Laptop+Department+Statements

=Laptop Department Statements=

Statement on Technology
 * History**
 * The laptop is one tool of many in the study of history.
 * It is a tool for writing, but does not replace writing by hand.
 * It is a tool for research, but does not replace the library.
 * It is a tool for reading, but does not replace books.
 * It is a tool for organization, but does not replace organization skills.
 * It is a tool for communication, but it does not replace communicating orally or in writing.
 * It is a tool for presentations, but does not replace good communication skills.

As such, the laptop is an indispensable tool, but one tool of many. A master craftsman does not use one tool for all applications, and in the same way, we teach students to use multiple tools to master their craft, of which the laptop is only one. The History Department begins each class with laptops closed and each teacher will determine when and if a laptop can be used during any given class.

Laptop Philosophy Statement December 2007 Draft
 * Science**

The Ensworth High School Science Department utilizes the student laptop regularly to promote student learning of the EHS core skills. The laptop is used at the Harkness table, lab bench, and outside the classroom. As a curricular tool in science, it is indispensable as it extends the classroom to the world and the mastering of the core skills beyond the class period.

To collaborate: Students use the laptop to collaborate in the presentation and sharing of scientific information via laptop and internet-based tools that include internet-based slide presentations, wikis, social bookmarking of websites, and videos made using the laptop camera. Students may also share a laptop during the collection of data in a science lab or a “virtual lab”. Virtual labs are important tools in science instruction as they allow students to collect data not possible to collect in a high school science setting with high school science equipment.

To communicate: The Whipple Hill site is used daily to communicate with students, not only to post assignments, but also share grades, links, attachments, and even class discussions. Supplemental status reports allow us to communicate significant changes in a student’s grade. In our Science Level 1 and 2 program the subjects change with each trimester and a student’s performance can vary significantly with the discipline. Email communication with students when outside of class encourages and allows learning outside the classroom especially when a teacher can answer a student question via email. Students also use the collaborative tools mentioned above (internet-based slide presentations, wikis, videos) to communicate with their classmates. If a student has an extended absence, video ichat via their laptop allows us to include the student in the class even when physically absent.

To observe: The laptop is used to observe scientific data. The data may have been collected by students or scientists around the world, but the laptop provides continual and ready access to the data, allowing observation inside and outside of the classroom. Observations via the internet through video, animations, and images allow students to observe phenomena not observable in a practical way in the science classroom.

To question: Because the laptop promotes observation of scientific data, it promotes student questioning of that data. It is important for out students to question the merit of scientific data and the application of technology. Email, blogs, and discussion boards promote student questioning in and out of the classroom.

To speculate and hypothesize: Because the laptop promotes observation of scientific data, it also promotes student explanations of the data. As they observe and question, they can formulate an explanation, an educated guess, a hypothesis. To evaluate: Using the laptop to collect student data and observe internet accessible data, students need to frequently evaluate the scientific merit of the data. Test it. Which is the nature of scientific experimentation. Students also use the laptop to express their evaluations as a written document, or through another presentation tool like an internet-based presentation, a wiki, or video.

To apply knowledge: The laptop gives students 24-hour access to data and it is critical that our students sift through the data and apply their understanding effectively. Students apply their knowledge via laptop-based assessments that involve written work or oral presentation. Virtual Labs and internet-based activities also allow us to actively engage students in the application of knowledge.

Use of the Laptop in the Language Classroom
 * Language**

The laptop is a great tool that Ensworth has provided for us. Tools are available on the laptop that enable students to express themselves creatively in the target language. We will on occasion use the laptops during class for online exercises and as dictionaries. We will use the Internet to find authentic written and auditory materials. Here are a few rules that you must respect concerning your laptop:

1. Laptops may only be opened when the instructor specifies.

2. If you are using the laptop before class, make sure that you close it before the start of class.

Consequences for not abiding by the rules:

You will be cited for commitment and your participation grade will be lowered.

Lap Top Statement
 * Seminar**

The Seminar Department at Ensworth High School is committed to the integration of Lap top computers to facilitate learning in both Seminar 9 and Seminar 10. The use of the Lap top computer allows for efficient note taking and immediate access to information that is conducive to Harkeness based discussion. The frequency with which Lap Top computers are used is left to the discretion of each individual Seminar Instructor. However, each Seminar Instructor will be required to apply the use of the Lap top computer for the study of cyber citizenship.

Draft of Laptop Statement for the Arts Ensworth students enrolled in the arts program use computers on a daily basis to expand their understanding and application of the arts in a wider context. All students are required to use their laptops for web research, Power Point presentations, and project coordination. Furthermore, teachers encourage virtual submission of work through our intranet system, and some are developing their courses based around individualized course websites and blogs. More specifically, students in the graphic arts gain an understanding of Adobe Illustrator, scanning software, and color printing, and, in photography, Adobe Photoshop. In our performing arts program, teachers are utilizing iTunes and iMovie for projects and exams, encouraging an exploration of these mediums. As we move forward, our students in music will become more adept at manipulating Garage Band and eventually Protools. The arts department will continue to host the media arts center as a vital addition to our school publications: the newspaper and yearbook. We also support many academic classes by helping students produce color images in our facility.
 * Arts**

December 2007
 * Mathematics**

Laptop Statement

In the lower levels of mathematics, the laptop and its use are integral to the mathematic curriculum. Having software packages on the laptop enable students to be “doers” rather than watchers. Having textbooks available on the laptops is a benefit in the organization and management of the classroom. Students have access to their books at any time they have a laptop. Without the lap top program, mathematics would need a computer lab or laptop cart for each of its lower level teachers. The use is critical to our program.

In the upper level courses, the same software is used as in the lower levels. The purpose of its use is somewhat different. Students are able to employ its use to efficiently demonstrate mastery of concepts. Graphical Analysis, a major tenet of advanced mathematics, is covered in more depth and with greater understanding using the laptops. In AP Stat, the laptop is the lab for that course.

Our program has emerged with the laptop as a major component of the technology that mathematics uses in the classroom. We strongly support its continued use and expansion of software applicable to our program.

Laptop Statement
 * English**

The heart of our practice is the belief in the interconnectedness of reading, writing, and thinking. The laptop, like many other teaching tools or technologies, is used when it can support this practice. The laptop serves as a writing, research, communication, and reading tool, and we use it to do such activities as draft/write essays, take/transfer notes, conduct research, facilitate student/teacher communication, and create and assist in presentations. It also functions as a tool for communication between students and teachers and can help extend conversations beyond the classroom through blogs and wikis. We also recognize that the laptop can come into conflict with the goals of our student-centered, discourse-grounded pedagogy; it can become a distraction and hence a hindrance to genuine communication, breaking up our circle of seekers into individuals sitting around a table. Therefore we strive to use the laptop cautiously and thoughtfully, conducting daily class most with the laptops closed. When we request students to open their laptops, it is to accomplish a specific task, such as those mentioned above.