Archive for the 'learning' Category

Curriculum Focus, Not Technology Focus

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. I met with the curriculum chairs to learn about the curriculum, how it was taught, and areas in which teachers and students had the most difficulty. When I met with grade level or curriculum teacher teams, we talked about the curriculum. After carefully listening to them, I usually would suggest some technology tool that might help them in doing their favorite project or in teaching those difficult curriculum areas. I often would have a mock student product to show the teachers what the student learning with technology would look like. I focused on student learning, not on technology.

Likewise, when my Technology department provided professional development, we focused on curriculum such as “Inquiry Science,” “Collaborative Math Projects,” and “A New Look at the Writing Process.” We offered curriculum workshops that involved technology. Usually, the technology transformed the learning process.

People in  the educational technology  field are most effective when they focus foremost on student  academic learning; they are least effective when they “sell” technology to teachers.

Digital Badges: Naming the Badge

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 evaluate information presented in diverse media and formats, including visually, quantitatively, and orally” as the badge name? Will they use an abbreviated word name such as “eval media”? Or will the teachers use a number code such as SL2 or SL2media? Teachers may enter the full badge name in a badge program but how long will the actual name be when displayed on the screen with other badge names? For example, if a badge program lists all the badge names going across the screen, then each badge name may only show the first seven characters. Are the students familar enough with the abbreviated standard or proficiency name that they recognize it and know what it means when they see it? If the students cannot recognize the name of the badge learning, then the badge program is not effective for them.

Each badge name needs to be unique. If more than one standard or proficiency addresses the same or very similar topic, then the badge names have to distinguish between the two. In the NCSSFL-ACTFL (Modern Language) proficiencies, a Novice Low proficiency states “I can introduce myself to someone. I can tell someone my name.” while a Novice Mid proficiency states “I can introduce myself and provide some basic personal information.” Teachers will name each badge so that the difference is obvious to the students

What digital badge names will you use?

Digital Badges: Individual or Categorized Learning Badges?

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 Core Standards or other international proficiencies. That decision leads to additional questions. How much learning will the students do during the course? How many badges will be awarded during the course? Will the badges represent each individual proficiency or categories of proficiency? For example, in the beginning college semester of Spanish, students will achieve about 80% of the forty eight proficiencies in the Novice Level of the NCSSFL-ACTFL Can-Do Proficiency Statements or the equivalent of thirty nine badges. The semester is fifteen weeks long. Will the teachers group these badges together so that the number of badges gets reduced down to fifteen or fewer categories or will the teachers award thirty nine badges? If the teachers use categories, do the categories represent the same type of learning at the same degree of difficulty? Are the categories chronologically based or can a beginning proficiency category not be achieved until other more advanced categories are learned? For example, the third category of “I can answer a few simple questions” includes the proficiency of “I can respond to who, what, when and where questions”. However, students usually demonstrate proficiency in at least three other supposedly more advanced proficiences before they show proficiency in this beginning proficiency.

How have you selected the the digital badges for the learning in your course?

Your Contribution to 200+ Academic Activities with Mobile Devices

Dear teacher,

I invite you to submit a short paragraph description of how you help your students to learn or to demonstrate their learning through mobile learning for an ebook tentatively entitled “200+ Academic Activities with Mobile Devices”. I am trying to show the wide variety of ways that students improve their learning through mobile learning.

I will email you that I have received your submission and I will make the final decisions about all submissions by the end of May..

The following long form explains each of the categories. Then, a sample entry illustrates what your actual entry looks like. The emphasis is on students’ academic learning, not on explaining the technology.

Please email your submission to htuttlebs@gmail.com by April 30th. . Please put 200+ in the subject line. If you have a question, please email me at htuttlebs@gmail.com. I appreciate your willingness to share your ideas.

Harry Tuttle, Ed.D.

Long Form Explaining the Categories:

Personal Identification such as first name, last name, school, district, city, state or first name, last name, subject area, city, state:

Level : elementary, middle, high school, university

Subject: Art, Business, Computer Science English/Language Arts, Health, Home Careers/Life Skills, Languages, Math, Music, Physical Education, Social Studies, Science, Technology

Specific Subject such as English/Language Arts -First grade, English/Language Arts-AP Literature, Languages: Spanish Level II:

Student Learning Outcome: (what will the student learn/do and how well)

Specific mobile application or tool such as Camera, StoryBird App

Learning Activity:Please focus your paragraph on what the students do to learn or to demonstrate their learning, do not focus on the mobile device. See the following example.

Example of an actual submission:

Name: Robert Tuttle, Roxboro Middle School, Lakein School District, Shortschester, NY

Level: Middle School

Subject: Modern Language Spanish I

Outcome: Students will narrate eight sentences about a picture or pictures in Spanish

Mobile: Camera

Learning Activity: Joellyn listens carefully as her teacher explains that for the topic of “food-restaurant”, each student will narrate eight sentences for a given picture or pictures. That afternoon, Joellyn uses her mobile device’s camera to take a series of eight picture showing restaurant actions. For example, she takes pictures of restaurant actions such as ¨to enter,” ¨to look at the menu,¨ and ¨to order,¨ etc. Then, the next day in class, she shows her pictures to her partner, John who narrates a story using those topical actions. John says at least one sentence for each photo. For example, as John looks at Joellyn’s first picture, he says, “Ron enters the Italian restaurant.” For the next picture, John says, “He sits down in a chair.” John continues until he has narrated all of Joellyn’s pictures. Joellyn counts each sentence to make sure that John says eight sentences. Next, Joellyn narrates John’s’ pictures while John counts her sentences.

Example from Tuttle, H. G. 90 Mobile Learning Modern Language Activities, publication date of May 2013.

Please share this with your colleagues and other mobile using educators

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

My modern language blogs are  now at  http://bit.ly/imprml

I have developed 25  Spanish activities  and 4 Modern Language Visual activities that allow students to begin to express themselves in the modern language and to begin to move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

Aim For Real Learning With Apps

During the Olympics many athletes told about their training.  For example, swimmers lifted weights to develop stronger arms. They watched tapes of their turning around  and made adjustments.  They stressed that the most important thing that they could do to improve their swimming was to swim.

Do we use apps  in our classrooms to do  developmental drills or do we use apps to allow students to swim?  Students can do math app after math app of math drills without ever doing real world math; , can the students  figure out how much they are spending in a store and how much change they  are to get back?   Likewise, English students can do grammar drill after grammar drill on various apps;  can they write a persuasive essay about preventing the destruction of a forest for a shopping mall?  Again, modern language students can do vocabulary drills on  food in many different apps; can they, in the target language, order a meal and tell what is wrong with the meal?

Our students will use some developmental apps but then  they have to move up to  real life or simulation apps where students use the learning in real experiences.  For examples, you can give  your  math students a certain amount of  virtual pretend money such as $150.00 and tell them to go clothing shopping at an online store on their mobile device. What can they buy? How much will they have left?   Modern language students can visit a restaurant in their target language and explain to the waiter  what they want to eat  for each part of the meal.

Let’s use apps to do real world uses of the subject area and not to drown students in developmental apps.

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

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

Analysis of Learning with Mobile Learning

Use the following grid to analyze student learning based on  how you will be or are using mobile learning.

If you are planning for mobile learning, how can you modify your present plan to maximize learning with mobile learning?

—————————————————————————————————————————————————————————-

My formative assessment books: Formative Assessment Responding to Your Students,   Student Writing Through Formative Assessment Improving Foreign Language Speaking Through Formative Assessment. http://bit.ly/Tutbks

My 20 Spanish spontaneous speaking activities are available for a nominal fee at Teacherspayteachers:  http://bit.ly/tpthtuttle

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


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 […]
    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 […]
    hgtuttle
  • 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 […]
    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 […]
    hgtuttle
  • 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
  • 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 […]
    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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