MET:Display Technology in the Science Classroom

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This page is created by Dy Chen (May 2011).

Stop-motion videoscribe created by Dave Dykstra (Jan 2017).

Display technology is an output device that is used for conveying information usually originating from a machine to a person. It incorporates an electronic device in which to manipulate information into a visual representation. Display technologies can be found through a variety of electronic devices such as televisions, computer monitors, digital watches, and calculators. Furthermore, display technologies are used day-to-day within society, either in the work force or within the education sector, and adds an interactive aspect to the communication of information[1]. Since humans are extremely visually advanced and have evolved a sophisticated visual system, the constant challenge for the technology industry is to continually develop and advance display technology that will be able to maximally utilize the full extent of the complex human visual system (HVS)[2].

Educational History

The progression of science education from a general naturalistic perspective towards a focus of technology incorporation with science education in recent years [3] corresponds with recent findings of major growth in the work force that utilizes science and technological knowledge[4]. It appears display technology has become increasingly available not only in society, but in the classrooms[5]. The use of display technology, such as the display projector [6] and interactive white boards [7], are becoming widely popular.

File:Cathode-ray-tube.gif
Cross-section of a cathode ray tube[8]

The chalkboard used to be the centerpiece within classroom instruction. With the advancement of technology, there is a movement towards using display technology in classroom instruction instead. In both higher education and K-12 education, the number of computer projectors in the classroom has steadily increased [5]. Display technology has evolved from television to high resolution projectors, in the form of front-projection systems [5]. Many display technology are no longer used as standalone technology, but used in conjunction with whiteboard interactive displays or computer tablets.

Cathode ray tube (CRT) was developed around the late 1800s [9] and its development founded the basis of many display technologies. There is no one single inventor credited to its development, but rather a variety of technological advances lead to the development of the CRT [10]. The CRT is made up of an electron gun that directs electrons through a phosphor screen to produce light [1]. A variety of colors are produced by using three electron guns and phosphor screens [1]. CRT is found in many technologies, including televisions, but the advancement of newer types of television technologies led to the decreased use of CRTs within television [11]. In the infancy of its development, the performance of the CRT was not of equal stature to the printed page, it was only after years of improvement, did CRT display technology exceed the printed text in the higher qualities of its graphics and pixels [1].

Recent advancements of display technology include the replacement of CRT with the liquid crystal displays (LCD), the latter being more environmentally friendly, light-weight and compact in design. Other display technologies also include organic light-emitting diode (LED), digital light processing (DLP), plasma displays and electronic paper to name a few [12]. The extent of these various display technologies will not be discussed in depth here, but instead, this site will make brief overviews of the more popular display technologies used within the science classroom.

Commonly Used Display Technologies

Laptops

Laptops are portable computers that includes components, such as a keyboard, memory processor, and display screen, found in a larger home or personal computer [13]. Laptops have been in the market for a period of time, but with rapidly advancing technology, the use of smaller laptops, known as netbooks, have become more prevalent in the classroom in recent years [14]. Thousands of schools have participated in initiatives that provide each student with a portable laptop computer [15] and although students’ computer skills differ, students used a combination of self-exploration and peer support to help them with using these computers [14]. The rationale for participation in a laptop program has support in the constructivism standpoint; in that student learning is enhanced through self-reflection of their skill, communication and collaboration with their peers [14]. In addition, students and teachers report better classroom engagement and development of 21st century skills, such as information literacy, critical thinking and global awareness [15]. This learning can be captured through electronic course conference, online notes sharing, and online discussion forums [14].

Liquid Crystal Display (LCD) Projector

File:LCD projector.jpg
LCD Projector: Front and back view[16]

In 1888, liquid crystals were discovered by Friedrich Reinitzer but its full potential was not utilized until Radio Corporation of America (RCA) developed the first liquid crystal display in 1968 [12]. A liquid crystal display (LCD) is composed of small crystals in an intermediate state of matter that can be used to present a variety of data or images [17]. Its purpose is to present a digital image, usually from a computer.

LCDs do not generate its own light source and thus requires external lighting sources via:

1) Reflective: The light enter the front of the display and is dispersed through a diffuser [17].

2) Transmissive: The light source is located behind the LCD panel and is projected against a darker background [17].

