Making the point: The place of gesture and annotation in teaching STEM subjects using pen-enabled Tablet PCs

Abstract

The teaching of STEMsubjects, and engineering and mathematics in particular, involves the use of awide range of representational forms, including equations, diagrams, sketches and graphs, supported by speech and gestures. In the traditional face-to-face 'board' based classroom, the integration of writing, speech and gesture has been a key feature of pedagogical delivery approaches. The pen-enabledTablet PC (penTPC), used in conjunctionwith a data projector, allows for themaintenance of a handwritten approach in teaching environments where traditional boards are unavailable or limited. However, it has been suggested that the use of the digital interface imposes restrictions on lecturer movement and gesture, compared to traditional board environments. This article examines the adaptations made by lecturers in using the penTPC in a classroom environment. The study suggests that the use of penTPC technology does not preclude the use of gesture, and that the augmented capability for annotation in conjunctionwith other digital representations can enhance teaching, particularly of STEM-based discipline subjects.