Download Google Classroom On Laptop

There has been a lot of recent coverage/chatter about bans on laptops in the lecture halls of Universities and colleges (e.g., see here, here and here). I am particularly interested when instructors implement outright bans on laptops in their classes, citing reasons related to distraction, both by students on their computers, but also distraction for students sitting nearby classmates with their screens aglow. There have also been some recent studies about how students retain and learn content more effectively when taking hand-written notes instead of typing notes. Are laptop bans the solution?

*There are some kinds of classes in which laptop use can be questioned, such as a hands-on laboratory, field course, studio-class or with some seminar/discussion classes. However I believe these are a minority. (If there are other examples you know about, please leave a comment!)

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The Telecommunications and Multimedia Support Services team, within Information Services, provides technology support for over 180 classrooms and teaching labs on campus, as well as over 70 meeting rooms and events spaces. Most technology enabled teaching and learning spaces are equipped with a standard technology configuration that facilitates ease of use and a consistent experience, regardless of room assignment.

The Fox School is redesigning our curriculum in a way that uses Microsoft 365 Pro Plus, and other hands-on software tools, across multiple courses. This makes it vital for students to have laptops in the classroom.

Laptop connections allow one to connect a laptop to display on a projector or TV in a classroom. While most classrooms have a classroom computer in the room that can be used to instruct from a laptop may be useful to display specialized software that is needed for a class or just because one is more comfortable with a laptop. Use the buttons below to navigate to the topic you would like to learn about.

Many teachers will now be teaching for the first time in the physical classroom with students who have laptops every day. What are your suggestions for how teachers incorporate them in lessons and what classroom-management guidelines should govern how and when they are used?

Keep the learning authentic. Research tells us that technology works best in the classroom when students use it to complete authentic work tasks. Yes, there is a place for review games and automated quizzes, but if you want to create an environment ripe for deep learning, you need to go beyond those types of activities. Think of how students will need to use technology in college and in the workforce and use those types of activities: research, communication, data analysis, presentations, etc. Help them begin to learn to do those tasks now while you can provide scaffolding by way of templates and structured activities.

You need to learn, too. Teaching with laptops is very different from using one yourself. If your school or district offers training, be sure to take advantage of it. If no training is offered, find some places to take free workshops on using the tools already in use at your school. There are a number of people and organizations that offer them and are invested in making sure teachers can make the best of this opportunity. Be careful to not spread yourself thin by trying to learn about all the tools at once. Get proficient with one tool at a time and find a way to share what you learn with your peers to create a learning community. It will help if you travel this new road with a few friends.

I believe we should be using laptops when they offer us the opportunity to do things we would otherwise be unable to do. Throughout the pandemic, laptops and the internet made it possible for us to continue teaching and learning together in virtual classrooms. That would have been impossible without the technology. In a physical classroom together, I think we must be careful not to replicate what we did in our virtual year, at least not without careful consideration.

Laptops are not new to physical classrooms. For the past 10 years or so prior to the recent pandemic, one-to-one and byod (bring your own device) programs were emerging and becoming very popular in many K-12 schools. The availability of laptops for all students, in even more schools, provides a tremendous opportunity for teachers to transform curriculum, instruction, and assessment in their classrooms. As teachers incorporate laptops into lessons, they should leverage some of the best practices from schools that have had one-to-one programs already for years. Here are guidelines for successful one-to-to computer programs that Education Week covered several years ago.

With each student in the classroom having a laptop, teachers can bring in new and exciting content that would not be otherwise possible. Ditch the reliance on textbook pictures or even YouTube videos of cultural artifacts and landmarks around the world. Take advantage of free immersive content through Google Arts and Culture. Take students on virtual field trips to different museums around the world such as the National Museum of Anthropology in Mexico City, the Anne Frank House in Amsterdam, and even the Smithsonian museums in Washington.

Use the laptops for game-based formative assessment, which will allow you to capture data in real-time while the students are not even aware that they are being assessed. Kahoot, Gimkit, and Jeopardy Labs are just a few ed-tech tools that can be used for game-based assessment. Since you are capturing data on student learning during class time, adjustments to the lesson can be made immediately, and learning gaps can be quickly identified. In science classes, each student can immerse themselves in virtual simulations and labs through websites such as PhET and Labster. Peers can collaborate on shared projects, and online content can be collectively curated using a tool such as Wakelet.

While the thought of students having access to a laptop during the school day can be frightening to teachers, as long as you plan for intentional technology use in the classroom that is not only aligned with curriculum, instruction, and assessment but also interesting, engaging, and fun, students will not have the time to wander off on the internet as they will be engaged in the learning experiences at hand. Having said this, it is always good practice to have guidelines and acceptable-use policies for safe use of ed-tech that students should be aware of, sign off on, and follow in their everyday use of their laptops in school.

Classroom management will be the key to success of having devices in the classroom. You should determine how you expect students to behave when their devices are active and what they should do when they are not needed. If you allow students to type notes while you are teaching, what are your expectations? What do you expect when they are working independently on their devices? Answering these questions will set you on your management path. I would also advocate you allow your students to help set expectations, as this will create buy in.

To plan how we will use devices in the physical classroom, we need to think about how they were used in distance learning. For over a year, devices were an essential tool to access lessons and communicate with teachers and peers. With the transition to in-person instruction, the role of devices can shift from a logistical necessity to a resource to enhance learning through individualized differentiation, collaborative higher-order-thinking projects, and learning opportunities that cater to different learning modalities.

Over the last several years law school classrooms have seen an explosion of student laptop use. Law professors have allowed this by default, generally under the pretense that laptops make note-taking easier. However, many professors complain that students use their laptops to play games, watch movies, or if they have an Internet connection, to do web surfing and e-mailing during class. This paper presents my experience in banning laptops from my classroom in the Fall of 2006, the first time it was done at my institution. The article covers the reasons for and against allowing laptops in the classroom, my reasoning and procedure for banning them, perceived differences in the classroom experience and relevant student comments from my course evaluations, which were overwhelmingly positive to the laptop ban. Also covered are the cognitive psychological reasons in support of banning laptops. Studies show that lower grades were correlated with increased student web browsing during class (Grace-Martin & Gay, 2001; Hembrooke & Gay, 2003), and the amount of time which students used their laptops for tasks other than taking lecture notes (Fried, 2007). MRI studies of the brain indicate that the brain stores information differently when distracted, which occurs when students attempt to multi-task in class (Foerde, Knowlton, & Poldrack, 2006). The science of note-taking is also covered, which indicates verbatim typing may interfere with learning (e.g., Kiewra, 1991). The paper concludes by urging law school professors to review why laptops are allowed in their classrooms and, unless they feel that laptops increase student learning, to ban or heavily restrict their classroom use.

Purdue IT provides faculty and staff with the use of a computer, network storage, and instructional applications in the every classroom. Windows-based personal computers are available in hundreds of locations across campus. These PC's are configured like those found in the instructional computer labs and require users to log in using a Purdue career account login and password. You may also bring in your own laptop computer. Computer projection is available from the instructional PC or from your own laptop.

Solstice Pod or Crestron AirMedia wireless display receivers are in several rooms, including every classroom in WALC. Please contact TLT Consulting with questions about using a wireless display in teaching. e24fc04721