Download or read book Never Mind the Laptops written by Bob Johnstone and published by iUniverse. This book was released on 2003 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: "What we all hope for our children's education is undiminished curiosity and creativeness, and solid practical preparation for adult work. Today, there's no doubt that easy access to computers is vital for students. Bob Johnstone has brilliantly and passionately told the story of the worldwide struggle to make today's equivalent of the pencil accessible to all students." -Victor K. McElheny, author of "Watson and DNA" If every kid had a laptop computer, what would difference would it make to their learning? And to their prospects? Today, these are questions that all parents, teachers, school administrators, and politicians must ask themselves. Bob Johnstone provides a definitive answer to the conundrum of computers in the classroom. His conclusion: we owe it to our kids to educate them in the medium of their time. In this book he tells the extraordinary story of the world's first laptop school. How daring educators at an independent girls' school in Melbourne, Australia, empowered their students by making laptops mandatory. And how they solved all the obstacles to laptop learning, including teacher training. Their example spread to thousands of other schools worldwide. Especially in America, where it inspired the largest educational technology initiative in US history-the State of Maine issuing laptops to every seventh-grader in its public school system. This lively, intriguing, anecdote-rich account is based on hundreds of interviews. In it, you'll meet the visionary leaders, inspirational principals, heroic teachers, and their endlessly-surprising students who showed what computers in the classroom are really for.

Download or read book Laptop classes The benefits of using laptops in English Language Teaching written by Thorsten Witting and published by GRIN Verlag. This book was released on 2012-04-30 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seminar paper from the year 2011 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,7, Carl von Ossietzky University of Oldenburg (Anglistik), course: WEB 2.0-BASED ENGLISH LESSONS, language: English, abstract: This paper is about the use of laptops in everyday classroom situations. Laptops supplement or replace other teaching materials like school books in part or in total. The scope of replacement varies. Pupils have their own laptops which they use both in the classroom and at home. This paper addresses the didactical surplus of laptop usage in everyday learning situations, in so-called laptop classes. Computers are tools used in everyday life for researching information, writing texts and various other uses. Hence, computer skills become more important. In laptop classes, basic computer skills are imparted from early on. This, however, is only one aspect of laptop classes. The teaching scenario changes from more teacher oriented to more pupil oriented.

Download or read book Laptops for Teachers written by Kobus Van Wyk and published by . This book was released on 2009 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Laptops and Literacy written by Mark Warschauer and published by . This book was released on 2006-09-25 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines laptop use in classrooms and how it influences literacy, discussing reading and writing challenges of the twenty-first century, the history of computer use in schools, research on schools implementing one-on-one computing, and other related topics.

Download or read book Laptop Computers in an Elementary School written by Susan T. Dinnocenti and published by . This book was released on 2001 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book K 8 Digital Citizenship Curriculum written by Ask a Tech Teacher and published by Structured Learning LLC. This book was released on 2019-09-21 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: 9 grade levels. 17 topics. 46 lessons. 46 projects. A year-long curriculum that covers everything you need to discuss on internet safety and efficiency. Digital Citizenship–probably one of the most important topics students will learn between kindergarten and 8th and too often, teachers are thrown into it without a roadmap. Well, here it is–your guide to what our children must know at what age to thrive in the community called the internet. It’s a roadmap for blending all pieces into a cohesive, effective student-directed cyber-learning experience that accomplishes ISTE’s general goals

