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As more schools assign laptops, students say they learn differently
"More students report emailing teachers, collaborating with peers in schools with 1:1 programs"

"High schoolers assigned a laptop or a Chromebook were more likely to take notes in class, do internet research, create documents to share, collaborate with their peers on projects, check their grades and get reminders about tests or homework due dates. Among high school students assigned these devices, 60 percent said they had emailed their teachers with questions. That’s compared to 42 percent among students without an assigned device.

In focus groups, students explained that emailing their teachers was somewhat of an anxiety release, said Julie Evans, Speak Up’s CEO and the author of a brief about the findings.

“It isn’t as if they need the teacher to respond to them in that moment,” Evans said. “It’s more that they want to share the problem with someone.” And when they go to class the next day, they can arrive knowing their teacher is already aware of the problem.

Most high schoolers have a way to send an email from home, whether it’s from a smartphone or a family computer. But students with assigned devices from their schools are more likely to actually draft those emails and hit send.

Evans said sending those emails indicates students are independent learners who have the benefit of a school support system. She connected it to the portion of students who get electronic reminders about tests and homework due dates. Among high schoolers with assigned laptops or Chromebooks, 53 percent get those electronic reminders, compared with 39 percent of students who don’t have school-assigned devices, the survey found.

“The student can be responsible for their own learning and feel good about being responsible for their own learning,” Evans said. This can make students more confident in their own capabilities and perhaps create an environment where they are more willing to take educational risks, she said.

Schools that distribute mobile devices to students more often lay this foundation, the survey shows. They also give students chances to collaborate with their peers on projects. Nearly half of high schoolers with an assigned laptop or Chromebook say they get to do this, while just one-third of high schoolers without those assigned devices say the same.

In focus groups, students say they really like the idea of peer-to-peer learning, Evans said. Sometimes teachers can’t explain things in ways they understand. Their peers can fill in the gaps.

Schools that distribute mobile devices to all students seem to create opportunities for this type of work more than schools that don’t. It’s not that a 1:1 student-to-device ratio necessarily means more group work for students or better peer leadership. But technology can help facilitate these classroom experiences, Evans said."
laptops  education  schools  teaching  learning  1to1  2018  edtech  technology  communication  relationships  tcsnmy  1:1 
september 2018 by robertogreco
Toward a Luddite Pedagogy - Hybrid Pedagogy
"In stark contrast to the fluffy talk of a thousand “revolutions” coming from plush conference halls in places like Long Beach, California – talk that reduces serious political discourse to the level of a sales pitch – the Luddites were willing to pay the ultimate price for a real revolution in the prevailing power relations, hoping to build a social order that forward-thinking people like the Luddites might be able to believe in.

A Luddite pedagogy for the 21st century

Just as the 19th century Luddism was interested far more in a forward-looking political agenda than in particular pieces of technology, so a 21st century Luddism in education will be concerned with more important issues than whether or not allowing pupils to use their own devices in class is a good idea. Like their political ancestors, the Luddite pedagogues will wield a hammer, but they won’t see any urgency in bringing it down on trivial things like touch-screen gadgetry. Instead, the targets lie elsewhere.

One place they lie is in the false talk of liberation that has gained popularity among people using the #edtech hashtag. A Luddite pedagogy is a pedagogy of liberation, and, as such, it clashes head on with the talk of liberation peddled by advocates of edtech. According to the latter, the child, previously condemned to all the unbearably oppressive restrictions of having to learn in groups, can now be liberated by the tech that makes a 1:1 model of education feasible, launching each and every child on an utterly personal learning journey. Liberation as personalisation – here the Luddite finds something that ought to be smashed.

But what needs to be smashed is less the pedagogy itself than the idea of freedom it rests on – the more general political notion that freedom is all about freeing individuals from social constraints so that they can pursue their personal projects unhampered by the claims of society. This is the essentially liberal idea championed by Sir Ken Robinson, for instance, for whom it is enough for individuals to find things to do that they enjoy and that allow them to develop a talent.

But we need to be clear here: Luddism doesn’t want to smash the concern for personal freedom, rather it wants to smash the idea that it is enough. The untruth of personalisation is its unjustified narrowing of the horizon of liberation."

"A Luddite pedagogy takes its cue from this need to build (and later maintain) a world – a society – of a certain sort. And in pursuing this end, the Luddite hammer has to be brought down again on a number of currently dominant assumptions about education.

