Teaching Advanced Placement Composition: Technology Integration
Room 409 at Los Altos High School in the south San Francisco Bay area is one of the most spacious for an academic subject —nearly the size of two regular classrooms–I have ever seen in the many schools I have visited over the years. I marveled at its carpeting, recliner chairs near the teacher’s desk and horseshoe arrangement of 3- and 4-desk clusters facing a table in the center of the room where Michael Moul, a 12 year veteran teacher, presides over his AP class.
Well over six feet tall, the stocky and goateed Moul is wearing a blue shirt, and dark slacks. He looks out on the 32 students in the room. He is also faculty adviser for the Talon, the school newspaper. Twelve desktop computers sit on the ledge below a wall and tall windows in the rear and side of the room that Talon staff use.
Los Altos High School is a Bring-Your-Own-Device school. * The high school district adopted BYOD two years ago for its three schools after teacher- and administrator-initiated pilot projects established that well over half of the students had laptops or tablets they could use for their classes and enough teachers were sufficiently skilled to integrate the hardware and software into their daily lessons. For students who lack a device, forget theirs, or if one dies suddenly in school, students can easily get a device elsewhere in the school. Teachers decide how to weave technologies into their lessons; there is no district prescribed one-best-way for teachers to follow.
The lesson I observed on September 6, 2016 is the final part of a four and a half week unit on the Narrative Essay that began with the first day of school on August 15th.. In this unit, Moul spent the first two weeks of the semester on Teaching Advanced Placement Composition: Technology Integration | Larry Cuban on School Reform and Classroom Practice:
