Theme 3: Crossing Interprofessional, Intercultural, and Interpersonal
Boundaries in Knowledge Building
Shared Resources: Collaboration and New Technologies
Wireless
technology enhanced classroom
Tak-Wai Chan, H.Y. Wang, T.C. Liu, & S. Yang, National Central University, Taiwan
Tak-Wai Chan, H.Y. Wang, T.C. Liu, & S. Yang, National Central University, Taiwan
The Wireless Technology Enhanced Classroom (WiTEC) is a system that integrates mobile learning devices, wireless local area network, and client-server architecture to support classroom activities. Effective interactions between teacher and students and among students can be supported in WiTEC, in particular, small group project-based collaborative learning activities.
1. System Components
In the past, the computer could not cause impact in classrooms due to the heavy weight, messy wires, and keyboard and mouse based operation. Nowadays, the wireless technology together with personal devices provides a possibility to change daily activities of traditional classroom. WiTEC (Liu et al, 2002) integrates wireless local area network, mobile learning devices (Mobile learning devices or MLDs are essentially light-weight, portable computers such as PDA, Tablet PC, etc., with wireless communication capability), an electronic whiteboard, a resource and class management server, and an interactive classroom server to support everyday activities, intended to be unobtrusively and seamlessly in classroom contexts.
There are four components, as shown in figure 1, including interactive instruction center, interactive learning center, interactive classroom server, as well as resource and class management server, in WiTEC. Each student uses a MLD, which runs the interactive learning center, to participate in learning activities. The teacher operates an electronic whiteboard, which runs the interactive instruction center, to perform instruction. All the instruction and learning activities are implemented under the wireless technology supported communications. The two servers provide digital learning materials, support face-to-face interactions, and keep track of interactions and activities profiles. Figure 1. Four components in wireless technology enhanced classroom
2. Project-Based Collaborative Learning Flow
The key of incorporating technologies successfully into classroom is to select proper technologies and seamlessly embed them in practical instruction and learning activities. WiTEC facilitates small group interactions in the form of face-to-face and computer-mediated interactions, individual learning in the form of human-computer interactions, and class-based interactions in the form of teacher or student presentation in front of the class using whiteboard or class voting or quiz via anonymous collective communications of MLDs by all students simultaneously.
Here we highlight WiTECíd support of group learning. A ëlearning flowí is defined as a prescribed sequence of activities designed with pedagogical purpose. WiTEC supports small group interactions in the form of a project-based cooperative learning flow. The collaborative learning flow includes six episodes: 1) teacher introductory presentation; 2) student group discussion and information searching; 3) student co-constructing group learning product; 4) student presentations; 5) peer-evaluations among groups; and, 6) class discussion and conclusion. An experimental study was conducted in three classes of sixth grade in Taipei City to investigate students' behavior and performance.
3. Conclusion
Gay et. al. provided an insightful interpretation to the effect of wireless technology: ìlearning activities are complex systems of interactions, and the benefits of ubiquity and mobility [of wireless technology] can easily be lost if that complexity is not appreciated and understood (Gay et al, 2001)î The WiTEC presents a framework of integrating an array of advanced information technologies, including wireless communication, MLDs, and client-server architecture, into classroom. The system provides essential tools to support collaborative learning activities in classroom. Extension of WiTEC is being built to incorporate the power of Internet to develop learning community using MLDs.
Acknowledgements
The authors would like to thank the Bureau of Educational Administration of Taipei City Government and the Ministry of Education of the Republic of China for the financial support of this research under Contract No. NSC 89-H-FA07-1-4.
References
[1] Gay, G., Stefanone, M., Grace-Martin, M., & Hembrooke, H. (2001) The effects of wireless computing in collaborative learning environments. International Journal of Human-Computer Interaction, 13, 2, 257-276.
[2] Liu, T.C., Wang, H.Y., Liang, J.K., Chan, T.W. & Yang, J.C. (2002) Applying Wireless Technology to Build a Highly Interactive Learning Environment. Proceedings of WMTE 2002, pp. 63-70.