Combining pedagogy and modern technology into the public relations classroom: Arousal theory as a roadmap for student success

Abstract

This study further assesses instructional pedagogies utilizing public relations technology in classrooms leading to the heightening of student success, empowering students, increasing comfort, bridging disparities, and embracing a diverse learning community. Public relations professional technology hinges on educating and informing key publics, and similarly, can serve as tools that every instructor has at their disposal. Predominantly, this study dives into the literature review of research associated with the use of consumer grade and professional grade technology in the classroom and the types of different resources (i.e. live polling, animated video presentations, socials, etc.) a person may wish to apply in the classroom that is significant not only to public relations as a practice but also as a pedagogical tool, accomplishing two goals at once for students. Particularly, this study connects learning in the classroom with Arousal Theory and will be among the first to analyze the benefit of PR technology in the public relations classroom, through primary and secondary research by two PR practitioners and instructors. Technology used in the field of PR used as learning tools can persuade students to be more interested and participate more in content, which creates a healthy collectivistic classroom climate.