The Journal of Technology‚ Learning‚ and Assessment Volume 3‚ Number 2 · January 2005 Learning With Technology: The Impact of Laptop Use on Student Achievement James Cengiz Gulek & Hakan Demirtas www.jtla.org A publication of the Technology and Assessment Study Collaborative Caroline A. & Peter S. Lynch School of Education‚ Boston College Volume 3‚ Number 2 Learning With Technology: The Impact of Laptop Use on Student Achievement James Cengiz Gulek and Hakan Demirtas Editor: Michael
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I started out at a quaint little private school in Picayune‚ MS where I had maybe five or six students in my class up until fourth grade. The limited amount of people turned out to be a good thing though and I never understood that until I moved to public school in sixth grade. I took for granted my little sweet friends who were taught to love everyone because God loves everyone and that no matter the person’s size or color they are made in God’s image
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his fierce dedication and leadership. Immediately‚ I realized that I too wanted to devote my life to making a change. When I was in fifth grade‚ I decided that I wanted to go to MIT‚ Caltech‚ or Stanford. At the time‚ I wasn’t quite sure what I wanted to do‚ only that I wanted to make a change‚ like William Lindesay. By the time sixth grade started‚ I had a vague idea of something involving both medicine and technology. A few months later‚ I had a moment of epiphany: I wanted to invent
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I love to write‚ I was a finalist in the Veteran’s Day essay in sixth grade and I spend my free time writing‚ reading or making up stories. Currently I’m writing a book called “Dark April” which is about all the bad things that happened on April 14th. This includes a long list such as Lincoln’s assassination‚ the first
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I have never known my limits. Ever since I was younger‚ I’ve had a large imagination‚ filling up my days dreaming up endless scenarios of the future. Thinking of possible careers was never a problem‚ but choosing out of the many life paths I wanted was. I alternated between wedding planner‚ creating a notebook filled with torn out pages of poofy dresses and possible wedding locations; author‚ stuffing short stories and poems into a floral folder; and psychiatrist‚ researching the process to become
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neighborhood of Philadelphia‚ is a four-story brick building. The school‚ K through 8‚ has a gym‚ auditorium‚ and library. There is also a computer lab‚ consumer education classroom‚ and a music room. The floors are organized by grade levels‚ starting with the lower grades on the first floor and working their way up the building. The ground floor‚ or basement‚ is reserved for specialty classes‚ such as music‚ etc. The school‚ built in the early 1900’s‚ has very few modern improvements‚ mainly because
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should have the same rights. That’s my dream. Erin Grade 6 I Have a Dream I have a dream that people will not pollute the Earth. I have a dream that people will not do drugs or anything that will hurt their bodies. I have a dream that people will not hurt or kill other people because they feel like it or just for fun. I have a dream that you will dream these same things‚ just like I do. So don’t be afraid to dream. Stephanie Grade 6 Dear Andy‚ Hi! My name is Teena. I am 11 years
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children can work together to achieve their goal. The Content Map is used as an organizer to memorize the information from the reading (Novak‚ 1991). Classroom Observation Notes‚ the Reading Task Scoring Sheet ‚ and a Questionnaire were used in the Grade Six EC class to determine the significance of the improvement. The results showed that Cooperative Learning encouraged the children to work together to achieve the goal and in turn built the children’s confidence and understanding towards the reading
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MGB223 Assignment Item 1 – Business Concept Student Name: _____________________________________________ Student Number: ____________________Result: ______/25 marks CRITERION | GRADE 7 | GRADE 6 | GRADE 5 | GRADE 4 | < GRADE 4 | Identification of business opportunity KS (1.1) 7/25 | Uses creative and original ideas to identify a problem and develop‚ present an original business solution‚ with clear identification of customers and market.
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refresh the pupils on how they do when there is an earthquake. The activity was done at 9:15 in the morning of July 22‚ 2015 which was headed by the school disaster risk reduction coordinator. All pupils participated in the drill from pre-school to grade six‚ including the teachers. The bell rang continuously for about one minute to signify the alarm for the disaster. The participants acted the way were expected to respond. All pupils performed the “Duck‚ Cover‚ and Hold” while counting in a minimal
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