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Enregistrement W223539970

Warming Up to Wireless: As Wireless Technology Takes Hold in School Districts, the Biggest Challenge Is Getting Teachers to Embrace It, to Take Student Learning to a New Level

2005· article· en· W223539970 sur OpenAlexaboutno aff
Jacob Milner

Notice bibliographique

RevueT.H.E. Journal Technological Horizons in Education · 2005
Typearticle
Langueen
DomaineEngineering
ThématiqueExperimental Learning in Engineering
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésNinthLaptopWonderClass (philosophy)Mathematics educationEngineeringTelecommunicationsGeographyMedia studiesSociologyComputer sciencePsychologyArtificial intelligence
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

Just south of the Canadian border, way up north on the Upper Peninsula of Michigan, the winters are windy and the ice is thick. Moose outnumber humans by a staggering ratio. Hunting is the regional pastime. So it's no wonder that students at Brimley Area Public Schools often feel like they're learning in the middle of nowhere. district is small--fewer than 3,000 students--yet it is spread across a geographic area that spans hundreds of miles. Buildings are tiny; budgets are too. Teachers in the district say students don't expect their educational opportunities to include such extravagances as whiz-bang technology. Most years, the big attraction is the state basketball tournament in Lansing, hundreds of miles away. But things are changing for the better in Brimley and, as a result, opportunities are broadening. In the spring of 2003, a statewide program called Learning Without Limits (now called Freedom to Learn) provided Brimley administrators with enough money to shed the constraints of Ethernet ports and expand the district's network with wireless technology. That year, each ninth-grader received a laptop to use in class and at home until the end of the school year. Last fall, that same luxury was made available to every student in grades 6-12. During the same time, the district took the step of putting laptops on mobile carts so they could be transported between classrooms. Today, Barb Light, a science teacher who runs the project, reports that wireless is still going strong. I overheard one of the ninth-graders say to another, 'The laptops are the best thing to ever happen to Brimley, even better than if we won basketball regionals,' Light recounts with pride. The students have responded so favorably, it's just incredible. This kind of wireless epiphany is nothing new. In districts big and small across the country, students, teachers, and administrators alike have come to appreciate the benefits of wireless technology. Because the technology delivers Internet signals on airborne radio frequencies, wireless networking allows users of all portable devices to move freely on a school's campus and stay connected to the Internet. For those districts that need to add portable classrooms, the technology makes the job easier because it requires no additional wires, and wireless networks are easy to scale. Finally, technologists who have made the switch to wireless say that eliminating the costs associated with wiring a traditional network can save a district thousands of dollars, freeing up that money for software or other technology purchases. Empowering Teachers Still, the wireless revolution arrives with a host of challenges for K-12 districts. District administrators and technology coordinators agree that the first obstacle to wireless implementations is persuading teachers to get on board with them. According to Alice Owen, executive director of for the Irving Independent School District (TX), it's critical for districts switching to wireless to support their educators in learning the technology, and to know that having well-trained teachers always translates into better-educated students down the road. Technology always should be a catalyst for change, but you can't change anything if your teachers don't understand how to use the technology first, Owen says. One of the biggest pieces [of wireless technology] is getting teachers prepared for the change that happens in their classrooms when you put a connected device in the hands of every student. To acclimatize teachers to wireless, Irving ISD begins every school year with three days of workshops, seminars, and best-practice-sharing sessions in which teachers learn just about everything they can about wireless and how to incorporate it into the classroom. classes range from general discussions on Web-based lessons to sophisticated talks about preventing music piracy and snuffing out plagiarism. …

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,001
score de la tête « metaresearch » (Gemma)0,001
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesMéta-épidémiologie (sens strict), Intégrité de la recherche
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Autre devis · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,721
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0010,001
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0020,003
Études des sciences et des technologies0,0000,000
Communication savante0,0000,000
Science ouverte0,0010,000
Intégrité de la recherche0,0000,003
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,020
Tête enseignante GPT0,303
Écart entre enseignants0,283 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Devis d'étudeAutre devis
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2005
Routes d'admission1
Résumé présentoui

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