What is the Impact on Teacher Beliefs and Instructional Practices?Katherine I. Sargent
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Zusammenfassungen
The Maine Learning Technology Initiative (MLTI) is a statewide program that, according to the Task Force on Maine’s Learning Technology Endowment, is intended to:
"transform Maine into the premier state for utilizing technology in kindergarten to grade 12 education in order to prepare students for a future economy that will rely heavily on technology and innovation." (Task Force on Maine’s Learning Technology Endowment, 2001, p. vi).
One of the strategies Maine is using in preparing youth for the future economy is a statewide program to provide every seventh and eighth grade student and their teachers with laptop computers, and to provide professional development and training for helping teachers integrate the laptops into their classroom instruction. This paper examines the impact that the distribution of laptops to teachers and students in Maine is having on the beliefs and instructional practices of those teachers who are involved in the program. Seventh grade teachers who received laptops in the 2002/2003 school year were the focus of this evaluation. Data from surveys, case studies, interviews and classroom observations has been examined in order to more closely identify the laptop initiative’s impact on teachers and teaching. Preliminary findings suggest that, since the implementation of the laptop program, the majority of teachers are taking tentative first steps toward implanting the laptops fully with existing curricula.
Von Katherine I. Sargent im Text What is the Impact on Teacher Beliefs and Instructional Practices? (2003) "transform Maine into the premier state for utilizing technology in kindergarten to grade 12 education in order to prepare students for a future economy that will rely heavily on technology and innovation." (Task Force on Maine’s Learning Technology Endowment, 2001, p. vi).
One of the strategies Maine is using in preparing youth for the future economy is a statewide program to provide every seventh and eighth grade student and their teachers with laptop computers, and to provide professional development and training for helping teachers integrate the laptops into their classroom instruction. This paper examines the impact that the distribution of laptops to teachers and students in Maine is having on the beliefs and instructional practices of those teachers who are involved in the program. Seventh grade teachers who received laptops in the 2002/2003 school year were the focus of this evaluation. Data from surveys, case studies, interviews and classroom observations has been examined in order to more closely identify the laptop initiative’s impact on teachers and teaching. Preliminary findings suggest that, since the implementation of the laptop program, the majority of teachers are taking tentative first steps toward implanting the laptops fully with existing curricula.
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 Personen KB IB clear | David C. Dwyer , Microsoft , Cathy Ringstaff , S. Rockman , Judith Haymore Sandholtz | |||||||||||||||||||||||||||
 Begriffe KB IB clear | Ein Notebook pro StudentIn (ENpS)
, Evaluationevaluation
,  Kindergarten
,  LehrerInteacher
,  Lernenlearning
, Maine’s One-to-One Laptop ProgramMaine’s One-to-One Laptop Program
,  Notebooklaptop
, Notebooks an Schulennotebooks in schools
, One-to-One-ComputingOne-to-One-Computing
, teacher beliefsteacher beliefs
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Nicht erwähnte Begriffe | Bildung, Kinder, Schule, Unterricht |
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1 Erwähnungen
- 1-To-1-Learning - Laptop Programs That Work (Pamela Livingston) (2006)
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