Archive for the 'smart phone' Category

Assessment and Mobile Learning Questions

Technology can play a critical role in the learning process.  Here are some questions about assessment and mobile learning to think about as you plan for your mobile learning.

Who/ What  will assess the students’ mobile learning?
A) the same mobile app that the student worked on
B) a  different mobile app
C)  the teacher corrects a paper and pencil quiz
D)  an online  program evaluates learning
E) the teacher assesses the students’ paper, presentation or project that incorporates learning from the mobile device
F) some one in the class, school,  or another school assesses the learning.
G) some one outside the school, from the community, an organization, etc. assesses the learning.
H) the students self-evaluate and reflect on how to improve

Will the assessment be?
A) summative ( a final grade)
B) formative with  specific feedback and an opportunity for improvement

My ebook, 90 Mobile Learning Modern Language Activities, is available at http://bit.ly/90mlact.

My three formative assessment books, Improving Foreign Language Speaking Through Formative Assessment, Formative Assessment: Responding to Your Students 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 27  Spanish activities and 4 Modern Language Visual activities in which students begin to express themselves in the modern language and to  move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

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Show Administrators Good Learning, Not Mobile Learning, to Convince them of Mobile Learning

Some administrators still prohibit cell phones and other mobile devices  in the classroom.  They do not change their  minds when their teachers send them articles about the benefits of mobile learning; in fact, they may not even have time to read the articles.  Often when a teacher approaches the administrators with a statement like “Mobile learning is great”, they turn a deaf ear.  They are not interested in technology per se.

These administrators focus on student improvement.  However, when a teacher says, “I want to show you how much more students have gained in their learning since the beginning of the year”, the administrators become interested.   For example, Miss Thorp  shows her  administrator, Mr. Verona, how students have grown in their learning on a major subject area goal.  She demonstrates the low starting scores on math word problems and their now high scores. She does not talk about  or show mobile learning.  Once Mr. Verona acknowledges the students’ major learning   improvements, then she shows that students used  mobile learning to work on grocery store word math problems with students in other states and tells how important the mobile learning was to the learning.  Mr. Verona  now realizes that mobile learning  can be a valuable tool  in the math class.

How do you show your administrator improved student learning as a result of mobile learning?

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 and to begin to move toward spontaneous speaking as in a natural conversation at Teacherspayteachers:  http://bit.ly/tpthtuttle

Criteria for selecting student mobile learning device (educational concerns)

As schools move toward mobile learning, they have to make decision about the type of mobile device that the students will use.  Regardless of whether the school supplies its own device or whether students supply their own,  there  are some basic minimal  requirements.

1) The device has to connect to the  internet so students can use qr codes, do internet searching,  bookmark commonly used sites,  watch educational videos and create online surveys.

2) The device should have enough memory for basic apps such as an  e-reader, a note-taker/ word processor,   spreadsheet,   media player, and a dictionary app.  The device will have other apps that help the students to climb the learning ladder from memorization to synthesis/evaluation  for their  specific learning goals.  There will be many more higher level learning apps (70%) than lower level ones (30%).  Those apps that simulate or duplicate real-world use of the subject area  learning will be the most useful apps.

3)  The device should have a camera and microphone so students can take pictures, record videos, and record audio. They will want to  capture and demonstrate their learning through images and sound (pictures, sound recordings, and movies).

4) Students need to be able to do texting  on the device so they can seek the perspectives of others and to learn from others outside the classroom.  As students learn to ask good  essential questions, they can seek the perspectives of others so they can go beyond the limited perspective of the textbook.  If we value diversity, let’s bring it into the classroom through seeing the opinions of others.

5) As students use their mobile device to explore concepts through productivity based learning, they will want to be able to call their experts such as their aunt or grandfather for things such as what is was like during the Depression,  how a farm business has been changed by technology, etc. so the mobile learning device needs to have phone capabilities.  Even better, if it can have videoconferencing.

6) Students need access to their social media sites on their mobile learning device so that they can distribute surveys.  When they want to receive many responses, they know they can distribute the surveys to their online friends.  The more people responding, the better the data to analyze and the more critical thinking involved.

If we want students to be prepared for their future in the real world, the world outside the classroom, then we need to start taking them virtually into that world and allowing them to bring that world into the classroom through their mobile learning device.

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?

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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

Change Teaching Since Mobile Learning Devices as Outgrowth of Web 2.0

I feel that mobile learning with Smartphones, tablets, etc. comes as a natural outgrowth  of Web 2.0 and therefore our pedagogy with mobile learning has to be Web 2.0 or more.

Most older computer programs were top-down where the computer delivered the specific content and the student did that content in a specified path; they simply plugged in the answers.  Web 2.0 tools are  about the students  creating and interacting.

People used  the older phones  exclusively for talking.  Mobile learning devices allow today’s youth to  interact with the world, to create media,  and to access information.  Today’s youth determine what they want to do  and then use their  mobile learning device for that purpose.

If educators want  students to benefit from mobile learning devices in the classroom, then these educators have to change their teaching from the top-down deliver  teaching method to student engaged-interacting-creating.

