Archive for the 'Smartphone' Category

World Language Students Use of Mobile Devices in the Classroom

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 clips, see tv shows, and communicate with native speakers (Tuttle, 2013). Teachers can help students select those learning activities appropriate to their language level. Often these mobile activities have built in context to help the students understand the language. For example, an online newspaper headline often has a picture to help convey the meaning.

Students know how do use these mobile  technologies for communication; their teachers just need to redirect their communication to being in the target language. Students enjoy looking at pictures and they can look at up-to-moment pictures of things happening in the target language area. Many students spend time watching videos on their own but now the world language teacher can have them watch video clips about a  familiar situation.

How do your students use their mobile device in your world language class? Does technology take your students out into the target language world?

An ebook 90 Mobile Learning Modern Language Activities has over 70% of the interactive mobile activities  to help develop students’ speaking skill; other language activities include listening, reading, writing and assessment.  The students participate in authentic culture through many of these mobile activities.,

90MobileLearning.S

Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation)

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 country.

Have students do a Visual Analysis and Interpretation (Literal; Inference; and Value) for visuals from another country.  Use Flickr to find current images.

Analyze the same topic by looking at pictures from various countries in the same continent.

Have students interview a person from another country for a specific topic about her/his country and record on mobile.

Avoid visual and verbal stereotypes and overcome existing ones.

More important to know how to interact with others that when that country’s battle for independence was. Find daily cultural customs at http://www.kwintessential.co.uk/resources/country-profiles.html

What attitude will your students have about the people of the country after the lesson/unit?

My Modern Language Blog:

http://bit.ly/imprml  

My newest book, English Common Core Mobile Activities, 150+  mobile activities organized by ELA CCSS Anchor Statements Grades 6-12 (can adapt up or down). For Android and iPad, mostly free easy to use apps.   Pair and small group work.   7.99 at http://bit.ly/tsmash

English Common Core Mobile Activities

English Common Core Mobile Activities

Considering Home Learning When Doing Mobile

Many schools are going mobile or one-to-one.  Schools sometimes make decisions without thinking about the full consequences such as mobile and home learning.

If schools supply mobile devices to the students, do the students take the mobile devices home?   If students do not take the mobile device home, then mobile is only considered an in-school learning tool.  Teachers cannot assign at home mobile work.  Students can not learn 24/7.

Schools may not supply a mobile device  for home because they assume that students have a mobile device at home. Do all students have the same mobile device as used in school? Do all students have an iPad? What about those with Android tablets? Chrome?  Do teachers assign at home mobile work for a specific machine for a specific app?  Or do teachers assign mobile tool assignments such as taking pictures, videorecording an event and  reading an ebook   that can be done on any mobile device?  Do teachers limit those students who can do the assignment at home or do they provide for the widest base possible so that all students can do the assignment?

Likewise, teachers will want to use free apps. No student should have to pay for an app for school.  An alternative is for the  district to obtain a license so students can use a specific app for multiple platforms ( Android, iPads and Chrome) at school and at home.

For BYOD schools, the same basic questions apply.  BYOD schools  accept multiple devices; they promote including all devices.  Teachers focus not on a specific app but on the learning purpose and use common tools or common apps that work on many devices.  All mobile devices can search the Internet or go to Internet sites so teachers ask students to do a Google image search for the different images for a specific scene in a play and compare/contrast those images.   A teacher may have students do a science experiment and use a free scientific calculator app to give them statistical results.

What has your school decided about at home learning with mobile?  Does your school want to extend learning or keep it within the school?

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  express themselves in the modern language and move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

Compare Institutional MLearning to Your School’s Mlearning

Many institutions use QR codes. At the Cornell Plantations at Cornell University (Ithaca, NY),  they have put QR codes next to many wild flowers.  When a person uses his/her smartphone to scan  the wild flower QR code, the person hears a poem that mentions that wild flower.  Even though the person is outside in the “wild” area, he/she can appreciate both the flower and the poetry.   At the Etioje Museum in Indianapolis, they have a guitar exhibit; many of the musicians pictures or  actual guitars have a poster with a picture, words and a number next to them. The person borrows a smartphone from the museum and clicks on a specific  number to watch a video about a musician or hear a specific guitar being played.

