| Telecommunications in the Classroom |
| David Swift |
| ©1991 Educational Technology Publications, Inc. |
| MSU: LB, 1044.84, T45, 1990 |
| Pg.40: "...it is prepared ahead of time, by persons who do not know us and who cannot forsee all teh questions which might arise as we listen to or watch the presentations." |
2
| Virtual Classroom |
| Lynette R. Porter |
| ©1997 John Wiley & Sons |
| MSU: LC, 5805, .P67, 1997 ISBN:0-471-17830-6 |
| Pg.3: Unobserved online work is best suited for those who do are not
required to do it. Can work at own pace. Can pick and choose
what to do in what order. Drawback: must try to check mastery themselves.
Pg.105: Email is useful because of its flexibility. |
3
| Physics at the Crossroads |
| Author? |
| American Association of Physics Teachers, Sept. 1996 |
| Call#? |
| Pg#?Students need the ability to be flexible in solving problems. Repetitive problem solving is of less importance. |
4
| Integrating Telecommunications into Education |
| Roberts, Blakeslee, Brown, Lenk |
| ©1990 Prentice-Hall |
| MSU: LB, 1044.84, I58, 1990 ISBN: 0-13-468547-4 |
| Pg.116: "Students need to be able to find and use relevant information, share and discuss data and ideas, and collaborate on problem solving." |
5
| NET LESSONS: Web-Based Projects For Your Classroom |
| Roerden |
| ©1997 Songline Studios, Inc & Roerden |
| MSU: LB, 1044.87, .R64 (or might be .K64), 1997 |
| PAGE?Use the "Big Twelve" tools: Project Collaboration, Web Survey, Keypals by email, Web Mentor, Cooperative Challenge ( to solve some problem), Web Resource (like Yahoo), Social Action (address social issue), Community Connection, Simulation (or re-creation), Web Publishing, Multimedia, Student Created Projects |
6
| Integrating the Internet Into Your Classroom |
| M.D. Roblyer |
| ©1997 Prentice-Hall |
| MSU: LB, 1044.87, .R636, 1997 ISBN: 0-13-700253-X |
| Use text AND internet.
Pg.18: Textbook is super portable and well researched. Internet is easily updated and can be interactive. Pg. 19: Use textbook for fundamentals. Use web for group work. Use both together, book first. |
7
| Postal Two-Way Communication in Correspondence Education |
| Baath |
| ©1980 John A. Baath |
| MSU: LC, 5556.A2, B32 ISBN: 91-40-04766-0 |
| Pp. 91-2: In a correspondence intro physics course, *Those who started out from the beginning (not late starters) performed better and were more likely to turn in work. *Only 40% completed the class. |
8
| Teaching and Learning in the Information Age |
| Schrum & Berenfeld |
| ©1997 Allyn & Bacon |
| MSU: LB, 1044.84, .S37, 1997 ISBN: 0-205-19801-5 |
| Pg.29: NSF funded project called "Global Lab", connecting 300 classrooms
in 30 countries to give students a "global context".
Pg.69: The group became a "functioning community". Pg.71: USES- Welcome new members, host communications, help the teacher, spread community traditions, provide role models... |
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| Web Teaching |
| David W. Brooks |
| ©1997 Plenum Press, NY |
| MSU: LB, 1044.87, .B76, 1997 ISBN: 0-306-45552-8 |
| Pg.25: Multiple approaches are useful because students may be exposed to a style of learning that suits them well. |
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| Innovations in Physics Teaching - A Cautionary Tale |
| John Mottmann |
| Feb.1999, American Association of Physics Teachers...published in The Physics Teacher vol37,#2 |
| Pg.74 Innovations always seem to be touted as wonderful improvements.
Seem to always have good results.
Professor taught both methods (traditional lecture & new student driven "studio" sections) Pg.75 The grades in the Studio section were .24 of a grade point (on a 4 point scale) higher during the class. However, this difference DISAPPEARED in the next physics course taken. Pg.76: About 2/3 later said they preferred the traditional lecture method. |
11
| The Dynamic Physics Virtual Learning Environment |
| Robert M. Dimeo & Paul E. Sokol |
| Feb.1997,AAPT, The Physics Teacher vol35,#2 |
| Pg.84At Penn State the authors teach sections of a class that exists
primarily on computers. They claim that it improves student's grasp
of material (no specific results listed).
Pg85: Students work in small groups. Assignments online, labs online, tutorials, software packages Pg.85: One group is required to report the day's activity at end of period to bolster accountability. |
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| Using Digital Video Analysis in Introductory Mechanics Projects |
| Priscilla Laws & Hans Pfister |
| May1998,AAPT, The Physics Teacher vol36,#5 |
| Pg282: Students get approval for projects (often cartoon analysis,
sports)
Pg283: Students see "real world" applications Pg283: Use pixels to measure things on screen, then use size of a known object to extrapolate *---Lecture OnLine application with Quictime Movies |