Posts Tagged 'Cell'

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

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Smart Phones and Mobile Learning: Best Practices and Lessons Learned ISTE

We will Edmodo for our Mobile Learning workshop so you can respond to and share resources and  ideas.

We will do a survey on mobile learning

Why not?  and how to overcome the negatives

Why?

Learning goals met by Mobile learning

Other schools – each group will read about a different school and post info using  Plus, Minus, and Interesting/ Questions

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Reference

Google 466453

Chacha 242-242
Apps – Dictionary, Thesaurus, verb conjugator, periodic table

Internet search – facts, visuals, TED talks, vids

Change teaching since students can access facts via mobile device

5 Ways Smartphones

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Texting

Get help from others

Get opinions and views from others that give a bigger perspective

Bring  the outside world into the classroom

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Surveys

How many people can complete the survey in 24 hours?

Teach analysis skills in creating and analyzing survey results

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Media to demonstrate learning

Flickr slideshow http://www.flickr.com/

Yodio http://www.yodio.com/

Geo-tours Http://bit.ly/andN57

Audioboo http://www.audioboo.com

Voki http://www.voki.com

Facebook

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Global Interactions

Go beyond just going to sites in other countries or about other countries; have students interact with other students to solve problems such as environment

Skype in the classroom http://education.skype.com/

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Higher Level Thinking

Contrast/ Compare two things

Synthesize from various sources

Evaluate

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Assess Learning

Google Docs including forms and spreadsheet

Poll everywhere / http://www.polleverywhere.com

QR codes for formative feedback strategies

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QR Codes

Label Multiple Change See

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

QR Posters

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Reactions/ Questions/  Suggestions

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My formative assessment books: Formative Assessment Responding to Your Students,   Student Writing Through Formative Assessment Improving Foreign Language Speaking Through Formative Assessment. http://bit.ly/Tutbks

My 20 Spanish spontaneous speaking activities are available for a nominal fee at Teacherspayteachers:  http://bit.ly/tpthtuttle


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

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

Mobile Learning and pictures What’s the real story?

A friend used to listen to a presentation of a new technique, a new program, or a new textbook and say “What’s the real story?” His question implied that when we hear the “wonders and amazements” of a new thing, we need to become aware of  what else is involved.  He disliked “All you have to do is…” because he knew that much else was really  involved.

Unfortunately when a new technology such as mobile learning hits, we hear the “it’s amazing” stories. The educators of the amazing stories do not tell  the reality of what did not work or the difficulties along the way.  I heard someone talk about how the students took pictures as part of a project. So, I built an assignment around my Modern Language  Spanish students taking personal pictures of current vocabulary of daily activities.  For example, students took pictures of their friends, family or children getting dressed, brushing teeth, combing their hair, etc.   My students found it easy to take the pictures on their cell phone.  They took the ten required pictures.   However, the difficult was getting the pictures from their cell phone to a central location. Most students could only send one picture at a time.  One student downloaded his pictures to his computer and then burned them onto a CD.  Another question was where do the students send the pictures so that others can look at the pictures? The simple solution seemed to be for students to keep their pictures on their own cellphone and let other students look at their cell phones. We learned to trade cell phones for a few minutes while we did this activity.

Let’s share the realities, the fixes, the this-is-the-easy-way-to-do-it, and the lessons learned  with others as we begin this new adventure with mobile 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.


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