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Michelle Krill

Smart Classrooms - 0 views

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    Smart Classrooms are technology enhanced classrooms that foster opportunities for teaching and learning by integrating learning technology, such as computers, specialized software, audience response technology, networking, and audio/visual capabilities. These classrooms are available for faculty and require a reservation prior to use.
Michelle Krill

Seeing No Progress, Some Schools Drop Laptops - New York Times - 0 views

  • ore than a decade ago, schools began investing heavily in laptops at the urging of school boards and parent groups who saw them as the key to the 21st century classroom. Following Maine’s lead in 2002, states including Michigan, Pennsylvania and South Dakota helped buy laptops for thousands of students through statewide initiatives like “Classrooms for the Future
  • Classrooms for the Future
  • Many school administrators and teachers say laptops in the classroom have motivated even reluctant students to learn, resulting in higher attendance and lower detention and dropout rates.
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  • But Mr. Warschauer, who supports laptop programs, said schools like Liverpool might be giving up too soon because it takes time to train teachers to use the new technology and integrate it into their classes.
  • “Where laptops and Internet use make a difference are in innovation, creativity, autonomy and independent research,”
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Michelle Krill

Game-Based Learning: How to Delight and Instruct in the 21st Century (EDUCAUSE Review) ... - 0 views

  • videogames (arguably one of the most sophisticated forms of information technology to date)
  • five leading-edge thinkers in the field: James Paul Gee, J. C. Herz, Randy Hinrichs, Marc Prensky, and Ben Sawyer.
  • power-performanced learning
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  • In summary, up to this point, education has been based on a model of scarcity because it was very hard to get good academic material. It was hard to get the right kinds of books. It was hard to get access to the teachers. So naturally, school formed a solution, an economical way of delivering information, using the classroom model, using the teacher model. What you basically got is a really constrained environment. Today, it’s about abundance: what do the models for learning look like now?
  • But it’s not about the technology. It’s about the way that your culture is organized.
  • College is becoming, for many undergraduates, a social experience.
  • But absent a one-on-one tutorial, it’s very difficult to do that. You get into small groups, and you have active discussions, but once you scale the group up, it becomes very difficult because you can’t push sixty people individually to the limits of their knowledge.
  • you can create an online environment where those sixty people can push against the limits of their knowledge. And that becomes something different and very important. That’s what simulations are good for.
  • © 2004
  • Because one of the most effective uses of simulation is as a mechanism to surface assumptions. You put the simulation up there, and people play it out, and in the course of playing it out, they question the underlying rules of the game.
  • One of the hallmarks of a good game is that it creates a game community. In order to play this game, players have to get information from other sources. They have to explore. They have to communicate. They have to post.
  • They are handing off and reinforcing each other’s learning. You don’t get that in a classroom. Not often.
  • You really have to think in terms of how to bring learning to networks of people, to groups of people.
Michelle Krill

How Is Open Source Special? (EDUCAUSE Review) | EDUCAUSE CONNECT - 0 views

  • It’s this transparency that lowers the barriers to entry and participation.
    • Michelle Krill
       
      This could easily be carried over to transparency in the classroom.
  • reputation is a significant resource
  • What’s the downside to open source?
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  • As important as, or more important than, the technical infrastructure is the community infrastructure.
Michelle Krill

If You Can't Beat 'Em, Join 'Em : August 2007 : THE Journal - 0 views

shared by Michelle Krill on 27 Sep 08 - Cached
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    A sentence like this makes me long to return to the classroom.
Jeremy Bischoff

In Maine, a laptop for every middle-schooler - Back to School- msnbc.com - 0 views

  • In the United States, Maine has led the way with its laptop program, which has made students more enthusiastic in the classroom, but not necessarily resulted in better test scores.
  • More than 80 percent of instructors say the laptops help them make lessons more personal to students, make it easier for students to study problems from the real world and to dig deeper into certain topics,
  • Many teachers who were surveyed also said that students using laptops are becoming better at combining information from multiple sources and expressing their thoughts. Students in the program report that they understand the material better.
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  • “What you can do on laptops isn’t measured on current standardized tests,” said
  • teachers not knowing how to teach with laptops
    • Michelle Krill
       
      Professional Development for teachers has to go hand in hand with the equipment. Not just on how to use the software and hardware, but how to shift instruction while using it.
    • Jeremy Bischoff
       
      I wonder how many teachers buy in to the technology? If it is anything like the schools here, there are probably some that still teach the same...
  • Maine’s laptop program has had other positive effects. From the beginning of the program, class attendance rose and detentions dropped.
  • Three-quarters of Maine’s middle school students say they like school more since getting their own laptops,
    • Michelle Krill
       
      A more positive attitude toward school and learning can not hurt.
  • ut a study led by University of Southern Maine professor David Silvernail found that the average 8th-grader using a laptop did score significantly higher on the writing part of a statewide exam
  • Bette Manchester, the first director of Maine’s laptop program, said the state also wants to use its laptop program to solve an age-old educational problem: How to offer every child the same opportunity at a quality education.
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    For Assignment 1
Michelle Krill

Apple Learning Interchange - Kutztown Area High School - 0 views

  • This technology initiative provided every student with a district-owned laptop computer for use during the school year, both in the classroom and at home. In addition, all six district buildings are wireless environments.
  • The second phase of the program implementation included intensive and ongoing training of the faculty with the goal of integrating technology into all curricular areas. As a result of the faculty cross-curricular training, students receive instruction in the use of applications and resources in the context of the learning environment, rather than in isolation. In addition to content instruction, students simultaneously are able to expand their digital literacy, further develop curiosity and creativity, and benefit from the experience of teaming and collaboration with peers, both locally and internationally.
  • Community support for the initiative has been an important part of the successful implementation.
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    For Assignment 1 - Moodle Discussion 1:1
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    For Assignment 1 - Moodle Discussion 1:1
Michelle Krill

