Put the case that you were piloting the widespread deployment of iPod Touches in a classroom.Â You can assume the following:
- Two sections of the same class will be taught in a 5-week period.Â For the sake of argument–let’s call that course World Lit I, a 200-level course for both majors and nonmajors.
- Both courses will teach the same syllabus, and, broadly, the same assignments.
- In one section, every student and the instructor will have an iPod Touch.Â In the other, not so much with the iPod Touch.
- It’s definitely an iPod Touch, not an iPhone.Â No cheating!Â (Perhaps your governor has banned new cell phone contracts.)
- You’re at a regional comprehensive public university.Â You can assume the professor’s down for whatever, but you *cannot* magically assume s/he can throw significant amounts of resources at this one class.Â (E.g., no fair coding an application in 2 months during a semester.)
- Update: You can also assume that the default class location has good wireless access, and that the college has a Blackboard/Vista license, and so can support the new Blackboard app.
Your mission, if you choose to accept it, is to accomplish two things:
- Showcase the tech, but *also*
- Meaningfully assess its utility in the classroom
What kinds of things would you like to see in the class?Â What kinds of information would be useful to you in persuading colleagues to adopt / not adopt the iPod Touch?Â What might you do to make the experiment a helpful one for everyone?
At present, let’s still call this hypothetical, but let’s also call the question a serious one.