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Jill Bergeron

A Learning Secret: Don't Take Notes with a Laptop - Scientific American - 0 views

www.scientificamerican.com/...don-t-take-notes-with-a-laptop

laptop notes notetaking

shared by Jill Bergeron on 10 Jun 14 - No Cached
  • students who write out their notes on paper actually learn more. 
  • those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.
  • taking notes by hand forces the brain to engage in some heavy “mental lifting,” and these efforts foster comprehension and retention.  By contrast, when typing students can easily produce a written record of the lecture without processing its meaning
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  • high verbatim note content was associated with lower retention of the lecture material
  • transcription fails to promote a meaningful understanding or application of the information
  • Because students can use these posted materials to access lecture content with a mere click, there is no need to organize, synthesize or summarize in their own words.
  • those who took longhand notes outperformed laptop participants.  Because longhand notes contain students’ own words and handwriting, they may serve as more effective memory cues by recreating the context (e.g., thought processes, emotions, conclusions) as well as content (e.g., individual facts) from the original learning session.
  • evidence suggests that when college students use laptops, they spend 40% of class time using applications unrelated to coursework, are more likely to fall off task, and are less satisfied with their education
  • even when technology allows us to do more in less time, it does not always foster learning.  Learning involves more than the receipt and the regurgitation of information
  • When it comes to taking notes, students need fewer gigs, more brain power.
Jill Bergeron

Can Handwriting Make You Smarter? - WSJ - 0 views

www.wsj.com/...ng-make-you-smarter-1459784659

handwriting notetaking note-taking writing

shared by Jill Bergeron on 15 Apr 16 - No Cached
  • handwriting appears to focus classroom attention and boost learning in a way that typing notes on a keyboard does not, new studies suggest.
  • Students who took handwritten notes generally outperformed students who typed their notes via computer, researchers at Princeton University and the University of California at Los Angeles found.
  • Compared with those who type their notes, people who write them out in longhand appear to learn better, retain information longer, and more readily grasp new ideas
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  • something about writing things down excites the brain, brain imaging studies show.
  • laptop note-takers tested immediately after a class could recall more of a lecture and performed slightly better than their pen-pushing classmates when tested on facts presented in class.
  • Any advantage, though, is temporary. After just 24 hours, the computer note takers typically forgot material they’ve transcribed, several studies said. Nor were their copious notes much help in refreshing their memory because they were so superficial.
  • those who took notes by hand could remember the lecture material longer and had a better grip on concepts presented in class, even a week later. The process of taking them down encoded the information more deeply in memory, experts said. Longhand notes also were better for review because they’re more organized.
  • The problem is a typist’s tendency to take verbatim notes. “Ironically, the very feature that makes laptop note-taking so appealing—the ability to take notes more quickly—was what undermined learning,” said Dr. Kiewra.
  • Jill Bergeron on 15 Apr 16
     
    Taking notes by hand with pen and paper helps students to retain information longer and understand it better than typing notes on a laptop.
Jill Bergeron

Five best apps that support your flipped classroom | EducationalCraft - 0 views

www.educationalcraft.com/...support-your-flipped-classroom

flipped classroom flip teaching flipped apps

shared by Jill Bergeron on 16 Dec 13 - No Cached
  • Jill Bergeron on 16 Dec 13
     
    Quick summaries of these apps (work on laptops and tablets) followed by equally short descriptions of how they work in a flipped setting.
Jill Bergeron

What research says about technology integration - 0 views

smartblogs.com/...ays-about-classroom-technology

research technology literacy tech integration

shared by Jill Bergeron on 12 Jan 16 - No Cached
  • Technology is tempting to embed in the classroom en masse. It piques kids’ interests and it is fun to explore. But does it lead to achievement and help students grow as learners? We need to ask ourselves these types of questions if we want to realize the impact that connected education can have on students
  • When words are on a screen, we tend to not stick with content as long as we might when compared to paper.
  • Reasons include more distractions on a screen, such as multimedia enhancements and advertisements, and the “difficulty to see any one passage in the context of the entire text” (Jabr, 2013). These factors can lead to decreased comprehension and understanding.
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  • dedicated e-readers with e-ink technology are equivalent to print, as far as the mind is concerned. “
  • So should reading on tablets and laptops be avoided in classrooms? Not if a digital reading experience offers options for learners who need more support.
  • social media isn’t just for the kids. Educators can leverage these connections to their advantage.
  • In a recent study, teenagers originally from Mexico living in the US saw improvement in acquiring English skills through interacting within Facebook communities (Stewart, 2014). These adolescents also felt more supported and connected when they were able to communicate with others using their native language.
  • Sherry Turkle, a scientist from MIT, found that empathy can be reduced by up to 40% in college students when they prioritize online relationships over in person conversations (Turkle, 2015).
  • What we allow at school needs to be balanced with an awareness of the often unrestricted access students have at home and the community.
  • Integrating digital devices into the classroom tends to accentuate current instruction but does not improve poor practice (Toyoma, 2015)
  • college students who do not use a digital device during class show better understanding of the content taught compared to students who did (Shirkey, 2014)
  • In fact, the mere presence of a laptop or tablet was distracting to those around the student using technology.
  • Keep it simple. If the digital devices lack a natural point for integration, don’t shoehorn it in for the sake of making instruction “connected.” Pedagogy trumps technology.
  • Use technology. Not too much, at home and school. Mostly for learning.
Jill Bergeron

Building Staff Rapport With Flash Lessons | Edutopia - 0 views

www.edutopia.org/...port-flash-lessons-brian-kulak

coaching instructional coaching administration teaching trust

shared by Jill Bergeron on 27 Apr 16 - No Cached
  • Teachers are, by nature, protective of their practice and their space. In this way, even before I enter a teacher's room, I must establish the requisite rapport to garner the invitation. From there, the teacher picks the class, the day, and the time. Then she gives me a sense of what she's doing, has just finished, or will be doing soon. Finally, I show up and get to work.
  • Ultimately, I had no idea if anyone would invite me in. Moreover, I didn't know if the lessons would work once I was invited. What I learned, however, is that only the former matters. Like an educational grandparent, if I show up and the lesson bombs, I get to leave and let the teacher move on without me. But the fact that teachers are willing to give up control of their rooms -- to an administrator -- without so much as a hint about what will happen when I get there, well, that's how I know the flashes are working.
  • For all but one, I admit to having only a Google-search-based knowledge of the content, yet teachers keep inviting me in
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  • Too often, administrators leave the classroom and only return with a laptop and a framework. For many of us, leaving the classroom is really only a physical phenomenon because we never really leave. I confess that my flash lessons are motivated, in small part, by my own envy of so many amazing teachers who work in my district. But what I couldn't have counted on was the camaraderie, rapport, and trust that the lessons would create between administrators and teachers.
  • Ultimately, we need to remind ourselves of that immutable fact, to be as human as possible, and to look for, rather than to abandon, our own "flashes."
  • Jill Bergeron on 27 Apr 16
     
    This article explains how one administrator built trust with his faculty by teaching a lesson and making the teacher the number one student he called on in the class and used as a volunteer.
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