Archive for June, 2007

Technology and Learning: Which do you really focus on?


We all say that technology is a tool to support education.

Yet we say “We are podcasting about fractions.” In that sentence fractions is not the subject nor main action, podcasting is.

What about “We’re doing PowerPoint presentations about countries.” They are doing PowerPoint, not countries.

Let change our speech so that our words reflect that technology is not a tool, not an end to itself, and not the major focus of what we do in the classroom

“We are learning to convert fractions through podcasting.”

“We are studying the differences in countries through the use of PowerPoint.”

Let’s show others that we are focused on student learning and not technology.


© Harry Grover Tuttle, 2007


Effective technology-Each Technology at Different Thinking Level- NECC


I gave a session at NECC on Wed. on “Assessing how a school’s academic priorities are supported by technology.” Based on many observations of schools, I’ve come to believe that 70% of all school technology-infused activities are neither focused on state standards or state assessments nor are they effective uses of technology.

Many teachers use multiple technologies in a project. Do the teachers use each technology to raise the thinking level of the project or do they use each technology on the same level of thinking. For example, in a project of analyzing the health of a stream if a teacher has students use digital camera, PowerPoint and Podcasts during the project, does each technology serve as a step to the next ladder of higher learning or are all technologies used at the same level such as comprehension? A teacher can start with digital images for comprehension, have a compare and contrast PowerPoint, and an evaluation done in a podcast.

Do you increase students’ level of thinking through each technology use in the same project/unit?


© Harry Grover Tuttle, 2007



Being Global Communicators -NECC

Many years ago, I started my teaching career as a Spanish teacher. Communication was my focus as was the culture of the Hispanic world.

Alan November at NECC on Wed advocated that our students communicate and work with people in other locations. In addition, he stressed that our students have to develop global perspectives on issues. I was amazed that although he talked about helping our students to develop other perspectives, he used English only resources. If we are going to be global, then we have to begin to use another language.

My students used email to correspond in Spanish and to develop projects with students in Hispanic countries. They learned the views of Spanish speaking people (from Spain and Latin America) as well as the cultural values of these people. Were I teaching Spanish today, I would have my students interact through multiple technologies with Spanish speaking people.

How do your students become global citizens through technology?


© Harry Grover Tuttle, 2007


Podcasts: Science education or technology focus?


Do you believe that technology is to support education?

Do you really believe it?

Listen to a student

“I created a planet podcast. It took four days (1 for content, 1 for planning the podcast and 2 days in the lab). Each of us created a podcast about the planets or other parts of the galaxy. We created and posted them. I did not listen to any other students’ podcasts.”

I listened to his podcast. It contain the same facts found in any science book or encyclopedia.

Was this a lesson in Science standards or in technology? 25% of the time was on the content and 75% was on the technology.

Did the teacher focus on academics or on technology? What do you focus on?

© Harry Grover Tuttle, 2007


YouTube Type Programs




Google Video




Yahoo Video





YouTube in the Classroom

YouTube Classroom Video Collaboration


YouTube Classroom Use When Blocked By School Filter


YouTube Instructional Video Creation from a Digital Camera


YouTube Video Creation From Camera Still Pictures


YouTube Stuff- Tagging it so Others Can Find it


YouTube Educational Videos or Just Comic Videos


YouTube Instructional Videos- Let’s Improve Them!


© Harry Grover Tuttle, 2007





Flickr Resources for NECC



Creative Commons License (Free to use in the classroom) Shows photos that can be used by students and teachers as long as they give credit to the authors


FlickrLeech—see all of today’s thumbnails



Topical and Tag Sorting

Flickstorm sorts by topic rather quickly


Airtight Interactive
–See other tagging connections

Tagnautica shows the associated tags
and images




Often teachers want to have pictures of a certain location for their classes. The tools built around Flickr provide easy access to geographically based photos. Bring the world into your class and take your students into the world outside the classroom through using Flickr!

Woophy Geotagged flickr


FlickrMap locates flickr pictures on a world map – Search for an image in the world,0,2,k/


Mappr Type in a tag and see on the US map where the most recent photos on that tag are located


Educational Uses:

Add Bubbles to a Picture or Series of Pictures/ See Archives


Captioner– Add a speech bubble to an image


Spell out words with Flickr pictures


Guess the common tag-Fastr


Matchr- Match images with the same tag


Demonstrate meaning of a word


Phasr- Type in a phrase and see a picture for each word. Can change the image.

There are some phrases in the archives.


Fillustrator – type in a phrase and see a picture for each word. Can change the images.


Visual Dictionary – can pick topic and year






Down pictures for a slideshow


sorts by topic rather quickly


Flickr Large SlideShow
– Online Slide Show (large or default)


Online Slide Show
select tag







Flickr Resources – Groups Within Flickr

5 sentence minimum stories


Classroom displays


Flickr in Educ group


Your ideas for using Flickr in your classroom?


© Harry Grover Tuttle, 2007





Drowning or Nurturing Technology-Infused Learning

Atlanta is hot! How do people keep their flowers so beautiful? They water them.

I’m wondering how we water our students? Does what we give them provide them with enough to grow on? Do we drown them in non-critical aspects? Will they wilt once they leave the unit since we have not water them down to their roots?

Do we nurture them by creating 1-3 minute podcasts or imovies that pose difficult problems to solve such as reducing cafeteria pollution or selecting playground equipment and figuring out how to position them in an small elementary school playground?

Do we nurture them by having them compare their results with students in a distant location via videoconferencing? Or with a playground architect?

Do we nurture them by embedding short PowerPoint state-assessment practice tutorials and practice into each unit? Do we put these tutorials on the web so the students can review them at any time.

Do our PowerPoints drown them with screen after screen of text?

Do we drown them by having them go web surfing do WebQuests without asking them in-depth or comprehensive questions about their new learning?

Do the students drown in a week long technology-infused activity that is based on the subject area material that they learned the first day?

Does your technology use nurture or drown the students?


© Harry Grover Tuttle, 2007



RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior ( Equally important, a letter […]
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
  • 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. […]
  • 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 […]
  • 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 […]

Blog Stats

  • 781,617 hits