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Research Library

A collaboration between the New Media Consortium and Educause Learning Initiative. 3/18/2008

A resource for education leaders interested in implementing anytime, anywhere, anyway technology-supported learning in K-12 education.

No two students are alike. Each and every child deserves learning opportunities tailored for his or her unique needs, abilities, and interests. Impossible? Not with smart, adaptable curriculum powered by today’s educational technology.

Technology has a crucial role to play in preparing young people for success in the 21st century. But this success requires more than simply placing the right tools in students’ hands. To help promote success, Intel provides this comprehensive blueprint for building ambitious and effective technology initiatives, based on real-world
successes, that takes into account the complex array of variables that impact schools today.

Today’s K-12 students tap into a wide range of mobile devices to enhance learning—both in and out of school. Principals, parents and teachers support this mobile learning trend by recognizing the benefits of increased access allowing students to learn anytime, anywhere. See how mobile devices enable new and customized learning that is untethered and digitally-rich.

Anthropologists have long studied the role that mythology plays in the cultural fabric of a community.  According to these social scientists, various cultures use myths as a form of storytelling to provide an explanation for a changing or confusing world, to validate existing beliefs, to fill in gaps of knowledge or understanding, and to establish a sense of order amongst chaos.  Myths often are also used to inspire awe and wonder amongst the community.  While the excitement of the myth story is contagious, the awe and wonder is not intended to stimulate scientific questioning or inquiry, but rather to maintain a status quo of order or power.  Such is the case for example with the traditional Navajo myth about the creation of the constellations.  As the story is told, the Sun and Moon were made from cutting giant discs of quartz that were then hoisted into the sky to provide light to the Navajo people, both during the day and at night.  Not wanting to be wasteful, the creation deity used the remnants of the quartz cutting process to create patterns of stars in the night sky that had an explicit function of explaining the community’s laws.  While the myth provided the Navajo people with an awe-inspiring explanation for how the Sun, Moon, and stars were created, it also sought to establish a cultural order within the community, as the medicine men were the only ones recognized with the wisdom to interpret the constellation-based laws.     

In a similar way, the education community has used anecdotal stories over the years to understand or make sense of the role of technology within the lives of today’s K-12 students.  These stories have developed into a comprehensive mythology around student digital learning that closely mimics the role of myths within other cultures.  The unprecedented pace of the infiltration of technology tools and resources within our daily lives has created a need, especially for adults, to create a new sense of order within education, and to fill in gaps of knowledge and understanding around the use of technology with overly simplified explanatory narratives.

This paper summarizes the 2007-2008 evaluation results of the leadership survey distributed the to Michigan Freedom to Learn (FTL) program teachers, in their effort to improve student learning and achievement in Michigan schools through the integration of laptop computers with teaching and learning in K-12 classrooms.

Schools all over the country are developing technology plans to implement “ubiquitous computing” in some form. By “ubiquitous computing,” people usually mean a combination of two key ingredients: wireless networking which provides high-speed Internet access, and a 1-to-1 computer-to-student ratio, achieved in most cases by the acquisition of laptops. The educational press has reported on many experiments such as the Maine Laptop Initiative, and similar programs at the local and state level. The new XO, “$100” computer provides an added dimension of affordability and innovation, along with the attractive vision of universal access to computer power and the many gifts of the World-Wide Web.

In 2013, Education Reform Initiative (ERI), a think-and-do tank in Turkey, teamed up with Research Triangle Institute (RTI International) to study Turkey’s FATIH project. For ERI, this has been considered as a major part of its ongoing efforts of monitoring education policy issues and a thorough evaluation of FATIH necessitated cooperation with a research center endowed with comprehensive international experience regarding information and communication technologies in education

Anytime, Anywhere Learning - Final evaluation report of the laptop program: Year 3 12/1/2003

 
 

One-to-One Institute is an international non-profit committed to igniting
21st century education through the implementation of one-to-one technology
in K-12 education environments.

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