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Essay / Research Paper Abstract
A 4 page paper. The writer reports three specific cases where teachers are using wireless technology in their classrooms. In one school, students are using it for a multitude of things and in the other two schools, wireless is used in algebra classes. The essay reports the outcomes related to the use of this technology and comments on some of the purposes of it. Bibliography lists 7 sources.
Page Count:
4 pages (~225 words per page)
File: MM12_PGwrles.rtf
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Unformatted sample text from the term paper:
and Microsoft Office System" (Microsoft Corporation, 2006) in their 8th grade (Microsoft Corporation, 2006). The article reports: "students are now using the tool for everything from note-taking to assignments to
research" (Microsoft Corporation, 2006). Students are using the technology "for everything from taking hand-written notes to reading to creating artwork and presentations" (Microsoft Corporation, 2006). Teachers are using the technology
to record assessments, calculate grades and prepare lessons (Microsoft Corporation, 2006). This technology also allows teachers to communicate with their students parents (Microsoft Corporation, 2006). Both parents and students are
able to "access the schools network from home" (Microsoft Corporation, 2006). Students are also able to collaborate with each other on projects and other assignments (Microsoft Corporation, 2006). One of
the greatest advantages is that students and teachers can work from any location (Microsoft Corporation, 2006). The school and board believe they are providing students with a much richer educational
experience (Microsoft Corporation, 2006). There is more communication between teacher and students, between students and between teacher and parents (Microsoft Corporation, 2006). The curriculum is designed to be interactive and
to be interesting and exciting to students (Microsoft Corporation, 2006). A middle school math teacher in Ohio is using wireless interactive technology in his classes (Cavanagh, 2006). Like most teachers,
he would ask if there were any questions at the end of each lesson but he knew there were students who did not understand but who said nothing (Cavanagh, 2006).
With this new technology, he now "writes out a function and asks students to find its value" (Cavanagh, 2006, p. 10). Using wireless graphing calculators, students send their responses electronically
from their calculators to the teachers equipment and the responses are flashed on a screen in the front of the room (Cavanagh, 2006). The teacher now has immediate knowledge of
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