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Perhaps a better question is what would I do with them that I could not do with other tools that are available and cheaper?

Dickens had encountered that narrative trope in the stories written by the Lowell mill girls, who typically published either anonymously or under pseudonyms like “Dorothea” or “M.” In one anonymous story called “A Visit from Hope,” the narrator is “seated by the expiring embers of a wood fire” at midnight, when a ghost, an old man with “thin white locks,” appears before him. The ghost takes the narrator back to scenes from his youth, and afterward the narrator promises to “endeavor to profit by the advice he gave me.” Similarly, in “A Christmas Carol,” Scrooge is sitting beside “a very low fire indeed” when Marley’s ghost appears before him. And, later, after Scrooge has been visited by the ghosts of Christmases Past, Present, and Future, he promises, “The spirits of all Three shall strive within me. I will not shut out the lessons that they teach.”

That’s not how the scholars see it. Literary borrowing, even quite detailed borrowing, was accepted practice at the time—“It was just a different way of looking at things back then,” says Archibald. (“American Notes,” for instance, includes many pages of writing by the famed 19th-century physician Samuel Gridley Howe, all without attribution, and apparently without any thought by Dickens that he was doing something improper.)

replace traditional textbooks with iPads as part of a yearlong study by the university’s e-publishing working group into the use of e-readers

students were more connected in and out of the classroom

said that the iPad made it easier to collaborate and manage group projects

« Thoughts on Collaboration and Developing Higher Level Questioning Skills Twittering with a Purpose: A Starter (or Restarter) Guide » Book In An Hour: A Classroom Strategy April 30, 2009 by Ellsbeth This past winter I had the opportunity to attend a workshop with Organization of American Historians distinguished lecturer, Dr. Lendol Calder.   This is the first place where I came across the strategy called Book In An Hour.  Since then I’ve tried to find additional internet resources on this strategy, but they appear to be few and far between.  I know other people would find it useful, so I decided to write up the strategy and post it here on the blog.  If you know of additional resources or ways to adapt this strategy, I would enjoy hearing from you. What: The Book In An Hour strategy is a jigsaw activity for chapter books.  While the strategy can take more than an hour depending on the reading and presentation method you choose. Why: While many teachers view this activity as a time saver, I view it as a way to expose students to more literary and historical materials than I might have been able to do otherwise.  There are many books that I would love my students to read, but I know that being able to do so is not always my reality.  This st

y gives me an avenue to expose them to additional literature and other important historical works without taking much time away from the other aspects of my courses.  It also provides opportunities for differentiation.  This strategy can be adapted to introduce a book that students will be reading in-depth.  Instead of j

ng to divide students up into groups or jigsaw with individual students.  If you are using groups, I recommend making them heterogeneous or creating them in a way that subtly facilitates differentiation.  I also encourage you to give each student in the grou