INTEGRATING DIGITAL TECHNOLOGY INTO FIELD-BASED COURSES: A LIBERAL ARTS PERSPECTIVE

The advent of inexpensive GPS receivers, powerful Tablet PCs and handhelds, and wireless communication have the potential to revolutionize the way field-based science courses are conceived and delivered. Digital technologies make possible rapid collection of larger data sets than with conventional techniques and expand the types of analyses that can be performed. However, there remain a number of concerns when considering a transition from paper to digital. Thirteen faculty and IT staff from liberal arts colleges met in June 2009 to discuss the opportunities and concerns associated with digital field technologies.

Participants agreed that learning goals should drive the use of technology. Does the technology enhance our ability to deliver the same educational product or does it enable an entirely new and improved curriculum? If it simply replaces pen and paper, then the capabilities of the wireless, digital world may not justify the expense. Prior to addressing the challenge of developing new curricula that include these technologies, considerable investment of time and resources are required to explore options, purchase instrumentation, and learn new hardware and software. As a group we discussed the pros and cons of the different platforms (e.g., tablets, handhelds, and GPS receivers) and software. We also developed a set of core “field skills” that are essential for any field scientist and discussed ways in which technology facilitates the learning of those skills.

Although digital field technology is used at several field camps across the country, the use of similar technology in a standard 3-hour lab in a semester-long course presents additional challenges. Instructors must balance the content and technique goals of the course and the labs with the time spent on learning new hardware and software. In a 3-hour lab, technological glitches can ruin the entire day, whereas in a field camp setting there is time to troubleshoot and recover. Contingency planning and ready-made datasets are therefore essential in the 3-hour lab. Although students are often enthusiastic about the use of field technology, they also are easily frustrated when things malfunction. However, participants agreed that experience with cutting-edge field techniques may give students an advantage in graduate school or in seeking employment.