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Erschienen in:
Using Mobile Devices in Supervision of Graduate Research in Distance Education: A Personal Journey Kapitel lesen Erstes Kapitel lesen

2015 | OriginalPaper | Buchkapitel

Transforming Teaching and Learning: Implications of a One-to-One Laptop Initiative for Professional Learning and Teacher Practices

verfasst von : Veronica Garcia Garza

Erschienen in: The Mobile Learning Voyage - From Small Ripples to Massive Open Waters

Verlag: Springer International Publishing

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Abstract

Increased access to technology in school districts across the United States has sparked a growing demand for teachers and administrators to transform traditional teaching and learning models. These changes require a clear vision and plan to support educators through the transition. This paper presents findings from the second year evaluation of a one-to-one student laptop initiative in a large urban district in the United States that illustrate the impact of vision and planning on efforts to support changes in teacher practice, classroom culture, and student engagement. Additionally, this paper details how an outside evaluation has informed practice within the district and mobilized leaders to move towards a more personalized professional learning approach designed to leverage the power of technology. Strategies and recommendations for how to better support district and school leaders in using technology to enhance teaching and learning are provided.

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Vorheriges Kapitel Technology Integration in Diverse Contexts: Models of Competency-Based Professional Learning in Three School Districts
Nächstes Kapitel Rhizomatic Principles in mLearning: A Synthesis of Existing Qualitative Research
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1
All names have been changed to pseudonyms.
 
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Metadaten
Titel
Transforming Teaching and Learning: Implications of a One-to-One Laptop Initiative for Professional Learning and Teacher Practices
verfasst von
Veronica Garcia Garza
Copyright-Jahr
2015
Buch
The Mobile Learning Voyage - From Small Ripples to Massive Open Waters

Print ISBN: 978-3-319-25683-2

Electronic ISBN: 978-3-319-25684-9

Copyright-Jahr: 2015

DOI
https://doi.org/10.1007/978-3-319-25684-9_3