3) Transflective: This uses a combination of reflective and transmissive light source to allow the light source to pass simultaneously from the back and the front [17].

File:High Brightness Panel.jpg
LCD Lighting Sources[18]


The content of the digital display can be stored via video, flash, MPEG and podcast formats [17]. In addition, the digital display content can also be loaded through a USB, CD, DVD or remotely through networking [17]. Due to the method of upload of information, the digital display usually will not require a separate storage of information within a hard drive [17]. LCDs are generally used in conjunction with other electronic devices.



Interactive Whiteboards

File:IWB.jpg
Interactive Whiteboard[19]

Interactive whiteboards was first introduced by a Canadian-based company in 1991 [20]. This technology combines the ability to manipulate slides, writing tools, and audio and video links via a computer and projector [20]. The interactive aspect includes the ability to interact with the content by touching the surface of the whiteboard and controlling its applications [21]. Interactive whiteboards are similar to traditional chalkboards, except it trades in traditional chalk for electronic pens instead. Furthermore, there are additional capabilities, such as using the board in conjunction with computer applications, such as Microsoft Paint.

Due to the variety of applications that could be used with interactive whiteboards, teachers may notice more student engagement when using the interactive whiteboards in their classroom. Since the interactive whiteboard requires a projector to project the image from the computer, some classrooms have the projector and the interactive whiteboard securely mounted in the classroom, or mounted to each other, to allow for ease of set up. Due to budgetary concerns [22], many schools purchase interactive whiteboards to be shared within classrooms. The interactive whiteboards can often be transported via a wheeled easel [21]. The downside to the portability provided by its wheels is that often either students or teachers will accidentally move either the projector or interactive whiteboard slightly, causing the projected image to misalign, and thus requires reorientation of the image to the interactive whiteboard.

Video showing the usage of the interactive white board: {{#ev:youtube|i0Yv7JYklQw}}

Examples of the Usages of Digital Display Technologies within the Science Classroom

Using Laptops

An example of a physics simulation program for the concept of Newton's second law[23]

In a physics classroom, students have constant access to interactive physics programs which will allow them to visualize problems, by inputting different variables such as force, momentum, and mass values [14]. Instead of being restricted to accessing the installed purchased rights to the computers at schools, students will increase their access and thereby increase their learning time by using the portable laptops both in schools, and at home [14].

File:Physics simulation.jpg
Another example of a physics simulation program involving more game play[24]

Furthermore, lessons are scaffolded so that the more advanced physics students are able to progress further by designing their physics simulations to create their own scenarios of the concept being taught [14]. Teachers feel that class time is maximized by teaching a mini-lesson in class, and they feel less pressured that students will not finish their assignments during class time as students will have access to graphing programs, such as Microsoft Excel, to complete their laboratory reports at home [14].



Using LCD Projectors

File:Geoscience lesson.jpg
A similar projection of what a multimedia computer-aided tutorial of a geoscience lesson[25]

Within science education, teachers traditionally emphasize lecture, texts and demonstrations in their lesson planning, and research shows that teachers’ use of display technology will promote student engagement in a whole class setting [26]. Chang (2004) [6] explored the effects of a multimedia computer-aided tutorial (MCAT) on 119 tenth grade high school students’ learning outcomes in the 2000 Spring semester. The MCAT was incorporated into three geoscience classes taught by one teacher with 12 years of teaching experience and is combined within whole class presentations, interactive discussions, and classroom activities [6]. The usage of the LCD is in displaying the contents of the course in front of the class, thus enabling the expression of information through a visual context, and in the process, promote classroom discussions relating to the visual information. The results of this study indicated minor gains in students’ geosciences achievement when compared with traditional methods of teaching supplemented with internet usage [6].



Using Interactive Whiteboards

Butler (2004)[21] observed fifth and sixth grade children using the interactive whiteboard for their presentations. Children were extremely excited to show the pathway of the blood flow of deoxygenated blood from the heart, to the lungs, and back to the heart and the rest of the body [21]. Students' presentation included images, internet accessed video clips and their typed research, and throughout the presentation, students modeled what teachers would do in a typical classroom lesson by highlighting, circling, bolding, or underlining important keywords or concepts [21]. Students were excited, and engagement levels were high. In addition, students are able to utilize higher order thinking skills to synthesize and construct what concepts they deem important in their presentation.

