期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2015
出版社：The Canadian Engineering Education Association (CEEA)
摘要：In today’s society, electronic devices represent an important part of the cultural fabric, especially for the younger generation. Professors and lecturers teaching at post-secondary levels express concern when students appear to be more interested in electronic devices than the content being presented in the classroom. These devices permit the student to locate small snippets of data and information leaving them largely incapable of integrating this data into comprehensive concepts. Another drawback of using modern electronic devices in the classroom relates to their misuse during examinations. The argument from an educator’s perspective is: suppression versus celebration, as electronic devices assume a ubiquitous place and role in the classroom. Unable to effectively compete with the apparent entertainment value of iPods, iPads, cell phones and laptops, educators and policy makers enact a range of measures designed to enforce student engagement during class time. Institutional responses to the use of electronic devices include: policy language enshrined in course outlines, bans on such devices and confiscation of offending devices. Conversely, given that every conceivable subject is available via the internet, these electronic tools are effective in ‘bringing the world into the classroom’. This paper explores and presents actionable strategies that educators can employ to leverage the power of electronic devices in stimulating students’ participation during classroom delivery. Based on literature search, personal experience and field interviews, suggested best practices are advanced for the enhancement of the learning environment (both lecture and lab) in the pursuit of improved learning outcomes. The paper will also present the limitations and drawbacks in the use of these devices.
