Archive for August, 2011

Mobile Learning and pictures What’s the real story?

A friend used to listen to a presentation of a new technique, a new program, or a new textbook and say “What’s the real story?” His question implied that when we hear the “wonders and amazements” of a new thing, we need to become aware of  what else is involved.  He disliked “All you have to do is…” because he knew that much else was really  involved.

Unfortunately when a new technology such as mobile learning hits, we hear the “it’s amazing” stories. The educators of the amazing stories do not tell  the reality of what did not work or the difficulties along the way.  I heard someone talk about how the students took pictures as part of a project. So, I built an assignment around my Modern Language  Spanish students taking personal pictures of current vocabulary of daily activities.  For example, students took pictures of their friends, family or children getting dressed, brushing teeth, combing their hair, etc.   My students found it easy to take the pictures on their cell phone.  They took the ten required pictures.   However, the difficult was getting the pictures from their cell phone to a central location. Most students could only send one picture at a time.  One student downloaded his pictures to his computer and then burned them onto a CD.  Another question was where do the students send the pictures so that others can look at the pictures? The simple solution seemed to be for students to keep their pictures on their own cellphone and let other students look at their cell phones. We learned to trade cell phones for a few minutes while we did this activity.

Let’s share the realities, the fixes, the this-is-the-easy-way-to-do-it, and the lessons learned  with others as we begin this new adventure with mobile learning.

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.

QR codes – one dimensional or multi-dimensional for rich learning

I’ve been seeing many QR codes so I have been using a  code reader to discover the message. Usually a link to a site comes up.  It’s sort of like a letter with only one short sentence  or a very  short tweet.  It’s a “just the facts” type of thinking. I often feel that I wasted my time in reading the QR code.

In education, we strive for richness in learning such as problem based learning (PBL). We want students to explore and think deeply. I think that a QR code with one short link often lacks depth.  For example, I was in a museum that used QR codes. The link went to a short bio on the artist. There were no links off of the bio.  Yes, I wanted to learn about the artist’s life but I also wanted to know more about the style of painting and what other artists painted in that style, and I wanted to know more about the subject of the paintings such as where where the painting was painted and what the subjects represented.

I am waiting to see a QR code  with a built in probing question/ essential question and some links to explore in search of the big answer.

Do your QR codes have just one short dimension or do they present multi-dimensional robust  learning?

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

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    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 […]
    hgtuttle
  • 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 […]
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      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 […]
    hgtuttle
  • 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 […]
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  • 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 (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
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    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 […]
    hgtuttle
  • 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 […]
    hgtuttle
  • 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

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