How


 * ===Anecdotal evidence of MLTI success came much sooner than the traditional "3-5 years" to see the impact of an innovation in education===
 * ===Immediately schools saw increases in attendance (drop in truancy rates), decrease in disruptive behaviors (vice principals reported fewer appointments, lower suspension rates)===
 * ===Differences in laptop repair rates between schools that allowed students to take laptops home and those that required students to leave the laptops at school===

They seem to **like** learning with technology
==="The reason that most in this generation don't like school is not that work is too hard, but that it is utterly boring." They label true learning as "[|hard fun]" according to Seymour Papert. Learning is fun not "in spite" of being hard, but learning is fun because it's hard.===

===[|constructivism] vs. [|objectivism]===

How do they demonstrate learning?
===[|an EDU 221 student sample of what he would like his students to create in his history class: a radio broadcast about WWII]===

• Type I--automation of what we already do (a typewriter); in Bloom's taxonomy, Type I usage typically promotes/ allows thinking at the knowledge, comprehension, and application levels
===• Type II--taking what we already do to a new level that would not be possible without the technology (a word processor); Type II usage typically promotes/ allows thinking at the analysis, synthesis, and evaluation levels===

more examples of what secondary middle education students can do and are doing with technology
Additional Resources:

A Maine middle school thrives with a learning approach that champions personalized [|project-based learning].
===Laptops in Maine middle schools [|empower students and encourage research, reports, video production, and -- most of all -- learning.]"How do we make these laptops more than a $2,000 pencil?" The projects often include hands-on, real-world work that benefits or has a link to the community.===