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This issue is the first major publication on teaching with laptopsin the classroom. Its primary purpose is to show that universityinstructors make pedagogically productive and novel use of laptopsin the classroom. As the chapters illustrate, laptops indeed offerrich new opportunities to make classes more student-active, therebyenhancing student engagement and learning. Moreover, these benefitscan accrue without compromising the quality of student-instructorinteraction or increasing the student workload.
The issue also has a timely secondary purpose: to adviseinstitutional leaders on how to make a laptop mandate successful attheir university. Clemson University's mandate has meet withtremendous and documented success. Their Laptop Faculty DevelopmentProgram ensures that faculty interested in teaching with laptopsreceive extensive pedagogical as well as technical traiing beforethey take on a laptop course. Some of the more creative andeffective laptop faculty are showcased in this volume.
This is the 101st issue of the Jossey-Bass quarterly reportseries New Directions for Teaching and Learning.
|1||Laptops in class : what are they good for? : what can you do with them?||3|
|2||Laptops in psychology : conducting flexible in-class research and writing laboratories||15|
|3||Appreciating music : an active approach||27|
|4||Teaching statistics by taking advantage of the laptop's ubiquity||37|
|5||Laptops in computer science : creating the "learning studio"||43|
|6||Teaching with laptops for the first time : lessons from a social science classroom||51|
|7||Incorporating laptop technologies into an animal sciences curriculum||61|
|8||Using laptops in engineering courses for real-time data collection and analysis||67|
|9||Laptops in the humanities : classroom walls come tumbling down||81|
|10||Concluding comments : laptop learning communities||89|