"Each student most likely has a unique way of seeing things, i.e., a unique perspective"
Instructor Comments: Body language was a big part of my “old-style” lecture. I could walk around, pace back and forth, etc. to keep the students awake and alert. With the tablet on the desk, I would be seated facing the class, the class seeing all that I wrote on the screen behind me. This took a little adaptation on both our parts. Students had a practiced sense that the responsibility of the student began and ended with careful transcription of all that appears on the board. This applied to the screen behind me as well: I wrote something, the students copied it into their notebooks. However, when I began e-mailing the notes I wrote during lecture, the students began their transition; less note-taking, more interaction with what I was saying. Again, I found that another of my goals for my math lectures became a bi-product from the “new-style” of lecturing with the tablet; students began practicing structured thinking during each lecture rather than numbly copying down what is written by the professor. Students, concerned about their grade, started this because I only award one of the ten possible points for the correct answer. The write-up carried the other nine points. If one student asked if a theorem/definition could be used to start the solution, another student may very well raise his or her hand and ask whether they would have received points if another was used (different perspectives!).