Both Palm, Inc. and Texas Instruments have recently released research that shows that handheld technology can help promote learning in K-12 classrooms. The key is teacher preparation and careful planning for how the technology is used.

Palm released the results of an evaluation of the integration of handheld technology into K-12 teaching and learning environments, which was conducted by SRI International (Menlo Park, CA). The study is based on 100 classrooms that were part of the Palm Education Pioneer (PEP) program, which awarded $2.3 million in grants to 175 classrooms.

The evaluation report draws on 86 PEP projects that reported data as of January 2002. Among the key findings:

* 96% of respondents agreed or strongly agreed that handheld technology is "an effective instructional tool for teachers."

* 93% of respondents agreed or strongly agreed that "having a classroom set of handheld devices will have a positive effect on my teaching practice."

* 73% of respondents agreed or strongly agreed that handheld computers "are more easily used in the flow of classroom activity than desktop computers."

Overall, the PEP teachers reported that using handheld computers in the classroom made new teaching and learning activities possible and helped facilitate existing activities. Teachers found that handheld computers have a positive impact on facilitating outdoor inquiry learning activities, classroom management, promoting student collaboration and interaction, and improving students' organizational skills.

Despite generally positive results, some concerns were expressed about sometimes-complex usability, difficulty mastering handwriting recognition software and the potential loss or theft of the handheld computers, which will be further studied as the evaluation continues.

The complete report can be found at palmgrants.sri.com/PEP_R2_Report.pdf

Graphing Calculators

Texas Instruments sponsored an independent study on the use and value of handheld graphing technology. The researchers synthesized peer-reviewed, published research and found that gains in student learning of mathematics with handheld graphing technology are directly related to how the technology is used in the teaching process.

In particular, the research indicates that simply providing teachers with information on how the technology functions will not lead to effective integration in the classroom. Substantial professional development and support is necessary for teachers to make informed decisions about how they choose to use handheld technology in their classrooms.

Gail Burrill, former director of the Mathematical Science Education Board and past president of the National Council of Teachers of Mathematics led the research team that did the meta-analysis. She told ETM that much work remained to be done on the effective use of handheld graphing technology in classrooms. Burrill said that she and her team set strict guidelines about the type of research that they would consider. They examined more than 180 published research reports on the subject, finding only 44 that met their rigorous criteria for inclusion in the research summary.

A successful implementation of any technology is never simple. Burrill's data indicate that students need a solid foundation in mathematics to use handheld technology in a way that contributes to understanding and solving math problems. Similarly, teachers need a clear understanding about how and why they use the technology.

Contact: Marty Mallonee, 650-859-2198, marty.mallonee@sri.com; Regina Haas, Springbok Cohn & Wolfe for TI, 972-480-9980, ext. 156, regina_haas@springbokcw.com

Editors' Note: Though both these studies provide useful information, they probably would not come up to OERI's standard for scientifically based research. SRI is tracking the handheld implementation over time, but there is no control group involved and most of the data comes from attitude and opinion surveys.

I believe there is a lot to be learned from careful classroom observation, especially when a significant number of classrooms are involved. The new ESEA is looking to establish a higher standard. How much of a burden it places on vendors to supply research designed to answer the question of impact on student achievement remains to be seen. Anyone who has spent time in a classroom knows how complex that research will need to be. Everyone--vendors, educators and government--wants to move in the direction of improved achievement. Considering where we're starting from, we'll all need to pull together and show grace and flexibility to make it happen. AW

The research TI announced comes closer. Only peer-reviewed, published studies were included and meta-analysis is a respected statistical methodology. After looking at what was already available, the principal investigator reported that there is not a lot of high-quality research on this topic and pointed out that there are a lot of questions still needing investigation.