One is the assumption that education must be child-centred. Luddites laugh at the assumption that education must have a single centre. No, it has two (as Hannah Arendt argued). It must also be centred on the needs of the society whose construction and maintenance depend partly on education. Rather than the ideal of letting the child pursue his or her curiosity unconstrained (an impossible ideal in any case), Luddite teachers are right to cultivate the broadest possible engagement with the world that children will find themselves bearing responsibility for in the future.

And this means that the education of children at its best is less about personalisation than socialisation. And, no, it is not a form of indoctrination beginning with infants being frogmarched around the schoolyard before being compelled to learn the Little Red Book off by heart.

This does not imply any antithesis to solitary work or personal choice or occasional use of 1:1 techniques. All it entails is the inclusion of these in the broader framework of an education taking place chiefly in a school outside the home, where children can be introduced to the habits, values, ideas and ways of thinking that are crucial to a free society.

Like all societies, that free society, at the very least needs to be able to use the pronoun “we”. We can only achieve freedom historically if we find ourselves among people similarly engaged by the questions of who we are, what we are doing, what we believe and what makes sense to us. As preparation for this, a crucial initial task of school is to enable children to feel that they are part of a larger whole beyond the family, and then to equip them and inspire them to carry on the dialogue about the beliefs and ideas and frameworks of sense that hold society together."

"Because of the centrality in that debate of the questions about who we are, what we are doing, what we believe the Luddite pedagogy entails what might be called a Delphic model of education (recalling the inscription outside the Temple of Apollo in Delphi: Know Thyself), and it entails bringing the Luddite hammer down hard on the liberal taboo against what we would call an education in belief (and they would call indoctrination).

The broader liberal framework of personalising edtech requires keeping values out of education as much as possible, except as things to be studied “objectively” (e.g. in the form of comparative religion, where belief systems are presented without being questioned and evaluated). Only a minimal set of values are to be openly endorsed: chiefly the values of a respect for the facts and logic, combined with the minimal liberal agenda of tolerance, peace, and the value of a sort of idle critical thinking (idle because it is not really in earnest about criticising other systems of belief – that would be too illiberal).

A Luddite pedagogy puts the non-idle interrogation of values at the centre of the curriculum, at least in the high school, when children have a broad enough background to draw on when making their critical appraisals of ideas about value – the aim being to help children begin to think more deeply about what we believe and what makes sense and what doesn’t."
tornhalves  luddites  history  2014  luddism  edtech  education  socialization  democracy  learning  howwelearn  individualization  technology  1:1  kenrobinson  tcsnmy  freedom  collectivism  collectivity  debate  discourse  curriculum  walterbenjamin  hannaarendt  progress  disruption  mechanization  automation  atomization  subservience  revolution  neoluddism  society  unschooling  deschooling  personalization  schools  schooling  child-centered  children  1to1 
september 2014 by robertogreco
Laptops are quaint. | A Stick in the Sand
"This is an extraordinary exploitation of a mobile phone by the folks who brought the very slick Morpholioapps suite of creative apps for the iPad. While watching, I remembered very recently I caught myself looking at my Macbook Air, not even a year old yet, and thinking, “How quaint!” It is the best laptop I’ve ever used, arguably the best laptop, full stop, but, it suddenly occurred to me, it is still the legacy of the typewriter. The one thing that makes my Air great is the web.

But, the thing that web great is a mobile device.

I understand that for most of our schools–all that I know of, in fact–a laptop program is still the first step. We’re just not ready yet to let go of this old technology. But even as we are building our laptop programs, we need to be having a very serious discussion about how we will implement our mobile programs, or we are going to be caught flat-footed, again. The world is going mobile:

Indeed, a laptop program doesn’t ask us to really change our pedagogy. The same one we’ve been using for 200 years works pretty good on the device so rolling out a even a 1:1 program is comparatively easy. But mobile-based teaching/learning both enables and requires a significant change in pedagogy and methodology.