Designing Learning Spaces for Instruction, not Control - 0 views

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    Designing Learning Spaces for Instruction, not Control
Michelle Krill

Chapter 5. Student Practices and Their Impact on Learning Spaces | EDUCAUSE - 0 views

  • This alignment is important because well-designed learning spaces and enabling technologies encourage students to spend more time on campus, increasing engagement and improving retention.
  • They appear to prefer learning-by-doing rather than learning-by-listening and often choose to study in groups. Much to the consternation of adults acculturated to lectures, they become impatient in situations where they don't feel engaged.
  • While many student attributes may be important to educators, five characteristics seem particularly applicable for learning spaces: Digital Mobile Independent Social Participatory
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  • Students' comfort with the Internet means it isn't "technology" to them—it may be a way of life.
  • Comfort with technology does not guarantee proficiency.
  • They choose when to pay attention—and what to attend to.
  • Students are quite comfortable with group work and interactions. One of the traits of the Net Generation is the ease with which they can form and re-form working groups.
  • The DIY attitude extends to their creation and consumption of content on the Internet. Reputation, as well as recommendations and referrals, are of paramount importance. Curiosity, debate, and consensus are all valued traits in the blogging world. Many of today's students possess these traits.
  • Used effectively and thoughtfully, technology in the hands of the instructors can bring new dimensions to the class.
  • Other spaces are outfitted with movable tables, chairs, and whiteboards so that seating can be reconfigured to suit the activity.
  • Spaces that catalyze social interaction, serendipitous meetings, and impromptu conversations contribute to personal and professional growth.
  • The emergence of learning commons provides another example of how out-of-class time is being enriched with learning opportunities
  • Creating spaces for spontaneous meetings is particularly important. "Think stops" are places for individuals to stop, relax, and meet others. Often marked by a chalkboard or whiteboard, these locations encourage impromptu meetings and conversations.
    • Michelle Krill
       
      This is how the Google offices are set up. Neat place!
  • When considering the technologies to support, remember that students no longer just consume information, they construct it—in multiple media formats.
  • Learning is a social process. Often the most memorable college experiences involve connections with others, whether students or faculty.
  • Connections can be virtual as well, where students work with others who are not physically colocated (through videoconferencing, for example) or who are separated by time (through asynchronous communication).
  • This flexibility also allows customization, enhancing not only space utilization but also convenience.
  • Neither learning nor socializing is one-dimensional; the physical complements the virtual, and vice versa. Since learning can occur any place and at any time, there are few—if any—locations where wireless is not valuable.
  • Student mobility means that students, not just the institution, define the learning space.
  • Although students have little fear of technology, they are not necessarily proficient with technology, information retrieval, or cognitive skills—what many call information fluency
  • Some IT units locate technical support staff in classroom buildings. Learning commons create one-stop centers, incorporating services from the library, IT, and the writing center. Although they may look different or have a new name, help desks are probably here to stay.
Michelle Krill

Chapter 3. Seriously Cool Places - 0 views

  • These spaces will be flexible and functional and pay greater attention to aesthetics than traditional 20th-century classrooms. This design concept extends beyond the places normally designated as "academic" such that the entire campus can become a learning space.
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    The Future of Learning-Centered Built Environments | EDUCAUSE
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    Chapter 3
Michelle Krill

Chapter 2. Challenging Traditional Assumptions and Rethinking Learning Spaces | EDUCAUSE - 0 views

  • Educators must create structures that support this learning. Space can have a powerful impact on learning; we cannot overlook space in our attempts to accomplish our goals.
  • A room with rows of tablet arm chairs facing an instructor's desk in front of chalkboards conveys the pedagogical approach "I talk or demonstrate; you listen or observe." A room of square tables with a chair on each side conveys the importance of teamwork and interaction to learning. (See Figures 1 and 2.)
  • A classroom always has a front.
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  • They cited research that links the physical attractiveness and lighting of a space to the motivation and task performance of those in the space.
  • The decor is sterile and unstimulating; the seating arrangements rarely allow for peer-to-peer exchange; and the technology does not allow individual access to information as needed.
  • Rather than appearing to be a co-learner, the faculty member is set apart. Similarly, computer labs that do not provide for multiple viewers of a monitor or libraries that do not permit talking convey a built pedagogy contrary to the ideas of social constructivism.
  • adult furniture over juvenile tablet arm desks.
  • Smaller places for debriefing, project work, discussion, and application of information become paramount. Outdoor spaces, lobby spaces, cafés, and residence halls all need to be considered in terms of how they can support learning.
  • t makes better sense to construct spaces capable of quick reconfiguration to support different kinds of activity—moveable tables and chairs, for example.
  • Human beings yearn for color, natural and task-appropriate lighting, and interesting room shapes.
  • As technology changes, smaller devices will probably travel with users, who will expect wireless environments, the capacity to network with other devices and display vehicles, and access to power. Rather than cumbersome rack systems and fixed ceiling-mounted projectors, learning spaces of the future will need more flexible plug-and-play capabilities.
  • Spaces should center on learning, not experts.
  • new advances in learning theory
  • that good space is not a luxury but a key determinant of good learning environments.
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