Unit 3: Implementing PDA’s in a College Course: One Professor’s Perspective.

This article explains that the introduction of Personal Digital Assistants (PDAs) in the educational setting is offering faculty and students a unique way to participate in their college courses. “Based on the principles of use-centered design (a concentration on the goals and tasks associated with the use of the technology), PDAs have been used to replace traditional support materials and improve the completion of identified tasks” (p. 52) in college courses. The author states, “the PDAs strengths are flexible data handling, portability, and ease of use” (p. 52). It can offer many advantages for the organization of presented material in a college course. Examples such as, a complete course syllabus and detailed calendars (with class meetings, topic and reading for each day, and sound alarmed notifications for upcoming quiz or test) can be downloaded and imported into student PDAs. The author continues to point out that the use of PDAs allows students to format documents, use different applications for certain classes, track assignments and performance (using the PIM function of the PDA), and prepare for quizzes and tests using practice test applications (Quiz App and Quizzler Pro). Overall, Peterson believes that the PDA will continue to play “ a much larger role outside of the classroom than inside the classroom, implying that the technology does not supplant classroom education, but supports it” (p. 53). He reminds the reader that “like all technologies, a PDA is only a tool; if used inappropriately it can be a source of frustration, but if used correctly it can a tremendous asset” (p. 54).

After reading this article certain questions have risen concerning the level of ease associated with using PDAs. For some this could be an overwhelming burden when trying to comprehend the content presented in a course. They might have to spend an extra mount of time figuring out the applications and steps to access information, taking away from crucial study time. It would be hard to utilize technology like PDAs if used without considering how it might be detrimental to student learning. Another concern of mine is the cost associated with buying a PDA. I understand this technology is getting cheaper, but living on a student budget might hinder the ability to purchase an item like a PDA for some individuals. In many ways, I feel that this approach could be beneficial. The ability to instantly communicate with students on updated material, the lack of paper waste normally produced with all syllabi, handouts, and additional reading materials, and the possibility for taking practice quizzes all factor as plus in my opinion. That said, the most important thing to remember are the goals that have been established and determine whether or not they can be met by the technology. It will be very interesting to see how differently courses will be structured in the future.

Peterson, D. (2002). Implementing PDAs in a college course: One professor’s perspective. Syllabus, 52-54.