I get asked all the time, “Laptop, tablet or smartphone: if you could have just one for your students, which would it be?” The answer is, without hesitation or qualification, a smartphone. My second choice would be a tablet, like the iPad. My last option would be a laptop. You just get way more leverage from a smartphone (a topic for another post.) It will be mobile technologies that we will later call the catalyst for the educational renaissance."
mobile  phones  2014  1:1  laptops  technology  teaching  pedagogy  internet  howweteach  howwelearn  sensors  bradovenell-carter  1to1 
may 2014 by robertogreco
Steve Hargadon: Learning Revolution - Week's Free Events - Reinventing the Classroom - Library 2.014 - The Real 1:1 - Reclaim Learning
"I've been reading a lot on the history of modern public education, and am struck in particular by changes in the late 1800's that began to explore the scientific measurement of mental processes, essentially creating the field of psychology. The idea that the scientific method could discover psychological cause and effect in the same way that it had in the physical world has been enormously attractive, and in many ways has born both compelling fruit and controversy. The advent of propaganda, or the use of emotions and symbols to influence behavior, was so effective that we take modern marketing techniques to manipulate our decision-making for granted, and it's hard to deny the power that they wield. On the other hand, seeing human behavior as largely (or even sometimes, solely) determined by outside influences can blind us to something that is much harder to measure: individual agency. That conscious decision-making and self-determination are harder to measure does not mean that they don't exist, but they are less quantifiable, and therefore less compelling to the kind of public policy-making that depends on broad measuring and sound-bite results. By shifting the way we view the mind, we have also shifted how we view education--from promoting individual competencies that allow students to become good thinkers and decision-makers, to stimulus-response activities that we use to influence students to learn specific skills or information that we believe society will need from them. While the former would create the capacity for innovation and engagement in the difficult tasks of life and culture, the latter train only for compliance and lead away from true creativity and creation.

Which interestingly leads me to a sort-of tongue-in-cheek motto I'd like to put on a t-shirt: "The Real 1:1 Program is Building Relationships." If we measure our education by tests and grades, we see standardization as the path to where we currently are; however, if we measure our education by finding areas of life where we both care and are competent to contribute to making a difference in the world, we likely measure our education by moments when individuals opened our eyes to something important, or trusted us to take on a responsibility, or challenged us to do something we didn't think we could, or took the time to help us see something that we were previously unable to. That these activities are harder to measure doesn't mean that they are any less important than the easily measurable--they are often much more so. As my dad used to say, "Because we cannot measure the things that have the most meaning, we give the most meaning to the things we can measure."

There is another dangerous outcome of intellectual or behavioral measurements as our only yardsticks, and it is one that is hard to say out loud: that some students are more likely to succeed than others, and therefore deserve more time and attention. Religious schools that believe in the inherent worth and value of every individual tend to not let go of the desire to find and explore the good in every child. Intriguingly, school systems that are born from arguments of the economic benefits to a country from strong educational programs, often take the same approach to bringing every student to their highest potential. When we do not believe in every individual's unique value, religious or economic, we test, measure, and then find that some significant percentage of our students (and teachers?) are failures. We cannot afford that, financially, spiritually, or culturally.

Gandhi used the symbol of the spinning wheel to encourage regular Indians to take back their economic destiny (to spin their own thread and make their own clothing). Somehow we must find a similarly compelling story for education that recognizes its value to both the individual and the society, but starts with empowering and building the skills of each individual. Somehow we must reclaim learning from the domain of measurement and stimulus-response policy-making, and remember the importance of agency, individual worth, self-direction, and relationships to true learning."
assessment  learning  education  stevehargadon  2014  1:1  relationships  criticalthinking  quantification  measurement  immeasurables  gandhi  agency  self-directed  responsibility  compliance  creativity  creation  innovation  engagement  life  society  decisionmaking  training  policy  behavior  shrequest1  1to1 
april 2014 by robertogreco
We need to think very, very seriously about this - The Edge of Tomorrow - Standing on the verge of a technologically educational revolution.
"1. Why don’t we give kids more credit for their natural capacity to learn?

2. What if we’re the ones getting in the way?

3. Can we finally put to rest the silly digital immigrant/digital native nonsense?

4. Why does there remain such a fascination with teaching kids very specific technology skills in our schools today?

It’s intriguing to compare the new approach OLPC is taking with the tablets to the approach they took in Peru. Reading through the reflections on the failure in Peru brings to the surface two immediate observations. The hardware/software wasn’t ready for the task. And the adults continued getting in the way. The second point, to me, is the most salient. Read through each section of Patzer’s observations, and you see how often the breakdown happens in the way the adults try to move the students through a pre-determined way to learn with the device."

