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Record 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 on OpenAlexaboutno aff
Jacob Milner

Bibliographic record

VenueT.H.E. Journal Technological Horizons in Education · 2005
Typearticle
Languageen
FieldEngineering
TopicExperimental Learning in Engineering
Canadian institutionsnot available
Fundersnot available
KeywordsNinthLaptopWonderClass (philosophy)Mathematics educationEngineeringTelecommunicationsGeographyMedia studiesSociologyComputer sciencePsychologyArtificial intelligence
DOInot available

Abstract

fetched live from 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. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow), Research integrity
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Other design · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.721
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0020.003
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0000.003
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.020
GPT teacher head0.303
Teacher spread0.283 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designOther design
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2005
Admission routes1
Has abstractyes

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