Posts Tagged 'technology'



Using Technology to Prepare Student to Do Well on Finals

We want our students to do well on the class final, department final, school district final, state final or national final.  However, often it is not what our  students know but how they will be tested that determines their grade.

Here are some techniques to use technology to help prepare students for finals so that they can perform well.

1) Give them self-correcting online assessments that mimic  parts of the final.  For example, students can do  several reading comprehension passages  in a program like Quia.  The program instantly tells them whether they are right or wrong. You can build in hints/strategies so that the students can learn  how to get the answer correct such as “Answer the question word ‘Where’ with a place.”

2) Have a wiki where students can post comments on their strategies for doing well in  each section of the test. One student might write “(For the reading passage) I underline the question word in the question and then I underline the answer in the passage.”

3) Have a texting-based program for the class where anyone can text questions as they do  final practice activities. Other students can explain how to get the answer.  For example, one student texts  “Can’t figure out the answer to ‘When do they go to the movies?”‘ since no time is given. and another student responds, “After eating supper tells when something happens; after is a time word.”

4) Use a Power-Point like program that not only quizzes students but then sends them to appropriate online resources if they have incorrect answers.  For example, if students incorrectly identify a math problem, the PowerPoint shows them to a math video explaining that concept.

5) Identify the most common errors that students will make on the learning goals in the final and have the students, in groups, prepare a short one to two minute video explaining those concepts.  They can make these videos not as full explanations but as cheat-sheet videos in which they emphasize the most critical parts.  For example,  Spanish students may review how to ask questions in the preterite tense in the “you” form and how to answer them in the “yo” form and they may review the most common verbs such as “to go” to get ready for a speaking final. They can post these on the school server so that other can access the videos whenever they want.

6)  Use a QR code to send them to a Google Form short 5-10 item quiz based on a final test section.  As soon as the students finish the mini-quiz, show them the class (not individual) results and go over, in class, strategies to overcome  the common mistakes that students made.

Do you know now how your students will do on the final?  Use technology to assess them and help them improve.

I have 20 Spanish spontaneous speaking/fluency activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook   Formative Assessment Responding to Your Students,   Improving Foreign Language Speaking Through Formative Assessment  Successful, and  Student Writing Through Formative Assessment

Education Leaders Promote Higher Users of Mobile Learning Technology

Superintendents, Assistant Superintendents for Curriculum, and Principals as  the educational leaders for their district and building  have the responsibility of  helping students to succeed.  One way to accomplish this goal is to assist teachers through showing them how to use  technology at higher levels to meet learning goals.  A current hot technology centers on mobile learning through tablets and Smartphones.

These educational leaders may enlist the assistance of the Director of Technology or a technology specialist to show teachers how to quickly climb the ladder of learning with mobile learning.  Unfortunately, when people introduce  a new technology, they  generally tend to show  its lower levels of learning such as for drill (memorization) or comprehension.  Those people demonstrating tablets or Smartphones will not focus on using these mobile learning devices to access factual knowledge such as through Chacha or Google.  Instead, they will show how students can create a Google Form survey and then send  it to collect much data about any topic .  For example, one group of  Health students create a healthy food checklist of how many servings  (0, ,1 2,3, 4, 5, 6, 7, 9) of vegetables, fruits, meat, etc. people actually eat each day and an age range of the person such as 5-9, 10-15, 16-20, …  The students send it out to their friends, etc. and within 48 hours they have over 400 responses which Google Forms automatically tabulates for them. They prepare a mini-presentation about the results.

The leaders will show teachers how their students can use Google images to contrast visual information important to subject area learning.  As an illustration,  students in groups of two may search for Geography and each group has a  different country in South America such as Geography Venezuela, Geography Colombia, etc.  Students can find images that show ocean, rivers,  mountains, plains, etc.  The students do human graphs of geography.  The student group from Venezuela picks a geographic feature  from its country such as mountains. All the groups that have mountains in their country raise their hands.  Then, the next country Colombia picks a different geography such as ocean. Again, all the groups that have ocean raise their hands.  This continues until all the geographic features have been covered. The teacher keeps a chart on the board with the number of countries having the same feature. Students discuss the chart and its implication.

What high level uses of mobile learning will your teachers use?

I have many Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook

Learn not be engaged in technology

I would  like to ban the words “engage”, “engagement”, “engaging” from education.   Many educational articles, company ads, and conference presentations use the this concept with titles such as “Engage your students through…”, “Highly engagement by….”, or “Engaging Students ….”.  Teachers will comment “My students were so engaged in the lesson.”  I would like much more than mere engagement, I want learning.

