Download or read book The Impact of a Middle School 1 1 Laptop Initiative on the Quality of Instruction Teacher Engagement and Digital Equity written by Julie A. Pack and published by . This book was released on 2013 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In 2011, a small school district invested in a middle school 1:1 laptop initiative as part of its mission to educate all students to be globally competitive graduates. This study investigated the program's potential to raise the quality of instruction, to increase levels of teacher engagement, and to provide equity of access to enriched learning experiences for students within the district's two middle schools. Through utilizing a mixed method design, data were collected from an online teacher survey as well as teacher and support personnel interviews. The online survey asked a random sample of middle school teachers to respond. Teachers who participated in the survey volunteered to be interviewed because they perceived themselves to be proficient with classroom technology. Support personnel interviewed included administrators, technology facilitators, and media specialists at both schools. The goal of the study was to explore if the technology impacted the decisions teachers made concerning classroom instruction, their planning and professional learning processes, and the types of learning experiences to which teachers exposed students. Analysis of the findings is organized through the study's conceptual framework, which utilizes the TPACK model, and the study's central themes of (a) quality of instruction, (b) teacher engagement, and (c) equity. The results of this study provide insight for middle schools implementing a 1:1 laptop initiative. A strong culture of support and professional development, helping teachers to engage with technology personally and professionally, seeing the broader issues of digital equity, and understanding how quality instruction is enhanced but not dependent on technology integration can impact teacher perceptions and practice. The study concludes with recommendations, including the use of standard protocols for selecting digital content and ongoing, relevant professional development with a specific recommendation for professional development on handling negative student laptop behaviors, and a recommendation for administrative leadership to play a continual, active, and visible role in the technology implementation of the school. Finally, an updated conceptual framework that could potentially help teachers plan instruction with technology is introduced."--Abstract from author supplied metadata.
Download or read book The Impact of the One to one Laptop Initiative on Teacher Perceptions of Instructional Delivery and Student Engagement in Middle School Mathematics written by La'Ronda Long Whiteside and published by . This book was released on 2013 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of the one-to-one laptop initiative on teacher perceptions of instructional delivery and student engagement in middle school mathematics. Teacher perceptions of the initiative vary. Several school districts in North Carolina have implemented the initiative and are examining the impact it has on teaching and learning. The one-to-one initiative has been an essential paradigm shift for several national and international schools. The learning environment of the one-to-one initiative immerses students in a curriculum that integrates technology in all subject areas. -- Mathematics instruction in the 21st century has changed from subject specific to a more authentic integrated mathematics. Technology literacy is a vital part of this change. -- Data for this study were gathered through the use of qualitative measures via an online survey. The survey was sent to middle school mathematics teachers in three rural school districts in North Carolina. The three school districts were in different phases of the implementation ranging from 1 year to 5 years. -- Analysis of the data indicated a moderate impact of the one-to-one initiative on teacher perceptions of instructional delivery and student engagement. Teachers were most satisfied with the variety of online resources and programs available for instruction. The concern with regards to student engagement was inappropriate Internet use of the laptop by students. However, if implemented effectively, the one-to-one laptop initiative has the potential to enhance student collaboration, exploration, and inquiry and provide more opportunities for students to engage in a variety of higher-order thinking skills and activities.
Download or read book One to one Laptop Program written by Steven Males and published by . This book was released on 2015 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the beginning of 1:1 laptop programs in schools there has been extensive research undertaken about the effectiveness of how laptops are used for teaching and learning. With an educational environment in Australia where the use of Information Communications Technology (ICT) is one of the five general capabilities of the Australian Curriculum, an expectation to use ICT effectively for teaching and learning is explicit. However, the use of laptops for teaching and learning is complex for teachers and students. Furthermore, parents are expected to support their childU+2019s learning in a digital age where mobile devices for learning are common. Therefore, investigating parental involvement and perceptions was a significant feature of the study. This report presents a three-year longitudinal study that examined the implementation of a student-owned 1:1 laptop program in a school for boys in Perth, Western Australia. The research tracked 196 students drawn from the junior (primary) and middle (secondary) schools, their families and associated teachers for a three year period. The focus on male students is purposeful. Understanding how male students use their laptops for learning can provide useful insights into the affordances and risks for schools and, in particular, the field of boysU+2019 education. The aim of the research, therefore, was to describe and explain how boys use their laptops for learning in primary and middle school settings. Involving the whole school community in the research allowed for rich description and hopefully insightful explanation. The research literature reports that the use of laptops for learning can increase