Why a physical textbook?

It seems so “yesterday” to use a physical  textbook such as in a Spanish classroom. Any instructor can easily find PowerPoints, Youtubes, etc. that teach and practice the   grammar and vocabulary in Spanish.  Any instructor  can easily find online sites that explain grammar and drill that grammar.  An instructor can find Internet sites that have vocabulary lists or can easily post such lists to a class  wiki.  Imagine if a department asked each instructor  to create one activity such as a spoken conversation or  a listening comprehension that takes the grammar and vocabulary to the level of communication. The instructors can find current pictures of the culture from Flickr and other sources.  Students can converse about the daily culture that relates to  the situations in the virtual textbook.  Students can communicate about the situations.

With a few handouts made in Google docs and the links to the grammar, vocabulary, communication activities, listening, reading,writing,  and culture, the instructors could run a whole course without a physical textbook.   All the resources can exist in the class wiki.  Students can have access to theses resources 24/7.   Since the resources come from various sources, there is more of widening  of the students’ learning. When instructors use  virtual textbooks, they can add more resources in areas where students demonstrate weaknesses (formative assessment).

In addition, students can contribute to the virtual textbook.  As they do activities such as writing five important questions about the situation, these questions  can be posted to the virtual textbook for other students to answer.   I believe that within a year, instructors could have a virtual textbook that outshines the limits of the physical textbook. I have used  a virtual text and feel that it best meets the needs of my students.   The virtual textbook can fit the specific goals of the instructors while meeting national goals. The virtual textbook can be easily modified as better resources become available.

The virtual textbooks will not cost any money! Also as students migrate to smartphones, their phones become a valuable learning tool in class.

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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Meaningful Web 2.0 Tools Listings, Please

In searching for a good free web 2.0 program for making stories, I’ve found some common disturbing trends.  Often people simply list the tool’s name without even explaining what that program does.  Unfortunately, most Web 2.0 names do not reveal what type of program it is.  For example, Animoto is a presentation tool.  Some people even present an alphabetical listing of tools which does not help to find specific types of programs.

At least listers should include the category of the tool.  If people do categorize web 2.0 tools, then they usually do not tell what makes each unique.  For example, I recently opened a page that had  a listing of  15+storyboard programs. I had no way to tell how each program worked until I opened each.  Even a description such as ” create a story through selecting various characters and selecting scenes and typing the text”  tells me that students cannot record their own voices.

I would prefer that the educators list the “best” program in each category  and tell why it is the best.  I really do not care to see a  random list of 15+ programs of the same category.  Bigger is not better to a person searching for a specific type of program. Bigger is not better to someone who wants to know what a program really does.

Many times I wonder if the tool  listers have even used the program.  Rarely do I read anything practical about the program such as “The avatar voice of ….produces the  clearest  modern language voices.”  Why do listers  include programs that they have only heard about but not used?

Please, listers of Web 2.0 tools  be practical to really help other educators.  Do not try to overwhelm us!

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.

21st Century Learning and Student Choices

As educators we say that we are preparing students for the 21st century.  Yet we may be severely limiting that preparation by not giving students real choices.

Do our students have a choice about

1) How they will present their learning?  There are many Web 2.0  tools available today. The students’ presentation tool should not matter as long as they fully demonstrate their learning at a high level.

2) What topics they can use to demonstrate their learning?  Do we give students a single topic?  A choice from a list of topics? Or are students free to pursue their own topic?

3) What resources they use?  Are they limited to printed material?  Can they use Internet based resources such as  contacting an “expert” via Skype?  Can they use visual material such as photos from Flickr?

Our students will never be life-long learners for the 21st century century if we  make the choices for them.

What choices do you give your students?

 

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.

Oprah’s OnlineBook Club and Your Use of Technology

I joined Oprah’s online book club not just for the great book but to see how she does a book club online. I was intrigued by whom she had skype in, call in, or email in. I’m sure that she received thousands of online requests. I think that one criteria was location – she selected a person from China and another from Germany to show the world wide nature of the show. Each speaker was easy to understand, no heavy accents, only native English speaking people. She would wait to bring the outsider in until when they were at a particular point in the discussion. Each person amplified the topic that was being discussed at that moment. Since this online book club was live, I am sure that her staff was screening calls, synthesizing what book point each person was making, and deciding where that book point fit into where the discussion was in the show. Then someone made decisions as to which people best expanded or probed deeper into the book and forwarded that information to Oprah. She then waited to introduce the person at the appropriate moment. Did it work? Definitely. Powerfully.

How do we as teachers bring in appropriate resources at the “right” time to amplify what we are teaching? Do we have these electronic resources ready to bring into the classroom? Do the resources show a wide range of thinking to allow our students to explore the topic in-depth?

Online Writing Programs- Not Formative Feedback

I’ve begun to look at online writing assessment programs. The one thing that I have noticed is that the feedback is very general such as “May have organization in parts, but lacks organization in other parts”. How helpful is that feedback to a struggling writer? Does it tell him/her what specific parts are organized or what parts are not organized? Does it tell the student what to do to organize the part? Does it provide scaffolding to help the student organize the part? The bottom line is “How likely is it that the student will improve based on the feedback?”

So far the online writing program that I have seen do not give formative  feedback. I’m afraid the students using these online writing programs now  somewhat know  something about what they did without being given the tools to move forward in their writing.

TeacherTube Not Grown Up

I had looked at TeacherTube.com many months ago. The premise of TeacherTube.com is that teachers and students will put up educational videos other educators and their students When I went to it recently, I found that it has not grown up very much.

When I searched for paragraph writing, I found 0 entries. When I used “essay writing, I found 9 entries of which 7 were commercial. When I widened the search to “writing”, I found 9 entries that actually dealt with the writing process (5 of them were commercial).

On the other hand, when I searched in YouTube.com for “paragraph writing”, I found 5 entries. When I searched for essay writing of the reported 300, about 50 actual deal with real writing (not making fun of it). I tried using “essay writing” -funny as a search term to get rid of some of the non-instructional ones. The search for writing revealed about 5,500 entries; I did not have the time to count those that actually were instructional.

I had great hopes for TeacherTube but they have not come true.