Lesson Planning and Pacing with Laptops Please launch your Internet browser

How to effectively implement laptops in the classroom The Puzzle: How to effectively implement laptops in the classroom

The Ideal Lesson The ideal lesson teaches on three levels: State Standards (what the state thinks is important) Core competencies (what the business world thinks is important) Student interest (what the student thinks is important) Philosophy Continuum quotes

Student Responsibility Students must feel ownership in the program and should be educated to take care of their laptops! Teachers who frequently use laptops in class report fewer problems than those who rarely use them. Student Laptop Care Training Walk through student test and discuss answers to each question (or choose some)

Teacher Watchfulness Laptops magnify everything. There is no “magic button” technology solution to discipline problems. You have to pick your battles and give up a little control in order to allow learning in this type of classroom. Some Specifics: Location, location, location Click rule Lids Down Student phases – music to games to videos to chat to multiplayer games “Sage on a stage” vs. “Guide on the side”

Instructional Design Standards aligned Co-operative Learning Strategies Curriculum/Pacing Guides Technology Rich “Implementation dip” “Sage on a stage” vs. facilitator Students as technology mentors

Sharing Lesson Plans At End of Workshop 1. What educational objectives were you addressing with the (activity), in terms of: 2. Specific skills or knowledge (e.g., know the formula for gravity’s effect on an object) 3. Specific concepts (e.g., understanding how gravity affects objects of different weights on different planets) 4. Specific cognitive abilities (e.g., developing problem-solving and analytic skills by examining gravity simulations)

5. How do the students demonstrate that they had met the educational objectives (e.g., quizzes, tests, task, presentation, paper, etc.)? 6. What evaluation criteria did you use to measure the degree to which students had met the educational objectives (e.g., a rubric or a series of 25-point quizzes with certain weights)?

7. Did you group students or have them work individually (or both)?

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