Evaluating The Effectiveness Of Laptops In The Classroom


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Presentation at UWCSEA
Teach IT Event - November 2009

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  • overview
  • Beginning with evaluation from two of the most important perspectives.What do students think about laptops and then…How do teachers use laptops… can they use them better?
  • Lots of educationalists have views of how to evaluate the impact of laptops in the classroom. It is very hard to create the perfect experiment.This class with laptops, this class without with the same teacher. Too many variables.Does IT change what can be learned? No but now it is learnt is changingEngagement, motivation, attendance, participation important goals
  • Teacher PD is an important part of the process, but equally as important as finding the suitable platform, infrastructure and setting the expectations at the correct level.
  • NYT suggesting many schools are dropping laptopsKevin Rudd in Australia, one laptop to each student - aiming for High School ratio of 2:1College in USA, laptops banned by professors. Students bored, old teaching ideas, utter opposite that what we are trying to achieve.
  • Tabletsvs laptops, Open source software vs preinstalled packageClassroom environment Power supply in the classroom, Wireless projectors?Teacher professional developmentOnline Learning Environments - synergyBudgets for networks, servers, wireless connections – LR investment Technical support – assistance, usually available within school.
  • Think some students especially boys are tempted by the laptop and become less focused. How does the teacher encourage these students to remain on task more frequently. Students think they are on task but how productive are they and is it easier to monitor in a non-laptop environment. Would this be the same with the class before laptops ?? Probably just different distractions.
  • How do student perceive the effectiveness of laptops?Engagement in projectsEnjoyment from lessonsFeeling of progressExciting learning tasksBetter examplesVideos / Games / CartoonsAre teachers still good without laptops?
  • Bugs in internet connections, support staff overstretched, time available to achieve everything.Probably would have enjoyed econ last year as well? New subject, 8 weeks in (before exams)
  • Best way is through note taking, show exercise book and student notes.
  • Best way is through note taking, show exercise book (Bai) and student notes (Asuka, Charlie)There is a clear difference between remembering, the recall of facts and knowledge in itsvarious forms like listing, bullet points, highlighting etc., and understanding, constructingmeaning. One only has to look at the young child who can count from 1 to 10 but can nottell you how many fingers you are holding up. Or the student who can recite for you thefirst 20 elements of the periodic table in sequence but can not tell you about each or relatetheir position in the table to the number of electrons in the outer shell and from thereexplain their behaviour. Both of these are examples of recall without understanding.Understanding is building relationships and constructing meaning.Andrew Church
  • Best way is through note taking, show exercise book and student notes.
  • Best way is through note taking, show exercise book and student notes.
  • Best way is through note taking, show exercise book and student notes.
  • Evaluating The Effectiveness Of Laptops In The Classroom