[via: ]
holeinthewall  perception  teaching  neoteny  belesshelpful  technology  autodidacts  1:1  ipads  littleboxes  ethiopia  olpc  learning  2012  deschooling  unschooling  bengrey  1to1  ipad 
november 2012 by robertogreco
Report: Blended learning could hit or miss | Policy |
"The big danger with integrating technology into education, said Horn, is “that we do what we’ve always done, which is to implement it as a sustaining innovation rather than a disruptive one—that we simply layer technology over the traditional system, which would then co-opt it.”"
education  technology  onlinelearning  learning  edtech  1to1  blendedlearning  traditional  1:1 
february 2011 by robertogreco
Are 1:1 tech initiatives the wrong kind of reform? « Teaching as a dynamic activity
"In a discussion I had with Russ Goerend several weeks ago, he noted that he and I are both 4:1. The rhetoric of 1:1 often focuses on the “real world”.  Unfortunately, 1:1 is not real world.  As more and more computing becomes cloud based, having one machine is less and less common.  Instead, Russ had the idea to have access to multiple devices in schools – laptops, netbooks, desktops, ipods, ipod touches, etc.  Then students can learn how to pick the best tool for the job.  Furthermore, students learn how to harness cloud computing so that they can access content and create from multiple devices.  Lastly, our conversation noted how cell phones and other mobile platforms have invaded adults’ free time.  That is, as access to email and other work oriented apps have become mobile, people haven’t worked less, they’ve actually worked more.  Why would we want to contribute to the disappearance of childhood by asking our students to take up the same yoke."
technology  educon  russgoerend  irasocol  1to1  4:1  jerridkruse  edtech  schools  realworld  tcsnmy  1:1 
february 2011 by robertogreco
movingforward - modelsUS
"Who's doing a nice job of infusing 21st century skills, digital technologies, problem- or inquiry-based learning, and other innovative practices into their school organization? Which schools are good models that others could (should) visit to see what a new educational paradigm might look like? Please list them here! Include hyperlink to school web site, name of contact person, and other useful information. See the Iowa examples below for suggested format."

[via comment at: ]
tcsnmy  1:1  education  teaching  21stcenturyskills  inquiry  projectbasedlearning  edtech  creativity  arts  inquiry-basedlearning  pbl  1to1 
august 2010 by robertogreco
If you were hacking since age 8, it means you were privileged. « Restructure!
"at least 75% of male CS undergraduates had parents who were affluent enough to be able to afford computers at a time when computers were very expensive. Clearly, enrollment in CS is a social product of class privilege, not innate ability. Furthermore, this implies that computer geek prestige is an indicator of class privilege, in addition to being connected to technical proficiency. A child’s gender modulates how her parents invest in their child’s education, as mentioned earlier. For example, girls, on average, typically receive their first computer at age 19, as opposed to boys at age 15. Note that age 19 is no longer high school, but university, when undergraduates have already chosen their major. If women typically receive their first computer as adults, & boys typically receive their first computer as children, then of course there is going to be a gender gap in CS enrollment."

[via: ]
computerscience  privilege  programming  racism  sexism  technology  class  gender  race  computing  hacking  wealth  education  tcsnmy  1to1  1:1 
july 2010 by robertogreco
YouTube - TEDxDenverEd- Brian Crosby - Back to the Future
"Brian Crosby, an upper elementary teacher for 29 years, guides the learning in a model technology classroom in Sparks, Nevada." [via: ]
education  elementary  inquiry  ted  teaching  1to1  blogs  blogging  briancrosby  looping  tcsnmy  reflection  classideas  lcproject  1:1 
july 2010 by robertogreco
Society of Surveillance | John C. Dvorak |
"Very few schools teach civics or ethics anymore, and apparently few school teachers or administrators know what these terms mean. I have not heard much in the way of outrage by any other schools regarding this practice, which began with monitoring stolen goods and appears to have deteriorated into out-and-out spying and surveillance for fun. What does this tell you about American school systems? They're top heavy with administration and out of touch with reality. No wonder parents want to home-school."
education  schools  ethics  spying  privacy  security  surveillance  johndvorak  tcsnmy  civics  laptops  1to1  1:1 
july 2010 by robertogreco
City Brights: Howard Rheingold : Attention literacy
"Mindfulness and norms, my students helped me see, are essential tools for those who would master the arts of attention.

