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Examines laptop use in classrooms and how it influences literacy, discussing reading and writing challenges of the twenty-first century, the history of computer use in schools, research on schools implementing one-on-one computing, and other related topics.
A fascinating examination of technological utopianism and its complicated consequences. In The Charisma Machine, Morgan Ames chronicles the life and legacy of the One Laptop per Child project and explains why—despite its failures—the same utopian visions that inspired OLPC still motivate other projects trying to use technology to “disrupt” education and development. Announced in 2005 by MIT Media Lab cofounder Nicholas Negroponte, One Laptop per Child promised to transform the lives of children across the Global South with a small, sturdy, and cheap laptop computer, powered by a hand crank. In reality, the project fell short in many ways—starting with the hand crank, which never materialized. Yet the project remained charismatic to many who were captivated by its claims of access to educational opportunities previously out of reach. Behind its promises, OLPC, like many technology projects that make similarly grand claims, had a fundamentally flawed vision of who the computer was made for and what role technology should play in learning. Drawing on fifty years of history and a seven-month study of a model OLPC project in Paraguay, Ames reveals that the laptops were not only frustrating to use, easy to break, and hard to repair, they were designed for “technically precocious boys”—idealized younger versions of the developers themselves—rather than the children who were actually using them. The Charisma Machine offers a cautionary tale about the allure of technology hype and the problems that result when utopian dreams drive technology development.
Literacy Is NOT Enough by Lee Crockett,Ian Jukes,Andrew Churches Pdf
How to upgrade literacy instruction for digital learners Educating students to traditional literacy standards is no longer enough. If students are to thrive in their academic and 21st century careers, then independent and creative thinking hold the highest currency. The authors explain in detail how to add these new components of literacy: Solution Fluency Information Fluency Creativity Fluency Collaboration Fluency Students must master a completely different set of skills to succeed in a culture of technology-driven automation, abundance, and access to global labor markets. The authors present an effective framework for integrating comprehensive literacy or fluency into the traditional curriculum.
"What we all hope for our children's education is undiminished curiosity and creativeness, and solid practical preparation for adult work. Today, there's no doubt that easy access to computers is vital for students. Bob Johnstone has brilliantly and passionately told the story of the worldwide struggle to make today's equivalent of the pencil accessible to all students." -Victor K. McElheny, author of "Watson and DNA" If every kid had a laptop computer, what would difference would it make to their learning? And to their prospects? Today, these are questions that all parents, teachers, school administrators, and politicians must ask themselves. Bob Johnstone provides a definitive answer to the conundrum of computers in the classroom. His conclusion: we owe it to our kids to educate them in the medium of their time. In this book he tells the extraordinary story of the world's first laptop school. How daring educators at an independent girls' school in Melbourne, Australia, empowered their students by making laptops mandatory. And how they solved all the obstacles to laptop learning, including teacher training. Their example spread to thousands of other schools worldwide. Especially in America, where it inspired the largest educational technology initiative in US history-the State of Maine issuing laptops to every seventh-grader in its public school system. This lively, intriguing, anecdote-rich account is based on hundreds of interviews. In it, you'll meet the visionary leaders, inspirational principals, heroic teachers, and their endlessly-surprising students who showed what computers in the classroom are really for.
"A timely book. . . . 1-to-1 Learning: Laptop Programs that Work is a comprehensive resource for planning and implementing laptop programs in the classroom."--CDW-G Newsletter
Improving Learning in College by Roz Ivanic,Richard Edwards,David Barton,Marilyn Martin-Jones,Zoe Fowler,Buddug Hughes,Greg Mannion,Kate Miller,Candice Satchwell,June Smith Pdf
What's the problem with literacy at college? How might everyday literacy be harnessed for educational ends? Based on the first major study of literacy practices in colleges in the UK, this book explores the reading and writing associated with learning subjects across the college curriculum. It investigates literacy practices in which students engage outside of college, and teaching and learning strategies through which these can help support the curriculum. With insightful analyses of innovative practices, it considers ways of changing teaching practices to enable students to draw upon their full potential. Recent research work has challenged the myth of individual student deficit, arguing cogently that people have ‘funds of knowledge’ from diverse and vibrant cultural roots, and that these have been misguidedly disqualified by the education system. It has claimed that different ‘ways with words’ can provide valuable resources for learning. However, the empirical exploration of this claim has lagged far behind the theoretical debate. Improving Learning in College resolves this by showing the integrity and richness of the literacy practices of a significant population, not previously the focus of such research: those who take vocational and academic college courses in colleges. It addresses an issue which has not until now been developed within this research tradition: that of how these practices can not only be valued and validated, but mobilised and harnessed to enhance learning in educational settings. This book will interest all teachers, teacher-educators and researchers concerned with post-compulsory education and vocational education in compulsory schooling.
"What we all hope for our children's education is undiminished curiosity and creativeness, and solid practical preparation for adult work. Today, there's no doubt that easy access to computers is vital for students. Bob Johnstone has brilliantly and passionately told the story of the worldwide struggle to make today's equivalent of the pencil accessible to all students." -Victor K. McElheny, author of "Watson and DNA" If every kid had a laptop computer, what would difference would it make to their learning? And to their prospects? Today, these are questions that all parents, teachers, school administrators, and politicians must ask themselves. Bob Johnstone provides a definitive answer to the conundrum of computers in the classroom. His conclusion: we owe it to our kids to educate them in the medium of their time. In this book he tells the extraordinary story of the world's first laptop school. How daring educators at an independent girls' school in Melbourne, Australia, empowered their students by making laptops mandatory. And how they solved all the obstacles to laptop learning, including teacher training. Their example spread to thousands of other schools worldwide. Especially in America, where it inspired the largest educational technology initiative in US history-the State of Maine issuing laptops to every seventh-grader in its public school system. This lively, intriguing, anecdote-rich account is based on hundreds of interviews. In it, you'll meet the visionary leaders, inspirational principals, heroic teachers, and their endlessly-surprising students who showed what computers in the classroom are really for.
