Professor iPad: Improving Learning Outcomes with the iPad Mark M. Lennon, Ph.D. – Frostburg State University Tulay Girard, Ph.D. – Penn State Altoona HETL Conference – Orlando, FL, Jan 13-15

Introduction  Advances in tablet technology created greater opportunities to enhance business education.  Adopted by companies (e.g., Wells Fargo, Mercedes-Benz, SAP) (King, 2010).  Businesses use iPads for: ing, web surfing, CRM (Customer Relationship Management) & company specific applications (Auletta, 2010, Burrell, 2010).

Introduction (cont.)  Examples of campuses include Oregon State University (Burrell, 2010), Florida State College (Aldrich, 2010; Kaneshige, 2010), NC State University library system (NCSU, 2010), even campus tours (Chronicle of Higher Ed).  Because of the newness of the device and the lead time to publication, formal academic literature about the iPad’s use in pedagogy is somewhat limited.  Paper explores and illustrates the use of the CNBC-RT (Real Time) App for iPad/iPhone and its efficacy as a pedagogical tool.

Literature Review  Mostly conference papers on iPad Usage and its pedagogical impact (Muerant, 2010; Hall, 2011; Nooriafshar, 2010; Ostashewsk & Reid, 2010).  Extensive Journal Articles on the use of Mobile Phones as Pedagogical Tools (Biel, Grill, Gruhn, 2010; Chao & Chen, 2009; Johnson et al., 2010; Lennon, 2008; Kukulaska et al., 2005).  Tech Savvy Students readily adopt new technology (Warschauer, 1996; Cobb & Yackel, 1996); Stephan & Rasmussen, 2002; Vygotsky, 1978).

Literature Review  Benton (2012) examined the implementation of the iPad as an instructional tool through the experiences of classroom teachers.  Benton concluded that teachers did not receive adequate support to integrate iPads in their respective content areas and relied on colleagues and students for support.  Need exists for pedagogical papers on the use of apps and tablet devices in classrooms.

“Killer Apps”  Over one million Apps are available for download but not all are value-adding.  Tabb (2011) mentions and names “Killer Institutional Apps”.  He describes these apps as real-time operational dashboards, risk management platforms, news and positional alerts that portfolio managers, traders, and analysts utilize to keep abreast of the world.

CNBC-RT as one of “Killer Apps”  My stocks  News  Videos  Market’s real-time data  Indexes (US, European, & Asian).  Pre-Markets (Futures trade values)  Market Movers (Gainers & Losers)  Commodities (Oil, NG, Gas, Gold, Silver)  Currencies  Bonds/Treasuries  Dow Impact (Dow gainers & Dow losers)  Stocks on CNBC

Dow Impact – Gainers/Losers Illustrates how each Stock in the Dow Jones Index is impacting the overall Index

Currencies Presents prices and graphs of fluctuations in US & foreign currency values

Futures Shows prices of major commodities like Oil, Gas, Gold, Silver, etc.

Breaking News Breaking News Latest news reports with text alerts

Video News Stories Later iPad models can output directly to monitor display in the classroom

Conclusion  Engages students in new and exciting ways. Makes learning fun.  Faculty can incorporate latest news and market changes as examples in class lectures.  Shows linkages between news and market and financial conditions.

Limitations of Study  Exploratory in nature and provides a review of the use of a financial data app in classroom.  Only one App and tablet type (Apple) are explored.  Hard to implement if not all students have an iPad/iPhone or Android tablet.  Future Research: Longitudinal empirical studies, and comparison of competing Apps.  Actual class exercises and examples of exams to assess knowledge can be developed.

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