In a Social Studies class, students can be “engaged” in creating a PowerPoint of a country for many class periods but they  may not have  learned the critical country information.  Also, an “engaging” activity may be for students to create a video showing an understanding of a play  in their English  class. The students  can be fully attentive to the project but if they focus on sword play instead of the plot of the play, their engagement does not end up in learning.  Likewise, in Science, students can fully participate in a twitter conversation about the impact  of development on the local environment with every student tweeting.  Does each tweet add more information (depth or breadth of learning)?  Modern Language students can be “engaged” in using their Smartphones to collect pictures  for their teacher but do they talk in the target language about the pictures?

When we use essential questions, backward design, or problem based learning, students immerse themselves in learning. They improve in their learning through technology.

Do your student focus on learning?

I have  nine + Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook

Administrators Learn From Others Through Google Forms

Superintendents and other central office people often need to find out information, collect real time data, opinions or interests of others.  Likewise, a building principal might want to survey the views of his/her staff. He/She may be looking for alternative ways of solving a possible school problem.  When  administrators receive suggestions, opinions, etc from others and have up-to-the-minute data, they can make wiser decisions. An easy way to quickly get information from others is through Google Forms.

One just needs a Google email and then they can create a Google Form.

Go to Documents on the Google menu bar.

Click on New

Click on Form.

Type in  the title  of the form such as Hall Problem.

Add in any directions.

Select from several type of questions. Can use as many different types, each in a different question.  Those questions that allow for a specific answer (multiple choice  Checkboxes, Choose from a lists, scale, and grid) can  automatically analyze the number of responses for each choice. If you include numerical or very short answers, people can answer these from their Smartphone.
Text – short phrases or a short sentence
Paragraph – longer answers such as multiple sentences
Multiple Choice (select one of the answers)
Checkboxes (select one or more of the answers)
Choose from a list
Scale Rate something on a scale of 1-5 or 1-1o
Grid Rate a series of items on a scale of 1-5

Remember to click on “Makes  this a required question” if the survey takers have to answer the question.

Move any question up and down by clicking on it, holding down on it, and moving it up or down.

Click on Save.

Go to Forms, Edit and copy the url (http://..). at the bottom of the page.  Email that url to the people you want to take the survey or  take that long URL and shorten it using bit.ly so that people can type  it directly in their Smartphone or tablet.  Be specific about when the closing date is for taking the survey.

To see the results, go to Forms – Show Summary of responses.  The numerical answers will be a graph form. The text answers for any question will be grouped together.

For those  administrators that want real time  data at a meeting,  get the URL of the form, shorten it using bit.ly, and display that shortened URL at a meeting so the people can take the form right then on their Smartphones or tablets.  Show them the results instantly.

Are you ready to learn from others? Are you ready to make better decisions based on real-time information from others.

I have Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook

Use any Web 2.0 tool at any Level of Bloom’s Taxonomy, Don’t be Limited by Listings

I have been teaching for many years.  In fact, one of my earliest presentations was on “Using Print Shop at All Levels of Bloom” (the original Print Shop).  Therefore, whenever I see the listings that supposedly say what Web 2.0 tools works at what level of Bloom’s taxonomy, I become very confused. A few of the many such listings are http://www.usi.edu/distance/bloom%20pyramid.jpg, http://tsheko.files.wordpress.com/2009/03/visualblooms1.jpg?w=500&h=359, http://www.bcps.org/offices/lis/Reference/images/web_2_Bloom.jpg, and http://edtech2.boisestate.edu/candacemcenespy/Images/vectormap.gif There is only a very slight overlap among the listing, each usually puts the same Web 2.0 tools at different thinking levels.

Let’s look at Google docs which a few sites place at the lowest level of Bloom, Remember/Knowledge. Google docs can be used to help students recall information. However, it can just as easily be used to paraphrase the information (from the original Shakespeare to modern day texting messages), to apply/use information (How does Pareto’s 20/80 rule apply to this story? ), to analyzing/contrasting (How are these two poems the same? Different?), to evaluating (Which literature that we have read this year best expresses man’s inhumanity to man? Why?), and synthesize/creating (Write a short story in which you mock some modern day thinking or organization.)

Teachers determine how any Web 2.0 tool is used. They determine at what Bloom’s level they will use the Web 2.0 tool. If they want their students to be bigger thinkers, they will use the higher levels of Bloom. If the teachers want their students to remain in small thinking, they will use the lower levels.

The choice of what level to use any Web 2.0 is up to the teacher. At what level do you use each Web 2.0 tools? Do you consciously build up Bloom’s taxonomy with each different technology you use during a unit?

Tuttle’s formative assessment books:   http://is.gd/tbook

5 Formative Assessment and Technology Myths

Myth 1: The big computer assessment every three to five weeks is formative assessment. By three to five weeks, the students have learned and practiced the wrong way of thinking so that learning has become cement. When he assess on a daily or weekly basis, we catch learning gaps in the process and correct them.

Myth 2: The teacher uses technology to collect student work.  Yes, the teachers can use many web 2.0 tools such as wiki, voki, Google Forms, Glogster etc but the teacher has to move from collecting the evidence to recording  the  student data. If a teacher does not collect and make decisions based on the recorded data, then the teacher does not do formative assessment. Without recorded data, the teacher cannot measure progress over time.

