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
Notice bibliographique
Résumé
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. …
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi 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.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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.
score_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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».