Some things that happen during this institutional  mlearning:

– At both places, the visitor becomes involved in his/her personal mlearning.
– Each person decides what he/she wants to learn within the specific category. At the Plantations, the visitor selects which flowers he/she will scan.  The person may skip the QR code for any given flower.
– The visitor can listen/ watch any video as much as he/she wants.  A person may only view a few seconds of the video or the person may re-watch the video many times.
– Each person selects the order of his/her mlearning; at the guitar exhibit, a person may focus on the musicians in a specific time order or a person can randomly sample any musician.
– Each person does his/her own comparisons/contrasts with previous musicians or guitars; when couples or group of people travel together through the exhibit, they often share their comparisons/contrasts.
– Each new learning object broadens the learning or provides more in-depth details.  For example, the guitar exhibit covers many different types of guitar music while it also explains in-depth the development of the electric guitar.
– A visitor experiences variety and diversity such as the many different flowers at the Plantation Wildlife area while, at the same time, he/she encounters a  wholistic view of the category of wild flowers.
– Each place has a visual, print words and spoken words/videos  so the visitor employs different modalities of learning.
– Each person learns at his/ her own pace. A person may linger over a certain flower while his/ her partner goes ahead.
– Each person learns, not with a frown on his/her face, but with a smile.

How does this mlearning compare to mlearning in your school?

My ebook, 90 M0bile Learning Modern Language Activities, is available at http://bit.ly/90mlact.

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

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

90 Mobile Learning Modern Language Activities ebook

90MobileLearning.SHaving been both a  technology integration teacher and a district technology administrator, I realize that teachers accept and implement a technology when they feel that the technology will help their students to learn and it is easy to implement. Often times, teachers have no idea of how to to use the technology in their classrooms.  Frequently, professional development gives general examples such as those from the technology company but it does not provide examples specific to a subject area. As I thought of how to help more teachers integrate mobile learning into their classes and, particularly, their modern language classroom, I decided to create a book which shows a wide variety of mobile learning activities.

I focused on a book  to improve  to students’ modern language communication and culture awareness through mobile learning tools and apps. I developed  in-class and out-of-class learning in fourteen different categories of mobile learning (mobile pictures, internet search, internet image search, timer, poll and survey, QR code, voice and video recording, phone, video chat, media, apps, texting, twitter, Facebook, Wikis and Websites).

Over 70% of these interactive mobile activities help develop students’ speaking skill; other language activities include listening, reading, writing and assessment.  The students participate in authentic culture through these mobile activities.

I developed mobile activities  that are easy to integrate.

Please share this ebook link (http://bit.ly/90mlact) with your modern language teachers, modern language chair,  professional development person, and technology integration person to help them see the many ways to use mobile learning in modern languages.

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

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

Categorize Story Telling Apps by Student Media Use

A plethora of digital story telling apps and multimedia apps exist. However, most people who list  these apps  usually  present a random list of apps. The following categories help teachers to better decide on which type of app will help their students  for a particular learning goal.  The categories focus more on what media the students use rather  than their final product.  Although many apps  are available in each category, only one example has been included. Also, the  given app works on both Apple devices and Android devices; if there is no common app, then an app for each device is given.   Some categories  overlap. Each app is free.

Predominantly Text:
Screen of words after a screen of words  (any texting program like Cel.ly)
Students create a caption for a  picture   (babble)
Students create a comic strip by typing in text (Create a comic)
Students add much text to pictures to create a story (Storybird)

Audio:
Students record their voice for objects or people (Blabberize)
Students narrate a picture  (fotobabble)
Students create an audio recording (audioboo)

Pictures:
Camera picture (any mobile device)
Students show a series of pictures  – (on phone or mobile device)
Students create a collage  (Pic collage)

Animation:
Tell a story through limited animation (Puppet Pals)
Stop motion animation (Apple -imotion ; Android  Lapse it

Short  Video:
Students write text, add pictures and add music  (Animoto)
Students create a screencast of  what they show on the computer screen and of their narration of the various screens (screen-o-matic)
Students create Podcasts (podomatic)

Full production Movies:
Students create a movie with a  title screen, numerous frames, narration and special effects (imovie; Movie Maker)

Mobile device videoconferencing:
Students talk and show items as they  tell a story to  people in another location (Skype)

Eportfolio
Students use a blog, wiki or website to store their evidence such as voice recordings, illustrations, pictures, and documents to show their learning  achievements  (word press)

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 29  Spanish 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


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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