Download or read book TELA Laptops for Teachers Evaluation written by and published by . This book was released on 2008 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book How To Take Good Notes written by Angelos Georgakis and published by Createspace Independent Publishing Platform. This book was released on 2017-06-25 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Why would I need a book on how to take notes? Notes are just notes!" -- FALSE. Scientists have found that note taking can be as mentally demanding as playing chess can be for an expert. While you take notes, you listen carefully to the lecturer, you process the new material, you organize it in your working memory, and you finally write down what you think is most important. All this happens while someone is talking at an average speed of three words per second and someone is writing down at an average speed of one-third of a word per second. It doesn't sound easy now, does it? Notes are an important tool for learning. We don't take notes just to record a few facts so we can review them later. Learning happens as we take notes. Taking notes the right way leads to good study practices, better performance on exams, and long-term retention of information. "Note taking comes naturally." FALSE. Note taking is not obvious or intuitive. Research has shown that students fail to capture 40% of the main points in a typical lecture. First-year students capture only 11%. In some studies, even the best note takers seem to record less than 75% of the important information. People think they take good notes until they're told they don't. Few of us have consciously thought about how we take notes (let alone how to improve the quality of them). We often reproduce the lecturer's phrases verbatim. We don't save time by systematic use of abbreviations. We fail to become a "good psychologist" of our lecturer. We fail to pick up his enthusiasm. We fail to interpret the tone of his voice. We fail to read his body language. And the result is that we fail to take good notes. "Anyway, no one taught me how to take notes in school or in college." TRUE. Educators believe that students are able to assess the quality of their notes and follow good practices. However, studies have shown the exact opposite. The fact that there isn't a course in college dedicated to the art of taking notes (or learning in general) makes students believe that this is a natural skill that they can perfect with practice over the course of their studies. "At the end of the day, everyone has their own way to take notes." TRUE. In this book, you may be surprised to learn that I don't make any references to different types of note-taking systems like those that other books do. The reason is that it's the practices behind the note taking that matter most. For example, you should not copy the lecturer's phrases word for word, but generate the main points in your own words. And you should leave space on your notes for adding comments and testing yourself later. I encourage students to use the Cornell note-taking system because it utilizes most of the principles of effective note taking. No matter which note-taking system you decide to follow, the cognitive effort you will have to expend is equally high. Note taking may not be rocket science, but it's definitely science-cognitive science. And cognitive science has produced a lot of useful insights that we can use now to take better notes. This book presents these insights in simple words, so you can make the most of your notes and use them to study effectively. The title of this book is How to take good notes. However, note taking is just one part of the picture. Note taking is much broader in the context of this book. We take notes so we can interact with them later. What matters most is what we do with our notes after we finish taking them. Notes can do so many good things for you. They hold all your learning efforts. Treat them well. Look after them.

Download or read book Laptops in the Classroom written by Emily B. Nelson and published by . This book was released on 2011 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Technology has become a major platform in the educational arena over the last twenty-five years, especially with the presence of laptops in the classroom. Opinions differ between parents, teachers, administration, and students about the effectiveness of laptop use in the classroom. Numerous case studies have examined the infrastructure of various one-to-one laptop programs; the positive effects and negative effects of one-to-one programs on students and teachers; professional development for teachers; best practices for laptop use in the classroom; and the relationship between laptops and other forms of technology and learning used in the classroom. Teacher anecdotes provide additional evidence to determine the true impact of using laptops in education."--leaf 3.

Download or read book The Differentiated Instruction Book of Lists written by Jenifer Fox and published by John Wiley & Sons. This book was released on 2011-08-30 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hundreds of useful ideas for meeting the needs of each child The Differentiated Instruction Book of Lists is the definitive reference for DI for teachers in grades K-12. Ready for immediate use, it offers over 150 up-to-date lists for developing instructional materials, lesson planning, and assessment. Organized into 12 convenient sections, the book is full of practical examples, teaching ideas, and activities that can be used or adapted to meet students' diverse needs. Coverage includes curriculum design, lesson planning, instructional strategies, assessment, classroom management, strategies by subject area (from Language Arts to Math to Physical Education), new media, etc. Offers an easy-to-use guide that gives quick tips and methods to plan effectively for delivering truly differentiated lessons Filled with helpful DI lists, lesson plans, strategies, assessments, and more Jennifer Fox is the author of the bestselling book Your Child's Strengths The Differentiated Instruction Book of Lists is a hands-on guide for meeting the instructional needs of all students so that they can reach their full potential.

