Archive for the 'NECC' Category

Assessing Learning with Web 2.0: Movie Producing/YouTube

As teachers begin to have their students produce videos and share them about learning topics, teachers can benefit from having a digital age rubric that assesses the learning and not the mechanics of producing a video. Here is a Web 2.0 rubric on producing a video that focuses on 21st century skills.

Harry G. Tuttle Web 2.0 Movie/YouTube Rubric

Harry G. Tuttle Web 2.0 Movie/YouTube Rubric

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

Reponding to Your Students

Assessing Learning with Web 2.0: Partnership for 21st Century Assessment

As teachers look at possible projects involving Web 2.0 tools, they can pre-assess using general 21st century skills assessments.  Furthermore, they can use these general assessments during and after a learning experience.

Assessing 21st Century Skills in the Classroom Using Partnership for 21st Century concepts

Hotchalk, Jan 10 2009

According to the Partnership for the 21st Century website, the 21st century skills has four major categories: Core Subjects and 21st Century Themes; Learning and Innovation skills; Information, Media and Technology Skills; and Life and Career Skills

Learning and Innovation Skills Assessment (Use 4 (weekly) -3 (every 5 weeks) -2 (every 10 weeks)-1 (once a year) -0 (does not happen) scale

Creativity and innovation skill

____ Demonstrating originality and inventiveness in work. Example: _________________________

____ Developing, implementing and communicating new ideas to others. Example: _________________________

____ Being open and responsive to new and diverse perspectives. Example: _________________________

____ Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs. Example: _________________________

Critical thinking and problem solving skills

____ Exercising sound reasoning in understanding. Example: _________________________

____ Making complex choices and decisions. Example: _________________________

____ Understanding the interconnections among systems. Example: _________________________

____ Identifying and asking significant questions that clarify various points of view and lead to better solutions. Example: _________________________

____ Framing, analyzing and synthesizing information in order to solve problems and answer questions. Example: _________________________

Communication and Collaborative Work

____ Articulating thoughts and ideas clearly and effectively through speaking and writing. Example: _________________________

____ Demonstrating ability to work effectively with diverse teams. Example: _________________________

____ Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. Example: _________________________

____ Assuming shared responsibility for collaborative work. Example: _________________________

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

Reponding to Your Students

Assessing Learning With Web 2.0: enGauge 21st Century Skills

Several years ago, enGauge published its 21st Century Skills list. This collection provides the basis for assessing any Web 2.0 tool-based project.

Harry G. Tuttle's Web 2.0 Assessing using enGauge's 21st Century Skills

Harry G. Tuttle's Web 2.0 Assessing using enGauge's 21st Century Skills

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

Reponding to Your Students

A Non Efficient Learning and Technology Session-NECC


I attended numerous sessions at NECC. Many surprised me since they spent so long in an introduction to the topic. For example, I attended a one hour session on WIKIs. The speaker spent 20 minutes (33% of the time for the session) in talking about why WIKIs were important. The speaker had not shown any examples. To me, that is a huge waste of time. We do need to know “why” but more important, we have to see good educational examples of WIKIs.

How does your school or district handle professional development? Do they talk and talk about the importance of the topic and then spend some time on the actual topic? How do we teach? Do we talk and talk about the rationale or do we dig into the topic with technology? Do we quickly show students the type of technology-infused project we want them to do?

Which technology serves our educational purpose? -NECC

Backward Design

Based on the many sessions and poster sessions at NECC, I see that podcast is the “in” thing. My question is “Why is it better for a specific learning than another technology?” Using the Backward Design model, I thought we were to

– identify the standard
– identify the specific component of the standard
– figure out how we will assess it
– select the activity
– then choose the technology

If teachers say they want to podcast, then they are jumping to the absolute last decision instead of starting at the most important decision (the standard).

Where do you start?


© Harry Grover Tuttle, 2007



Real Focus in Technology-Infused Academic Learning in Podcasts-NECC


At NECC, I had several people come up and challenge my ideas about technology-infused learning in podcasts. They did agree that the students only spent 25% of their time in learning science (1 day of learning content, 1 day to plan the podcast and 2 days to produce it) but they insisted that the students were doing higher level thinking within the podcasting. I agreed that the students were but that higher-level thinking had nothing to do with science content. It focused on media literacy. They were selecting which images to use and which words to use. Hopefully, each time they were becoming better at media literacy. However, media literacy does not show up on state assessments. Nor have most schools identified it as a major academic priority. If a school has identified this 21st skill as a priority, then they have to have a way to measure it and assess it. If it is not on the state assessment and not a school recognized academic priority, then doing such an activity does not contribute to the school’s academic priorities.

They still are only learning science 25% of the time during the project! What is your percentage of learning to technology in a project?

© 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




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





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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