{{#ev:youtube|Be_qKHWSvVE}} A video using program provided by the interactive whiteboard to demonstrate the creation of an interactive lesson. Students could be given the opportunity to construct their own knowledge by creating their own lessons.


The Future of Display Technology

Technological advancements are rapid in our technological driven society, and thus it is difficult to predict what the next new trend in educational technology will be. The following two display technologies are becoming more popular in society, and therefore, it is predicted that as these technology become more developed, their accessibility in the classroom will increase.

Tablets

Handheld tablets are similar to laptops in that they are just as or more portable in comparison, and generally contains a touch sensitive display screen [27]. Tablets can perform similar tasks to computers and laptops in a portable fashion, [28] as well as being able to utilize other enhanced tools and programs, such as the stylus pen which contains handwriting recognition programs for convenient and neat conversion of notes taken in class [29]. Voice recognition applications within the tablets [30] could also be used as a method in creating audio podcasts of class lectures [31]. Tablets could also be used to visualize and stimulate classroom discussions to promote active student involvement [30].

File:Tablet pc.jpg
Examples of how tablet PCs can be used in a chemistry class. [30]

Several advantages of using tablets include increased collaboration and sharing of resources among students, greater self-awareness of learning, and various impacts among the different cognitive, affective and socio-cultural categories of student learning [29].

Holograms

Holograms are three dimensional photographic or video recordings produced by two overlapping light beams [32]. Holograms are produced using lenses and mirrors along with the manipulation of light[33] through a high-resolution film [32]. Although holographic technology was developed more than 50 years ago, its usage is limited in education [32], in part due to the budget restrictions [22] found in the education sector. Holographic technology could be found in commercial usages in society [32]. In some museums, holographic images are used for visual representation of otherwise rare and expensive artifacts too delicate for public display [32]. Holograms could also be applied to conducting visual imaging techniques, such as x-rays and other biomedical usages [32].

Holograms can be utilized within the classroom to cultivate interests in science [32] and develop scientific observation skills. Using holograms to view scientific dissections [32] prior to the laboratory activity would provide opportunity for reviewing and visualizing concepts, and it may also alleviate the cost of ordering too many specimens for laboratory dissections. There are potential opportunities for using holographic techniques to conduct lessons. More recently, technological advances allow for globalization of education. Schools and programs often provide opportunities for interactive lesson via conferencing technologies [34]. One of the concerns expressed by teachers regarding conducting conferencing lessons is poor visual and sound quality of the conferencing technologies [34]. If conferencing technologies could be improved through the advancement of holograms in the classroom, the potential for realistic three dimensional projection of objects, instructors or students from around the world could further improve on the interactivity and collaboration of the students and teachers.



Video explaining and demonstrating holograms: {{#ev:youtube|pSICZ_7hpho}}


Concerns with Display Technologies Usages

As there are more schools that participate in providing one laptop to each pupil, there are some limitations to these laptops and even smaller handheld devices regarding its performance on larger projects [35]. Educators often express their concerns that the capacity of portable technologies is unable to be compete with the bulkier desktop versions of the technologies [14], which generally contains more memory capacity and faster processing memories. Concerns for improper utilization of technology is always a consideration, as many new technologies are used simply for its novelty[28], instead of taking the time to analyze how to use the technology appropriately to maximize student and educational outcomes.

There are also concerns with teacher training and teachers' reluctance in properly utilizing and incorporating these display technologies in the classroom [36]. Adequate incorporation of technology in the classroom requires a huge influx of funding allocated for purchasing technology [22] and teacher training. In addition, teachers face barriers such as the time required to learn a new technology, access to technology, and access to support and professional developments, and thus researchers [36] suggests a model based on mentoring and building communities of practice in supporting teachers in technological skills development to counteract these barriers.

