Foreign language classes can access online news articles in the language being studied," Swinford continued. Translation links are available too -- all in one place on one page. If a student or teacher needs a starting page to find resources, I definitely recommend this site.
The old fashioned way works better. When it comes to college students, the belief that more is better may underlie their widely-held view that laptops in the classroom enhance their academic performance.
Laptops do in fact allow students to do more, like engage in online activities and demonstrations, collaborate more easily on papers and projects, access information from the internet, and take more notes. Indeed, because students can type significantly faster than they can writethose who use laptops in the classroom tend to take more notes than those who write out their notes by hand.
Moreover, when students take notes using laptops they tend to take notes verbatim, writing down every last word uttered by their professor. Obviously it is advantageous to draft more complete notes that precisely capture the course content and allow for a verbatim review of the material at a later date.
New research by Pam Mueller and Daniel Oppenheimer demonstrates that students who write out their notes on paper actually learn more. Across three experiments, Mueller and Oppenheimer had students take notes in a classroom setting and then tested students on their memory for factual detail, their conceptual understanding of the material, and their ability to synthesize and generalize the information.
Half of the students were instructed to take notes with a laptop, and the other half were instructed to write the notes out by hand. As in other studies, students who used laptops took more notes.
In each study, however, those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.
What drives this paradoxical finding? Mueller and Oppenheimer postulate that taking notes by hand requires different types of cognitive processing than taking notes on a laptop, and these different processes have consequences for learning.
Writing by hand is slower and more cumbersome than typing, and students cannot possibly write down every word in a lecture.
Instead, they listen, digest, and summarize so that they can succinctly capture the essence of the information. By contrast, when typing students can easily produce a written record of the lecture without processing its meaning, as faster typing speeds allow students to transcribe a lecture word for word without devoting much thought to the content.
To evaluate this theory, Mueller and Oppenheimer assessed the content of notes taken by hand versus laptop. Their studies included hundreds of students from Princeton and UCLA, and the lecture topics ranged from bats, bread, and algorithms to faith, respiration, and economics.
Content analysis of the notes consistently showed that students who used laptops had more verbatim transcription of the lecture material than those who wrote notes by hand.
Moreover, high verbatim note content was associated with lower retention of the lecture material. It appears that students who use laptops can take notes in a fairly mindless, rote fashion, with little analysis or synthesis by the brain. This kind of shallow transcription fails to promote a meaningful understanding or application of the information.
If the source of the advantage for longhand notes derives from the conceptual processes they evoke, perhaps instructing laptop users to draft summative rather than verbatim notes will boost performance.
Mueller and Oppenheimer explored this idea by warning laptop note takers against the tendency to transcribe information without thinking, and explicitly instructed them to think about the information and type notes in their own words.
Despite these instructions, students using laptops showed the same level of verbatim content and were no better in synthesizing material than students who received no such warning.
It is possible these direct instructions to improve the quality of laptop notes failed because it is so easy to rely on less demanding, mindless processes when typing.
In real classroom settings, however, students are often assessed days if not weeks after learning new material. Thus, although laptop users may not encode as much during the lecture and thus may be disadvantaged on immediate assessments, it seems reasonable to expect that the additional information they record will give them an advantage when reviewing material after a long delay.
Mueller and Oppenheimer included a study in which participants were asked to take notes by hand or by laptop, and were told they would be tested on the material in a week.
When participants were given an opportunity to study with their notes before the final assessment, once again those who took longhand notes outperformed laptop participants.Small-scale investigative projects within a teacher’s classroom are known as action research projects.
With the help of an observer, teachers can develop plans to introduce changes that will enhance learning by acting on the plan and observe the results in and out of the classroom. Paper Masters Custom Research Papers on Technology in the Classroom. Paper Masters writes custom research papers on Technology in the Classroom and show statistical evidence that technology is important to use in every classroom and should be a part of every school's philosophy of education.
Using Technology to Enhance Classroom Instruction. Part 3: Using Technology to Facilitate and Enhance Classroom Instruction For ages, classroom instruction has consisted of textbooks, many notebooks and a chalkboard.
Pupils were required and responsible for four textbooks and notebooks. Technology in the 21st century classroom is any device used to supplement and enhance teaching and learning. In many modern classrooms, you will likely find many kinds of technology, including.
How to handle technology in the classroom As a teacher or school administrator, it’s up to you to determine how technology will be handled in the classroom. Although you can’t control everything, there are certain aspects you can influence to achieve a . this is a good set of questions which is necessary to ask before using any technology in the class rooms. because it is the future of children, which needs to be shaped and right technology should be taught to them with full knowledge about that technology. Furthermore, research has indicated that a comparatively higher degree of students learning and effective teaching can be achieved when the use of technology is incorporated than when it is not. 18 Technology plays an important role in facilitating learning.
The purpose of this paper is to present a description and analysis of the effects of training sessions on pre-service teachers’ ability to evaluate and integrate instructional technology into the mathematics classroom.
Jan 30, · More technology in the classroom has long been a policy-making panacea. But mounting evidence shows that showering students, especially those from struggling families, with networked devices will.