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LLI Memphis 1:1 NEXT 2018 will be held on July 9-10 on the campus of Lausanne Collegiate School in Memphis, TN. The conference will focus on the importance of how to teach in a 1:1 environment, using the power of personal computers to create active learning for classrooms. Proposals for sessions are now being accepted, on topics ranging from SEL to design thinking to tools for the classroom. Submit your session proposal today and be a part of the LLI network of passionate educators.
Educators can submit their proposals here
On the heels of an amazing inaugural conference at The Oakridge School in Arlington, Texas, the Lausanne Learning Institute announced LLI Southwest for February 22-23, 2018 to repeat at the highly-esteemed independent school.
Featuring the unique fishbowl sessions, LLI Southwest will "make learning visible" through observable teaching sessions during the first day of the conference. General sessions on Friday will provide active learning for educators, focusing on hands-on opportunities and creative collaboration to ensure attendees leave the conference with a full toolbox of strategies.
Proposals for fishbowls and general sessions are now being accepted, so please submit your idea today and be a part of the fastest growing learning network in the country.
Propose your session for LLI Southwest here
The RI Personalized Learning Initiative, launched in September 2016, is an iterative, open-access effort amongst a number of Rhode Island education entities. We hope families, educators, administrators, state and nonprofit leaders, researchers and the higher education community—and anyone else who believes in the potential of personalized learning—will participate with and support partners across the state in this effort. If you have ideas or projects that you would like to connect with the initiative, please reach out to email@example.com.
Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.
The Association for Computing Machinery, Code.org, Computer Science Teachers Association, Cyber Innovation Center, and National Math and Science Initiative have answered the call by organizing states, districts, and the computer science education community to develop conceptual guidelines for computer science education. The K–12 Computer Science Framework was developed for states, districts, schools, and organizations to inform the development of standards and curriculum, build capacity for teaching computer science, and implement computer science pathways. The framework promotes a vision in which all students critically engage in computer science issues; approach problems in innovative ways; and create computational artifacts with a practical, personal, or societal intent.
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