Innovations are new idea, device or process. Innovations are the application of better solutions that meet new requirements, inarticulated needs or existing market needs. It is proficient through more effective products, processes, services, technologies, or new ideas that are readily available to markets, governments and society. Innovations are something original and novel, as a significant, new that breaks into the market or society. Portable Electronic Devices (PEDs) such as laptops, smart phones, tablets etc. have become an integral part of almost every higher educations learning toolbox. In this study, the faculty and student perspectives on the effectiveness of the use of PEDs during classes are collected and compared using surveys done at Southern Polytechnic State University. Faculty openness and reservations, policies, student temptations and complaints are discussed. While the PEDs can be a source of distraction, they, if used carefully, can also provide an opportunity for engaging students. The effectiveness of the use of PEDs in classes is seen with skepticism by some and optimism by others. Like other campuses across the nation, an increase in the use of laptop and other mobile devices is observed in classes across disciplines at the Southern Polytechnic State University (SPSU). The goal of this study is to determine and compare the faculty and student perceptions of the effectiveness of the use of Portable Electronic Devices (PEDs) in classrooms across disciplines. Student and faculty perspectives on the use of PEDs are gathered, analyzed, and compared using Survey Monkey. For the purpose of this study, PEDs include, but are not limited to, laptops, smart phones, tablets, etc. In the survey of 100 students from five different schools, conducted in spring 2012, over 89% of the students reported bringing their PEDs to at least one or more classes. Some faculty see this trend as an opportunity for more innovative teaching, and are exploring ways to
leverage this technology to increase student engagement during classes. However, other faculty members worry about potential distractions that PEDs introduce in their classrooms. In a separate survey of faculty members from various disciplines, it was observed that 76% do not permit the use of PEDs in their classes. In this paper the results of the research study are presented that examined the student and faculty perceptions of how PEDs affect attentiveness, engagement, and learning. A few guidelines for using PEDs effectively in the classroom are explored. As discovered by Zhu et al., PEDs can be an effective tool for promoting student learning if faculty plan carefully how and when they will ask students to use their devices, rather than simply allowing students to bring them to class.
Last date updated on June, 2014