Author: SRI International
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Using Handheld Technology To Move Between Private And Public Interactions In The Classroom
We present three examples of handheld use that exploit these unique affordances, and discuss how the use of handheld computers can be used to bridge research across different metaphors of learning.
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Dimensions of Behavior of Toddlers Entering Early Intervention: Child and Family Correlates
This study examined the nature and correlates of the behavioral characteristics of a nationally representative sample of 1612 toddlers 18–31 months of age entering Part C early intervention services in the U.S.
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Using Handhelds To Link Private Cognition And Public Interaction
This article discusses the importance of private interactions, in which a student works alone with learning materials, and public interactions, in which a group of students engage in discourse around learning materials.
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Coordinating Networked Learning Activities With A General-Purpose Interface
Two approaches to making a Tuple Space-based computer architecture for connectivity into an inviting environment for the generation and creation of novel coordinated activities were attempted. The more satisfactory approach provides users with a system, Group Scribbles, which may inspire a wide range of uses.
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Analyzing Fine-Grained Skill Models Using Bayesian And Mixed Effect Methods
We compare the two results to identify benefits and drawbacks of either method and to find out if the two results agree. We report that both methods showed compelling similarity in results especially with regard to residuals on the test.
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Ink, Improvisation, And Interactive Engagement: Learning With Tablets
Instructional models that reflective educators develop and share with their peers can primarily drive advances in the use of tablets in education. Communities that form around platforms such as Classroom Presenter and Group Scribbles should provide an excellent forum for such advances.
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Designing Formative Assessment Software With Teachers: An Analysis Of The Co-Design Process
In this paper, we define co-design as a highly-facilitated, team-based process in which teachers, researchers, and developers work together in defined roles to design an educational innovation, realize the design in one or more prototypes, and evaluate each prototype’s significance for addressing a concrete educational need.
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Sustaining A Community Computing Infrastructure For Online Teacher Professional Development: A Case Study Of Designing Tapped In
Based on more than nine years of design experience with Tapped In—an online community of practice for education professionals—we present a case study that discusses four design interventions that have sustained the Tapped In infrastructure and its community to date.
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Intel Learn Program Evaluation Findings
Launched in 2000 as Intel® Teach to the Future, the program has trained more than 4 million teachers in over 40 countries. Its customizable set of course components ranges from basic ICT literacy skill training to training on tools that support the development of students’ twenty-first century skills to the training of school administrators on…
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Report To The Ready To Learn Initiative: Review Of Research On Media And Young Children’S Literacy
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Intel Teach Essentials Online: Interim Report For U.S. Formative Evaluation
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I Think It Makes Me Not Give Up On Dreams. What Students Say About Hero