Archive for the 'smartphones' Category

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

Why Cell Phones and Smart Phones Differ from Previous School Technology

Cell phones and Smart phones differ drastically from previous school technology.

1.  The students know how to use these technologies. They use them daily. They text, they take pictures and send the pictures, they take videos/movies and send them, and they access the web. Teachers do not have to spend class time in teaching students the new technologies. Even when teachers “teach” a new program such as Yodio, the students already know how to take pictures, upload them to a program, know how to record their voice and how to send their voice files. Teachers save all the time they used to spend in teaching how to use a new technology which often was many days.

2.  The students always have these mobile learning devices with them. They may forget their notebook. They may leave their textbook home. They may be without a pen. Their dog may have eaten some critical papers. They may have lost their password onto the class website. However, they will have their cell phone or Smart phone with them.

3. The students can use their own mobile learning devices. The school does not have to provide it except possibly for a few disadvantaged students. Teachers can do lessons regardless of the various types of mobile learning devices (the various companies that produce the phones) and of the various carriers. The school does need to provide access to the school’s wireless.
4. With QR codes, students can be a click away from learning resources. Students do not have to turn on a computer, log in, and then type in a web address. Many students have trouble typing in a web address even when the web address has been shortened. The student instantly go from scanning in the QR code to clicking on the link(s). Class learning time is saved.
5. Students can easily be producers of information. They can take pictures to document environmental concerns in their community and make those into a multimedia story such as with Yodio. They can audio record the interview of various people as they talk about the importance of math in their careers. The students can make a movie about the various healthy habits of their family and friends for their physical education course. They have these tools on their phones and they know how to use the tools.

6.  Due to the richness of  web resources, teachers can move students to higher level thinking. Students can easily contrast two images of the same incident for an English class. They can evaluate the bias in reporting the same story as they read newspapers from around the globe in a Social Studies class.

7.   Students can be global in their learning.  Texting can be done  internationally. Students can text a science survey about using paper in school  to their friends in other states and other countries.  Elementary students can text math word problems  which students in other countries have written in terms of things in their country. For example, a school in Costa Rica migh offer this problem, “If you are really hungry and you buy a “casado” (rice and meat dish) for 2,500 colones and a fruit drink for 400 colones, how much do you spend? What is that in USA money?

Cell and SmartPhones: Best Practices and Lessons Learned

3 hour workshop

Classroom examples/lesson learned for each

Find Reference Info

Google 466453

Chacha 242-242
Apps – Dictionary, Thesaurus, …

Internet

Capture Information
Photo

Voice

Video

Communicate through texting

Celly

Twitter

Wiffiti

Communicate through media

Flickr slideshow

Yodio

Geo-tours with QR codes and GPS

Learn Globally

BBC
Collaboration

Do Higher Level Thinking

Contrast and Compare
Synthesize from various sources

Learn content

Interactive

Varied/differentiated media sources

Assess learning

Google Forms / Polleverywhere / Spreadsheet

Use QR Codes

Hints: 1 Name 2 Multiple 3 Link 4 See

QR code generator: http://createqrcode.appspot.com/

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

A very useful QR code generator for Mobile Learning (mlearning)

I  use   Create QR code     as my QR code generator for my classes for several reasons:

I can

1) Put in a variety of information such as text and links.  I can embed an essential questions along with links for thinking about the question.

2) Put in many  links/urls.   I often have 5 or more links  in one QR code so that students have a range of choices or a range of resources. (Yes, I’ve shortened the URL.)  This QR code generator creates  a book with many pages while many other QR generators create a book with one page.

3) Select  the size of the QR code.   Sometimes I have manually resized a QR code and that code could not be read.  Students  create a “poster”  demonstrating their answer to an essential question. This poster can be a regular size sheet of paper  with many labeled  small QR codes.

Link to Tuttle’s Formative Assessment books

Cellphones/Smartphones in Education – Tech Forum NY 2011

Tech Forum  New York Oct 2011

Dr. Harry Grover Tuttle

htuttlebs@gmail.com

CellPhones/Smartphones In Education: SmartPhones for Smarter Students

Rationale and Concerns:

Some cell phone uses

1 Pictures of                  2 Pictures for                             3 Voice recordings                4 Text                     5 Talk                   6 Time

Smartphones

Logistics:                Number:                        Type:                             Etc:

Reference information:

Higher level/ Creative thinking
Access: Web URL or

QR codes

Sample Learning Activities that promote collaboration and personalization

1 Contrast

2 Prompt

3 Mystery

Hints for Using QR codes          1 Name              2 Multiple                       3 Link                               4 See

Reading

Current Global/World Culture

Formative Assessment

Create own evidence of learning (media): Animoto, Yodio

Some Android apps

Aldiko Book Reader – ebook reader
Dictionary.com
Google Docs – Google docs

Evernote – save and organize web material
Dropbox – online storage

Talk To Me Classic – Language translator; speak and it translates
Wapedia: 4 Wikipedia & more! Wikipedia for the mobile

World Newspapers Newspapers from around the world

QR codes – one dimensional or multi-dimensional for rich learning

I’ve been seeing many QR codes so I have been using a  code reader to discover the message. Usually a link to a site comes up.  It’s sort of like a letter with only one short sentence  or a very  short tweet.  It’s a “just the facts” type of thinking. I often feel that I wasted my time in reading the QR code.

