Going 1:1 with Laptop Computers in an Independent, Co-Educational Middle and High School

2016 ◽  
pp. 895-913
Author(s):  
Natalie B. Milman ◽  
Marilyn Hillarious ◽  
Vince O'Neill ◽  
Bryce L. Walker
Keyword(s):  
High School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Learning Experience ◽  
The United States ◽  
Future Research ◽  
First Year ◽  
Laptop Initiative ◽  
Task Behavior ◽  
Technology Initiatives

This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers' voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.

Going 11 with Laptop Computers in an Independent, Co-Educational Middle and High School

2013 ◽  
pp. 156-174 ◽  
Author(s):  
Natalie B. Milman ◽  
Marilyn Hillarious ◽  
Vince O’Neill ◽  
Bryce Walker
Keyword(s):  
High School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Learning Experience ◽  
The United States ◽  
Future Research ◽  
First Year ◽  
Laptop Initiative ◽  
Task Behavior ◽  
Technology Initiatives

This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers’ voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.

Going 1:1 with Laptop Computers in an Independent, Co-Educational Middle and High School

2013 ◽  
pp. 1235-1253
Author(s):  
Natalie B. Milman ◽  
Marilyn Hillarious ◽  
Vince O’Neill ◽  
Bryce L. Walker
Keyword(s):  
High School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Learning Experience ◽  
The United States ◽  
Future Research ◽  
First Year ◽  
Laptop Initiative ◽  
Task Behavior ◽  
Technology Initiatives

This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers’ voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals Our Boys and The Last Shot: Examples of the Power of Community Involvement in Underprivileged America

2015 ◽  
Vol 1 (1) ◽  
pp. 101
Author(s):  
Claire C. Schaeperkoetter
Keyword(s):  
High School ◽  
Community Involvement ◽  
The United States ◽  
Future Research ◽  
High School Athletes ◽  
Public Education System ◽  
The Public ◽  
Central Focus ◽  
Rural Environments ◽  
High School Coach

The central focus of this essay was to examine different socio-cultural structures that affect high school aged athletes in seemingly different impoverished areas in the United States. Specifically, narratives in the popular press books The Last Shot and Our Boys were explored in order to highlight similarities and differences between the high school athletes in these two different urban and rural environments. In all, four factors that showcase the power of community involvement in underprivileged America emerged: the values promoted by the high school coach, the socioeconomic status of the community, the public education system, and the battle between the desire to escape the community and fear of the unknown. The implications of community involvement are discussed and avenues for future research are presented.

scholarly journals Envisioning the Graduate of the Future: In Review 2018

2018 ◽  
Author(s):  
Alyssa Napier ◽  
Elizabeth Huttner-Loan ◽  
Josh Littenberg-Tobias ◽  
Garrett Beazley ◽  
Justin Reich
Keyword(s):  
United States ◽  
High School ◽  
Learning Experience ◽  
The United States ◽  
High School Graduate ◽  
Online Course ◽  
School Graduate ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
The Future

Envisioning the Graduate of the Future (March 8 to April 5, 2018) was an experiment in rapidly producing a compelling, open, online learning experience. This massive open online course (MOOC) featured schools at various stages of developing their vision of a high school graduate. Over 2,000 educators and others from across the United States and 100+ countries registered for a collaborative and exploratory design process to develop a graduate profile, a shareable document that conveys what a community and/or school believes a high school graduate should know and be able to do.

scholarly journals Effective ways for the Classroom Management

2018 ◽  
Vol 214 (2) ◽  
pp. 67-84
Author(s):  
Mohammed Mizel Tahir
Keyword(s):  
High School ◽  
Classroom Management ◽  
High School Teachers ◽  
English Language ◽  
Central Question ◽  
School Teachers ◽  
Effective Learning ◽  
Task Behavior ◽  
Management Techniques ◽  
Difficult Part

       This study was conducted in order to determine the effective techniques of classroom management that can be used to minimize classroom misbehavior and maximize effective learning. Classroom management is probably the most difficult part of teaching .High school teachers in Iraq, like in all countries, face instances of misbehavior in the form of off-task behavior or more serious disruptions. When a teacher is forced to deal with constant disruptions or a teacher cannot control his or her classroom then learning is not taking place. Thus, the objective of this study is to determine what methods of classroom management are available for teachers. This study used different methods to gather information on the best ways of classroom management. There have been many studies that serve to support universal classroom methods of classroom management techniques. Throughout my humble experience as teacher in college of police I found many Iraqi universities professors and high school teachers are still sticking with traditional (outdated) ways and techniques of teaching English regardless of their learner's needs and motivations. Thus the teachers have to think with the central question being “what do these students need and how can I meet those needs.” The significance of this study is that Iraqi and Arab teachers (who use English language as a second language as a means of communication) who are having problems coping with misbehavior in their classroom can use the techniques recommended by this study in order to improve their classroom management. This study found that there are varieties of techniques taken from the classroom management theories that aid in improving classroom management.

