In this paper, we identify key challenges faced by computer-based assessment (CBA) in secondary education and we put forward a framework of design considerations: design with the students and teachers, select the most appropriate media platform and plan an evolution rather than a revolution of prior practices. We present the CBA application ‘MyTest’ which was developed using the participatory methodology We!Design, with the collaboration of 31 students and teachers. The application is targeted for the Tablet PC platform, provides “digital ink” capabilities and supports both closed-type and open questions, facilitating the transfer of traditional assessment practices to CBA. Both students and teachers were excited about the design sessions, and they asserted that they would rely more on educational software designed using this approach. The comparison of the ‘MyTest’ application with an assessment application developed with the same participatory methodology and the involvement of 40 undergraduate students revealed dissimilar expectations and needs of high school and undergraduate students that are often disguised or misinterpreted. A pilot evaluation of the application in real learning conditions was conducted with 31 students using Tablet PCs and with 37 students using traditional PCs. Interestingly, the Tablet PC platform rendered the ‘MyTest’ application more useful and usable to the students, validating our claims.

Computer based testing using digital ink: Participatory design of a Tablet PC based assessment application for secondary education

A system and method that facilitates and effectuates in situ search for active note taking. The system and method includes receiving gestures from a stylus and a tablet associated with the system. Upon recognizing the gesture as belonging to a set of known and recognized gestures, the system creates an embeddable object, initiates a search with terms indicated by the gesture, associates the search results with the created object and inserts the object in close proximity with the terms that instigated the search.

In situ search for active note taking

A method and system for grouping and stacking tab user interface objects with icon status indicators. Tabs are grouped together, and each tab group is visually represented by a single top tab, under which all tabs in the group are stacked. The top tab of a tab group provides visual indication through one or more icons of which tab in the group is currently selected, and of at least one status of each tab in the group. The tab groups may be displayed as part of a row or rows of tabs that provide the user with control over the contents of an associated view pane. The user can select a tab group to be currently active with respect to other tabs in the tab row(s) in the user interface by clicking on the top tab for that group. When a menu indicator in the top tab for a group is clicked on by the user, a menu is generated that allows the user to indicate (e.g. click on) any tab within the group in order to cause that tab to become the currently selected tab for the group. The display items associated with the currently selected tab in a group are displayed in the associated view pane when that tab group is currently active within the tab row(s).

Method and system for grouping and stacking tab user interface objects with icon status indicators

/pdf/college-students-acceptance-of-tablet-pcs-an-application-of-10dw4ixd0j.pdf

College students’ acceptance of Tablet PCs: an application of the UTAUT model

In fall 2006, South Dakota School of Mines & Technology launched a mandatory Tablet PC program for incoming students. As I prepared to teach my first all- tablet class, my reaction was mixed. Although the idea was exciting, facing a sea of computers on each student desk meant leaving my comfort zone and testing new classroom methods. Would this new mix of technology and pedagogy really help students learn? Could I adapt my teaching style to such a classroom? This paper discusses my attempt to address these questions by developing a Tablet PC classroom built upon the dual foundation of DyKnow presentation and monitoring software and the WebCT course management system. My overall objective for this tablet project was to use the new technology tools offered by the Tablet PC-DyKnow-WebCT trio to enhance a teaching and learning pedagogy that had long served me well, namely, Chickering and Gamson's classic "Seven Principles for Good Practice in Undergraduate Education." More specifically, I wanted to create a Tablet PC classroom able to empower students with enhanced active learning skills and erase borders between them with improved communication.

The Tablet PC classroom: Erasing borders, stimulating activity, enhancing communication

Tablet PC's have several unique features that lend themselves nicely to the academic environment-both for faculty use and for student use. Faculty in the College of Technology at the University of Houston have used Tablet PC's (TPCs) for the past year. This paper will describe those experiences and the possibilities they provide for new ways of teaching and learning.

Tablet PC's as instructional tools or the pen is mightier than the 'board!

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Tablet PC's as instructional tools or the pen is mightier than the 'board!