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A Model For The Planning, Marketing, And Implementation Of A Departmental Laptop Initiative

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2009 Annual Conference & Exposition


Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009



Conference Session

Software and Hardware for Educators III

Tagged Division

Computers in Education

Page Count


Page Numbers

14.62.1 - 14.62.11



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Paper Authors


Mark Bannatyne Indiana University-Purdue University, Indianapolis

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Dr. Bannatyne is a Professor of Computer Graphics Technology at the Purdue School of Engineering at IUPUI, and acting Department head for the Department of Design and Communication Technology. Dr. Bannatyne is a graduate of the British Columbia Institute of Technology where he studied Machine Tool Technology, Utah State University (BSc., 1988, MSc. 1992), and Purdue University (Ph.D., 1994). Dr. Bannatyne is an active member of AVA, ITEA, ASEE, Phi Kappa Phi, and Epsilon Pi Tau where he is a member of The Board of Editors for The Journal of Technology Studies. Dr. Bannatyne is also very active in international work and has spoken extensively throughout the United States, Israel, and Russia on the subject of technology's impact in society, the historical aspects of social change due to technology, and computer education courses in the republics of the former Soviet Union.

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Dan Baldwin Indiana University-Purdue University, Indianapolis

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Dan Baldwin is an Assistant Professor of Computer Graphics Technology at IUPUI. Before joining the Purdue School of Engineering and Technology Dan worked as an award-winning freelance illustrator and designer. Dan currently teaches courses in illustration, graphic design, and interactive design and enjoys helping his students gain real world exposure in the classroom through service learning. Dan holds a Masters of Fine Arts in Illustration from the Savannah College of Art and Design.

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Kevin Marshall Indiana University-Purdue University, Indianapolis

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Kevin Marshall currently splits his time between Director of Computer Graphics Technology for the Purdue School of Engineering & Technology, IUPUI and running his own interactive media company, Rocket Interactive. As the Director of Computer Graphics Technology for IUPUI, he specializes in the study of computer animation techniques and applications and enjoys teaching the latest in animation technology as well as helping his students develop a firm foundation of proper animation principles.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

A Model for the Planning, Marketing and Implementation of a Departmental Laptop Initiative Abstract

Students of today are immersed in the culture of mobile technology and the laptop has become a center of connectivity to their world around them, and its use a fundamental means of social and academic success. This wide-use of mobile technology among students has presented a favorable opportunity to employ a laptop program into the undergraduate curriculum.

Until recently, the notion of a mandatory laptop program has been limited due to the high price of hardware and software packages. Laptops have long been considered a preferred portable workstation solution, but the cost was prohibitive, especially to students. Due to advances in manufacturing, technology and competition among vendors the financial burden of purchasing and maintaining a laptop has dramatically decreased. Therefore, after years of discussion, the opportunity to implement a laptop program is now viable.

This paper will discuss the model used by the authors to create a laptop initiative for all undergraduate students in the Department of Design and Communication Technology at Indiana University – Purdue University Indianapolis. This paper will focus upon the marketing plan and implementation of the first mandatory laptop endeavor of the School of Engineering Technology. Discussion will include the benefits and rewards of such a program to the institution and student, the planning and assessment of the initiative.

The Need for a Laptop Program: Background for Implementing Success

Organized laptop programs in higher education date as far back as 1988 when Drew University in Madison, New Jersey, began providing notebook computers (paid for from tuition) to all incoming freshmen. Now more than 50 post-secondary institutions worldwide require at least some of their students to use laptops1. In the case of Indiana University-Purdue University Indianapolis (IUPUI), the need for a laptop program came from a perfect alignment of potential student technological growth, a dropping price point for the hardware, and a need to circumvent the previous model of school funded lab equipment which consistently fell behind industry in relevance and standard hardware requirements.

Several studies suggest educational benefits related to laptop use. Specific benefits noted include increased student motivation2, a shift toward more student-centered classroom environments3, and better school attendance than students not using laptops4. At IUPUI, or any institution of higher learning, one can point to an ongoing need for both student motivation and better attendance in the classroom. One serious effect of the outmoded technology in the labs was revealed when students voiced a concern for the quality of instruction via semester ending student evaluations that were highly critical of the lack of laboratory technology. Attendance and student utilization of these labs dropped considerably once it was discovered that the equipment could no longer keep pace with current software needs. For this particular graphics program, the state of technology in the computer labs was crucial for the success of the core curriculum. The

Bannatyne, M., & Baldwin, D., & Marshall, K. (2009, June), A Model For The Planning, Marketing, And Implementation Of A Departmental Laptop Initiative Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5163

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015