Posts Tagged 'technology'

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.

Digital Badges: Naming the Badge

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 evaluate information presented in diverse media and formats, including visually, quantitatively, and orally” as the badge name? Will they use an abbreviated word name such as “eval media”? Or will the teachers use a number code such as SL2 or SL2media? Teachers may enter the full badge name in a badge program but how long will the actual name be when displayed on the screen with other badge names? For example, if a badge program lists all the badge names going across the screen, then each badge name may only show the first seven characters. Are the students familar enough with the abbreviated standard or proficiency name that they recognize it and know what it means when they see it? If the students cannot recognize the name of the badge learning, then the badge program is not effective for them.

Each badge name needs to be unique. If more than one standard or proficiency addresses the same or very similar topic, then the badge names have to distinguish between the two. In the NCSSFL-ACTFL (Modern Language) proficiencies, a Novice Low proficiency states “I can introduce myself to someone. I can tell someone my name.” while a Novice Mid proficiency states “I can introduce myself and provide some basic personal information.” Teachers will name each badge so that the difference is obvious to the students

What digital badge names will you use?

World Language Students Use of Mobile Devices in the Classroom

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 clips, see tv shows, and communicate with native speakers (Tuttle, 2013). Teachers can help students select those learning activities appropriate to their language level. Often these mobile activities have built in context to help the students understand the language. For example, an online newspaper headline often has a picture to help convey the meaning.

Students know how do use these mobile  technologies for communication; their teachers just need to redirect their communication to being in the target language. Students enjoy looking at pictures and they can look at up-to-moment pictures of things happening in the target language area. Many students spend time watching videos on their own but now the world language teacher can have them watch video clips about a  familiar situation.

How do your students use their mobile device in your world language class? Does technology take your students out into the target language world?

An ebook 90 Mobile Learning Modern Language Activities has over 70% of the interactive mobile activities  to help develop students’ speaking skill; other language activities include listening, reading, writing and assessment.  The students participate in authentic culture through many of these mobile activities.,

90MobileLearning.S

Replace Your Textbook with QR codes

Many  teachers dislike their textbooks. The textbooks may include too much or not enough about a learning goal. The textbooks may not arrange materials in the most logical fashion. The textbook may not have enough authentic up-to-the-date materials.  The textbook may not provide  visuals as learning tools.  These books may not provide multiple approaches or differentiated  learning. The textbooks may not provide assessments that assess what the district, school, team, or individual teacher deem as being the most critical.  These heavy textbooks  may not be convenient for the students to have with them outside of class.  These print textbook’s presentation and practice of material may be boring!

School districts, schools, teams or individual teachers now have a choice. They can create their own specially designed  virtual textbook, chapter by chapter or learning concept by learning concept with one page QR  sheets.  An advantage to a QR code textbook is that  the teachers can quickly and easily  change any critical material.  They change  the information on their website page,  wiki page, etc. that is linked to the QR code and the QR code is updated automatically.  In addition, each QR code can contain multiple links to allow for differentiation or choice.

The educator can use a separate QR code for each critical aspect of the learning.  Students simply click on the first QR code to start their learning.

A possible format can be  a separate  QR code for
– the essential question, the media situation/project, the “hook” into the lesson
– the learning goal stated in student language such as  “I  can” statements.  The learning goal can start with low level activities such as basic vocabulary and then work up to concepts.
– various ways to learn the content (videos, podcasts, screencasts of a presentation, a website with written text, an app, etc.)
– various ways to practice the initial  content (an app, a website, etc.)
– various ways to assess  the learning of the content at the lower levels (quick 5-10 item  online quizzes; short performance tasks, etc.)
– various ways to give feedback to students with learning gaps through providing new strategies (links to differentiated strategies such as visual, auditory, physical response, etc.)
– a project with a  higher level thinking activity (PBL, interdisciplinary project, etc.) and its assessment (rubric, checklist, etc.)
– if needed, a formal summative assessment at the higher thinking level.

Creating QR code chapters may sound  like a formidable  task.   However, within one week I had my students, as an end-of-the-course activity,  find  three videos that they felt taught a specific  learning goal well,  find an online quiz that tested the concept, and find a picture that showed an application of the learning.  When students evaluate material, they decide what really helps them to learn.  The materials are “student- approved”.  You can incorporate online materials that you presently use.  If you can work with one other teacher, then you can share your resources.

Get unchained from your textbook so students can learn better.  When will you start on your QR learning textbook?  You might want  to try a QR learning sheet  for a part of a unit or for a unit to figure out what format works best for your students’ learning.

My three formative assessment books, Formative Assessment: Responding to Your Students,  Successful Student Writing Through Formative Assessment, and Improving Foreign Language Speaking 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

E-Texts: Innvovation or Status Quo

Many textbooks now have an e-text version.  Do these e-texts improve  student learning?

Some advantages:
– No heavy or bulky textbook to carry; portable
– Font size can be adjusted so students can more easily read or see information.
– Text can be searched
– Often has an online assessment; allows online quizzes  to be graded automatically online
– Often has an online homework management; allows  homework  activities to be graded automatically online
– Has organized the content into  chapters; chapters have various sections
– Text can be copied and pasted from the  e-text into a word processor
– Text can  usually be highlighted
– Usually includes multimedia (pictures, video, audio…)

Some disadvantages:
– Often is an exact  reproduction of the textbook. An E-text probably is   not linked,  therefore,  students cannot  click on words or images to get additional information.
-The e-text is still mainly print (word) based.
– Many images  may supplement  the text but they do not add new information;  images help explain the text instead of the image being the main source of information.
– Usually a student cannot write in the e-text such as writing  comments in the margin
– The user needs an e-reader, a computer or a mobile device to read the e-text.
– Additional exercises are  predominantly word based.
– Most e-text homework managers and on-line quizzes only tell the students if they are right or wrong. They do not provide new strategies for learning the material.
– Since homework and quizzes are done online, the teacher may never review what the students do not know. If the teachers do not review student progress, then the teachers cannot provide formative activities for student  improvement.
– Interactivity  may include activities such as  moving some words around or rearranging pictures but  the e-text interactivity  usually lacks high  interactivity such as simulations.
– Additional exercises are still  predominantly at a  low level of thinking.  They do not engage students in real-life use of the learning.
– Often multimedia is an add-on, rather than an integral part of the basic textbook.  Often multimedia comes after the main learning.
– An  e-text cannot be customized; teacher cannot rearrange parts such as  combining a part from chapter 1, a part from chapter 3, and a  a part from chapter 8 to create a new chapter.
– The digital textbook can be outdated very quickly if the  e-text does not contain links to current events.
– May not show the learners  the priority of the learning concepts within the chapter. What part of the chapter is the most critical? Is the most time and space spent on that critical learning or do minor  concepts get equal time and space?
-E-texts are boring since they are still traditional textbooks.

What are your reactions to using e-texts?

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

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

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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