1. Introduction

As the figure of pupils inscribing in universities is lifting quickly each twelvemonth. larger schoolrooms are built to increase their capacity. As a consequence. each pupil receives less and less attending in the schoolroom and loses original interaction with their professors. Adapting to inevitable alterations in the educational establishments. pedagogues are continuously seeking new schoolroom engineerings and integrate them in their instruction. For case. computing machines. projectors. and screens are common equipments in any schoolroom presents. However. every engineering comes with a cost. and the instruction budgets are under force per unit area in today’s economic state of affairs.

Without cut downing the quality of course of study in big category scenes. it is of import for pedagogues to analyze how each employed engineering aids and enhances students’ larning experience. At the University of Waterloo. pupils come across many schoolroom engineerings. such as mikes. clickers. projectors. laptops. wireless Internet. and cell phones. In rule. engineerings in the schoolroom should be helpful by supplying convenience. piquant pupils. and bettering quality of the class.

Simultaneously. pupils are besides easy to be distracted and they frequently exploit the usage of these engineerings. In this study. specific engineerings will be broken down and discussed individually at the involvement of the Math Faculty of the University of Waterloo. A study dwelling inquiries sing the usage of engineerings in the schoolroom is conducted in an English category of140 math pupils. At the same clip. consequences of many related articles. researches. analysis. diaries and some experiments written by bookmans and experts in the country will be emphasized.

This study will be helpful for the Math Faculty. deans and determination shapers to measure the cost effectivity of the schoolroom engineerings. Students are besides interested in polishing their acquisition tools and environment. As for the makers. they want to cognize the disadvantages of the engineerings so that they have chances to better and sell more of their acquisition merchandises. Finally. professors and teachers will be interested in heightening their course of study while incorporating schoolroom engineerings.

2. Discussion
2. 1The Influences of Laptops in Classrooms

The usage of laptops in the post-secondary instruction is going more and more popular over the old ages. Laptops serve as a tool that provide many utile characteristics that traditional instruction method would ne’er hold. For illustration. pupils can entree class stuffs through a laptop while sitting in the category. They can utilize their laptops to take notes and even obtain on-line resources relevant to the category treatment.

It merely seems that laptops are so helpful during a category. However. some argues that utilizing laptops during a category will do distractions and hence cause pupils slacking off. Harmonizing to Galluch. Long. Bratton. Gee and Groeber ( 2009 ) : “Off-task behaviours with ICT [ Information and Communication Technologies ] in the schoolroom have been mostly attributed to the increased usage of laptops…Based on studies consequences and professor interviews. the hypothesis that the presence of ICT negatively affects students’ attending in the schoolroom was found to be significant…Our research has proven that pupils do slack in the schoolroom because ICTs accelerate their privation to make so. ”

The writers argued that some pupils would utilize laptops for activities that are unrelated to the category. The usage of laptops in schoolrooms besides reduces the interaction between professors and pupils since the pupils stare at their computing machine screens all the clip. This would ensue in less category engagement from the pupils. They besides pointed out that the professors are doing more attempt to maintain pupils engaged in the category as pupils are so distracted by their laptops. Some of the points they reported are still true in current post-secondary schoolrooms. The sound of typing and mouse snaping can be really raging to the professor and the pupils.

Laptops are equipped with games and wi-fi capableness ; pupils could travel on Facebook or play games unnoticed by the professor because it is difficult to construe that a pupil is taking notes or non. Furthermore. one pupil with laptop making activities unrelated to category could easy allure other laptop users to fall in him. Although laptops seem to be a possible distraction to a category. there are still other factors to see before we make any concluding decisions. At the post-secondary degree instruction. the pupils are all grownups who should cognize what is best for them. If a pupil seeks distraction. he can still happen it even if he does non utilize a laptop during category.

If we remove laptops from schoolrooms and ensuing in more category engagement and interactions between pupils and professors. we still can non state that this is the best acquisition environment for the sstudents. Harmonizing to a research from Kay and Lauricella ( 2010 ) : “The benefits of utilizing laptops computing machines in higher instruction schoolrooms appeared to outweigh the challenges. About 75 % of all pupils reported that the laptop was of import or really of import to their academic success and positive remarks exceeded negative remarks by a factor of 2:1. ” Kay and Lauricella argued that utilizing a laptop to take notes in the category will assist most pupils to concentrate better during category. It besides provides effectual entree to academic resources.

