P650: Project iPad: Breaking teaching boundaries in organic chemistry

Author: Virginia Winstead, Austin Peay State University, USA

Co-Author: G. Robert Shelton, Austin Peay State University, USA

Date: 8/5/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

Technology is constantly evolving and changing the way people complete every day tasks. With this constant change and development of technology brings a need to update the techniques instructors are using to teach students. Many organizations have successfully researched the effectiveness of technology implementation and adoption using the unified theory of acceptance and use of technology (UTAUT). The UTAUT model can be used to predict participants’ behavioral intention and usage of new technology based on 8 independent variables: performance expectancy, effort expectancy, social influence, facilitating conditions, gender, age, experience, and voluntariness of use. This study uses the constructivist learning theory and UTAUT model to examine the incorporation of chemistry based iPad apps as a way to supplement traditional lectures for specific modules (e.g., stereochemistry, NMR, etc.) in an undergraduate organic chemistry course. To determine the effectiveness of iPad integration, students in two classes, one a control group (lecture based) and the other a test group (iPad based), were given a survey before and after the module was taught. Their knowledge retention was easily assessed by looking at the students’ responses to specific questions on an exam (given weeks after the module was introduced).

P493: Do no harm: Evaluating the impact of the integration of iPads into chemistry classrooms

Author: Virginia Winstead, Austin Peay State University, USA

Co-Author:

Date: 8/5/14

Time: 9:55 AM10:15 AM

Room: MAK B1110

Related Symposium: S44

Integrating technology and multimedia in the classroom and laboratory has been shown to enhance student learning. The Apple iPad is one of the most exciting innovations of modern technology and has tremendous potential as a teaching tool. Does interacting with an iPad in a chemistry classroom environment actually promote student learning? Using available iPad applications, we designed and implemented structured activities into several first semester general chemistry classes. The project has now grown to include organic chemistry classes into the study. These activities introduced, reinforced, or practiced standard topics such as stoichiometry, nomenclature, reaction mechanisms and NMR. Several forms of student assessment were implemented to gauge perspective and evaluate outcomes. The results of the general chemistry study will be presented as well as the preliminary results from the organic classes.