Abstract

Emerging technologies (Tablet PC and Clickers) were introduced in the delivery of first-year Agricultural Mathematics course at the University of Queensland Gatton Campus, Australia. The digital ink pen and the screen of the Tablet PC were used to develop mathematical concepts in lectures and foster interactive teaching and learning. Ten ‘Bonus Mark Sessions’ were also conducted during the semester where students were asked to solve an analytical problem based on the week’s topic. The student with the first correct solution was awarded a bonus mark after he/she explained the solution to the rest of the class using the Tablet PC. This activity had the effect of gaining students’ undivided attention during the lecture, promoting student engagement and developing graduate attributes like communication and presentation skills. The ‘delivered’ lectures were saved in the form of PowerPoint slides and uploaded on the course Blackboard site for online viewing by internal as well as external students. Clickers were used for collaborative assessment during the mid-semester examination. The impact of these technologies on student engagement and learning was assessed by using the standard university Teaching Evaluation survey and a specific survey developed for this course. The innovative use of Tablet PC was very well received by the students. However, there were mixed reactions to the use of Clickers for assessment. The instant feedback on exam results was appreciated by the students but the inability to change their answers during the examination was cited as the major limitation of the Clickers.