In some categories. laptops are necessary for pupils because it is integrated into the course of study. However. the categories in the Math Faculty of University of Waterloo do non necessitate pupils to convey their laptops. There is no clear policy sing laptop usage during the category. Students have the freedom to utilize their laptops in any of their categories. From the study our squad conducted. consequences shown that 65 % of the pupils think laptops are deflecting or really deflecting to them during category.

Therefore. we conclude that laptops are decidedly a distraction to most pupils during category. However. laptops should non be excluded from the schoolroom because there are pupils who are dependent on laptops for their academic intents. In decision. we suggest that clear policies for laptop users are necessary for every category. There should be serious effects to those who act against these policies. We besides recommend the Faculty of Mathematicss to put up a specific laptop country for laptop users in category.

The laptop country would be at the dorsum of the category so that the pupils wouldn’t be distracted from looking at other people’s laptop screens. In the hereafter. laptops will go on to play an of import portion in post-secondary instruction. Although our study does turn out that laptops are deflecting to pupils. taking laptops from schoolrooms is impractical. Therefore. it is important for the Faculty of Mathematics to do certain laptops are used efficaciously in the schoolrooms.

2. 2The Internet: Transforming Our Approach to Education

The cyberspace is a monolithic information. communicating. and amusement mercantile establishment. The convenience of the cyberspace allows us to rapidly garner and administer information. Inevitably. this affects instruction at the university degree. The full campus of the University of Waterloo offers Wi-Fi-access. which allows pupils to travel online at any given point. It is indispensable to analyse this new engineering as it is revolutionising the manner we learn. The purpose of this subdivision is to discourse the benefits and possible issues that come with incorporating the cyberspace into a post-secondary schoolroom. Possible solutions and recommendations are presented after extended research and analysis. University pupils lead really busy lives.

The cyberspace accommodates their agenda because it is easy accessible. Typing a keyword into a hunt engine is exceptionally faster than sing a library. seeking for a book. and looking through its contents. This engineering can even be used during category to clear up instructions. For illustration. alternatively of inquiring a inquiry to the teacher. a pupil may merely utilize “Google” to have instant feedback. This creates a sense of independent acquisition. while besides cut downing the figure of breaks during category. As category sizes continue to increase. the cyberspace has become a really utile tool in modern instruction.

A common statement against the usage of Internet is that “While schoolroom entree to the cyberspace may be a fantastic instruction tool. it can besides be a barrier to learning” . provinces Dennis Adams. president of the information-sciences section at the University of Houston ( Bugeja 2 ) . There are many grounds as to why this statement is widely believed to be true. Many of today’s teachers dislike the thought of the Internet as it is something out of their control. While one pupil can utilize the cyberspace for educational intents. another can easy utilize it to play games and confab with friends. From a study that we conducted on-line. we discovered that 80 % of the pupils reported that they use the cyberspace for category related grounds less than 50 % of the clip.

Michael Bugeja expresses his concern about his ain University in his article “Distractions in the Wireless Classroom” : “As the figure of wireless entree points has increased on the campus. so has the figure of studies of Web surfing. text-messaging. and bet oning during class” . In a big category of over 100 pupils. it is impossible for the teacher to modulate each single student’s online activity. Thus it is apprehensible that the cyberspace usage in the schoolroom is condemned by many people. The distractions that the internet brings cause many people to oppugn if it should be banned during category.

However. should the cyberspace be blamed for the independent pick of pupils to entree deflecting content? “Autonomous engineering is independent of everything ; it can non be blamed for anything” comments Dennis Adams ( Bugeja 3 ) . Even if the cyberspace is banned. there are many other possibilities for pupils to deflect themselves. For case. games can be pre-downloaded onto laptops and cell-phones. and played without internet entree. Therefore. it is sensible to state that the cyberspace is simply a whipping boy for pupils taking to non pay attending during category. Although the cyberspace already plays a important function in our lives. it remains a comparatively new engineering. It takes clip to set and detect the most efficient manner of utilizing something new.

From the research done by Brancha Kramarski and Yael Feldman. it is apparent that although larning from the cyberspace did non heighten reading comprehension. a student’s motive is dramatically enhanced when the cyberspace used during category. Furthermore. the cyberspace is a extremely synergistic engineering – it gives pupils chances for coaction and constructivist acquisition. Often times. the engineering is available. nevertheless it is non being used to its full potency. Learning with the cyberspace allows pupils to be exposed to multiple positions and sentiments from all around the universe ( Bugeja 3 ) .

