Operating in a discipline that thrives on hands-on learning opportunities through labs and field experiments, Proctor’s science department has benefited as much as any academic department by students having iPads this year.



Last year, when asked to complete a standard chemical versus physical change lab in chemistry, students took out a hard copy of the lab report and, using pencil, began to record their findings. Today, Sue Houston posts the lab template to myProctor (our learning management system), students download it to their iPad and begin the lab. They take pictures of their findings, annotate those findings using Notability, and submit their report electronically. Houston then grades each assignment on Notability, sending electronic feedback to students without ever printing a piece of paper.

The result? Not only less paper used, but Houston says she’s never seen students produce more dynamic, quality work, an example of which is seen David’s lab here.



Josh Norris’ physics class has seen similar results using LabQuest technology that automatically shares data collected from remote sensors with students' iPads. The program instantaneously shares data and graphs, allowing students to spend the majority of their time analyzing, instead of collecting, data.



In talking with Houston about her classes and her evolution as a teacher, she made an interesting comment about online learning, “We are already doing so much online teaching and learning here at Proctor.” While many consider the value of MOOCs and other online education options, we acknowledge more and more of our teaching has gone online. Students and teachers often simultaneously edit papers and labs on Googledrive from across campus. Houston says that some of her students best work has been submitted after they have exchanged electronic edits the night before.

Technology-based distance learning will continue to gain momentum as an industry, and we appreciate that technology provides new ways of collecting data, but at Proctor it is the intersection of technology and relationships that remains critical to student development. 

Houston observes, “The key to effectively using technology in the classroom is to use multiple platforms and to allow students to explore what works best for them.” Allowing students to take paper notes, use Notability, or have access to a teacher’s Smartboard notes so they can give full auditory attention are all valid ways of learning. “Our job is not to tell students which way they must collect and analyze data, but rather it is to provide them the tools and to teach them the skills necessary for them to confidently approach science.”