Emerging Technology in the Classroom

You may have heard that we like technology here. We do. What’s most important about technology at Beaver is our mindset around it: we view it as a tool to enhance learning. when it makes sense to use, we use it.

Beaver is a pioneer in integrating technology into education for kids. With every teacher and student having a laptop, web 2.0 skills and related computer projects are integrated throughout the daily curriculum. This de-emphasizes the specialization of computer technology and makes it seamless, ubiquitous and normal. Students “learn as they go,” relying on their own inquisitiveness, peer support and mini-lessons from teachers when necessary.

See how Beaver students are using technology in the classroom on our blog.

Coding in the classroom

In 2013 Beaver was the first school in the country to implement computer coding into each of its classes in the Middle and Upper school. This video reflects on the first year of The Coded Curriculum. Video was filmed on location at Beaver Country Day School and Google’s Cambridge Headquarters.

What others are saying about our technology use

  • “Beaver is an outlier in the independent school world, where tradition and centuries-long track records often trump innovation and experimentation.” Tech Opens Doors to Different World, A Multimedia Look Inside Beaver, Education Week
  • “Many industry experts say too few students are learning computer code. Beaver Country Day School is hoping to change that by incorporating coding into every class.” School Incorporates Coding Into Every Class, CBS News
  • “This idea pushes kids to be more actively involved since, by and large, it’s something we’re both learning together. That leads to a lot of innovative teaching – and a lot of innovative learning, for that matter.” Coding the Curriculum, Mashable

Read more on our press page.

The science behind it

Studies show that where all students and teachers retain their own laptops the following effects occur:

  • Students spend more time engaged in collaborative work than non-laptop students.
  • Students show greater evidence of applying higher-order-thinking skills to big-picture, strategic issues rather than to information gathering and procedural issues.
  • More student writing and to writing of higher quality.
  • More readily engage in problem solving and critical thinking.
  • Increased access to information and improved research and analysis skills.
  • Prepared more and better-organized presentations.
  • Suggested a greater variety of methods for finding information relevant to their problem.
  • Teachers rate computers’ effects on students more positively than non-laptop teachers.
  • Teachers feel that the laptops benefit all students, particularly advanced students.
  • Teachers lecture less, consult with students more, and facilitate more student-centered learning opportunities.

The complete published studies can be found on the Rockman website.