Application of PDA's in the Classroom

Instructional Productivity 

As PDA's become more available in K-12 classrooms, teachers must decide how best to integrate these devices into instruction. Integration is supported by the low cost and ease of use of units. While the range of software promoting the integration of PDA's into K-12 settings expands daily, the majority of software applications continue to be developed primarily for business users. The dearth of educational software, coupled with the newest of the technology, means that the K-12 teacher who wishes to integrate PDA's into the classroom may need assistance in developing effective productivity and instructional strategies. What follows is an overview of various integration methods, including specific integration strategies that K-12 educators can use to assist them in developing their own integration strategies.

 The Paperless Classroom

Teachers have the potential to have a paperless classroom by using a PDA. For instance, whenever parents request appointments, the teacher can input the date and time in the PDA's calendar (Ray, et. al., 2001). This not only records the appointment time, but it also allows the instructor to jot a quick note as a reminder about the topic of discussion for the meeting (Green, 2001). Follow-up notes about the meeting can be added to the original note during or after the meeting. This feature is particularly useful when documentation or follow-up meetings are required. These notes can later be synched to a stationary computer and copied/pasted into word processing or other software where the information is needed. (Synching involves taking the file from the classroom computer to the PDA). They can also be beamed or e-mailed to administrators (Pownell & Bailey, 2000; McFadden, 2001).

Beaming Assignments

Daily assignments, such as required readings, grading rubrics, and laboratory forms, can be quickly and easily beamed to individual students or to groups of students equipped with PDA (McFadden, 2000; Ray, et. al., 2001). Conversely, students can beam completed work, including papers and laboratory reports, to the instructor's PDA in seconds. The instructor then has the option of grading the assignments on the PDA or of synching assignments to another computer for grading or revision (McFadden, 2001; Hecht, 1997; Stover, 2001).  Teachers can also use the PDA to keep up with administrative tasks, such as progress reports, IEPs, and discipline reports, by synching the files to their PDAs (Ray, et. al., 2001; Scott 2002). For instance, the flexibility of the PDA may prove useful for traveling teachers who move from classroom to classroom or from to school to school on a daily basis. Rather than transporting paperwork in files and notebooks, they have the potential to transport important documents electronically using PDAs (Greene, 2001; Wright, P., Bartram, C., Rogers, N., Emslie, H., Evans, J., Wilson, B., & Belt, S., 2000).

Word Processing

Word-processed files such as a class syllabus and other course materials can be stored on the PDA for quick reference in class or in the field. This is particularly useful when explaining assignments and grading procedures to students who are engaged in complex tasks outside of the classroom. Student work can be beam back to the teacher’s PDA or synched to a stationary computer for quick grading (Ray & McFadden, 2001; Soloway, Norris, Curtis, Krajcik, Marx, Fishman, & Blumenfeld, 2001).

Database Applications

Teachers can inventory instructional materials using database software available for the PDA. Information in the database can be beamed to other teachers. Additional PDA databases can be used to store information on individual students (Scott, 2002). Information such as contact numbers, special health or medical needs, reading levels, or even student hobbies and interests can be stored in the PDA and quickly accessed as needed (Ray & McFadden, 2001; Soloway, 2000).

Spreadsheet Applications

Teachers are using PDA's to record grades in various spreadsheets, including Microsoft Excel. Keeping an electronic grade book on a PDA allows for quick reference when a student asks about a grade. It also allows the teachers to input grades into an electronic grade book stored on the PDA. This is particularly useful in classrooms where constructivist and cooperative group activities require teachers to engage in “on the fly” or alternate assessment of students’ work. PDA's are also useful for teachers who require students to present oral reports or to participate in class discussion sessions. Quick access to the electronic grade book is useful for keeping up with attendance and tardy arrivals, as well. Using the PDA allows teachers to bypass the stationary computer and still maintain an accurate grade book. PDA spreadsheets also can store attendance records and performance assessment charts (Ray & McFadden, 2001; Ray, 2001; Roblyer & Edwards, 2000).