Penggunaan Laptop Dalam Perkuliahan Di Kelas Manfaat Atau Mudharatkah?

This study aims to assess the benefits and harms of laptops use by graduate students in the classroom learning, and to identify strategies for effective use of laptops in class. The study is exploratory, using 26 point questionnaire to collect data from 68 respondents. Results showed 73.5 percents use laptops in the classroom, the majority of users (63%) find it useful for browsing for relevant articles and making class notes. Many use laptops for activities unrelated to learning, such as browsing news, communicate through emails (16-22 percent) and chatting. Thirty percent of users reported to give only 25 to 50% of attention to the ongoing class activities. Users and non users had different views about laptops use in the classroom; some students perceive laptops use in class interfere with concentration, and can be an indication of ‘disrespect\u27 to the lecturers or other students. Lecturers should design the integration of laptop use within classroom learning activities to enrich the learning material, to make the classroom learning process become more interesting and effective

Integrating Information Technology into Curricula Activities: Participant Observation of Laptop Use

This paper presents descriptive use of laptops as a lecturer and students engage in curricula activities over one hour of instruction. Lave and Wenger\u27s (1991) theory of situated learning (SL) is used to contextualise laptop use in teaching and learning, inside the undergraduate business classroom. We examine how laptops are used to support teaching and learning practice and influence the curricula process, as laptops are introduced into instruction. Interpretive ethnography and participant observation capture lecturer and student descriptive narrative as they use laptops. Analysis is presented in time order and documents lecturer / student laptop use inside the undergraduate classroom

How are science teachers using their TELA laptop?

The Digital Horizons: Laptops for teachers scheme provides teachers whose schools opt into the TELA scheme access to a laptop for their exclusive use. This paper reports on a three-year evaluation of the impact of the TELA laptops on teachers’ work. The findings of the evaluation suggest teachers are making substantial use of the laptop for tasks such as lesson planning and preparation, reporting to parents and communication with colleagues. Teachers are making some use of the laptop in the classroom for teaching and learning. Science teachers are amongst the most active users of the laptops and the paper details how ongoing access to a laptop changed the way a third year science teacher planned for teaching and subsequently his interactions with students during lessons. Colleagues and the science head of department noted that the teacher provided a role model for what was possible. This case study highlights the importance of leadership and collaboration in supporting the integration of ICT into science teaching and learning

Examining Longhand vs. Laptop Debate: A Replication Study

There is a considerable controversy regarding laptop usage in the classroom, with some studies arguing the benefits of laptops in the classroom and others suggesting that a laptop free environment is superior. In an effort to address this controversy, Mueller and Oppenheimer (2014) conducted three different experiments to determine whether typing notes on a laptop or handwriting notes in a notebook impacted academic performance. This research replicated the first of these experiments in a classroom environment as opposed to a lab environment. The original study found that students who did not use laptops for note-taking in class performed better on conceptual application questions, while our study found that students who do not use laptops for note-taking in class performed better on factual recall questions instead. Our updated findings suggest there is more work to do to understand the longhand versus laptop debate

Instant Class Polling Using Mobile Devices: An Interactive and Effective Pedagogical Tool

Available methods of instant class feedback had been limited to technology associated with clickers purchased by students, or tied to responses from laptops, which professors have begun banning from the classroom due to distraction. However, obtaining real-time feedback on students’ comprehension of complex concepts remains a critical pedagogical goal, particularly in rule-based courses such as Professional Responsibility.https://digitalscholarship.unlv.edu/btp_expo/1035/thumbnail.jp

The Maine Learning Technology Initiative: What is the Impact on Teacher Beliefs and Instructional Practices

One of the strategies Maine is using in preparing youth for the future economy is a statewide program to provide every seventh and eighth grade student and their teachers with laptop computers, and to provide professional development and training for helping teachers integrate the laptops into their classroom instruction. This paper examines the impact that the distribution of laptops to teachers and students in Maine is having on the beliefs and instructional practices of those teachers who are involved in the program. Seventh grade teachers who received laptops in the 2002/2003 school year were the focus of this evaluation. Data from surveys, case studies, interviews and classroom observations has been examined in order to more closely identify the laptop initiative’s impact on teachers and teaching. Preliminary findings suggest that, since the implementation of the laptop program, the majority of teachers are taking tentative first steps toward implanting the laptops fully with existing curricula

A Pilot Evaluation Study Using LectureTools to Enhance Interactivity in Classroom-Based Teaching in a Project Management Course

With students’ ownership of laptops and mobile devices increasing, there exists an opportunity to harness their use to support interactivity within the traditional classroom. Two educators, motivated to enhance interactivity in a two-day project management course at a UK university, trialled LectureTools, a cloud-based audience-response system. To assess potential benefits to learning and teaching, as well as identifying accompanying challenges, an evaluation study was carried out comprising a range of data sources. These included observation of a LectureTools-based lecture and a student questionnaire followed by a focus group discussion with a subset of students about their experiences throughout the two days. Interviews with both teachers were also conducted, adding to the evaluation research data and giving them an opportunity to reflect on their teaching practice. All participants recognised the benefits of LectureTools in promoting student engagement, learning and discussion while students acknowledged the distractive potential of having laptops in the lecture theatre. Efforts are required by educators to ensure that the interactive potential of laptops in classrooms to enhance learning and teaching is supported while controlling the potential for distraction. Future research is needed to ascertain the impact of using LectureTools on approaches to learning and teaching

Will the teacher's laptop transform learning?

This article explores how Year to 3 teachers have made use of laptops for teaching and learning in their classroom, examining how they fit with current recommendations for effective teaching, and whether teachers' use of a laptop has lead to a transformation in teaching and learning. Findings show that there was an increasing degree of laptop integration into all areas of the curriculum over the three-year evaluation period. It appears that teachers are providing their students with the opportunity to experience transformative learning

Engaging Higher Education Students Through Tweeting

Social media such as Twitter helps engage learners and promotes interaction with course content. Twitter allows learners and educators to interact via “tweets” via Smartphones, laptops, or any device with Internet access. This presentation will demonstrate how to use Twitter as a platform for discussion, polling, question and answer sessions, and other collaborative interactions in a higher education classroom. It will step educators through the process of setting up a Twitter account and the process of planning a lesson with Twitter applications