Education Week's Digital Directions: Transforming Classrooms ...
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Saved by 6 people (0 private), first by anonymouse user on 2009-06-28
- Mrtyson100 on 2009-10-29 - Tags technology , future
- Jmedved on 2009-07-21 - Tags classroom , classroom_furniture , classroom2.0 , classroom_management
- Timsparacino on 2009-07-09 - Tags 21stcenturyworkspaces , 21stcenturyclassrooms
- Mlhshistory on 2009-07-02 - Tags classroom , learning_environments
- Brasst on 2009-07-01 - Tags 21st_century_schools , send2blog
Public Sticky notes
classrooms with banks of wired and wireless computers, ceiling-mounted projectors, interactive whiteboards, and mobile tech-enabled work carts for teachers, all linked to allow for dynamic, multimedia presentations that inspire learning
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The modern “learning environments” would be expandable spaces that could accommodate everything from lectures to projects, one-on-one instruction to large-group interactive presentations.
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“For the kind of learning they’re going to engage in, boxes aren’t going to do it,” Larick says of the traditional 30-by-30-foot classroom. “The spaces are going to have to facilitate students’ sharing information, working together in teams, small- and large-group instruction, and having access to multimedia tools.”
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A Web portal allows students at the school to forgo traditional textbooks and log in for lessons and instructional materials.
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They carry their work on USB flash drives, pocket-size data devices that plug into any computer.
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Classes meet for assemblies and presentations in a double-wide portable classroom designed for multiage groupings and team teaching.
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Teachers at Tracy stay connected with students, parents, and colleagues through the Web, and use laptops for meetings in shared work areas or to interact with colleagues through collaborative Web sites.
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Unused classrooms have been equipped as demonstration areas, where students can present the projects in the required multimedia format.
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So often, renovation and modernization of a school are looked at as finishes and lighting, leaving out the importance of the configuration of the learning environment
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