motivation and engagement, improve technology proficiencies, provide enriched learning experiences, and help teaching and learning. The five research questions developed to guide the research were aimed at either endorsing or challenging these claims. Underpinning this research was a mixed methods approach investigating how the boys used their laptops for learning, teachersU+2019 pedagogical uses of laptops, implementation differences between a junior and middle school, and the possible impact of the laptops on literacy and numeracy outcomes. A rich data set, collected over three years, and derived from qualitative and quantitative techniques, was interrogated in relation to the studyU+2019s research questions. The studyU+2019s longitudinal design provided further opportunities to triangulate data over the three years, enhancing the strength and reliability of the findings. The novelty factor of laptops for learning quickly abated for both junior and middle school students. A two-pronged approach of providing targeted professional learning for staff coupled with confronting the obvious distraction that a 1:1 device can be for primary and middle school students, yielded positive outcomes. Students held strong views about the role, and effectiveness of a teacher when utilising their laptops for learning. Although teachers reported laptops were important for the teaching and learning program, there was a wide variation in the way teachers harnessed the 1:1 laptop environment for the benefit for student learning. Also, teachers were faced with pedagogical challenges in terms of considering games or Web 2.0 for learning. Literacy and numeracy outcomes based on national assessment results compared to national standards revealed the case study student participants performed favourably. Four enablers for effective laptop use are theorised. These are: inquisitive students, creative teachers, proactive leaders, and national and state policy directions. However, five paradoxes potentially inhibited these enablers. These paradoxes are presented as U+2018spannersU+2019 in the cogs of effective 1:1 laptop initiatives: engagement and seduction of students; transformative and conservative pedagogical practices; integration and alienation of parents; autonomy and systemic dependency of schools; and, the hope and fear of Web 2.0. The study may assist educational policy-makers, school leaders and teachers who are contemplating how to best integrate 1:1 laptop devices into the fabric of schools. A model is presented to provide new knowledge about the impacts of 1:1 devices on teaching and learning.
Download or read book A Study of the 1 written by Andrew A. Zucker and published by . This book was released on 2007 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: The states of Maine and Pennsylvania support 1:1 laptop programs in which every student is provided with a personal computer. Many other states, districts, and schools also have full or pilot 1:1 laptop programs. Purpose: As 1:1 laptop programs grow in number and size, more information is needed about the impacts on teaching, learning, and assessment when every student has a computer. Setting: The Denver School of Science and Technology (DSST) is a public charter high school that first served ninth grade students in 2004-2005. The school is racially and economically diverse. About 40% of the students are from low-income families. The school's test scores have been among the highest in Denver and the entire state and the Colorado Commissioner of Education wrote in early 2008 that the school "is the example of a model high school." Study Sample: All teachers (32) and students (428) in the school were asked to complete detailed online surveys. Intervention: DSST has been a 1:1 laptop school since it started. Students in grades 9 and 10 receive laptop computers. Students in grades 11 and 12 receive tablet computers. Teachers and students make extensive use of computers for teaching, learning, and assessment. In some classes, the textbooks are electronic, stored on students' computers. Software called ExamView is used often to assess students' progress as part of a carefully designed Benchmark Assessment Program. Research Design: Descriptive; Cross-Sectional; Statistical Survey; Qualitative. Control or Comparison Condition: None. Data Collection and Analysis: Response rates on the surveys were more than 90% for teachers and above 75% for students. Other data came from interviews, document review, focus groups, and observations. Findings: DSST teachers and students use laptops daily while at school, for many purposes. This is in marked contrast to students' use of technology in the schools they attended before DSST, when the majority report that they either never used technology in regular classrooms (35%) or used computers in classrooms only once a month or less (38%). Teachers, students, and administrators are strong supporters of the 1:1 laptop program and report positive impacts on students' learning and engagement. The school's Benchmark Assessment Program makes extensive use of the laptops. Conclusion: This is a successful 1:1 laptop program in an excellent public charter high school. Two lessons stand out. First, the school does not even mention 1:1 computing in its mission statement. Instead, DSST is driven by its mission to provide an outstanding education and by its core values (Respect, Responsibility, Integrity, Doing Your Best, Courage, and Curiosity). Laptops are used to meet school goals, not as a separate goal. By design, much of the demand for computer applications has been generated by teachers themselves. The second lesson is that the school supports the laptop program in many ways besides loaning students computers. These include a rich vision of what constitutes excellence in teaching, learning, and assessment; professional development; software; use of administrative applications (such as Infinite Campus); on-site technical help; and other supportive elements. The laptops do not stand alone; they are well integrated and well supported by the school. As a result of the decisions that have been made by the school, DSST's 1:1 program provides a good model for other schools. Citation: Zucker, A.A. & Hug, S.T. (2007). A Study of the 1:1 Laptop Program at the Denver School of Science & Technology. Denver, CO: Denver School of Science and Technology. (Contains 10 exhibits and 2 appendices.).