In education, we strive for richness in learning such as problem based learning (PBL). We want students to explore and think deeply. I think that a QR code with one short link often lacks depth.  For example, I was in a museum that used QR codes. The link went to a short bio on the artist. There were no links off of the bio.  Yes, I wanted to learn about the artist’s life but I also wanted to know more about the style of painting and what other artists painted in that style, and I wanted to know more about the subject of the paintings such as where where the painting was painted and what the subjects represented.

I am waiting to see a QR code  with a built in probing question/ essential question and some links to explore in search of the big answer.

Do your QR codes have just one short dimension or do they present multi-dimensional robust  learning?

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

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Using Modern Language (FL) Apps Even When …

I have written a blog about identifying and categorizing Spanish apps. As I’ve been thinking about the present state of modern language /foreign language apps, I’ve realized that the inadequacies of these language apps present great learning opportunities for our students.

Students can look at and do a vocabulary or phrase modern language app /foreign language app such as Learn Spanish ((Droid) or Hola (Droid)

Then

– Students can analyze what important vocabulary is missing from the topic and make a supplementary list. For example, the housing category may have tableware but not bed or chair.

– If the app only presents individual words, the students can create a meaningful target language sentence or question for each word. For example, for the word “lake”, the students may ask “What is your favorite lake?”

– Students can analyze what important phrases or questions are missing and can create those lists. They may see look at a “time”category but they find that the question “When?” is missing. They make up a question using that question word.

– They can analyze what important topics are missing from the app. Perhaps the app has housing and animals but does not have occupations and city places.

– They can see how many meaningful sentences they can create from the present vocabulary list.

– They can answer any questions given in the app. For example, they can answer “How much does this cost?” with the price of a shirt.

– They can rearrange the questions or statements to create a logical conversation about the topic.

– They can think of a typical language task for a topic such as having a dirty spoon on the restaurant table and use the existing sentences and add others to be able to get a clean spoon.

In this way, students go from consumers to producers. They analyze what they are doing to see what is missing. They think about critical vocabulary, phrases, and topics instead of simply doing a drill program. They do not just repeat but they answer or comment on. They build on. The students become language users!

How do your students deal with modern language apps that do not do everything  well?

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

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Android Apps for Spanish – categorized for your use

Many wonderful learning apps exist for the Android devices.  However, neither the Android Market or AppBrain list the apps within any categories. For example, a search for Spanish reveals a random listing such as a vocabulary app, then a grammar app, then another vocabulary app.

Therefore, I have created  a categorized and alphabetical within that category listing of Spanish Android Apps at http://spanishandroidapps.pbworks.com.  I have the categories of dictionaries, vocabulary, grammar, culture, and lessons. So far I have gone through all of the Android Market and am half through AppBrain.  I have not listed every app;  for example, I limited the dictionary apps to about 15.

I am amazed at the number of droid apps that exist for the learning of Spanish.  I am hopeful that newer apps will be context based and develop communication skills.

What are your favorite Android learning apps?

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

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Smartphones (Mobile Learning) Apps as Textbook Alternatives

In a previous blog, I mentioned that physical textbooks seem so “yesterday” and suggested using online resources.

I would like to enlarge on that concept through the use of Smartphone or Mobile Learning Apps.  Let’s use a Spanish class as an example.  Spanish students need to go from mere memorization to high level language use.

Students can use apps for basic memorization of words.  For example, they could use a program such as

Spanish Flashcards Free  (http://freeapk.com/app/1093_android+app+Spanish+Flashcards_1.6.html).  Likewise, they could use an   app such as 1001 Spanish Verb Android App  Free (http://androidappsgames.com/android_app_1691.html)   to learn basic verb forms and to see the various conjugations of a verb

A step up from mere memorization on individual words  is learning language phrases. The free Hola Spain Tourism HandAPP (http://www.appbrain.com/app/hola-spanish-handapp/com.movinapp.hola) has Expressions organized into categories such as Greetings, Phone, shopping (22 expressions), directions, etc..Since these are grouped into categories, the student sees both the essential questions and answers. These cover many of the common vocabulary topics presently in the school curriculum.

With these apps, students can practice on their own anytime and anyplace.The classroom time can be spent in creating conversations based on the learned words and phrases. If the student has done a practice conversation such as about health and has not remembered a certain phrase, the student can quickly review the phrases using app on the mobile device.

These few apps show that a language teacher can certainly replace a physical textbook. In a future blog, I show how students can use apps at a high language level.   Students can become more engaged and more active in their learning as they use apps

Are you app to use apps in your classroom?

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

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.


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