Integration of laptops into a K-12 learning environment: A case study of a science teacher in the middle school

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Yang, C.c. (2002). Integration of laptops into a K-12 learning environment: A case study of a science teacher in the middle school. In P. Barker & S. Rebelsky (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 (pp. 2097-2102). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/9243.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2002
Denver, Colorado, USA
2002
ISBN 1-880094-45-2
  Philip Barker & Samuel Rebelsky
AACE

More Information on EDMEDIA
Table of Contents

Author

Chia-chi Yang, Dept. of Instructional Technology at University of Georgia, USA

Abstract

This case study identifies the feasible approaches to integrate laptops into a science learning environment in the middle school. The observation of learning activities and teaching strategies took place in the 8th grade science classroom with seventeen students for five class periods and the data from teacher's opinion gathered by interview. The results report the strategies the teacher used with laptop in the classroom including problem-based learning, project-based learning, collaborative learning, hands-on activities, and have students to use laptop as a cognitive tool. With appropriate strategies, laptop can be used as a cognitive tool and enhance the possibility of shifting teacher's role from a lecturer to a facilitator. Integrating laptops into classroom should consider the following issues: make use of laptop as cognitive tool, employ constructivism approach, provide curriculum support, manage logistics of classroom, and reduce distraction.

Keywords

• Middle School Education
• Classrooms
• Sciences
• Cognition
• Integration

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