Stop-motion Artifact

Technology in the Science Classroom by Dave Dykstra (ETEC510 65A Jan 2017)

Notes

  1. ↑ 1.0 1.1 1.2 1.3 Wisnieff, R. L. & Ritsko, J. J. (2000). Electronic displays for information technology. IBM Journal of Research and Development, 44(3), 409-422.
  2. ↑ Anderson, P. (2005, October). Advanced display technologies. Retrieved from http://www.jisc.ac.uk/whatwedo/services/techwatch/reports/horizonscanning/hs0503.aspx
  3. ↑ DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
  4. ↑ Dickman, A., Schwabe, A., Schmidt, J., & Henken, R. (2009). Preparing the future workforce: Science, technology, engineering and math (STEM) policy in education. Retrieved March 22, 2011, from: http://www.eric.ed.gov/PDFS/ED510327.pdf
  5. ↑ 5.0 5.1 5.2 Bull, G. & Garofalo, J. (2006). The 20-foot view. Learning and Leading with Technology, 33(5), 36-37.
  6. ↑ 6.0 6.1 6.2 6.3 Chang, C. Y. (2004). Could a laptop computer plus the liquid crystal display projector amount to improved multimedia geosciences instruction? Journal of Computer Assisted Learning, 20(1), 4-10.
  7. ↑ Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32(3), 213-225.
  8. ↑ [Untitled photograph of cathode ray tube]. Retrieved July 1, 2011, from: http://www.diycalculator.com/popup-h-console.shtml
  9. ↑ Shiers, G. (1974). Ferdinand Braun and the cathode ray tube. Scientific American, 230(3), 92-101.
  10. ↑ Keller, P. A. & Aitken, H. G. J. (1993). The cathode-ray tube: Technology, history, and applications. American Journal of Physics, 61(7), 669.
  11. ↑ Pancevski, B. & Swinford, S. (2009, October 15). Death of the cathode-ray tube. The Press. Retrieved from http://www.lexisnexis.com.ezproxy.library.ubc.ca/hottopics/lnacademic/?shr=t&csi=155923&sr=HLEAD(Death+of+the+cathode-ray+tube)+and+date+is+October,%202009
  12. ↑ 12.0 12.1 Gurski, J. & Quach, L. M. (2005). Display technology overview. Retrieved from http://www.lytica.com/content/files/Documents/WhitePapers/Display%20Technology%20Overview.pdf
  13. ↑ Laptop. (2011). In Encyclopaedia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/330415/laptop-computer
  14. ↑ 14.0 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 Levin, H. (2004). Laptops unleashed a high school experience. Learning & Leading with technology, 31(7), 6-12.
  15. ↑ 15.0 15.1 Alberta Education. (2009). Emerge one-to-one laptop learning initiative: Year one report. Edmonton, AB: Alberta Education, Stakeholder Technology Branch. ERIC Document ED506127.
  16. ↑ [Untitled photograph of LCD projector]. Retrieved July 1, 2011, http://yorkshire.inetgiant.co.uk/bradford/addetails/epson-emp-74-projector-2000-ansi-lumens-with-leads-75/2709506
  17. ↑ 17.0 17.1 17.2 17.3 17.4 17.5 17.6 Kasavana, M. (2006, October 31). Technology update: Digital display technologies give new options. Retrieved from http://www.vendingmarketwatch.com/article/10273392/technology-update-digital-display-technologies-give-new-options
  18. ↑ [Untitled photograph of LCD display modes]. Retrieved July 1, 2011, from: http://www.synergydmc.com/LCDSolaris.aspx
  19. ↑ [Untitled photograph of interactive whiteboard]. Retrieved July 1, 2011, http://charlottehollywood.wikispaces.com/%28e%29+ICT+in+my+Setting
  20. ↑ 20.0 20.1 Millano, M. (2006, November 1). Display technology: Picture this! Retrieved from http://thejournal.com/Articles/2006/11/01/Display-Technology--Picture-This.aspx?Page=5
  21. ↑ 21.0 21.1 21.2 21.3 21.4 Butler, L. L. (2004). Chalk, what chalk? Journal of Physical Education Recreation and Dance, 75(9), 12-13.
  22. ↑ 22.0 22.1 22.2 Jhurree, V. (2005). Technology integration in education in developing countries: Guidelines to policy makers. International Education Journal, 6(4), 467-483.
  23. ↑ [Untitled photograph of Newton's second law]. Retrieved July 2, 2011, http://www.knowplay.com/science/physics.html
  24. ↑ [Untitled photograph of physics simulation]. Retrieved July 2, 2011, http://www.lateralvisions.com/Services/Portfolio.aspx
  25. ↑ [Untitled photograph of screen shot of virtual reality geology excursion]. Retrieved July 1, 2011, http://www.ascilite.org.au/conferences/perth04/procs/warne.html
  26. ↑ Schnittka, C. G. , & Bell, R. L. (2009). Preservice biology teachers’ use of interactive display systems to support reforms-based science instruction. Contemporary Issues in Technology and Teacher Education,9(2), 131-159.
  27. ↑ Carey, D. (2006, July 3). Tablet PC senses where, who. Electronic Engineering Times, 1430, 44.
  28. ↑ 28.0 28.1 Rogers, J. W. (2005). Tablet PCs: Are they the next technopedagogical fad? Journal of College Science Teaching, 34(6), 7.
  29. ↑ 29.0 29.1 Li, S. C., Pow, J. W. C., Wong, E. M. L., & Fung, A. C. W. (2010). Empowering student learning through tablet PCs: A case study. Education and Information Technologies, 15(3), 171-180.
  30. ↑ 30.0 30.1 30.2 Rogers, J. W. & Cox, J. R. (2008). Integrating a singlet tablet C in chemistry, engineering, and physics courses. Journal of College Science Teaching, 37(3), 34-39.
  31. ↑ Lyles, H., Robertson, B., Mangino, M. & Cox, J. R. (2007). Audio podcasting in a tablet PC-enhanced biochemistry course. Biochemistry and Molecular Biology Education, 35(6), 456-461.
  32. ↑ 32.0 32.1 32.2 32.3 32.4 32.5 32.6 32.7 Layng, J. M. (1995, October). The creation and varied application of educational holograms. Proceedings from the International Visual Literacy Association Annual Conference, Chicago, IL. (Eric Document Reproduction Service No. ED391494) Retrieved from http://www.eric.ed.gov/PDFS/ED391494.pdf
  33. ↑ Buah-Bassuah, P. K., Vannoni, M., & Molesini, G. (2007). One-step real-image reflection holograms. European Journal of Physics, 28(2), 359-365.
  34. ↑ 34.0 34.1 Pool, P. (1996). Teaching via interactive television: An examination of teaching effectiveness and student satisfaction. Journal of Education for Business, 72(2), 78-80.
  35. ↑ Waters, J. K. (2010). Enter the iPad (or not?). THE Journal, 37(6), 38-45.
  36. ↑ 36.0 36.1 Kopcha, T. J. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research and Development, 58(2), 175-190.