Download or read book The Global Achievement Gap written by Tony Wagner and published by Basic Books. This book was released on 2014-03-11 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the best efforts of educators, our nation's schools are dangerously obsolete. Instead of teaching students to be critical thinkers and problem-solvers, we are asking them to memorize facts for multiple choice tests. This problem isn't limited to low-income school districts: even our top schools aren't teaching or testing the skills that matter most in the global knowledge economy. Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the American economy. Meanwhile, young adults in India and China are competing with our students for the most sought-after careers around the world. Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation's most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and effective communication) and what our schools are providing (passive learning environments and uninspired lesson plans that focus on test preparation and reward memorization). He explains how every American can work to overhaul our education system, and he shows us examples of dramatically different schools that teach all students new skills. In addition, through interviews with college graduates and people who work with them, Wagner discovers how teachers, parents, and employers can motivate the &"net"; generation to excellence. An education manifesto for the twenty-first century, The Global Achievement Gap is provocative and inspiring. It is essential reading for parents, educators, business leaders, policy-makers, and anyone interested in seeing our young people succeed as employees and citizens. For additional information about the author and the book, please go to a href="http://www.schoolchange.org"www.schoolchange.org
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 The Impact of Maine s One to one Laptop Program on Middle School Teachers and Students written by David L. Silvernail and published by . This book was released on 2004 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transformational Change Efforts written by Wendy M. Smith and published by . This book was released on 2021 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond--trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that al.
Download or read book English language Arts Teachers and Principals Perceptions of the Value of One to one Student Laptops in Year 5 of the Initiative in 3 Urban High Schools written by Annie Marie Wolfe and published by . This book was released on 2018 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: As school districts continue to adopt new technologies and implement one-to-one student laptop initiatives, questions still remain about how this impacts student achievement (Logan, 2016). High school students in the United States continue to rank lower than students in other countries, specifically in reading (National Center for Education Statistics, 2014). Many qualitative and quantitative studies about one-to-one laptop programs in schools have investigated teacher and leader perceptions of classroom technology and its impact on student achievement in the initial implementation phase of the initiative. Results have been generally positive (Zheng, et. al., 2016). This study investigated the perceptions of 8 English/Language Arts teachers and 3 principals after 5 years of a high school one-to-one laptop initiative in a large, urban school district. The 2 research questions that guided this study were as follows: (1) What are high school English/Language Arts teacher perceptions about the value of one-to-one student devices in year 5 of a high school laptop initiative, and (2) what are the perceptions of principals about the value of one-to-one student devices in year 5 of a high school laptop initiative? Teachers and principals were purposefully selected at 3 different schools in a large, urban school district. Using qualitative methods with an interpretivist approach, open-ended teacher and principal interviews were the primary tool of data collection for this exploratory study. Transcriptions from interviews were coded using multiple approaches to document common themes. The teacher findings showed that value of the one-to-one initiative was unanimously present in the following areas: (1) Higher-level learning, (2) equality in access including access to digital resources and to Google, (3) writing, (4) efficiency, and (5) searching. Principal findings showed the similar perceptions of higher-level learning and access but also included the theme of collaboration. In conclusion, this study poses questions for further qualitative and quantitative research in the area of one-to-one student technology in high school. Findings will add to the body of knowledge related to sustaining high school, one-to-one laptop programs and may also be used to inform district participation in one-to-one initiatives, professional development priorities, funding priorities for technology, and policies regarding standardized testing alignment to 21st Century skill development
Download or read book Learning in the Cloud written by Mark Warschauer and published by Teachers College Press. This book was released on 2015-04-17 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive and cutting-edge book portrays a vision of how digital media can help transform schools, and what kinds of curriculum pedagogy, assessment, infrastructure, and learning environments are necessary for the transformation to take place. The author and his research team spent thousands of hours observing classes and interviewing teachers and students in both successful and unsuccessful technology-rich schools throughout the United States and other countries. Featuring lessons learned as well as analysis of the most up-to-date research, they offer a welcome response to simplistic approaches that either deny the potential of technology or exaggerate its ability to reform education simply by its presence in schools. Challenging conventional wisdom about technology and education, Learning in the Cloud: critically examines concepts such as the "digital divide," "21st-century skills," and "guide on the side" for assessing and guiding efforts to improve schools; combines a compelling vision of technology's potential to transform learning with an insightful analysis of the curricular challenges required for meaningful change; and discusses the most recent trends in media and learning, such as the potential of tablets and e-reading.