The point of this story isn't to get everyone to pay attention to me or professors in general - it's that I want my students to learn that attention is a skill that must be learned, shaped, practiced; this skill must evolve if we are to evolve. The technological extension of our minds and brains by chips and nets has granted great power to billions of people, but even in the early years of always-on, it is clear to even technology enthusiasts like me that this power will certainly mislead, mesmerize and distract those who haven't learned - were never taught - how to exert some degree of mental control over our use of laptop, handheld, earbudded media."
education  howardrheingold  pedagogy  multitasking  laptops  learning  attention  1to1  1:1  21stcenturylearning  21stcenturyskills  literacy  learning2.0  classroom  tcsnmy  mobile  phones  media  socialmedia  lindastone  continuouspartialattention  productivity  mindfulness  listening  conversation  focus  classrooms 
may 2010 by robertogreco
TeachPaperless: This is Our Classroom
"Our room is a large semi-industrial studio. The students in the foreground are sitting in our Blogger's Lounge while in the distance, two students are projecting student work and leading a peer review session, and to the right a cluster of students have a chat session around a table to plan for their presentation; two more groups hang in our mini Mac lab just to the left of where this picture is cropped.


With the exception of the sofa, everything in our room is either on wheels or light enough to easily move around. As a teacher, I've found that to be key. The more flexible your space, the more engaging your classroom.
And there's the authenticity piece. Life isn't an orderly row of desks. I want my students to own their room and be able to adapt it to their needs."
projectbasedlearning  technology  tcsnmy  schooldesign  classroom  furniture  1to1  schools  pbl  classrooms  1:1 
april 2010 by robertogreco
Project Fun Way: When Project Learning and Technology Meet | Edutopia
"Claire Hall, whose daughter Yuki transferred to Casco Bay her junior year, says, "the thing that strikes me more and more is that Casco Bay provides education as it should be, and these are things all schools should do." The teachers model the behavior and values they expect students to live by, they're supportive and kind to each other, and they set reasonable expectations."
1:1  education  edtech  tcsnmy  projectbasedlearning  socialemotionallearning  teacherasmasterlearner  maine  pbl  socialemotional  1to1 
march 2010 by robertogreco
pblweb - home
"This workshop is intended as a Primer to introduce educators to Project Based Learning - and to the use of free online tools in project based learning."
onlinetoolkit  teaching  projectbasedlearning  1:1  rubrics  e-learning  googleapps  pedagogy  learning  howto  projects  free  tcsnmy  via:cburell  pbl  1to1 
march 2010 by robertogreco
Blogging Rubric | Remote Access
"With a nod to the ever-brilliant-and-willing-to-share Kim Cofino, here is the rubric I’ve lately begun to use in my classroom for grading student blog posts.
1:1  assessment  rubrics  blogging  blogs  education  learning  teaching  tcsnmy  via:cburell  1to1 
march 2010 by robertogreco
Anytime Anywhere Learning Foundation
"The goal of the Anytime Anywhere Learning Foundation (AALF) is to ensure that all children have access to unlimited opportunities to learn anytime and anywhere and that they have the tools that make this possible. To achieve this, AALF helps schools develop visionary leadership and knowledgeable, innovative educators.

We want to hear from you! Is your school conducting research around your 1-to-1 initiative? What type of research is it? Please share your experience with us here. We would love to hear from you! What Blogs and Twitterers do you follow? Check out our list here, and send us your favorites! In the next few months we will be celebrating the 20th anniversary of 1-to-1, and will be devoting an issue to this important benchmark. If you have any stories you'd like to share about the early years of 1-to-1, please let us know."
1:1  elearning  1to1  laptops  21stcenturyskills  education  learning  21stcenturylearning  aalf  edtech  tcsnmy 
march 2010 by robertogreco
Summer Institute : Constructing Modern Knowledge
"minds-on institute for educators committed to creativity, collaboration and computing. Participants will have the opportunity to engage in intensive computer-rich project development with peers and a world-class faculty. Inspirational guest speakers and social events round out the fantastic event. Alfie Kohn, Deborah Meier, Dr. James Loewen and Peter Reynolds are guest speakers.

