NOT LONG AGO, Douglas Creef, a veteran science teacher at Stuart-Hobson Middle School in the District of Columbia asked his mostly struggling seventh-graders to express in writing their attitudes toward challenging academic work. One student, asked whether he takes on challenges, responded: “When something hard come [sic], if I can’t get it, I skip it.” Asked how much effort he puts into schoolwork and other tasks, he says: “I only do the work I get. I don’t do extra.” To the question of whether he learns from mistakes, he writes: “I try to forget and make an excuse. I try not to be blamed.” Asked how he feels, he responds: “I want to give up.”
Online learning offers a break from the factory model and a path to personalization for students and for teachers. As online learning opportunities grow, so too does the body of evidence that replaces outdated myths with a more realistic picture of student and teacher experiences with online learning.
Laptop Learning: A Comparison of Teaching and Learning in Upper Elementary Classrooms Equipped With Shared Carts of Laptops and Permanent 1:1 Laptops