Posts Tagged 'App'

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

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

Good Apps vs Very Good Apps

Good mobile learning practice apps  facilitate and transform learning.

Mobile learning activities can  increase students’ time on task.  In a classroom, a teacher calls on one student  after another but no student is active all the time; only those who are called on are active. Students remain  off task for much of the time since students just wait to be called on.   In doing a mobile learning app, the students concentrate each second as they do the activity. There do not waste time.  They are  on task all the time.  Very good apps incorporate games or challenges into the program.  These games or challenges are content driven, they are not simply rewards of random non-content games.

Mobile learning can offer differentiation.  Often in a classroom, the teacher goes over the material until everyone has learned it. The smart students become bored very quickly while the middle level students become impatient once they do get it.  A good mobile learning app can differentiate.  As soon as students achieve a given percent correct such as 85%, the app moves  the students up in difficulty or sophistication within that learning goal.  Very good apps help the students to review and integrate previous learning concepts into the present learning.

Mlearning apps can provide immediate feedback.  In a classroom, a teacher may present five problems for the students to do, waits until the class is done, and then goes over each of the five problems.  As soon as the   students do the first  math exercise on a mobile app, the the app immediately tells the students if they are correct or not. Students do not wait between doing the problem and finding out if they correct.  Very good apps provide specific strategies for the students to learn how to overcome their learning gap in any problem. They go beyond “Try again” or  “No, the answer is …” to explain how to learn the correct answer.

A mobile learning practice app can provide realistic and contextual  learning. Instead of students doing math word problems written on paper, a mobile app can show students real situations such as shopping in a grocery store.  Here are cans of beets, one sells for eighty eight cents and three sell for two dollars and forty cents; which is the better deal  and why? Very good apps simulate the real experience.

When students use a multi-sensory learning app, they go beyond just reading words on a screen.  They see critical images.  They hear pertinent sounds. They move things around the screen to demonstrate their learning.  They are involved in a total experience instead of just  completing electronic drill pages.  Very good apps involve many senses.

Mlearning apps can have students go from working individually to working collaboratively. Often mobile devices isolate students since each student is doing his/ her own work on his/ her own mobile device.   Students can work collaboratively on the same device or they send information back and forth as in an electronic peer review.  Very good  apps extend the collaboration to the another class in the same school, a different school, a school in a different state, a school in a different country or even multiple countries.

A learning app can  move students from practice to use.  The app can go beyond the lower levels of memorization and comprehension to application, evaluation and synthesis.  Students do not just practice irregular past verbs; they use these words in meaningful ways in a conversation.  Students apply math formula to measuring a house.  Very good apps take students to higher levels of learning, to real world use.

What does your mobile app do? Does it reach the very good app level?

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

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

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

Modern Language Mobile Learning Apps or Tools

Although modern language teachers may be using mobile learning, they may not be aware of  the various categories of mobile learning apps or of tools.  The following list gives teachers new resources to use in their classroom.  Teachers can use some mobile apps to help flip the language classroom since students can pre-study the vocabulary  or pre-study  a verb video.  Likewise, the foreign language teacher can have students use specific  apps if they display a learning gap on a formative assessment.  Even more important, the teacher can have the students listen to native speakers, read target language newspapers, and see up-to-the-minute culture in the country.  To find a particular app, the teacher searches  with terms such as “Spanish radio app ipad” or “French  verb forms android app”.  Many apps and tools are free or have introductory lessons.

Words and Meaning:  Dictionary/ Thesaurus
Translation  including Google voice
Verb Forms
Vocabulary / Phrases / Traveling
Learn the Language  (language study course)
Flashcards
Culture- General  such as a  city tour and specific  such as French recipes
Radio and TV stations
Newspapers and magazines
Voice and Video recording
Camera pictures
Media production such as  written text on a picture, talking objects,  digital stories
Whiteboard Sharing
Communication (texting…)
Brainstorm / Graphic organizers
Search the  web / search for  images
Internet movies/ YouTube
Website Connectors
Collaboration – group writing/ project creation
E-readers
Calculators / Spreadsheets
Mobile videoconferencing (Skype)
Organizers / Schedulers
E Portfolios such as a student’s own wiki
Clock / Stopwatch /  Timer
Learning Management Service Connectors
Phone

So what apps do you use?

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 many  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

What is the Role of Technology in the Teaching-Learning process?

A very creative elementary teacher will retire in June because she no longer feels she can teach due to her district’s technology push.  Her district purchased a math online program in which the computer program presents the math concept and  the program has students do stations for a designated amount of time each day. Her job is to make sure that the students rotate through the stations.

Another teacher no longer has time to relate his subject area to the real world because he has to push through his textbook so students can do the  designated  and scheduled online drill and practice for each unit. The district looks at the student data from the online activities as an assessment measure.

A science teacher has to have her students do a specified number of app activities for each unit.  Although this teacher used to do many student inquiry labs, she has had to eliminate those labs in order to provide students time to  complete all the apps.

Finally, students in Carpe Diem schools spend half to  two thirds  of their day doing computer work. These students score well on state tests. (http://news.heartland.org/newspaper-article/2011/04/22/carpe-diem-charter-school-seizes-tomorrows-innovations-today)

What is your view of the role of technology in the  teaching learning process?  Do teachers or technology determine how students spend their learning time? Who/What  makes decisions about what learning gap  students have and supplies a new strategy to overcome the gap?

I have developed many  Spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation.  My Spanish spontaneous speaking activities (20+) includes Modified Speed Dating (Students ask  a question from a card-whole class), Structured Speaking (Students substitute in or select words to communicate in pairs),  Role Playing (Students talk as people in pictures or drawing from 2-4 people) and Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas- pairs or small group),  Spontaneous Speaking (based on visuals or topics in pairs),  and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers:  http://bit.ly/tpthtuttle

My three 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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