collections of servers (up to 15 thousand) for different classes of applications over a period of approximately six months. Those observations allow us to evaluate opportunities for maximizing the use of the deployed power capacity of datacenters, and assess the risks of over-subscribing it. We find that even

Tools such as the interactive whiteboard show great promise for whole class learning and are ideally suited for activities such as the introduction of a new concept, review and reinforcement of key skills, or in-depth class discussions. This white paper explores how programs such as Orchard

Longitudinal case study data are informing the different ways that pupils engage and manage their participation within the lesson. Drawing on observations of two children in the "mental and oral " starter of the Numeracy Lesson we develop the argument that, within the whole class sessions

on the whole-class learning space. Managing a whole-class space comprised of a diverse student population (and we would argue that all classes are diverse) raises many issues for teachers as they struggle to create opportunities for meaningful interactions for their stu-

Third grade students used wireless handhelds and a large shared display to discover strategies for control of variables in scientific experiments. The technology suite supported activity requirements including synchronous individual control, face-to-face discourse, and instantaneous display updates. In an empirical study, students demonstrated learning in both original and transfer domains.

Abstract: HelioRoom simulates the orbital motion of the planets in the Solar system on a set of synchronized computer displays situated on the walls of the classroom, with planets “orbiting ” around the periphery of the room. Third grade students used the application for a problem-solving activity requiring the collection of evidence in support of theories concerning the identity of planets whose size and surface characteristics were intentionally obscured.

This case study examines the ways in which a teacher education program develops prospective teachers who implement the principles of constructing mathematical knowledge via a learning discourse. The study presents and analyzes a mathematical discourse in a 4th grade class as well as the feedback

Who’s Who is a single-display groupware application designed for use by an entire class of young students. Utilizing a shared display, each user controls the state of discrete display elements using a simple interface on a handheld device; however, the semantics of user operations are left

Existing research has established the value of reading aloud to young children and suggested a lens with three elements to describe when a teacher reads aloud to an entire kindergarten class during a planned period of instruction (CIRA): teacher practice, student activity, and text. Over four

To learn more about our programs visit: