A Learning Secret: Don’t Take Notes with a Laptop

Just in case you were wondering....

A Learning Secret: Don’t Take Notes with a Laptop by Cindi May for Scientific Americant

Students who used longhand remembered more and had a deeper understanding of the material 

http://www.scientificamerican.com/article/a-learning-secret-don-t-take-notes-with-a-laptop/

Really interesting study published in Scientific American

We know that.....

-Laptops in the classroom enhance their academic performance. Check

-Laptops do in fact allow students to do more, like engage in online activities and demonstrations, collaborate more easily on papers and projects, access information from the internet, and take more notes.

 Check Check Check

Obviously it is advantageous to draft more complete notes that precisely capture the course content and allow for a verbatim review of the material at a later date.  Only it isn’t.  New research  demonstrates that students who write out their notes on paper actually learn more.

When it comes to taking notes, students need fewer gigs, more brain power.

I have a great 2 color pen method -stop by and learn how

​Read more HERE 

Technology-Rich Learning

The March issue of Educational Leadership (ASCD) is all about Technology-Rich Learning. I actually read it cover to cover. Great articles by Marzono, Tomlinson, and Tom Hoerr (Ellen's former principal)

Click the image above to see the infographic and find the current issue - 

Students First, Not Stuff

Will Richardson

Technologies reframe learning, but educators reimagine schooling.

New Literacies and the Common Core

William Kist

Strategies for learning the fundamentals of reading, writing, and comprehending in the information age.

Flip Your Students' Learning

Aaron Sams and Jonathan Bergmann

Flipped learning is not about how to use video but about how to use students' time.

From "Perspectives"

This issue of Educational Leadership marks the eighth issue that EL has dedicated to technology. (The first with the word "technology" in the title was published in 1968.) As the editors read through submissions, we found the articles fell into several categories: essays from futurists who believe schools are neglecting the revolutionary potential of technology on learning (pp. 10, 22); articles from groundbreaking educators who are experimenting with new student-centered approaches like flipped learning and video screencasts (pp. 16, 28, 84); reports on research and the lack thereof when it comes to knowing what works best for students (pp. 32, 44, 78); and, finally, many articles from educators who are trying to weave tradition and technology into what Catlin R. Tucker (p. 57) calls "a durable education fabric."