Archive for the 'Waste' Category

Organic Learning With Technology or Inorganic Learning?

I drove past a farmer’s stand that proudly proclaimed itself as organic. I laughed. When I was growing up on a farm, everything was organic. Cows produced the fertilizer for the fields.

I wonder if we have made changes to make the learning process less organic. Have we gone to using technologies in which that might reduce learning? Do our PowerPoints truly energize the learners into deeper learning or do the PowerPoints put them to sleep? Does the time we have the students spend on creating a podcast really reflect in-depth learning about the course’s standard or does the time reflect surface only learning over multiple days? Do our students spend time in responding to others in a blog when the other people do not read their comments? Do our students spend time in creating fancy projects that include many visuals when the visuals do not add more meaning to the project? Do we have students create the same information on a wiki that is presently available in another location? Do we have students virtually visit a location (like a zoo) without having them learn critical standards information?

Have we used technology to interfere with students’ learning instead of helping them to grow in-depth and comprehensively in the standards? How organic is your classroom or have you covered it with harmful fertilizers?

For any one who is interested in implementing formative assessment in the classroom, my book, Formative Assessment: Responding to Students is available through Eye-on-Education

Teacher Technology Use For Students: On Task or a Waste of Time?

Technology Use Learning or Waste

I heard a classroom teacher say, “Do a few Math exercises on the computer and then you can play games for the rest of the period.”

When I heard this, I was shocked. I wanted to scream. This school has very low state math scores and yet the students are going to play non-academic games. I kept track and most students finished the Math in ten minutes so they played for thirty minutes.

It reminded me of a school where every Friday the Special Education students got to play computer games as a reward for working hard the rest of the week. So for working 4/5 days, they got to waste time, a full class period, on the computer. It meant that for 20% of every week, they did not learn. 20% of an 180 school year was 36 days of not learning. I do not know of any student that could miss 36 days of learning and be successful.

Do you use your students’ time effectively when they are using technology? How do you maximize thinking time and minimize hyper-jumping? How do you scaffold the technology-use to help them quickly climb up the thinking levels? How does every minute using technology bring the students closer to being proficient in the standard?


Technology Integration Projects: Structuring,Time, and Student Learning

Structured Learning or Wasted technology

I watched as a teacher had her students prepare a presentation on a famous person. I heard the teacher say to one student “You’ve been looking at the pictures of her for 20 minutes. Maybe you want to find some information.” Also, the teacher said to another student, “I know he has some good songs but you have just been listening to the songs. Are there some websites about him?” At the 45 minutes of the class, I noticed that most students had produced one screen in their PowerPoint presentation. The screen generally said, “__ is a famous singer.” or there was a picture of the famous person.

Yes, it was a wasted 45 minutes. Was it due to the technology? No! The teacher had not structured the experience for the students. There was no handout that walked the students step by step through going from the knowledge level of thinking to the analysis level of thinking. She had not told students what she expected them to produce by the end of the period. She had not specified the depth of information she wanted from the students. She did not model what she wanted. Without her structuring, the students wasted away the period.

How do you structure your technology integrated projects for successful student learning in an efficient time manner?


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 […]
  • 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 […]
  • 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 […]
  • 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 […]
  • 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 ( Equally important, a letter […]
  • 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 […]
  • 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 […]
  • 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. […]
  • 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 […]
  • 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 […]

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