Archive for the 'Podcast' Category

Students’ Web 2 school projects: Redoing to be Web 2.0

Much of  students’ Web 2.0 use is for   “drop and run” projects.  Where is read-write? Building on Others?  Collaboration?  Global?  Higher Level Thinking?

Many 2.0 tools

Some example of how to transform some to be more 2.0 and less 1.0.

Podcast/Voki/Audacity:   George Washington Example

Glogster / QR poster:  English writing

Images (Flickr, …):  Whale example

Videoconferencing/Skype:   Books

Video:   Shakespeare

Facebook/Twitter:  Paper Use

Others?

Tuttle’s formative assessment books:   http://is.gd/tbook

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Digital Age Assessment: Learning in Web 2.0 (NECC 09)

How do we assess  students’ learning in these in Web  2.0 environments? We want to go beyond assessing the mere mechanics of using these tools; unfortunately, most current rubrics for Web 2.0 learning devote only a minuscule amount (usually 16% or less) to actual student academic learning. We want to refocus our assessments to reflect the students in-depth and comprehensive standards-based learning and the 21st Century Skills.

Change Web 2.0 assessments to assess standards-based learning and 21st Century learning!

With minor changes, the following assessments can be modified for any Web 2.0 tool.

Pre-assess your students’ Web 2.0 projects to raise the academic learning and 21st century skills.

The following are  “rubrics” that assess  standards-based learning and 21st century skills.

Wiki/Blog

Images/Photo/Flickr

Video/YouTube

Podcast

Social Bookmarking

Twitter

Videoconferencing

General Assessment: Prensky’s 21st century skills

General Assessment: enGauge’s 21st century skills

General Assessment: Partnership for 21st century skills

I welcome your reaction to these assessments as we try to help students improve in their academic content and develop 21st century skills.

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

Reponding to Your Students

Giving Students’ learning Choices Through Technology

I like to rent Redbox movies, those red kiosco in grocery stores and McDonalds. I can preview the available titles from the comfort of my home; I can take my time to decide which movie I want. I can even rent the movie online so that it is ready for me when I get to the store. I can return it to any Redbox.

I wonder what school would be like if we could have more options and choices available to students. Sure all students have to learn the same basic standards. How much choice do we give the students in how they go about doing it? Do we provide lectures, demonstrations, guided instructions, interactive activities, group activities, and self-tests in various digital formats for them? By using technology we can have many different forms of learning the standard available to the students. What, if instead of lock stepping the class in terms of the students’ learning, we freed up the class to make their own choices? They can select in what order or format to see/hear/experience the learning.

We can start small with podcasts, emovies, and interactive Power Points as we build up our library. Imagine if a department (all English teachers in 9th grade) worked together to create these resources. Then we as teachers could really be guides on the side instead of the sage on the stage. We can spend time in providing formative feedback to students in one-on-one and small groups instead of being infront of the room “teaching”. When students experience a learning gap, we can refer them to a specific technology application that focuses on that learning gap. We can give more help to those who need one-on-one feedback.

Let’s use technology to help us better guide students in their learning.

Textbook PowerPoint or Student Technologies

Textbook PowerPoints or Student Technologies

I heard about a young lady who has the graduate assistant job of creating PowerPoints for the chapters of a textbook that her prof is writing. Although I am sure that she is very good at creating PowerPoints that cover the main points in the chapter, I’m not sure that PowerPoints may be the best way to communicate the information in the textbook. Are there some YouTube videos that can demonstrate the concepts better? Would a class wiki about each chapter’s information allow the class to add other related information to the topic so that they build a class community of knowledge about the topic? Would a series of short podcasts allow the students to select which topic they needed more information about? Would a series of images from Flickr displayed on a whiteboard allow the class to interact more with the material?

These textbook PowerPoints are “teacher” created so information is being given to the students. Why not have the students generate their own information, debate issues within the topic, challenge each other’s views, and come to a greater understanding of the topic.

Is your class one with you as the teach deliver PowerPoints or one in which students create their own information through various technologies?

© Harry Grover Tuttle, 2007

Podcasts: Science education or technology focus?

planet

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

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

 

 

Music Learning To a Higher Beat Through Technology

music notes

Music teachers have many wonderful technology resources that can help their students. Here are a few.

Podcast
Student interviews another student about her music -Kingswood #3
http://www.podcast.net/show/62943
Your students can explain their musical compositions before they play them.

YouTube
David Honeyboy Edwards Youtube music blues in a shoebox http://www.youtube.com/watch?v=i441yw-ns9I

Thelonius Monk in Berlin 4:12
http://www.youtube.com/watch?v=8EywdPsnJxQ

Tons of student made music videos to critic

Have your explain how to do something in music through an emovie (you can post it to YouTube for the world to see)

Has your class been Youtubed (blog entry) Search to see choir, instrumental, etc. http://etobiasblog.musiced.net/2007/01/03/has-your-music-classroom-been-youtubed/

Flickr
Have students sing or write a song based on a picture from Flickr. Or give the class the same general topic (family) and have them pick a picture from within that topic for their music.

Have students select pictures to illustrate a song or instrumental piece. They compare their pictures and explain their understanding of the piece.

Graphic Organizers/Inspiration
Students show the historical connections, cultural connections, famous artists, famous examples, time period, and characteristics for a style of music.

Videoconferencing
Have your choir learn how to sing a song in French from a French choir, sing it for them, and sing it with them.

Your students can watch up close as a famous instrumentalist plays. The students can play and the expert can give them constructive feedback.

Software/Online resources
Free Finale Notepad to create music http://www.finalemusic.com/

Elementary Music Bulletin Boards http://www.musicbulletinboards.net/

Music resources http://www.edu-cyberpg.com/Music/home_music.html

So how do music teachers involve students in their music learning through technology in your district? How do they use interactive technology to improve the quality of music learning?

 

© Harry Grover Tuttle, 2007

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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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