    1. 1. Evaluating the effectiveness of laptops in the classroom – some initial thoughts<br />Andrew McCarthy | ISS | International School Singapore<br />
    2. 2. A professional reflection<br />With the implementation of a 1 to 1 laptop scheme, teachers and students are equally excited at the potential to change learning in class.<br />The journey to develop a teaching style that incorporates ICT into the learning of Economics is a tricky adventure. This talk and discussion will introduce some initial thoughts from the first four months of a laptop implementation. The presenter will suggest some tools that teachers could use to evaluate the effectiveness of using ICT in their classroom to improve teaching and learning.<br />
    3. 3. How to approach evaluation in your school?<br />student centered approach<br />“how do I use my laptop to learn in the classroom”<br />teacher centered approach<br />“am I using laptops in my class to achieve the greatest gains in students learning”<br />
    4. 4. Student Evaluation Questions<br />Do students collaborate and construct knowledge in different ways when they use computing devices in a 1:1 environment? <br />Does the availability of technology change what can be learned or when it can be learned?<br />What are the impacts on students’ engagement with school, their motivation and attendance? What are the impacts on students’ responsibility for their own learning?<br />http://ubiqcomputing.org/framework11_stulearning.html<br />Ubiquitous Computing Consortium <br />
    5. 5. Student and School Demographics<br />ISS International School – 48 different nationalities<br />Grade 9 and 11 ‘mac school’ with wireless internet. Implementation began in Aug 2009. Use StudyWiz Online Learning Environment and Apple server for internal wiki and blog<br />Student choose from specified models of mac book or mac book pro only. Installed with set bundle of software.<br />Economics class – International Baccalaureate, Diploma students in Grade 11. No previous exposure to business or economics. <br />Survey Form<br />
    6. 6. High expectations<br />(parents, teachers, students)<br />positive influences<br />support from technicians<br />easy to carry, good battery life<br />reliability of internet connection<br />makes lessons more interesting<br />evaluating and creative tasks, teacher with excellent classroom management skills<br />negative influences<br />hand writing tends to deteriorate,<br />completing activities on a laptop which are more suited to book work,<br />activities are unsuited to students ICT skills, using laptop for rote learning<br />improvement in learning outcomes, 21st century creative learners<br />Failure, reversal of laptops in classrooms, chalk and talk<br />
    7. 7.
    8. 8. What are the positive and negative influences in your school?<br />What planning can occur to minimize or accentuate these?<br />What is realistic?<br />
    9. 9. Staying focused and behavior?<br />
    10. 10. Negative influences on focus? <br />Short attention spans, and getting shorter !<br />What types of tasks are I asking students to complete on a laptop? Are deeper learning activities with greater creativity possible?<br />Availability of internet and games as distractions<br />Can the school completely block every distraction? Probably not. Importance of role modeling expectations, individual warnings, repercussions<br />
    11. 11. Perceptions of effectiveness<br />Realistic student expectations?<br />
    12. 12.
    13. 13. Lower andHigher Level Thinking Skills<br />
    14. 14. “Where laptops and Internet use make a difference are in innovation, creativity, autonomy and independent research,”<br />“If the goal is to get kids up to basic standard levels, then maybe laptops are not the tool. But if the goal is to create the George Lucas and Steve Jobs of the future, then laptops are extremely useful.”<br />Mark Warschauer, an education professor at the University of California at Irvine and author of “Laptops and Literacy: Learning in the Wireless Classroom” (Teachers College Press, 2006).<br />
    15. 15. Summary of student perspective<br />Positive implementation<br />Student are adapting their learning style to laptops<br />Some students are perhaps more distracted<br />From survey results they are enjoying Economics<br />Using both at home and at school<br />Ineffective with their time on the laptop <br />Have teachers changed their ways?<br />
    16. 16. What am I trying to achieve?<br />1970’s<br />1990’s<br />Can technology be used to shift the balance to the higher order thinking skills.<br />Can ICT tools encourage students to be more productive in remembering, understanding and also creating?<br />What ICT tools are more efficient in developing each of these thinking skills. <br />Anderson and Krathwohl&apos;s taxonomy - Diagrams: by Andrew Church (2009)<br />
    17. 17. Blooms Digital Taxonomy<br />Creating<br />Bloom’s Digital Taxomony<br />Making a clear links between the use of technology to develop thinking skills.<br />“its not about using the tools, its using the tools to facilitate learning”<br /> Andrew Church, Kristin School, NZ<br />http://edorigami.wikispaces.com/<br />Evaluating<br />
    18. 18. Diagrams: by Andrew Church (2009)<br />Bloom’s Digital Taxonomy<br />
    19. 19. Blooms Digital Taxonomy<br />Creating<br />Evaluating<br /><ul><li>Skills relating to the ability to store and recall information about Economics.
    20. 20. Whilst it is the lowest level it perhaps the most important to learning.
    21. 21. Remembering is reinforced by many other tasks, but most students begin here.
    22. 22. Retrieval of material is more important than the remembering. It is impossible for a 21st century learner to remember everything. </li></ul>Anderson and Krathwohl&apos;s taxonomy<br />
    23. 23. Blooms Digital Taxonomy<br />Creating<br />Evaluating<br />Anderson and Krathwohl&apos;s taxonomy<br />
    24. 24. advertising.html<br />
    25. 25. Blooms Digital Taxonomy<br />Creating<br />Evaluating<br /><ul><li>Evaluating differences in perspectives using different youTube videos
    26. 26. Free trade and WTO
    27. 27. Fair Trade and Sustainability</li></li></ul><li>Blooms Digital Taxonomy, Students and Laptops in the classroom<br /><ul><li>How can teachers improve their effectiveness?
    28. 28. Being prepared to use tried and true approaches to develop lower order thinking skills?
    29. 29. Develop your tool box to several activities, each that hits a different level of thinking skills. Avoid using a scatter gun approach
    30. 30. Remember they are a tool to complement the learning process, like exercise books in 1920 and calculators in 1990’s.</li></ul>Creating<br />Evaluating<br />Anderson and Krathwohl&apos;s taxonomy<br />
    31. 31. Bibliography - Laptops<br />Centre for Digital Education Project Team, A complete guide to One - One computing in a K1 - 12 environment (Maine, United States: MPC Gateway) http://www.centerdigitaled.com/story.php?id=106570<br />Thomas, “Bloom’s Taxonomy and the Digital World — Open Education,” Blog, Open Education, http://www.openeducation.net/2008/04/11/blooms-taxonomy-and-the-digital-world/. <br />Andrew Church, “Educational Origami,” Wiki, Educational Origami, http://edorigami.wikispaces.com/<br />Andrew Church, “Bloom’s Digital Taxonomy,” Educational Origami, http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v3.01.pdf<br />Florida Centre for Instructional Technology, “Technology Integration Matrix,” 2007, http://fcit.usf.edu/matrix/index.html.<br />Center for Education Policy, “Ubiquitous Computing Consortium - Evaluation Materials: Framework - Students and Their Learning,” Ubiquitous Computing Consortium, http://ubiqcomputing.org/framework11_stulearning.html<br />
    32. 32. Bibliography – News articles<br />Winnie Hu, “Seeing No Progress, Some Schools Drop Laptops,” The New York Times, May 4, 2007, sec. Education, http://www.nytimes.com/2007/05/04/education/04laptop.html?pagewanted=1&_r=1.<br />Madeleine O&apos;Connor, “Professors call laptops a class distraction - News,” The Hatchet, December 11, 2009, http://media.www.gwhatchet.com/media/storage/paper332/news/2009/11/12/News/Professors.Call.Laptops.A.Class.Distraction-3830265.shtml<br />Bruce McCabe, “Don&apos;t Let Computers Distract Us from Good Teaching,” The Age, December 7, 2007, sec. Opinion, http://www.theage.com.au/news/opinion/dont-let-computers-distract-us-from-good-teaching/2007/12/06/1196812919672.html<br />Corey Jacobson, “Banning laptops does not ban boredom - Opinions,” http://media.www.gwhatchet.com/media/storage/paper332/news/2009/11/16/Opinions/Corey.Jacobson.Banning.Laptops.Does.Not.Ban.Boredom-3833121.shtml.<br />“Simpson Crazy, the ultimate Simpsons fan site — in association with KrustyKrowdKontrol Barriers,” http://www.simpsoncrazy.com/. <br />
    33. 33.
    34. 34. Spot the odd one out<br />