Download or read book Laptops for Teachers written by and published by . This book was released on 2003 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Laptops for Teachers written by Bronwen Cowie and published by . This book was released on 2010 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Laptops for Teachers written by Judy M. Parr and published by . This book was released on 2010 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Laptops for Teachers written by and published by . This book was released on 2010 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Laptops for All Students written by Larysa N. Nadolny and published by ProQuest. This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This evaluation investigated the implementation and outcomes of a one-to-one laptop program initiative in a career and technical high school, where the majority of students experienced academic challenges. Data for the evaluation were collected through mixed methods, including surveys, interviews and observations, thereby adding validity to the results. Findings indicated that teachers and students became more comfortable with a range of computer and Internet skills. This finding is important given the prevalence of technology in the workplace and college education. Findings also indicated that most teachers and students used computers extensively for a range of tasks. The majority of those tasks concentrated on uses that reinforced traditional instructional practices, such as word processing, drill and practice, and research on the Internet. Several teachers, however, were able to move beyond traditional uses of technology and implement computers for more complex and sophisticated activities. Such activities included using laptops for written expression, communication through blogs, and preparation of multimedia presentations. These findings are consistent with prior research on one-to-one initiatives which indicate that in the initial stages teachers often struggle to adapt their teaching and effectively utilize laptop computers within a studentcentered pedagogy. Executive Position Paper one examines the literature on laptop initiatives in education as well as the role of technology in assisting students with learning disabilities. The framework for the evaluation and implementation of the initiative is also discussed in detail. Paper two reviews the methods of data collection and findings of the evaluation. In the third and final paper, the findings are discussed and presented with recommendations for future planning.

Download or read book 1 to 1 Learning written by Pamela Livingston and published by ISTE (Interntl Soc Tech Educ. This book was released on 2006 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A timely book. . . . 1-to-1 Learning: Laptop Programs that Work is a comprehensive resource for planning and implementing laptop programs in the classroom."--CDW-G Newsletter

Download or read book When Laptops Come to School written by Nancy I. Foote and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ten evaluative reports and two case studies have explored how a one-to-one laptop program functions in a school setting. However, little research has focused solely on teachers. Consequently, the purpose of this study is to investigate how six digital immigrant teachers coped with an education laptop innovation. Seven research questions informed this research, focusing on the impact of being a digital immigrant, problems to be solved, what teachers have stopped doing in order to use the laptops, new activities that have emerged, the perceived benefits and obstacles involved, and the laptop attributes and the program's implementation. In order to ensure the voices of the six participating teachers were heard, a qualitative case study approach using interviews and classroom observations was conducted, involving as well nine administrative interviews to create the case profile. One of the major assumptions in this research was that teachers, who were at least 40 years old, would have problems using student laptops. However, the label of "digital immigrant" is not a homogenous concept as the study showed the range of responses to using technology varied considerably, from almost total to very little integration. A number of innovation adoption systems have described a set of integration stages with the underlying assumption that all teachers move through these stages at various speeds and requiring a variety of support. This study has found, however, what is necessary, for a resister teacher to undertake small integration steps, is entirely different from what an innovator teacher would need. A one-size-fits-all approach based on a set of stages cannot effectively meet such teachers' needs. The literature on technology has described sets of characteristics for various adoption categories. This study has found three more--specificity of language, reaction to new technology, and filters for successful integration. In addition, the classroom observations have revealed four important characteristics that can play a role in integration--whether an instructional niche is present; who takes responsibility for learning; where the placement of attention occurs in instruction; and teacher beliefs about the relationship between computers and the learning process. Finally, the study has found that teachers are not actors in their classrooms. There were no inconsistencies between interview data and class observations. Likewise, the context of the high school and its corresponding laptop program were essential to understanding how these digital immigrant teachers coped with student laptops