Minimizing electronic distraction and keeping students on task becomes increasingly important as educators integrate technology into their classrooms. This paper outlines several instructors’ experiences with the use of technology in the classroom and identifies potential problems associated with distracting multitasking on the part of students. Finally, the paper introduces DyKnow Monitor, classroom management software used to focus attention, minimize electronic distractions and gauge student understanding.
This paper summarizes published data demonstrating the effectiveness of DyKnow’s products in a wide range of K12 and higher education environments. The paper provides several types of supporting documentation each of which can be read on its own, including published data demonstrating the impact of DyKnow software on student learning, test scores, and grades; the involvement of external organizations such as The National Science Foundation, EDUCAUSE, the Lilly Endowment, Microsoft Research and Hewlett-Packard; and published survey results formally measuring the attitudes of students and teachers who have used DyKnow’s products on a regular basis.
For students with learning challenges, the 21st century classroom can be an intimidating place where distraction, feelings of anxiety and frustration are overwhelming. Now more than ever, schools realize the need to utilize technology as a tool for learning rather than another distraction in the learning process. This is especially true for students with diverse learning styles. This paper addresses how technology affects students with varied learning abilities and the ways in which the DyKnow Monitor and DyKnow Vision can scaffold the learning process for diverse learners while also minimize electronic distraction in the classroom.
In recent years, mass deployments laptops and pen-based computers in both K-12 and higher education classroom settings have made it possible to provide more interactive and student-centered lectures and classroom presentations. This article explores previous research related to the benefits of note-taking and the methods that are used to facilitate effective note-taking, and then discusses DyKnow Vision, a tool that can be used to enhance the note-taking experience as well as to foster an interactive classroom environment.
This paper describes the motivation behind the use of active learning, provides sample strategies for fostering active learning, and discusses ways to overcome obstacles involved in providing active learning activities in a class. It also introduces DyKnow Vision, a software tool that can be used to promote an active learning environment in any classroom. Early evaluation data indicates that students feel actively engaged in the material when teachers use DyKnow Vision software to support techniques which foster active learning.
This paper describes the role formative assessment plays in learning, and introduces the types of feedback proven to be the most useful in common classroom situations. It also introduces DyKnow Vision, a software tool that can be used to promote an engaging learning environment while incorporating several mechanisms for valuable, timely feedback during class.
This paper describes a department-wide deployment of DyKnow Vision to support collaborative note taking; classroom interaction; out of class review, replay, and grading of classroom materials; and computer monitoring. We describe diverse ways the software can be used to support computer science education and present the varied hardware environments (including standard laptops, Tablet PCs, interactive pen displays, and graphics tablets) that have supported the deployment. Results from surveys administered to 10 teachers and 81 students are presented. Collectively, these students have taken 431 classes using DyKnow tools. The survey results demonstrate the value students and teachers place on specific aspects of our approach and suggest areas for improvement.