I argue that we need to look at ways to make the time teachers have with parents more effective and yes, more personal.
Knowing how their child is performing is part of that but gaining an understanding of the deeper reasons why a child is performing in the way they are is surely much more powerful. Ideally, in the exchange between parent and teacher there will be garnered an understanding of what is needed next and who is going to support those needs. In order to arrive at that meta-understanding inside ten minutes (!) teachers, parents and pupils need a common language, a language of meta learning.
A2003 study found that laptops make it harder for students to remember what they had just learned in lecture. A 2014 study showed that students are less likely to understand complex ideas when they are forced to take notes by computer instead of by hand. But these were all contrived situations involving immediate recall. It’s less clear how laptop use affects students over the course of a semester.
Unsurprisingly, the students who were allowed to use laptops — and 80 percent of them did — scored worse on the final exam. What’s interesting is that the smartest students seemed to be harmed the most.
Among students with high ACT scores, those in the laptop-friendly sections performed significantly worse than their counterparts in the no-technology sections.
The researchers — Susan Payne Carter, Kyle Greenberg and Michael Walker — were also surprised to find that the tablet-only sections did just as poorly as the laptop-friendly sections.
Even though students were not allowed to check email or play games on the tablets, the technology still seemed to interfere with their learning.
Posted from Diigo. The rest of my favorite links are here.