Fried (2008) administered surveys to a university course, assessing various aspects of class such as class attendance, classroom experiences, and laptop use, finding that students frequently cited personal and external laptop use as major sources of classroom distractions and hindrances of learning.
Poor classroom performance minimally predicted higher levels of extrinsic motivation, but extrinsic motivation was not a source of low classroom grades.
At all grade levels, there is a need for balance between investigations structured by the teacher and those that emerge from students' own questions or from authentic investigations of agreed upon problems; e.g., the source of a classroom's fruit flies (Lehrer and Schabule, [2002]).
40K occurs in natural potassium (and thus in some commercial salt substitutes) in sufficient quantity that large bags of those substitutes can be used as a radioactive source for classroom demonstrations.
Books were a threatening source of stress and classroom embarrassment.
Fireplaces, the only source of heat in the original classrooms, were kept in the new design, as was a lead sink used by 19th-century chemistry students.
The analysis here is intended to identify and hence facilitate choices about the sources and sourcing of meanings in classroom learning.
By way of example, casual observation of classroom lessons shows a plethora of knowledge sources, such as books, photocopies, posters, white/blackboard, video and audio recordings.
Many of the jihadist foreign fighters in Syria were radicalised online as "the search engine gradually overtakes the library and the classroom as a source of information".
They are a major source of information and knowledge outside the classroom.
