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description= Improve student learning through teacher s decisions and technology - harry.g.tuttle at gmail;
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ap 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 group texting programs the next big wave published october 10 2013 android discussion group texting ipad mlearning mobile learning texting 2 comments tags discussion group group texting message mlearning mobile program texting group texting programs fall into two categories the first category consists of teacher to student text programs such as reminder 101 in these programs the teacher sends out text reminders announcements notes etc to the whole class with just a click of button these programs are teacher centered since the teacher pushes out information but the students cannot respond some program may allow for the teacher to send out surveys or polls the other category for group texting progams is student centered in programs such as cel ly any student can respond any student can create a new topic for discussion the class can have an online discussion create a collaborative story contribute their individual reactions etc students can interact with each other about a learning topic david murphy wonders if group texting is shaping up to be the next big battleground between the web s social or search superstars i would like to see the following in any new educational group texting program that allow all users to participate students can easily join the texting group without the teacher having to put in each students number or name teachers can just give out a code the class texting is self contained private and secure teachers or students can create distinct conversation topics the teacher or students can go back and review the previous conversations each conversation topic has its own name each conversation is self contained within each conversation there can be threads so students can follow a particular topic the teacher can choose from an open chat to a moderated chat some teachers may want to start out with moderated chats to help students learn how to better communicate the texting will be free students and teachers will not be charged texting units against their data plan since the class texting generates so many texts for example if twenty five students make four comments each that is 100 text messages the program will allow students with a laptop or desktop to text students and teachers can send pictures or images the teacher can sort the participants or see an alphabetical list of all participant within a conversation to see if all have participated the teacher can privately text students to offer encouragement or to offer suggestions for improvement the group texting program will be free to use the texting program will connect to or allow easy transfer to other social media if you know of a group texting program that meets those characteristics please let me know so i can share it with my readers 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 assessment and mobile learning questions published september 10 2013 1 to 1 android app assess assessment cell cell phone ipad learn mlearning mobile mobile learning smart phone tablet leave a comment tags android app assess assessment cell ipad learn mlearning mobile mobile learning smartphone student tablet 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 how will students mobile device be used for learning published september 2 2013 android cell phone ipad mobile mobile device mobile learning tablet teacher leave a comment tags android cellphone classroom ipad learning mobile mobile device smartphone tablet how will the students mobile device primarily be used what other ways can teachers have students use mobile devices to engage in learning to introduce the learning goal to the students before the teacher does in class such as in a flipped classroom to introduce the learning goal during the class presentation to present alternative ways of learning the learning goal to practice the learning goal after a presentation drill and practice to apply the learning concepts at a higher level of thinking compare contrast synthesize evaluate to incorporate the learning into an individual student s big project such as project based learning to capture in class learning such as taking a picture of the whiteboard or video recording a project as a written visual audio or media prompt for a learning activity to collaborate with others within and outside the class on a project to compete against other learning groups to get information from the web websites images etc to get information from others via texting email etc to poll or survey students interest about some part of the learning goal to assess student learning and provide feedback to the students formative assessment to assess students summatively final grade on unit project to collect examples of student work for a portfolio my ebook 90 m0bile 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 compare institutional mlearning to your school s mlearning published august 5 2013 education institution ipad learn mlearning mobile qr school smartphone leave a comment tags education ipad mlearning mobile mobile learning school smartphone student tablet many institutions use qr codes at the cornell plantations at cornell university ithaca ny they have put qr codes next to many wild flowers when a person uses his her smartphone to scan the wild flower qr code the person hears a poem that mentions that wild flower even though the person is outside in the wild area he she can appreciate both the flower and the poetry at the etioje museum in indianapolis they have a guitar exhibit many of the musicians pictures or actual guitars have a poster with a picture words and a number next to them the person borrows a smartphone from the museum and clicks on a specific number to watch a video about a musician or hear a specific guitar being played some things that happen during this institutional mlearning at both places the visitor becomes involved in his her personal mlearning each person decides what he she wants to learn within the specific category at the plantations the visitor selects which flowers he she will scan the person may skip the qr code for any given flower the visitor can listen watch any video as much as he she wants a person may only view a few seconds of the video or the person may re watch the video many times each person selects the order of his her mlearning at the guitar exhibit a person may focus on the musicians in a specific time order or a person can randomly sample any musician each person does his her own comparisons contrasts with previous musicians or guitars when couples or group of people travel together through the exhibit they often share their comparisons contrasts each new learning object broadens the learning or provides more in depth details for example the guitar exhibit covers many different types of guitar music while it also explains in depth the development of the electric guitar a visitor experiences variety and diversity such as the many different flowers at the plantation wildlife area while at the same time he she encounters a wholistic view of the category of wild flowers each place has a visual print words and spoken words videos so the visitor employs different modalities of learning each person learns at his her own pace a person may linger over a certain flower while his her partner goes ahead each person learns not with a frown on his her face but with a smile how does this mlearning compare to mlearning in your school my ebook 90 m0bile learning modern language activities is available at http bit ly 90mlact 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 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 abundance or deficit thinking for mobile learning published july 18 2013 meaning mobile mobile learning 1 comment tags abundance deficit mlearning mobile learning teachers and administrators think and act according to an abundance or deficit mentality a few examples from mobile learning will explain the difference between the two ways of thinking and acting in a deficit mentality an educator says the school does not provide mobile devices or that not all students have their own mobile device and therefore the teacher cannot use mobile learning in his her class however with an abundance mentality a teacher says that at least half of the students have mobile devices so the students can work in pairs and therefore the teacher uses mobile learning in the classroom in terms of training with the deficit way of thinking the teacher would say there is little or no district professional development and therefore the teacher cannot begin mobile learning in the class on the other hand in an abundance model the teacher would ask his her students to teach him her about how to use mobile devices furthermore with regard to the selection of apps with the deficiency model a teacher would say that he she does not know which apps to use and therefore the teacher does not do mobile learning conversely with an abundance mentality the teacher simply asks his her students what apps they think they could use in his her course also with deficit thinking a teacher might say there is no money for apps and therefore the class cannot use mobile devices yet in the abundance model a teacher or students identify free apps that they can use likewise in the deficit model a teacher might feel that there is no way to assess students with mobile learning since the students cannot share their screen with the teacher as they would do in a computer lab and therefore he she will not do mobile learning in an abundant mentality the teacher has the students physically show their device s screen to the teacher do you have an ab...
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