scholarly journals Teacher Preparation, Motivation, and Self-Efficacy: A Comparative Study of New Teachers in Japan and the United States

2021 ◽  
Vol 4 (3) ◽  
pp. 368
Author(s):  
Shaoan Zhang ◽  
Andromeda Hightower ◽  
Qingmin Shi
Keyword(s):  
Teacher Preparation ◽  
Self Efficacy ◽  
New Teachers ◽  
Teaching And Learning ◽  
Large Scale ◽  
The United States ◽  
Social Utility ◽  
Future Research ◽  
Utility Value ◽  
The U.S

Using the Teaching and Learning International Survey (TALIS) 2018, this study examines U.S. and Japanese new teachers’ initial teacher preparation (ITP), feelings of preparedness, motivations, and self-efficacy. The analysis of 355 U.S. and 433 Japanese new secondary teachers provided several findings. First, ITP in the U.S. more often included teaching in mixed-ability and multicultural settings, cross-curricular skills, and technology than Japan, and U.S. teachers felt more prepared than Japanese teachers in every category of preparation. Second, Japanese teachers were more likely to declare teaching as their first career choice and reportedly scored significantly higher on motivations to become a teacher of personal utility value, while U.S. new teachers scored higher on social utility value. Third, there were no significant differences in self-efficacy between U.S. and Japanese new teachers. This study contributes to the gap of large-scale, comparative literature between the U.S. and Japanese initial teacher preparation. Implications for practice and directions for future research are discussed.

Insights into Teachers’ Experiences Implementing Garden-Based Learning: Characterizing the Relationship between the Teacher and the Curriculum

2015 ◽  
Vol 117 (9) ◽  
pp. 1-36
Author(s):  
Sarah J. Selmer ◽  
Melissa J. Luna ◽  
James A. Rye
Keyword(s):  
Elementary School ◽  
Teacher Learning ◽  
Teaching And Learning ◽  
Research Question ◽  
The United States ◽  
Teacher Participation ◽  
Curriculum Materials ◽  
Future Research ◽  
Dynamic Relationship ◽  
Teachers Experiences

Background/Context This study seeks insights into teachers’ experiences implementing Garden-Based Learning (GBL) in an elementary school. The breadth of studies supporting the use of GBL in K–8 schools in the United States alongside the paucity of studies specific to teachers’ experiences implementing GBL highlights the importance of this work. Purpose Our study uses Remillard's framework for characterizing and studying teachers’ interactions with curriculum materials specifically in the context of GBL. We believe that exploring the dynamic relationship between teachers and a GBL curriculum may help those involved in supporting teachers in implementing GBL to gain a deeper understanding of the complexity of the teacher/GBL curriculum relationship. This research examined teachers’ GBL implementation experiences in order to answer the following research question: How do we describe and characterize teachers’ interactions with GBL curriculum materials? Research Design Twenty teachers employed from one elementary school were interviewed using a semistructured task-based protocol resulting in a teacher-created diagram of supports and challenges he/she encountered while implementing GBL over the past year. The diagram was used as a tool to stimulate and access teachers’ thinking about these supports and challenges in order to provide insight into the teacher and curricular resources at play when implementing GBL. Findings/Results Using a grounded theory analysis of each participant's diagram, we characterized each teacher's participatory relationship with GBL. We found 13% of supports and challenges elicited from all teachers had a teaching and learning focus. On an individual level, supports and challenges had a substantial teaching and learning focus for only two teachers. Thirteen teachers were characterized as having a pragmatic focus. Of the seven teachers characterized to have an experiential focus: supports and challenges focused more so on what students were doing for four teachers and more so on what teachers were doing for three teachers. Conclusions/Recommendations We used Remillard's framework to investigate and characterize the participatory relationship between teachers and the GBL curriculum. The resulting characterizations provide insight for supporting GBL teacher learning contexts and will help guide future research. Based on this study, it is critical that individuals involved in educational change continue trying to understand and develop spaces for teacher learning. These spaces should move beyond traditional professional development focused on teacher participation toward experiences focused on teacher learning within and across their teaching contexts.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2015 ◽  
pp. 156-174
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2016 ◽  
pp. 683-701
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

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