And some say they are opposed to shifting money to online classes and other teaching methods whose benefits remain unproved.

improve student learning.

“I fought for my country,” she said. “Now I’m fighting for my kids.” Gov. C. L. Otter, known as Butch, and Tom Luna, the schools superintendent, who have championed the plan, said teachers had been misled by their union into believing the changes were a step toward replacing them with computers. Mr. Luna said the teachers’ anger was intensified by other legislation, also passed last spring, that eliminated protections for teachers with seniority and replaced it with a pay-for-performance system. Some teachers have also expressed concern that teaching positions could be eliminated and their raises reduced to help offset the cost of the technology. Mr. Luna acknowledged that many teachers in the state were conservative Republicans like him — making Idaho’s politics less black and white than in states like Wisconsin and New Jersey, where union-backed teachers have been at odds with politicians.

The teacher does become the guide and the coach and the educator in the room helping students to move at their own pace.

The plan requires high school students to take online courses for two of their 47 graduation credits

Mr. Luna said this would allow students to take subjects that were not otherwise available at their schools and familiarize them with learning online, something he said was increasingly common in college

becomes the textbook for every class, the research device, the advanced math calculator, the word processor and the portal to a world of information.

Teachers are resisting, saying that they prefer to employ technology as it suits their own teaching methods and styles. Some feel they are judged on how much they make use of technology, regardless of whether it improves learning. Some teachers in the Los Angeles public schools, for example, complain that the form that supervisors use to evaluate teachers has a check box on whether they use technology, suggesting that they must use it for its own sake.

That is a concern shared by Ms. Rosenbaum, who teaches at Post Falls High School in this town in northern Idaho, near Coeur d’Alene. Rather than relying on technology, she seeks to engage students with questions — the Socratic method — as she did recently as she was taking her sophomore English class through “The Book Thief,” a novel about a family in Germany that hides a Jewish girl during World War II.

Her room mostly lacks high-tech amenities. Homework assignments are handwritten on whiteboards. Students write journal entries in spiral notebooks. On the walls are two American flags and posters paying tribute to the Marines, and on the ceiling a panel painted by a student thanks Ms. Rosenbaum for her service

Ms. Rosenbaum did use a computer and projector to show a YouTube video of the devastation caused by bombing in World War II. She said that while technology had a role to play, her method of teaching was timeless. “I’m teaching them to think deeply, to think. A computer can’t do that.”

She is taking some classes online as she works toward her master’s degree, and said they left her uninspired and less informed than in-person classes.

The group will also organize training for teachers. Ms. Cook said she did worry about how teachers would be trained when some already work long hours and take second jobs to make ends meet

For his part, Governor Otter said that putting technology into students’ hands was the only way to prepare them for the work force. Giving them easy access to a wealth of facts and resources online allows them to develop critical thinking skills, he said, which is what employers want the most.

“There may be a lot of misinformation,” he said, “but that information, whether right or wrong, will generate critical thinking for them as they find the truth.”

If she only has an abacus in her classroom, she’s missing the boat.

Last year at Post Falls High School, 600 students — about half of the school — staged a lunchtime walkout to protest the new rules. Some carried signs that read: “We need teachers, not computers.” Having a new laptop “is not my favorite idea,” said Sam Hunts, a sophomore in Ms. Rosenbaum’s English class who has a blond mohawk. “I’d rather learn from a teacher.”

I want the session to be conversations about challenges and successes of collaboration and not just a “book report” of what we did.

integration of each classroom with the rest of the school, and the school with the surrounding community

children can best create meaning and make sense of their world through environments which support "complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas."

In each classroom there are studio spaces in the form of a large, centrally located atelier and a smaller mini-atelier, and clearly designated spaces for large- and small-group activities.

Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected.

Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration

teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end.

clear connections to academic curriculum

a great deal of time and learning takes place before the service even happens

National Youth Leadership Council

Essential Elements of Service Learning

Practitioners that utilize service-learning understand that the process of identifying community needs, giving students an active role in designing, implementing, and evaluating the project and encouraging students to reflect on their learning allows young people to develop new understandings and applications beyond what they would gain from typical classroom instruction.