Hypertext, e-mail, word processing: electronic technologies have revolutionized textual practices. How does language on screen work differently from language on the page? What new literacy skills are needed and how do we teach them? Page to Screen collects some of the best contemporary thinkers in the field of technology and literacy. They analyze the potential of the new forms of text, the increased emphasis on visual communication, new forms of rhetoric, learning in the age of global communication networks and new approaches to storytelling. Page to Screen is compelling reading for anyone interested in Literacy Education, Language Studies, English, Library Studies, Multimedia and Communication Studies. International contributors include Gunther Kress, Cynthia Selfe, Gail E. Hawisher and Colin Lankshear.
This volume explores the multiple and complex relationship between classrooms and literacy through four major themes: community, cognitive consequences, access, and power. Chapters emphasize community dynamics in exploring the relationship between classrooms and literacy. The work focuses on the ways in which literacy is used to establish and maintain community, to the relationship between communities both within and outside of the classroom, to the institutional context, to the community agenda and purpose, and to the needs of the community and individual members.
Framing Research on Technology and Student Learning in the Content Areas by Ann D. Thompson,Lynn Bell,Lynne Schrum Pdf
This book is a result of collaboration between NTLS and SITTE. Framing Research is targeted at individuals or small teams of educational researchers who are interested in conducting high quality research addressing the effects of technology-enhanced instruction on student learning. The book summarizes and unpacks the methodologies of a variety of research studies, each situated in the context of school subject areas, such as science, mathematics, social studies, and English/language arts, as well as in the contexts of reading education, special education, and early childhood learning. Taken together, the analyses provide guidance on the design of future technology research grounded in student learning of K-12 curriculum. The conclusions also serve as a tool for teacher educators seeking to prepare teachers to integrate technology effectively in their instruction and to motivate reluctant teachers to overcome perceived inconveniences connected with technology use.
The Digital Pencil by Jing Lei,Paul F. Conway,Yong Zhao Pdf
This book takes a serious historical and international look at the "digital pencil" movement to equip every student with a computing device with wireless connection. Using an ecological perspective as an overarching framework, and drawing on their own studies and available literature that illuminate the issues related to one-to-one computing, the authors present well-reasoned discussions about a set of complex and critical issue facing policy makers, educators, students, parents, and the general public. The Digital Pencil addresses four key questions: Is the digital pencil a good idea? The authors analyze the costs and benefits of one-to-one computing programs through consideration of multiple indicators and examine the evaluation reports of various projects within their analytical framework to present a comprehensive summary of outcomes of one-to-one computing projects. What happens when each child has a networked computer? The authors analyze existing data with the goal of gaining insights and making suggestions and recommendations for policy makers, teachers, and parents. What should schools purchase or lease - is there an ideal device? These authors examine the relative advantages and disadvantages of different devices and implementation schemes. How do we know if one-to-one computing is making a difference? The authors review the evaluation plans of the various projects and propose a framework for comprehensive evaluation and research on one-to-one computing. This book is intended for researchers, school administrators, educational technology professionals, and policy makers in the U.S. and around the world, and as a supplemental text for advanced courses in education, technology, and technological innovation.
Stuck in the Shallow End, updated edition by Jane Margolis Pdf
Why so few African American and Latino/a students study computer science: updated edition of a book that reveals the dynamics of inequality in American schools. The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis and coauthors look at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. They find an insidious “virtual segregation” that maintains inequality. The race gap in computer science, Margolis discovers, is one example of the way students of color are denied a wide range of occupational and educational futures. Stuck in the Shallow End is a story of how inequality is reproduced in America—and how students and teachers, given the necessary tools, can change the system. Since the 2008 publication of Stuck in the Shallow End, the book has found an eager audience among teachers, school administrators, and academics. This updated edition offers a new preface detailing the progress in making computer science accessible to all, a new postscript, and discussion questions (coauthored by Jane Margolis and Joanna Goode).
An investigation into why so few African American and Latino high school students are studying computer science reveals the dynamics of inequality in American schools. The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low, according to recent surveys. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis looks at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. She finds an insidious “virtual segregation” that maintains inequality. Two of the three schools studied offer only low-level, how-to (keyboarding, cutting and pasting) introductory computing classes. The third and wealthiest school offers advanced courses, but very few students of color enroll in them. The race gap in computer science, Margolis finds, is one example of the way students of color are denied a wide range of occupational and educational futures. Margolis traces the interplay of school structures (such factors as course offerings and student-to-counselor ratios) and belief systems—including teachers' assumptions about their students and students' assumptions about themselves. Stuck in the Shallow End is a story of how inequality is reproduced in America—and how students and teachers, given the necessary tools, can change the system.
L2 Writing in Secondary Classrooms by Luciana C. de Oliveira,Tony Silva Pdf
Second language writers and the teaching of writing at the secondary level have received little attention compared with other skills such as reading. Addressing this gap, this volume uniquely looks at both adolescent L2 writing and the preparation of secondary teachers to work with this population of students. Part I, on adolescent L2 writers, includes case studies looking at their literacy identities, their trajectories in mainstream content area classes, and their transition from high school to college. Part II looks at academic issues. The focus in Part III is L2 writing teacher education. Taking a theoretically eclectic approach that can support a variety of pedagogies, this book contributes significantly to understanding adolescent second language writers and to educating teachers to address these students’ specific needs.