Myth 3: The teacher can use technology such as voki, audacity, Word to talk to the students after seeing the students’ work. The teacher needs to do more than talk, he/she needs to give the student a new strategy to improve. If the student is stuck, he /she needs a precise way to get unstuck.

Myth 4: More practice on Quia, Google Forms, Blackboard, etc. will improve the students’ learning.  Only when the students learn why they got the answer wrong and learn how to think differently will they get the right answer (way  of thinking). A “you are right/you are wrong” quiz program  does not help students to grow.

Myth 5: Once the teachers see the students’ work through technology, the learning is done.  Formative assessment requires re-assessing and giving different strategies until the student shows improvement to the desired level. Often the students’ technology project is a draft and not the final version of his/her learning.  The student takes many assessments until he/she shows the desired mastery.

Link to Tuttle’s Formative Assessment books

Harry Grover Tuttle's Three Formative Assessment Books

Web 2.0 Use May Not Be Formative Assessment

As I look at articles, blogs, and conference sessions, I see titles like

Formative Assessment Through Clickers

Formative Assessment Through Cell phones

Formative Assessment Through the Class Blogs/Wikis

Formative Assessment Through Online Quizzes

Formative Assessment Through Twitter

Formative Assessment Through Flickr

These people are generally  using Web 2.0 tools to monitor students, the first stage of formative assessment.  They collect information about where the students are  academically.

However, formative assessment moves from the monitor stage to the diagnosis stage.  How does the students’ present status compare to the desired learning goal?  If there are learning gaps, what strategies will help the students overcome those gaps?

If teachers or Web 2.0 programs do not offer improvement strategies based on the students’ specific learning gaps, then formative assessment does not occur.  Formative Assessment is much more than just seeing how many questions the students can answer;  it helps students to improve through providing new strategies for learning.

For example, if students take an online quiz about a certain learning goal, what happens next? Do the teachers diagnosis the results to see how individuals do on each item? Do the teachers determine which minor goals the students have yet to learn? Do the teachers determine which strategies will best help each student? Do the teachers give formative feedback to each student? Do the teachers build in class time for the students to practice their new formative strategy?  Do the teachers re-assess the learning?

Tuttle's Stages of Formative Assessment

Do you use Web 2.0 tools to go beyond the monitoring of students to a full formative assessment?

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.


RSS Education with Technology

  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle
  • English Common Core Mobile Activities ebook June 18, 2014
    I recently published English Common Core Mobile Activities ebook. Use these 150+ different mobile activities to guide your students in learning and demonstrating the English Language Arts Common Core State Standards (CCSS) Anchor Statements in Language, Speaking and Listening, Reading, and Writing. The activities, organized by Anchor Statements, actively eng […]
    hgtuttle
  • Giving Students a Voice in App Selection January 8, 2014
    Traditionally, teachers research apps for their class. They assign apps to students.  The teachers assign a specific app or give students a choice of several pre-selected apps.  As a Modern Language teacher, I suggested apps to my students in the early part of the year. However, in January, I let my students select which apps […]
    hgtuttle
  • Considering Home Learning When Doing Mobile December 14, 2013
    Many schools are going mobile or one-to-one.  Schools sometimes make decisions without thinking about the full consequences such as mobile and home learning. If schools supply mobile devices to the students, do the students take the mobile devices home?   If students do not take the mobile device home, then mobile is only considered an […]
    hgtuttle
  • Good Apps vs Very Good Apps November 5, 2013
    Good mobile learning practice apps  facilitate and transform learning. Mobile learning activities can  increase students’ time on task.  In a classroom, a teacher calls on one student  after another but no student is active all the time; only those who are called on are active. Students remain  off task for much of the time since […]
    hgtuttle
  • Group Texting Programs: The Next Big Wave? October 10, 2013
    Group texting programs fall into two categories.  The first category consists of teacher- to-student text programs such as Reminder 101, . In these programs, the teacher sends out  text reminders, announcements, notes, etc. to the whole class with just a click of button. These programs are teacher -centered since the teacher pushes out information but […] […]
    hgtuttle
  • Assessment and Mobile Learning Questions September 10, 2013
    Technology can play a critical role in the learning process.  Here are some questions about assessment and mobile learning to think about as you plan for your mobile learning. Who/ What  will assess the students’ mobile learning? A) the same mobile app that the student worked on B) a  different mobile app C)  the teacher […]
    hgtuttle
  • How will students’ mobile device be used for learning? September 2, 2013
    How will the  students’ mobile device primarily be used? What other ways can teachers have students use mobile devices to engage in  learning? to introduce the learning goal to the students  before the teacher does in class  such as in a flipped classroom to introduce the learning goal during the class presentation to present alternative […]
    hgtuttle

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