Therefore we recommend teachers to follow new learning methods which straight involve the usage of the cyberspace. As a consequence. it is expected that pupils will go more occupied during category. and cyberspace usage will go more category related. In add-on. we have noticed that there is non adequate publicity of on-line duty in post-secondary institutes. This leads to pupils taking to see deflecting stuff. For illustration. by puting clear guidelines at the beginning of the class. pupils will be reminded of what internet behavior is appropriate and what is non.

If pupils continue to go distrait. filters can be implemented to barricade certain web sites. In an progressively digital universe. it is of import to non curtail cyberspace usage in the schoolroom. but moderate it. Although Brancha Kramarski and Yael Feldman’s research showed no sweetening of reading ability under an cyberspace environment. it does non see the other benefits that it brings. There is a batch of concealed potency in utilizing the cyberspace during category. However. it takes some clip for something new to be used to its full potency.

2. 3Analysis of Cell Phone Controversy

The chief map of a cell phone is to do connexions between people ; it allows people to chew the fat even though they are non beside each other. As a consequence. people strongly suggest that cell phones should be disallowed in schools. Most of the people argue that a schoolroom is a hundred-percent acquisition environment. so there is no manner for pupils to speak on the phone or text with their friends during category. Zane Schwartz. a pupil legal guardian with the Toronto District School Board. said: “Students use ( cellular telephones ) to text or pass on with friends. It’s a great communicating tool. [ but ] non needfully an educational tool. ” ( World Wide Web. parentcentral. ca ) Besides impacting individual’s acquisition. cell phones besides affect other pupils in the schoolroom.

Harmonizing to an experiment that is done by Xavier University. tintinnabulation noises and text-message qui vives of a cellular telephone can do a immense impact on students’ academic public presentations. “College pupils participated in a survey on the “psychology of note taking” during which they took notes on picture content and subsequently completed a multiple-choice trial on the stuff. Research workers assigned 71 participants to either the tintinnabulation status ( the picture was disrupted by a tintinnabulation cell phone ) or the control status ( no cell phone rings disrupted the picture ) . Compared to the control group. participants in the tintinnabulation status performed significantly worse on the disrupted trial points and were less likely to include the disrupted information in their notes. ” ( End et. Al. 55 )

Therefore. cell phones so impair students’ acquisition. The Math Faculty perfectly has a great ground to censor cell phones in schoolrooms based on the above experiment. However. in order to obtain the best analysis of the function of cell phones in a schoolroom. it is of import for the Math Faculty to see the positive impact of holding cell phones in a schoolroom. Nowadays. most of the cell phones are multi-functional. Besides texting and doing phone calls. we can utilize our cell phones to entree the Internet. acquiring the first-hand information instantly without sitting at a computing machine. With this map. it is easier for pupils to follow instructors’ instruction when the teachers teach with on-line stuffs.

Furthermore. 75 % of our surveyed pupils use their cell phones as acquisition tools. In figure 2. the chart shows that pupils use their cell phones to take notes. take images of the class stuffs. entree the Internet for larning. etc. Besides helping the pupils to larn. cell phones besides improve instructors’ instruction. Teachers can “use a smart phone to execute common undertakings such as associating images of their pupils with category rolls. logging ascertained data…… [ and ] scanning paperss. ” ( Williams and Pence 683 ) Therefore. “they [ cell phones ] are truly powerful and portable computers” ( Williams and Pence 685 ) . and they should be used as educational tools in a schoolroom. Although utilizing cell phones in a schoolroom may make possible jobs. such as gambling and shoping non-educational web sites. the Math module can easy happen solutions for them. such as puting up Internet filter.

More solutions for these possible jobs can be found in other two related subdivisions: Laptop and Internet. In fact. there is a little opportunity for a pupil having outgrowth calls or of import calls during category. Although cell phones may interrupt students’ acquisition. pupils and the Math Faculty need to reconsider schoolroom cell phone prohibitions. Harmonizing to our study. 33. 3 % of the pupils have at least received an outgrowth call during the category clip in the yesteryear. This statistic clearly shows that pupils do hold a opportunity having exigency calls ; therefore. the module should non disregard the importance of exigency qui vives.

In order to hold a positive schoolroom environment. it is important for the math module to forestall pupils utilizing cell phones to pass on in the schoolroom and guarantee the pupils can still have their exigency calls. Since cell phones provide helper to pupils for larning in assorted ways. cell phones should be kept in the schoolrooms. However. cell phones can besides deflect pupils during category since the pupils can utilize them to text message and do calls. In order to extinguish the distractions created by cell phones and let the pupils to maintain utilizing their phones as acquisition tools. the math module should hold the radio web banned.

