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ERIC Number: ED416847
Record Type: Non-Journal
Publication Date: 1997-Aug
Pages: 29
Abstractor: N/A
Reference Count: N/A
Copernicus Project: Learning with Laptops: Year 1 Evaluation Report.
Fouts, Jeffrey T.; Stuen, Carol
The Copernicus Project is a multi-district effort designed to incorporate technology, specifically the laptop computer, into the instructional and learning process of the public schools. Participants included six school districts in Washington state, the Toshiba and Microsoft Corporations, and parents. The project called for a 1 to 1 student-to-laptop computer ratio, with the computers owned or leased by the students and taken home each night. Three student learning outcomes were established as primary project goals: increased proficiency in technical reading, writing, and presenting; increased competency in the use of information access, data collection, analysis, problem solving, and collaborative research skills; and demonstrated ability to use information technology and understand its uses in society and the workplace. The instructional use of computers was nearly evenly divided between teaching computer skills and programs, and teaching academics using the computer as an educational tool. During approximately 35% of the classes observed, students were involved in teacher-directed lessons; during 40% of classes, students were involved in independent work; and in 25% of classes, students were involved in teacher-directed activities, followed by independent work. The most frequently used software application was Microsoft Word, followed by Excel and PowerPoint. Writing skills were the most directly affected by the use of laptops, followed by communication and presentation skills. Overall, teachers, parents, and students are generally positive about the project and see the real or potential value of laptops for learning. Among some teachers and parents there is a degree of dissatisfaction with the project. (SWC)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A