer monitors. Specific word processor or spreadsheet projects can be a bit more difficult to navigate and use on a smaller PDA screen, for some, than on a PC screen. Many of the PDA's require synchronization to a desktop or laptop computer where some individuals find it easier to print materials out; however, there are now wireless and infrared printing solutions. If you are interested in the wireless or infrared type of printing options, make sure that the PDA you are interested in doesn't require the purchase of extra software for this option. Or, if it does, make sure you are aware of the extra expense. Some PDA's do not come with a print option, in which case you definitely need to spend a little more time synchronizing your PDA with your computer so you can print from there.

Another potential drawback, although easily overcome, is whether or not you spend a considerable amount of time inputting text into the PDA. If that is one of the reasons you are getting the PDA--so you do not have to carry the heavy laptop with you--without a keyboard you may find it difficult to do a lot of inputting of text. To overcome that potential limitation, you will need to look at possibly purchasing a keyboard for your PDA; which is not very expensive.

Another potential limitation for a PDA is the battery. Items not saved in Special Read Only Memory can be lost when the battery runs down. In other words, when your PDA loses power you lose files, unless saved in this manner, unlike your desktop computer or laptop which can loose power but still save your documents and files. Make sure you check on this potential limitation before purchasing.

Recommendations

Before you decide that you want to purchase a PDA to use personally or several for your classroom you need to explore the variety of PDA's now available on the market and look at features and limitations. GAEA Technologies provide a good website page that can get you started at looking at the different types of "Pocket PC's" available. Visit their online website at http://www.gaea.ca/en-us/dept_6.html for a complete listing of manufacturers, models, available processors, memory, speed, price, operating systems and links to specific manufacturer homepages for additional information. Once you have explored several manufacturers of PDA's and you begin to get a feel for the various options you may want or not, take the time to sit down and really decide what your objective is for purchasing one or more PDA's. Once you have that in mind, make a list of all the "requirements" your PDA must have for you and/or your classroom students for the purposes you have already identified. Make a list of all the "nice-to-have" items that you would like the PDA's to have if you could spend as much money as you would like to get the perfect PDA. I, personally, would recommend that you pay close attention to the operating system, processor, RAM, ROM, slots available, battery/additional battery, wireless system, service, upgradeability, cradle versus cables for charging (many now come with both), carrying case, accidental service, external keyboard, presentation accessories, additional stylus, and virus software (since you may sync it with your computer).

Once you have completed your list of "requirements" and "nice-to-have" items, then go manufacturer shopping and see where you can get the best deal. You might even find that not only can you get the "requirements" but you might also get to include some of the items on your "nice-to-have" list; especially if you shop around. Discounts are also provided often, if you are purchasing more than one PDA and it is for an educational purpose; educators often receive discounts. In other instances, manufacturers have ongoing sales, closeouts occur, shipping is free, or additional peripherals are offered as incentives to entice you to purchase from a certain manufacturer rather than a competitor. Don't be afraid to ask for discounts or incentives!

Remember, PDA's are a viable option with many uses both administratively and instructionally for teachers and students, and, as always, there should be an instructional learning objective driving the determination to integrate technology with students.

References

Torr, F. (2005). Corvette Z06 Fires Up New 7.0-litre V8. Available online:
http://www.webwombat.com /motoring/news_reports/corvette-z06.htm

Royer, R., and J. Royer. 2004. "What a Concept!: Using Concept Mapping on Handheld Computers." Learning & Leading with Technology 31 (5): 12-16

Academic Exchange Extra invites reader response to any writings in this issue--especially articles advancing the scholarly debate of issues raised.

------------------------------ Page Citation Reference:
Jones, Susan L. (2005). AE-Extra. May. Available Online.
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Created: 20 April 2005. Updated: --. Accessed: ]