Therefore. pupils may non be able to text with or name their friends during category. and cell phones can still be used for larning. Sing the possibility of pupils having exigency calls during category. the math module should put up a wired telephone in each schoolroom ; accordingly. for those who truly need to reach a pupil can reach with the school foremost and let the school receptors to near the pupil by naming the classroom’s telephone.

2. 4The Benefits and Drawbacks of Projectors

As we know. about every schoolroom in the Math module has a set of projectors and screens. Projectors have already been a portion of the schoolroom ; therefore. we need to look at the projector as an of import engineering used in schoolroom and speak about it. Since the chief map of a projector is to expose class stuffs. the focal point of this subdivision will be on the differences between projectors and chalkboards. and besides the several advantages and disadvantages. Harmonizing to the benefits and jobs brought by projectors. suggestions and solutions will be given. Using projectors will give us a batch of benefits. First. utilizing projectors is more efficient. With the aid of projectors. professors do non necessitate to compose words in every category.

Professors will hold more clip to explicate class stuffs and answer inquiries asked by pupils so the classs will be more efficient. Second. projector is convenient to utilize. Mr. Kuroneko listed some pros of digital projectors in his article “Education Technology for the Classroom: From Blackboards to Digital Projectors to SMART Boards” . which include. • Easy to incorporate multimedia into your lessons.

• Easy to expose quickly-changing information on the board ( i. e. charting in Math ) . Professors use computing machines to do some class stuffs. which are hard to exemplify on chalkboards. Since most stuffs shown by projectors are edited by computing machines. professors can handily do the pages of slides tidy and clean. This is really helpful because harmonizing to the consequence of our study inquiries. 65 % of pupils prefer typed notes instead than notes written on a chalkboard. Last. good usage of projectors will catch the attending of pupils. Professors can utilize images. picture. or even Internet resources to show their instruction stuffs.

“Multimedia projectors allow instructors to supply diverse content to all pupils in the schoolroom at one time. leting pupils to hold a ocular and colourful learning experience during a given lesson. These projectors are perfect for this generation’s visually oriented young person because they help do abstract constructs easier to understand. ” ( Multimedia Projectors: A Key Component in the Classroom of the Future. Marjon de Groot ) . Although projectors are good. there are besides some jobs created by them. The first drawback of projectors is they are expensive. Based on the monetary value listed on the Internet. a projector used in a schoolroom is about $ 1000 and a 100-Inch manual projection screen is about $ 150. Although each set of projector and screen is non expensive. it will be the Math Faculty a big amount of money if it installs a projector and a screen in every schoolroom.

Second. utilizing projectors to demo class stuff sometimes is bad for our eyes. We normally use projectors in a dark room. If the coloring material of the background and the words are similar. pupils will hold job of ocular weariness after category. After the study around our schoolmates. we suggest professors to utilize white as the background colour of their slides so pupils will experience better. Nevertheless. learning with the aid of projectors sometimes will convey side effects to students’ acquisition. When professors write on the board. pupils are forced to take notes ; hence. pupils are more likely to pay attending.

However. when the professors use PowerPoint talks. they ever post the talk notes before category. As a consequence. some pupils cut categories since they think they have already known the class stuffs. This job can be solved if professors to go forth slides with some spaces and allow pupils make full them during categories. Projectors and screens are playing a large portion in doing our classs more diversified and attractive although they have some failings. If the Math Faculty has adequate financess. it is utile to work out the jobs by put ining extra equipments. such as Smart boards or put ining more than one set of projector and screen in big schoolrooms. so the class stuffs can be better presented.

If non. the Math module can delegate more math classs in the schoolrooms that do non hold projectors since math classs do non utilize projectors every bit much as the other classs. and schoolrooms that have first-class equipments can be used by economic sciences or CS classs. In decision. projectors and screens are playing really of import functions in schoolrooms. Without projectors and screens. we can non demo our class stuffs as efficaciously and decipherably. Therefore. although utilizing projectors has some failings. Math module should go on utilizing projectors and use some simple betterments.

2. 5The Cost-Effectiveness of Clickers in the Classroom

“i & gt ; clicker” or merely clickers is a typical illustration of a schoolroom engineering since it is designed specifically for educational intents. It is a simple device that resembles telecasting remote. Developed to excite students’ battle while executing in-class polling. it employs a wireless frequence system that captures all students’ responses in a schoolroom through each clicker. Then. it is able to expose the consequences on a computing machine screen immediately. Today. it is besides “one of the most widely used and fastest turning pupil response systems. ” making a 1000 universities and two and a half million users. ( Press Releases. World Wide Web. iclicker. com ) Even though many universities have the engineering in topographic point. some pupils and professors may ne’er utilize clickers yet.