Some ways teachers need to change:

1. Since students can access factual knowledge from their mobile learning device, teachers have to move from fact-delivers to  in-depth understanding and connections guiders.

2. Since students can text many other people and access multiple websites, teachers have to help students to evaluate and synthesize many diverse opinions about a particular learning concept/ situation.

3. Since students can access much  discrete information, teachers need to help students to go beyond the discrete learning to  see the big picture, the big  concept or question.

4. Since students can easily create media on their mobile learning device, teachers will move from just student text reports to media reports to demonstrate the students’ higher level  learning.

5. Since students can use the real world tools on the mobile learning devices, teachers will engage students in real life problems that use the critical learning.  Math students can help design a new playground for an elementary school in their district.

6. Since students can easily contact others and can access the web through their MLD , teachers will turn to collaborative project-based   in which students jig-saw their individual knowledge to form a  bigger learning.

7. Since students can ask peers and others for information through their MLD, teachers will help students write better survey questions and help the students  analyze survey data.

8. Since students can access online calendars and learning  interactive environments like Edmodo on their Smartphones and tablets, teachers will empower students  to be more responsible for their own learning.

9. Since students daily use their MLD, teachers can learn  from the students about the many educational and real-world apps that help students to become better learners.

So how has your teaching changed due to using mobile learning devices?

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

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


5 Smartphone (Mobile Learning) Concerns

As I have been using smartphones in my classes, presenting about it,  writing about it, and reading about it, I have some concerns.

1. Why limit mobile learning  to lower-level drill and kill activities?   Spanish teachers can have their students  study vocabulary on a topic such as a restaurant via an app. However, they can also use a QR code to show the students a restaurant  in Lima Peru and have their  students talk about the restaurant.

2. Why limit mobile learning to text-based learning?  A common mobile learning activity is to have students use a QR code to go to a web page and read the information.  Why not take them to a video or a  photo that shows the same  learning?  Math students can watch a Kahn video instead of reading about the math.

3. Why limit Smartphones to  individual activities?  Instead of Johnny sitting by himself learning about a country,  why not have Johnny and Rosa contrast different pictures of the same country?  Johnny has one picture and Rosa a different one.

4. Why limit mobile learning to one small view?  English students can search the Internet on their mobile learning device and find a poem about love  but these same students can create QR posters in which they show how the human condition of love shows up in a poem, a song, a movie, and a TV show. They can compare/contrast the various types of love.

5. Why limit Smartphones/tablets to just learning when students can use it to analyze their learning?  As students do various speaking tasks, they record their scores  in a Google document spreadsheet. They can see how well they  are progressing at any time.  Likewise, they could use an online rubric checklist (Google Doc) to help them assess how well they have written their essay.

How do your students use Smartphone, Tablets or Mobile Learning? Are they limited?

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

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

Learning Disease Epidemic: Textbook Dependency

Many students suffer from the academic disease of textbook dependency.  You can help cure your students of this affliction.

Symptoms:
Students
Are always looking in the textbook for answers
Never thinking for themselves
Cannot make connections between two concepts found in different chapters
When told to close the textbook and do an activity on their own,  they  show a wide range of emotions from a dazed look to high anxiety plus physical signs of mild to severe panic.

Sample cases:
1) A Modern Language  teacher asks his students to  find an Internet picture of a street scene in a country such as Ecuador  either on their Smartphone / tablet or print out the picture and bring to class.  When the teacher asks the students to talk about that street picture which is not in their textbook but based on the vocabulary in the chapter which they have reviewed many times, students show visible signs of agitation. Eyes are wide open as their mouths may be.  Visible nervousness. Inability to speak.  Students feel pressured. Pulse becomes higher.

2) When a Social Studies  teacher asks his/her  students to compare the Occupy movement to the American Revolution, students quickly look in the textbook’s  index and are shocked not to find Occupy listed. They  nervously flip through  the textbook pages.  Mild panic sets in. They cry out in emotional trauma, “It’s not in the book. What do we do?” Faces become red or pale, sweat may appear.

One cure:
Have the  students  do at least one activity beyond the textbook on a weekly or even better, on a daily  basis.  Scaffold their transition from the textbook to applying  the critical  information/concept.

The teacher can relate the learning goal to the real world.  He/She can  start small.

Example 1: In Modern Languages, before students talk about a street scene,  the teacher has them find either on their Smartphone/ tablet or print out a street scene picture and bring to class. The students identify the key street vocabulary from the book in the actual picture; they point to the object/person and say the word.  They review any words with which they had difficulty.  Then, without using their textbook or any review sheets, the students use the vocabulary in basic sentences to talk about the picture such as “There are many pedestrians in the street.  The cars stop at the stop light.”

Example 2: In Social Studies the teacher has students use their Smartphone/tablets or their home computers to find out what the Occupy movement is and what the movement’s goals are.  The teacher may start them off with some categories to explore such as purpose, method, etc.  The teacher has them create a similarity-contrast chart for Occupy and the American Revolution. Students use the chart as a basis for their critical thinking.

How do you move  your students from their dependency on the textbook to their  independent thinking?

I have many Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

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


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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