References

Alberta Education. (2009). Emerge one-to-one laptop learning initiative: Year one report. Edmonton, AB: Alberta Education, Stakeholder Technology Branch. ERIC Document ED506127.

Anderson, P. (2005, October). Advanced display technologies. Retrieved from http://www.jisc.ac.uk/whatwedo/services/techwatch/reports/horizonscannin/hs0503.aspx

Buah-Bassuah, P. K., Vannoni, M., & Molesini, G. (2007). One-step real-image reflection holograms. European Journal of Physics, 28(2), 359-365.

Bull, G. & Garofalo, J. (2006). The 20-foot view. Learning and Leading with Technology, 33(5), 36-37.

Butler, L. L. (2004). Chalk, what chalk? Journal of Physical Education Recreation and Dance, 75(9), 12-13.

Carey, D. (2006, July). Tablet PC senses where, who. Electronic Engineering Times, 1430, 44.

Chang, C. Y. (2004). Could a laptop computer plus the liquid crystal display projector amount to improved multimedia geosciences instruction? Journal of Computer Assisted Learning, 20(1), 4-10.

DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.

Dickman, A., Schwabe, A., Schmidt, J., & Henken, R. (2009). Preparing the future workforce: Science, technology, engineering and math (STEM) policy in education. Retrieved June 22, 2011, from: http://www.eric.ed.gov/PDFS/ED510327.pdf

Gurski, J. & Quach, L. M. (2005). Display technology overview. Retrieved from http://www.lytica.com/content/files/Documents/WhitePapers/Display%20Technology%20Overview.pdf

Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32(3), 213-225.

Jhurree, V. (2005). Technology integration in education in developing countries: Guidelines to policy makers. International Education Journal, 6(4), 467-483.