In the Math Faculty of University of Waterloo. merely a few classs integrate the clickers introduced in spring. 2005. shown in figure 1. Therefore. it will be utile for the module to read the undermentioned analysis which will demo the positive and negative chances of integrating clickers in their schoolrooms. The ground why clickers are so popular in universities today is due to its many positive facets in helping students’ larning during talks. The first usage of clickers is to take attending in category. Due to the nature that each clicker can merely be registered by one pupil at a clip. professors are able to cognize who is absent when they do non have responses from a student’s clicker.

As a consequence. having engagement Markss becomes an inducement for pupils non to lose talks. and engagement straight impacts student’s academic public presentation. Second. clickers can prosecute pupils in category and maintain student’s attending. By canvassing pupils every 10 to fifteen proceedingss. pupils are motivated to read and to discourse with others. For the pupils who have lost their attending in category. they are forced to take part and prosecute once more. Next. the clicker engineering is able to give professor the control to expose the consequences in category immediately. Professors can take to demo a colorful chart. which summarizes the replies submitted by pupils. On one manus. professors receive instant feedback on whether pupils have learned the stuff or non.

It is true that some pupils grasp thoughts faster than others. and clickers enable professors to cognize that. Professors can alter their velocity and stress merely on the weak country of their pupils. On the other manus. pupils speak up more in category. Students like the namelessness. Professor Bill White of Northwestern University said “They ( pupils ) can be really loath to talk when they think they’re in the minority. ” ( Steinberg. line 73 ) In rule. clickers are good to both teachers and pupils. In an experiment conducted in an Introductory Financial Accounting class at the University of Montana. two categories are compared.

The category that integrates clickers in its instruction outperforms the 1 that uses traditional learning methods. ( Premuroso. Tong. and Beed. pg 721 ) Harmonizing to our study. 46. 7 % of the pupils say the clicker grade is an inducement for them to travel to category. 26. 7 % of the pupils think that clickers help them pay attending to category. These are grounds that better students’ public presentation. and both our study and our research support the thought that clickers are an plus to curriculums. There are besides some negative facets that the Math Faculty should see. While having many positive remarks. clickers are accused of being overly expensive by some pupils.

Some argue that the partnership between the maker and the university creates monopoly. and while the universities receive free installing of clicker systems in the schoolroom. pupils have to pay the monetary value. ( Bugeja. line 11 ) In our study. 6. 7 % of the pupils think it is excessively expensive to purchase one. Second. some pupils have already found some ways to rip off and obtain clicker Markss. They answer the inquiries for their friends by taking their friends’ clickers. ( Classroom Clickers and the Cost of Technology ) Some even reported clickers decelerate down their category. All these jobs are mentioned on a regular basis in the studies.

There are some suggestions for pupils and professors to work with clickers efficaciously in the schoolroom. If pupils want to cut down the cost of buying this device. they could resell it back to the school or to their friends. The school could besides see leasing the device to pupils because pupils may merely utilize it for a few categories. Finally. professors should besides plan clicker inquiries and set them to utilize as advised on the clicker web site in order to to the full exert the clicker engineering instead than merely utilizing it for attending. |Pros: |Cons: | |Enable professors to take attending |Costs | |Help teachers understand their pupils. particularly for big class|May decelerate down the talk | |Maintain students’ attending |Stocking. managing. and fiting schoolrooms for multiple systems | |Encourage treatments |Only a few classs use clickers today | |Easy to utilize |Misuse by professor can deter pupils ; merely for taking | |Reliable |attendance | |Anonymity | | |Students’ satisfaction | |

Table 1: The sum-up of the positive and negative facets of the usage of clickers In decision. clickers create a few jobs in the schoolroom. but finally. both pupils and professors benefit from utilizing it. Clickers enable professors to supervise the advancement of today’s big categories. and the pupils show satisfaction utilizing the engineering. The chief intents of presenting the engineerings are satisfied. Therefore. despite of some drawbacks. the Math Faculty should research the recommendation and should recommend utilizing clickers to better students’ acquisition.

