Friday, March 11, 2005


Desired Outcomes

Here is Sandy's desired outcomes handout..

Desired outcomes for students from St. Mary’s Technology Plan

• Improved attitude. Our students enjoy learning. They take pride in accomplishments, are more motivated, more helpful, more effective as a result of our use of technology in the curriculum. The relationships between students and teachers are improved. [8, 11, 16, 18, 22]
• Improved behavior. Our students accept greater challenges. They take on additional classroom roles, are more engaged in schoolwork, and are more responsible for their own learning. Their attendance improved. They regularly edit their own work. [2, 5, 6, 15, 17, 21]
• Improved use of time. Our students spend more time on academic work. They work faster. They also operate more independently. [1, 3, 6, 8, 13, 19]
• Improved preparation. Our students have greater technical skills and improved writing skills. They are able to gain knowledge and learn independently. They have much greater experience in collaborative learning, which better prepares them college, work, and lifelong learning. [4, 7, 9, 12, 13, 14, 20]
• Improved knowledge. Our students have a record of all of their homework assignments, projects, communications, papers, notes, tests, and ideas, which they can readily search, organize, and distill as an aid to broaden, strengthen, and stimulate their knowledge base as they move on from high school to the challenges of a university curriculum.

1. Students spend more time on academic work.
2. Students do more extensive correcting and editing.
3. Students work independently.
4. Students work more collaboratively – work with others in groups that form according to need or under the direction of an adult.
5. Students take on additional roles in classroom – including teaching, showing, and helping, in addition to learning.
6. Students work faster, keyboard faster, correct and edit their work, and produce more and better quality work.
7. Students gain greater technical skills.
8. Students spend more time working. Students are more motivated.
9. Students exercise greater choice in meeting their own learning needs partly as a result of one-to-one access as well as having multiple, simultaneous learning opportunities to choose from more often during class time.
10. Improve relationships between students and teachers.
11. Incorporate new strategies for effective teaching.
12. Undertake more project-based activities, which require more complex thinking skills such as application, analysis, synthesis, evaluation, and creation.
13. Students operate more independently to gain knowledge and understanding for themselves rather than simply rely on teachers to present facts, knowledge, and understanding.
14. Students participate in more collaborative learning activities.
15. Students are engaged and learn more.
16. Students enjoy learning.
17. More motivated students who are likely to engage in challenging tasks.
18. More students with self-efficacy.
19. Students spending more time on academic work.
20. Students improve their writing skills.
21. Improve students’ attendance rates.
22. Increased sense of pride in accomplishments.

(Numbered list paraphrased from Davies, Ann, What does Teaching and learning Look Like in a One-to-One Computing Classroom? 2004.)
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