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Tech Integration Teacher, What time is it?

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 to a technology integration teacher. Any technology integration teacher should offer direct instruction in exactly what the teacher wants. A friend of mine just came back from a one-on-one training session on a management system. He felt lost since the technology integration person showed all the possibilities and my friend became very confused as to what to actually do. My friend felt like the technology integration teacher was boasting about all she knew about the program. My friend did not come away knowing how to use the program. He did not have what he needed for his class. He did not know the time.

How do you, technology integration teachers, instruct teachers in exactly what they need in a simple manner so that they can spend their time on helping students learn their subject area instead of their spending hours trying to figure out how to use a technology?

Curriculum Focus, Not Technology Focus

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. I met with the curriculum chairs to learn about the curriculum, how it was taught, and areas in which teachers and students had the most difficulty. When I met with grade level or curriculum teacher teams, we talked about the curriculum. After carefully listening to them, I usually would suggest some technology tool that might help them in doing their favorite project or in teaching those difficult curriculum areas. I often would have a mock student product to show the teachers what the student learning with technology would look like. I focused on student learning, not on technology.

Likewise, when my Technology department provided professional development, we focused on curriculum such as “Inquiry Science,” “Collaborative Math Projects,” and “A New Look at the Writing Process.” We offered curriculum workshops that involved technology. Usually, the technology transformed the learning process.

People in  the educational technology  field are most effective when they focus foremost on student  academic learning; they are least effective when they “sell” technology to teachers.

Students React to Digital Badges: Pros, Cons and Interesting

 

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 Schoology
– Avoids misplacing paper certificates

Con – Prefer Paper Certificates
– Looks more official / credibile
– Has a physical touch
– Is easier for me, limited tech at home
– Is easier to read the proficiency name
– Can have it when the course / Schoology ends
– Can see a pile of my certificates
– Can easily show it to others
– Can post it on frig / decorate my folder with it

Advantage of Both:
– Tells me my actual speaking skill, not my grade with homework,etc.
– Shows my  progress in speaking (still have lots to do)

Interesting (Some issues) : Teacher
– Uses badge to cover each individual proficiency or to cover categories of proficiencies. (i.e. 100 proficiencies or 12 categories)
– Makes badge names short but meaningful (not I.A.2)
– Determines level of proficiency for badge (80%, 90%, 100%)
– Needs student proficiency demonstraton time
– Needs time to award badge

English Common Core Mobile Activities ebook

English Common Core Mobile Activities

English Common Core Mobile Activities

I recently published English Common Core Mobile Activities ebook.

Use these 150+ different mobile activities to guide your students in learning and demonstrating the English Language Arts Common Core State Standards (CCSS) Anchor Statements in Language, Speaking and Listening, Reading, and Writing. The activities, organized by Anchor Statements, actively engage your students. More than half the English activities are non-fiction. Although the ebook is intended for grades 6-12,  English teachers at both the elementary and the college level can easily adapt the activities. Over 98% of the suggested apps are free and work on both Android and iPad. Many of these mobile activities can be implemented immediately in the classroom. Each activity is described in detail; most students already can use the app in each activity. Students spend time in achieving the Anchor Statements, not in learning apps. Many of these ELA mobile activities are done in pairs or small group so not all students need to have a mobile device.  $7.99 available at  http://bit.ly/engccmobile

Giving Students a Voice in App Selection

Traditionally, teachers research apps for their class. They assign apps to students.  The teachers assign a specific app or give students a choice of several pre-selected apps.  As a Modern Language teacher, I suggested apps to my students in the early part of the year.

However, in January, I let my students select which apps they wanted to use based on their own app searching and a minimal checklist.  I just gave them a topic to search as “food”. I asked them to look at  two or more apps that had the same topic.  My minimal checklist includes: has a comprehensive list  of words, phrases, or sentences for the topic;  gives the written Spanish word and its definition (or included a picture); pronounces the word; is  free; and is available on both Android and Ipad. The app gets extra points if it uses the words or phrases in sentences or questions.  The app also receives extra points if  the app provides practice on the words.