Kasavana, M. (2006, October 31). Technology update: Digital display technologies give new options. Retrieved from http://www.vendingmarketwatch.com/article/10273392/technology-update-digital-display-technologies-give-new-options

Keller, P. A. & Aitken, H. G. J. (1993). The cathode-ray tube: Technology, history, and applications. American Journal of Physics, 61(7), 669.

Kopcha, T. J. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research and Development, 58(2), 175-190.

Laptop. (2011). In Encyclopaedia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/330415/laptop-computer

Layng, J. M. (1995, October). The creation and varied application of educational holograms. Proceedings from the International Visual Literacy Association Annual Conference, Chicago, IL. (Eric Document Reproduction Service No. ED391494) Retrieved from http://www.eric.ed.gov/PDFS/ED391494.pdf

Levin, H. (2004). Laptops unleashed a high school experience. Learning & Leading with technology, 31(7), 6-12.

Li, S. C., Pow, J. W. C., Wong, E. M. L., & Fung, A. C. W. (2010). Empowering student learning through tablet PCs: A case study. Education and Information Technologies, 15(3), 171-180.

Lyles, H., Robertson, B., Mangino, M. & Cox, J. R. (2007). Audio podcasting in a tablet PC-enhanced biochemistry course. Biochemistry and Molecular Biology Education, 35(6), 456-461.

Millano, M. (2006, November 1). Display technology: Picture this! Retrieved from http://thejournal.com/Articles/2006/11/01/Display-Technology--Picture-This.aspx?Page=5

Pancevski, B. & Swinford, S. (2009, October 15). Death of the cathode-ray tube. The Press. Retrieved from http://www.lexisnexis.com.ezproxy.library.ubc.ca/hottopics/lnacademic/?shr=t&csi=155923&sr=HLEAD(Death+of+the+cathode-ray+tube)+and+date+is+October,%202009

Pool, P. (1996). Teaching via interactive television: An examination of teaching effectiveness and student satisfaction. Journal of Education for Business, 72(2), 78-80.

Rogers, J. W. (2005). Tablet PCs: Are they the next technopedagogical fad? Journal of College Science Teaching, 34(6), 7.

Rogers, J. W. & Cox, J. R. (2008). Integrating a singlet tablet C in chemistry, engineering, and physics courses. Journal of College Science Teaching, 37(3), 34-39.

Schnittka, C. G. , & Bell, R. L. (2009). Preservice biology teachers’ use of interactive display systems to support reforms-based science instruction. Contemporary Issues in Technology and Teacher Education,9(2), 131-159.

Shiers, G. (1974). Ferdinand Braun and the cathode ray tube. Scientific American, 230(3), 92-101.

[Untitled photograph of cathode ray tube]. Retrieved July 1, 2011, from: http://www.diycalculator.com/popup-h-console.shtml

[Untitled photograph of interactive whiteboard]. Retrieved July 1, 2011, http://charlottehollywood.wikispaces.com/%28e%29+ICT+in+my+Setting

[Untitled photograph of LCD display modes]. Retrieved July 1, 2011, from: http://www.synergydmc.com/LCDSolaris.aspx

[Untitled photograph of LCD projector]. Retrieved July 1, 2011, http://yorkshire.inetgiant.co.uk/bradford/addetails/epson-emp-74-projector-2000-ansi-lumens-with-leads-75/2709506

[Untitled photograph of Newton's second law]. Retrieved July 2, 2011, http://www.knowplay.com/science/physics.html

[Untitled photograph of physics simulation]. Retrieved July 2, 2011, http://www.lateralvisions.com/Services/Portfolio.aspx

[Untitled photograph of screen shot of virtual reality geology excursion]. Retrieved July 1, 2011, http://www.ascilite.org.au/conferences/perth04/procs/warne.html

Waters, J. K. (2010). Enter the iPad (or not?). THE Journal, 37(6), 38-45.

Wisnieff, R. L. & Ritsko, J. J. (2000). Electronic displays for information technology. IBM Journal of Research and Development, 44(3), 409-422.

More Information on Display Technologies

  • Interactive whiteboards [1]
  • Netbook [2]
  • Tablet enhanced learning environments [3]
  • Tablet PC [4]
  • Touchscreen [5]
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