Archive for the 'Educational technology' Category

What is the Role of Technology in the Teaching-Learning process?

A very creative elementary teacher will retire in June because she no longer feels she can teach due to her district’s technology push.  Her district purchased a math online program in which the computer program presents the math concept and  the program has students do stations for a designated amount of time each day. Her job is to make sure that the students rotate through the stations.

Another teacher no longer has time to relate his subject area to the real world because he has to push through his textbook so students can do the  designated  and scheduled online drill and practice for each unit. The district looks at the student data from the online activities as an assessment measure.

A science teacher has to have her students do a specified number of app activities for each unit.  Although this teacher used to do many student inquiry labs, she has had to eliminate those labs in order to provide students time to  complete all the apps.

Finally, students in Carpe Diem schools spend half to  two thirds  of their day doing computer work. These students score well on state tests. (

What is your view of the role of technology in the  teaching learning process?  Do teachers or technology determine how students spend their learning time? Who/What  makes decisions about what learning gap  students have and supplies a new strategy to overcome the gap?

I have developed many  Spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation.  My Spanish spontaneous speaking activities (20+) includes Modified Speed Dating (Students ask  a question from a card-whole class), Structured Speaking (Students substitute in or select words to communicate in pairs),  Role Playing (Students talk as people in pictures or drawing from 2-4 people) and Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas- pairs or small group),  Spontaneous Speaking (based on visuals or topics in pairs),  and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers:

My three formative assessment books:


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,,, and 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:

Check Lower Level Learning Immediately (Formative Assessment)

We all want our students to be learning at the higher levels of thinking.  However, they first have to learn  lower level information.  For example, Spanish students want to converse in the language but until they learn basic vocabulary and grammar such as the present tense; they cannot converse.  We can change the format of class so that after we have introduced the lower level learning and have them practice it enough to know whether they understand the concept, then we can have them practice the lower level learning at home.

If we have them use an online program that “drills” them, shows them the right answer, and shows them  how to get the right answer,  they can immediately know how well they are doing and be given the opportunity to improve.  They do not have to wait until the next day (or in terms of a college course five days or week) to find out if they can do this lower level thinking.  Since the teacher has put in the program   a full explanation of how to get the right answer, the students can overcome their learning gap (formative feedback aspect of formative assessment).  They can redo the program to verify that they can do this lower level activity well.  They feel successful.  They have practiced this learning in the safety of their homes.

Then, in class, the teacher  can move the students to higher levels from the lower level.  For example, the Spanish students can tell what activities they do that day, can describe the various activities of their family members, and ask others what they things they do during a day.

So how do you practice lower level learning so that students know immediately if they are right or wrong and if they wrong,  do they learn how to change their thinking to get right answers? How do you  use formative assessment to move your students forward in their 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.

21st Century Skills: Making a Difference

We can have our students develop many 21st century skills but they may not use any of these skills for anything other than their own academic improvement.  We can help them to use their skills to make a difference in our community, state, nation, or world.

For example, students examine a traffic problem at their local school,  come up with a viable solution, and present  that solution to the Board of Education.

Students create a video documentary  that shows a  historical perspective on a current problem.  They explore similar problems. They analyze what past solutions seemed to work and why  and which ones did not work and why.   They send their short documentary to their state legislators as these officials consider new legislation.

Students select a national problem such as literacy.  They then figure out how they can begin to work on the problem locally. For example, they may write and illustrate their own books,  digitally record the reading of the books, and create CDs to be passed out at the local food banks.

Students, collectively, select an area of the world and then read the various profiles of people requesting microloans on Kiva. The students decide which person/group they will fund after they decide on a criteria for selection.  Each student contributes one dollar so the class can loan a $25.  They looked at the map of where the other funders come from to see the international dimension of this project.  They monitor the repayment and then reloan the money.

To what local, state, national or world problem do your students apply their 21st century skills to make a difference?

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.

Open Source Free Educational Software

The following list of  free open source educational software comes from OpenDisc

Art and Graphics

GIMPEdit digital photos and create graphics
GIMP animationCreate animations
InkscapeMake professional looking vector graphics
Pencil – Animate your own cartoons
Blender3D graphic modeling, animation, rendering and playback
TuxpaintDrawing program for children ages 3 to 12


VLCPlay music, videos and DVDs
AudacityRecord, edit and mix music
TuxGuitar – Compose your own music
Piano Booster – Teach yourself the piano
AvidemuxEdit movies and add special effects
Infra RecorderBurn your own CDs and DVDs
CamStudioRecord your actions on a computer
Really Slick ScreensaversGreat looking screensavers

Science and Mathematics

Nasa Worldwind Discover the earth and other planets~
Greenfoot – Teach yourself how to program
GraphCalcA graphical calculator
Guido Van RobotLearn how computer programs work
CarMetalCool mathematical modelling tool
Maxima – University standard computer algebra system
CelestiaExplore the universe in three dimensions
StellariumA planetarium on your PC


FreeCiv Control the world through diplomacy and conquest
FreeColDiscover the ‘New World’ and build an empire
Numpty Physics – Solve puzzles using physics
TuxTyping 2Learn to type like a pro
Tux of Math Command – Test your mathematical skills
Winboard ChessThe classic game of chess

My addition to the above list:
– word processing, spreadsheet, “PowerPoint like” presentation, drawing, database program

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.

Pre-checking for Student Engagement Through PowerPoint

Like many teachers, I use PowerPoint to guide the lesson. I like that I can have all the images, videos, quotes, essential questions, class activities, etc. in one place for the lesson.  Lately, I have been thinking more about student engagement during class. I’ve come up with a simple way to verify that students will be engaged.  I use a distinct color such as dark blue  in the PowerPoint to indicate  all the  student activities  such as questions to be answered, small group discussions, and  comparison charts to be done. Before I teach a lesson, Iscan my PowerPoint slides to see how often I am engaging the students- I simply look for the dark blue text.  Since I’ve begun doing this, I find myself  wondering how I could be talking/showing for so long without students being asked to think through the topic.  I find myself adding more opportunities for students to  become engaged with the material.

Go dark blue and see what happens in your class.

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

Reponding to Your Students

Organic Learning With Technology or Inorganic Learning?

I drove past a farmer’s stand that proudly proclaimed itself as organic. I laughed. When I was growing up on a farm, everything was organic. Cows produced the fertilizer for the fields.

I wonder if we have made changes to make the learning process less organic. Have we gone to using technologies in which that might reduce learning? Do our PowerPoints truly energize the learners into deeper learning or do the PowerPoints put them to sleep? Does the time we have the students spend on creating a podcast really reflect in-depth learning about the course’s standard or does the time reflect surface only learning over multiple days? Do our students spend time in responding to others in a blog when the other people do not read their comments? Do our students spend time in creating fancy projects that include many visuals when the visuals do not add more meaning to the project? Do we have students create the same information on a wiki that is presently available in another location? Do we have students virtually visit a location (like a zoo) without having them learn critical standards information?

Have we used technology to interfere with students’ learning instead of helping them to grow in-depth and comprehensively in the standards? How organic is your classroom or have you covered it with harmful fertilizers?

For any one who is interested in implementing formative assessment in the classroom, my book, Formative Assessment: Responding to Students is available through Eye-on-Education

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 […]

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