Oral Biology, University of Illinois at Chicago, College of Dentistry
Thursday Evening, Park Concourse
Common challenges for faculty in any discipline include finding ways to motivate students to stay on task and remain engaged with course content, as well as encouraging students to work collaboratively with their peers. The increased adoption of new technologies into the classroom provides unique opportunities to take advantage of existing applications in order to address these challenges. This presentation provides an example of how tablet (iPad)-based applications were integrated into a human gross anatomy lab at University of Illinois at Chicago, College of Dentistry. Among the specific mobile applications used, one employed a scavenger hunt as a strategy to increase student engagement and collaboration within the laboratory. Student-generated photo and video data were also used for formative assessment of student understanding by course faculty. Details and challenges of logistical planning, as well as implementation of the project are addressed. Additionally, results of student surveys highlighting student impressions and patterns of use demonstrate that careful integration of tablet-based applications into the classroom leads to increased collaborative activity and engagement, as well provides a means of formative assessment. This study illustrates an example of the use of best practices for incorporating technology into a course and is relevant for faculty teaching similar laboratory based courses, such as osteology or paleoanthropology.