Rather than spend days listening to a series of speakers, Constructing Modern Knowledge is about action. Attendees will work and interact with educational experts concerned with maximizing the potential of every learner. ...

list of potential themes for exploration: Creativity and learning, Constructivism and constructionism, Project-based learning, 1:1 Computing, Problem solving across the curriculum, Student leadership and empowerment, Reinventing mathematics education, Computer science as a basic skill, Storytelling, School reform, Tinkering, Effective professional development, Sustaining innovation"
education  technology  summer  1:1  teaching  laptops  e-learning  conferences  events  2010  constructivism  alfiekohn  deborahmeier  math  compsci  creativity  learning  constuctionism  problemsolving  reform  schoolreform  tcsnmy  tinkering  innovation  lcproject  unschooling  deschooling  1to1 
february 2010 by robertogreco
Israel’s Time To Know Aims To Revolutionize The Classroom
"Time To Know designs and produces what it calls ‘full digital curriculum coverage,’ which is a complete year’s worth of lesson plans, learning activities, and homework assignments. To grasp just what an immense undertaking this is, multiply these by the four subjects matters Time To Know targets—math, science, language arts and social studies—and now multiply that by 13 year’s worth of education (kindergarten plus 12 formal years of schooling). To put this into perspective, in a single year Time To Know produces animation with a combined length of one and a half feature films." [Sites constructivism, but doesn't sound like it.]
constructivism  learning  technology  innovation  curriculum  computers  elearning  entrepreneurship  e-learning  techcrunch  1:1  israel  lms  startup  education  laptops  classroom  differentiatedlearning  timetoknow  classrooms  1to1 
february 2010 by robertogreco
tcsnmy7 - An open letter to those in attendance at The Children’s School Board of Trustees pre-board forum on Monday, January 25
Follow-up to a presentation about the NMY program and Q&A with students including reference to articles mentioned and an introduction to others not mentioned during the talk. Topics include progressive education, one-to-one laptop programs, transparency, high scool and college admissions, and the purpose or 'big meaning' of education. Also posted at:
cv  comments  tcsnmy  school  schooling  putpose  1to1  laptops  technology  philosophy  meaning  why  bookmarks  transparency  hollandchristian  ap  future  appreciation  admissions  highereducation  highschool  colleges  universities  reflection  1:1 
january 2010 by robertogreco
SpeEdChange: When rethinking the school itself... [This sounds so familiar, validates much of our thinking.]
"Holland Christian decided a few years ago to become a 1:1 school...realized that changing student tools was just one part of rethinking...needed to rebuild & reorganize - new tools would only be meaningful if educational environment altered in ways that let the tools really change things...dropping text books for authentic materials & acceptance of multiple - & student chosen - ways of demonstrating knowledge...rebuilding classrooms so there was no "front"...1:1 initiative that had been shaped by a commitment to rethinking school, & centering the form of school on what students need now - collaboration, access to & effective use of global information, trust in students, belief in leveraging the world of today rather than avoiding it, and universal design..."The equipment really isn't important, we've learned to embrace the student control and interaction & we'll keep doing that.""
1:1  apple  education  lcproject  tcsnmy  learning  deschooling  gamechanging  slow  rethinking  unschooling  student-led  reorganization  schools  schooling  laptops  technology  mobilephones  smartboards  hollandchristian  michigan  1to1 
january 2010 by robertogreco
Barbarians with Laptops - robertogreco {tumblr}
Hi Katie. Thank you for the mention over at Clay Burell's blog and thanks for all the thought provoking quotes and links. I’ve got a few thoughts directed to you in a comment that doesn't appear to have made it through Clay's comment filter (not surprising given the length). So, I put it together with my previous comment and posted it to my not-quite-a-blog on Tumblr.

[commenting on: ]
comments  tcsnmy  laptops  1to1  learning  education  cv  clayburell  teaching  technology  content  skills  students  time  1:1 
december 2009 by robertogreco
Barbarians with Laptops: An Unreasonable Fear? at Beyond School
"I’ll start with saying I’m still uncomfortable with the opportunity cost notion. As a history teacher — which to me means “preparation for informed citizenship” teacher — I’m not sure I want to sacrifice time that could be used learning and drawing conclusions from human history on the altar of failed web 2.0 experimentation. ... Whatever your subject matter, I’d love to see specific examples of digital tools and practices that, either through research-based evidence or your own direct observation, you think enhance the learning of content or the development of skills in the classroom."