3. CONCLUSIONS

In general. modern engineering in the schoolroom has some negative impacts. Most of the technological equipment is expensive. and it costs the Math module even more if it needs to purchase a big sum of them. Some engineerings are non to the full dependable. and they cost pupils category clip when they fail to run decently ; for illustration. teachers can non show their class stuffs when the projectors breakdown and it takes clip for the technician to mend it. The most common statement of utilizing engineering in schoolroom is engineering brings distraction to pupils. such as playing games with their laptops while they are supposed to take notes from their talks.

Fortunately. these jobs can be solved if the Math Faculty adopts the suggestions provided in this study. Technology makes both learning and larning procedures convenient. Teachers can exemplify complicated images on a screen with a projector while pupils can take talk notes easier with their laptops. Technology besides plays an of import function in bettering students’ acquisition. For case. Internet and i-clickers provides more information of what pupils are larning and keep pupils take part in category severally.

However. some engineerings. such as projectors. mikes and iclickers. do teachers easier to keep a talk in a big schoolroom and interact with pupils. In decision. engineering is unreplaceable. We might necessitate to give our clip and money to research and better the engineerings that are used in a schoolroom. It is of import for modern pupils to go proficient at utilizing engineering in readying for the engineering used at the work topographic point.

4. RECOMMENDATIONS

To do better usage of the engineering in the schoolroom. the undermentioned suggestions should be considered by the Math Faculty. In order to forestall the perturbation created by utilizing laptops. we suggest the Math Faculty to put up a specific laptop country at the dorsum of each schoolroom and to implement the laptop policies. For illustration. pupils are required to muffle their laptops during category and they are non allowed to utilize their computing machines for any intents other than larning. Similarly. pupils may utilize the Internet for non-educational intents during category. Therefore. Math module should stress the Internet policies and filter out inappropriate web sites.

Professors are expected to utilize more online stuffs. which helps pupils to prosecute with the category and pay more attending on the talks. Following. we advise the Math module to censor the cell phone web in schoolrooms in order to minimise the distractions created by cell phones. To avoid the incommodiousness which arise from censoring the cell phone web. a wired phone should be set up in each schoolroom. At the same clip. cell phone usage is justified because some maps of cell phones are utile for larning. such as taking images. traveling on the Internet for larning. and taking notes. As an built-in portion of a schoolroom. the usage of projectors should be promoted.

First. we suggest professors to utilize white background and clear fount in their talk slides so that pupils can read the presented talk notes easier. In add-on. more projectors or advanced equipment. such as SMART boards. if the budget allows for it ; otherwise. the Math module should prioritise Computer Science and Economics classs for projector usage.

Last but non least. the Math Faculty should advance utilizing clickers in the schoolroom because this engineering allows professors and pupils to hold more interaction. and encourages pupils to take part more in category. Furthermore. the Faculty of Mathematicss should besides supply clicker leasing services to pupils who can non afford one. Future engineering should be carefully evaluated before they are implemented into our educational system. Despite of being a distraction. most classroom engineerings assist pupils during talks. With clear schoolroom policies. engineerings can be good to both learning and acquisition.

Mentions

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End. Worthman. Mathews. and Wetterau. “Costly Cell Telephones: The Impact of Cell Phone Rings on Academic Performance. ” Teaching of Psychology. v37 n1 ( 2010 ) : 55 -57. Web. 12. Feb. 2012

F. Premuroso. Tong. and K. Beed. “Does utilizing Clickers in the Classroom Matter to Student Performance and Satisfaction When Taking the Introductory Financial Accounting Course? ” Issues in Accounting Education. v26 n4 ( 2011 ) : 701 -723. Web. 4 Mar. 2012

Fried. C. B. “In-class laptop usage and its effects on pupil acquisition. ” Computers and Education. 50 ( 3 ) ( 2008 ) . pp. 906-914. Web. 7 Mar. 2012

Groot. de Marjon. “Multimedia Projectors: A Key Component in the Classroom of the

Future” T·H·E Journal June ( 2002 ) : n. pag. Web. 3 Mar. 2012.

J. Bugeja. “Distractions in the Wireless Classroom. ” Chronicle of Higher Education. v53 n21 pC1 ( 2007 ) . Web. 5 Mar. 2012

Kay. Robin. & A ; Sharon Lauricella. “Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis. ” Canadian Journal of Learning and Technology [ Online ] . 37. 1 ( 2011 ) : n. pag. Web. 7 Mar. 2012

Kramarski. Feldman. “Internet in the Classroom: Effectss on Reading Comprehension. Motivation and Metacognitive Awarness. ” Educational Media International. v37 n3 ( 2000 ) : 149-155. Web. 5 Mar. 2012