I found that when I let my students select which apps they wanted to use based on their own app searching and a minimal checklist, they actually used the app. In fact, they often commented to other students about their great app for the topic. They willingly showed me the app. They shared stories about where they were when they were using the app (supposedly helping Mom in the grocery store!).

More importantly, they learned the critical vocabulary for the topic from the app so they were ready to use the vocabulary in their communicating about the topic.

Who selects apps for your students?

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 5 Modern Language Visual activities in which students  express themselves in the modern language and move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

Return on Investments (ROI) Improves the Quality of Learning With Technology

Return on Investment (ROI) is a business term that can help us better understand the learning process. The term asks if the investment of time, resources, and people is worth the return. The higher the ROI, the better. In education, our return is student learning. So the question becomes how we as educators use time, resources and people to get the best learning return.

We can ask ourselves what is the ROI for students learning in a certain manner.  A critical question is what technology best promotes the particular learning goal in an efficient manner?

When a class spends five days on doing a podcast about a battle in the US Civil War, they may not be focusing effectively on the learning goal of using DBQ (document based questions) to explain the results of the Civil War. They could do a quick  20 minute Inspiration comparison chart about the war as told in letters from  two soldiers and learn just as much. Although podcasts are a powerful learning technology, they may not be the best tool for a particular learning goal.  In addition, when a class has a blog in which students discuss a  story they have read, they may be missing the individual analysis that can be done just as easily through word processing.  When students word process their  own individual analysis  they more closely duplicate what they will do on  their state ELA assessment.

Our students can use technology to improve their learning when we select  an appropriate and efficient technology for the learning goal.

What technology do you select for your learning goals? What is its ROI?

I have 15+ Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

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

Carefully teaching another culture to promote positive feelings

Anyone teaching about another culture has to be very careful in how the person presents the culture.  The person may create negative feelings toward the culture instead of the positive ones he/she had hoped for.  In addition, students enter our classroom with stereotypes about other cultures.   We tend to teach culture as a series of facts or as a feeling about a country.  Research shows that initially students become positive toward another culture by seeing similarities, not be seeing differences.

Salychivin analyzed that students respond to culture in a grid of similar/different  and positive/negative .  If they view the cultural item as similar and positive such as baseball, they feel positive about it.  If they view the cultural item as similar and negative such as pollution in Mexico City,   they see are    If they see a difference and that difference is positive such as all the parties during the Posadas in Puerto Rico from Dec 16 through Jan. 6, they feel positive.  However, when they see a cultural item as different and negative such as the Mexican Day of the Dead, then they feel negative. How we word information about the other culture can determine students’ reaction to the other culture

We can show our students culture in a positive way by

1) Showing how it is logically within the culture.   If people work 8 hours a day and work from 9-12, take a two hour break, and start work again at two, they will work until seven. By the time they get home, they probably will eat at eight (in Spain).

2) Showing how the same thing (a positive) happens in US culture.  Hispanic men tend to embrace frequently which may be seen as a negative.  However, if a teacher shows USA  football players embracing as a positive and then shows hispanic men embracing, the embracing becomes a positive.

3)  Using images and questions to present the culture.  As the teacher shows a picture of a heavy rainstorm in  June in San Jose, Costa Rica, the teacher asks about the rain and  the month and then explains that Costa Rica like many South American countries has two seasons, the rainy and the dry season.  Flickr provides a great source of fairly current images

4) Showing the variety in the other culture.  Do not only  show Lima (Peru) as the only part of Peru, show the cost, the mountains, etc.  If you show Machu Picchu, also show a  modern city.   Show how things change within the country such as in Spain paella changing from a seafood paella near the coast to a chicken paella inland.

5) Avoiding negative statements about the other culture:  “These poor people”;  “This war-driven country”;  “They only…”;  or “They are the opposite of /backward from us.”

How do you teach culture of another country to help your students feel positive about that culture?

Here are a few links to some Spanish images based on topics:

Deportes

Restaurante

Spanish Streets

(Type Spanish in the search engine for this site to find more).

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.


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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