[my comments here too: ]
comments  teaching  technology  1to1  laptops  education  clayburell  content  skills  learning  students  time  tcsnmy  1:1 
december 2009 by robertogreco
Asus Eee PCs in USA Schools: A First-Hand Report - OLPC News
"Laptops make a good school better, but they don't make a bad school good.
schools  education  computers  laptops  technology  1to1  writing  learning  tcsnmy  1:1 
may 2009 by robertogreco
Laptop Tips from Current Parents to Incoming Parents
"We have gathered the following tips and thoughts about the 1-1 laptop program from 6th, 7th, and 8th grade parents at Nueva. They have shared these thoughts with the hope that they might help other parents have a smooth transition into this new program. While every family is different, as is each child, some of these comments might help you and your child to avoid problems and maximize the benefits of the laptop program. You might also want to download and review the booklet, "Growing Up Online" from the PBS Frontline episode."
laptops  schools  parenting  nuevaschool  education  learning  1to1  internet  tcsnmy  1:1 
april 2009 by robertogreco
In-class laptop use sparks backlash, possibly lower grades - Ars Technica
"1:1 laptop programs do seem to help with the students' ability to use the technology they're exposed to & a variety of studies show what might be an unexpected benefit: improved writing skills...ease of using a word processor + ability to go back & modify things that would otherwise have been committed to paper, helps students learn how to write more coherent and persuasive text. Outside of these areas...benefits of 1:1 ...mixed. Different studies have found changes in math & science test performance...inconsistent. In general...benefits of laptops come in cases where the larger educational program has been redesigned to incorporate their unique capabilities, and the teachers have been trained in order to better integrate laptop use into the wider educational experience. Both of these processes are resource-intensive, and the degree of their success may vary from classroom to classroom even in a single school, which is likely to explain the wide variability in the results."
laptops  1to1  education  colleges  universities  assessment  engagement  teaching  attention  learning  writing  edtech  highereducation  tcsnmy  1:1 
march 2009 by robertogreco
GOOD » Laptops of the World»
"In inner-city Philadelphia, a pilot program is arming its high schoolers with laptops. But in countries like Norway—and increasingly in the developing world—that’s the norm. Why is the United States so behind? And is it worth it to play catch-up?"
tcsnmy  education  olpc  hardware  norway  us  1to1  learning  schools  technology  1:1 
march 2009 by robertogreco
Inflection Points | the human network
"Make no mistake, this inflection point in education is going inevitably going to cross the gap between tertiary and secondary school and students. Students will be able to do for themselves in ways that were never possible before. None of this means that the teacher or even the administrator has necessarily become obsolete. But the secondary school of the mid-21st century may look a lot more like a website than campus. The classroom will have a fluid look, driven by the teacher, the students and the subject material.
markpesce  education  itunes  ratemyteachers  ratemyprofessors  ratemylectures  alacarteeducation  universities  colleges  explodingschool  teaching  learning  gamechanging  lcproject  tcsnmy  network  itunesu  students  online  internet  1to1  laptops  australia  lifelonglearning  unschooling  deschooling  elearning  e-learning  onlinelearning  self-directedlearning  1:1 
december 2008 by robertogreco
Essay - At School, Technology Starts to Turn a Corner -
"ratio of computers to pupils is one to one..isn’t off in computer an integral tool in all disciplines...Web-based education software has matured in last few years...students, teachers & families can be linked through networks. Until recently, computing in classroom amounted to students doing Internet searches, sending e-mail & mastering word processing, presentation, spreadsheets. That’s useful stuff, to be sure, but not something that alters how schools work...emphasis can shift to project-based learning, a real break with the textbook-and-lecture model of education...encourages active learning and produces better performance in class and on standardized tests...advances in computing, combined with improved understanding of how to tailor the technology to different students, can help transform education."
technology  education  1to1  computers  schools  teaching  learning  curriculum  projectbasedlearning  pbl  1:1 
august 2008 by robertogreco
The JASON Project
"nonprofit subsidiary of the National Geographic Society...connects young students with great explorers & great events to inspire & motivate them to learn science...designed for 5-8th grade classrooms but are flexible enough to be adapted for higher or lo
education  weather  exploration  science  curriculum  teaching  learning  classideas  geography  history  oceans  collaboration  interactive  1to1  schools  elearning  environment  1:1 
june 2008 by robertogreco
On the Uses and Abuses of Laptops in Education | Beyond School [lots to think about here]