Download or read book Personalized Learning written by Peggy Grant and published by International Society for Technology in Education. This book was released on 2014-06-21 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Personalized Learning: A Guide for Engaging Students with Technology is designed to help educators make sense of the shifting landscape in modern education. While changes may pose significant challenges, they also offer countless opportunities to engage students in meaningful ways to improve their learning outcomes. Personalized learning is the key to engaging students, as teachers are leading the way toward making learning as relevant, rigorous, and meaningful inside school as outside and what kids do outside school: connecting and sharing online, and engaging in virtual communities of their own Renowned author of the Heck: Where the Bad Kids Go series, Dale Basye, and award winning educator Peggy Grant, provide a go-to tool available to every teacher today—technology as a way to ‘personalize’ the education experience for every student, enabling students to learn at their various paces and in the way most appropriate to their learning styles.
Download or read book Using Technology Wisely written by Harold Wenglinsky and published by Teachers College Press. This book was released on 2005-04-25 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides information on the effect of technology on student academic performance in mathematics, science, and reading.
Download or read book National Educational Technology Standards for Students written by International Society for Technology in Education and published by ISTE (Interntl Soc Tech Educ. This book was released on 2007 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: This booklet includes the full text of the ISTE Standards for Students, along with the Essential Conditions, profiles and scenarios.
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2008-04-15 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Download or read book Influence of Training of Middle School Teacher s Awareness of Technology Implementation of a One to One Laptop Initiative written by Tiffany Burnes and published by . This book was released on 2012 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to investigate teacher's awareness of professional development and training of One-to-One laptop initiative implementation. The study examined the facilitation of technology training of teachers and their perception of the quality of professional development. The study examined thirty-three middle school teachers and their personal awareness of technology training and implementation. The teachers taught Communication Arts, Math, Science, Social Studies and Elective courses at the seventh and eighth grade level. The middle school had completed a three-year cycle of technology training and was surveyed by a digital survey."--[taken from abstract].
Download or read book One to one Laptop Initiative written by Brian Maschmann and published by . This book was released on 2015 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this explanatory mixed methods study was to explore the perceptions of teachers and administrators about the one to one laptop initiative in Nebraska schools Parallel studies from the five largest and five smallest school districts were identified by the Nebraska Department of Education School Finance Formula and Organization Services. High schools in each district were chosen that have had one-to-one laptop initiatives for four or more years. The study examined teachers and administrator perceptions regarding: (a) the one-to-one implementation, (b) student engagement, (c) student grades, (d) benefits of one-to-one technology, and (e) continued success of one-to-one initiatives. The major findings of the study for both administrators and teachers were generally positive about the implementation of the one to one laptop initiative. They also felt the initiative helped with student engagement as a tool for learning. The teachers and administrators didn't think the initiative increased students' grades however once the laptop was implemented correctly it reinforced students' interest in their specific content area. Differences of opinion from the teachers and administration were found in the implementation of the laptop initiative. Teachers wanted to be part of the implementation process and felt it was a top down process instead of a group decision. Teachers and administrators were positive about the added value of a technology initiative to their school system. A successful implementation process fostered more commitment from teachers to use the device in the classrooms, which increased student engagement and the potential for more student centered lesson plans. However, these same educators did not come to a consensus regarding whether the one-to-one laptop initiative improved student grades.
Download or read book A Systematic Review of One to One Access to Laptop Computing in K 12 Classrooms written by Edward Clement Bethel and published by . This book was released on 2015 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2005, Nicholas Negroponte stepped onto the stage at TED and challenged the audience: ?What would happen if we gave every student a laptop computer?? Ten years later, and twenty-five years after the first laptop program, this dissertation attempts to answer that question using two systematic review procedures, case survey analysis and mixed effects meta-analysis. Literature searches and review resulted in 162 primary studies being included in the case survey of which 88 studies yielding 231 effect sizes and representing approximately 116,150 participants, were selected for the meta-analysis. The case survey analysis revealed that typically, programs were co-educational, involving public middle schools, and conducted at the board or district levels. Program theories, whether stated or inferred clustered around three main themes: technology-enhanced environments, technology-enhanced instruction, and computers as mind tools or learning tools. Program goals were numerous and varied, but centered on technology use and proficiency, achievement, questions of technology equity, and improved instruction. The meta-analysis revealed that one-to-one computing had an impact on five of the six outcomes tested: technology use (mean effect size 0.53), technology proficiency (0.29), student achievement (0.23), student engagement (0.15), and student satisfaction (0.26). Attendance was not significant (0.00). The general effects were moderated in expected and unexpected ways – technology use was moderated by program theory and year, technology proficiency was moderated by technology use and duration, and achievement was moderated by program size, participant age, program year, technology integration, duration, and teacher-centered instruction. Explanations were proposed for these findings, and new directions for future research outlined.