it’s not enough to “give professional development workshops” to teachers about 21st century education...laptop schools that don’t truly, really, really have true, true, true “coordination” of instruction risk burning students out
1to1  laptops  schools  blogging  teaching  learning  curriculum  professionaldevelopment  training  technology  leadership  administration  management  online  internet  filmmaking  students  classideas  gamechanging  change  reform  clayburell  development  edtech  education  1:1 
may 2008 by robertogreco
ASCD: Educational Leadership: Turning On the Lights
"Compared with students' technology-infused lives outside of school, the traditional classroom is a somber place."
marcprensky  learning  1to1  pedagogy  technology  students  schools  education  ict  management  leadership  administration  1:1 
march 2008 by robertogreco
Kindergartners get 'Teachermate' handhelds | Tech news blog - CNET
"Non-profit Innovations for Learning today launched the "Teachermate" in Chicago public schools, a $50 handheld device that it calls "the world's most affordable solution for providing one computer to every student in a classroom."
schools  technology  learning  1to1  education  children  1:1 
march 2008 by robertogreco
A School That's Too High on Gizmos
""technolust" -- a disorder affecting publicity-obsessed school administrators nationwide that manifests itself in an insatiable need to acquire the latest, fastest, most exotic computer gadgets, whether teachers and students need them or want them"
1to1  criticism  edtech  technology  schools  money  trends  administration  leadership  learning  education  opinion  laptops  1:1 
february 2008 by robertogreco
edublogs: Who needs OLPC? Just get the 'C' bit involved...
"this is also a sign of where the students are given large doses of trust and responsibility - they can just bring in their own laptops and gaming devices and hook them up to the wifi network that runs throughout the schools"
schools  laptops  1to1  learning  sharing  education  trust  policy  technology  1:1 
january 2008 by robertogreco
Remote Access: Who Cares About the Box? The box matters less less. It is simply a channel.
"used to dream of 20 iBooks...All connected...Now I have 2 old desktops, 1 Asus Eee (10 coming), 8 students own laptops...Dell, Gateway, Toshiba & Sony...2 students who realize they can use new iPods as more then containers for music."
classroom  schools  technology  1to1  laptops  diversity  platformagnostic  online  internet  ipod  ipodtouch  touch  anymeans  teaching  learning  students  classrooms  1:1 
january 2008 by robertogreco
ivan krstić · code culture » First OLPC deployment: now it’s real.
"This week, Uruguay became the first-ever real, non-pilot deployment site of OLPC XO laptops. And I was there to hand out the first one."
1to1  olpc  uruguay  education  $100  activism  laptops  planceibal  1:1 
december 2007 by robertogreco
Rough Type: Nicholas Carr's Blog: Rethinking the business PC
"The time may have arrived when personal and business computing merge, at the device level, and companies get out of the business of buying PCs and other end-user devices altogether."
change  future  technology  computers  hardware  work  schools  business  schooldesign  1to1  1:1 
october 2007 by robertogreco
Bionic Teaching
"BionicTeaching is the belief in an ideal: That organic unity between our rational self and technology can be achieved in a classroom. We work in a school where every student carries a laptop to every class. We have seen the abuses of this opportunity and
blogs  schools  education  learning  technology  edublogs  internet  design  teaching  computers  1to1  laptops  lcproject  1:1 
september 2007 by robertogreco
Project Inkwell
"The goal of SNS Project Inkwell® is to accelerate the deployment of appropriate technologies onto K-12 desktops worldwide."
1to1  business  computers  digitalnatives  education  future  laptops  nonprofit  planning  teaching  technology  schools  learning  world  international  hardware  interface  gui  children  standards  edtech  inkwell  1:1  nonprofits 
may 2007 by robertogreco
Laptops in the classroom: Mend it, don't end it |
"Teachers: Step down as the sage on the stage and learn to be the guide on the side."
1to1  laptops  schools  colleges  universities  education  learning  technology  future  reform  teaching  curriculum  change  1:1 
may 2007 by robertogreco
Handhelds help turn kids into marine biologists | CNET
"On a clear day in March, a group of 10-year-olds were playing marine scientists from a lookout point in Kailua-Kona, Hawaii, at a spot known for its views of humpback whales."
technology  children  schools  learning  handhelds  1to1  laptops  education  science  biology  hawaii  whales  wireless  marine  oceans  teaching  students  1:1 
may 2007 by robertogreco
How to Make Laptops Matter -- My Response to the NY Times. - Practical Theory
"You need a vision of education that is progressive and project-based so that the kids can use [ANY NEW TOOLS] as research, communication and creation tools." "pedagogy-based professional development"
laptops  schools  education  learning  professionaldevelopment  teaching  students  web  online  internet  technology  computers  tools  training  1to1  1:1 
may 2007 by robertogreco

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