Children Need More Than Apps in the Classroom

marie-merouze-80By Marie Merouze
CEO/Founder of Marbotic

Our teachers are no strangers to technology with laptops, tablets and projection devices infiltrating the classroom. As technology is increasingly relied on in the classroom, teachers and students are as connected as ever to digital devices. It’s been proven that this digital connectivity is one of our most valuable resources in providing high-quality learning experiences for students.

When employed in the right manner, edtech applications can facilitate interactivity, content personalization, immediate feedback, and motivation for students of all ages. Thus, a large majority of teachers confirm that ed tech in the classroom allows for a more hands-on learning experience.

marbotic

With the current abundance of tablets and smartphones, kids today are constantly inundated with apps and how to use them. A recent report suggests that kids are using apps for at least three hours or more each day, which totals six and a half weeks per year.  Continue reading

QR Codes — Mystery Solved

Lynn ZimmermannBy Lynn Zimmerman
Associate Editor
Editor, Teacher Education

QR codes have always been a mystery to me. They are in a variety of places, and I know that one is supposed to scan them. I even downloaded a QR app to my iPhone. However, until I read Nik Peachey’s “20 + Things You Can Do with QR Codes in Your School” (9/25/15) on Nik’s Learning Technology Blog, I didn’t have a clear idea of what they were and why I’d want to use them in my personal or professional life.

Example of a QR code.

Example of a QR code.

First, I learned that QR stands for “quick response.” The purpose is “to  transfer various types of digital content onto a mobile device in seconds without having to type any URLs.” Peachey goes on to explain that to use them in the classroom you need two tools, something to create the code and something to read the code. He provides a couple of links for each and a video about how to create QR codes. He assures the reader that they are easy to use and any teacher will find them transformative in the classroom. That’s quite a claim.

What can teachers, students, and schools do with QR codes? Peachy says that, in the classroom, students can download homework assignments, notes, worksheets, etc. all directly onto their mobile devices. The school can use QR codes to link to welcome videos, photos of events, events and schedules, and newsletters to name a few. In the library or a self-access center, students can link to YouTube videos, digital books, and online activities. He also suggests that a QR code can also be useful for marketing. Put one on brochures and promotional materials. “Create a QR code with a link to a Google map showing the location of the school and add this to marketing materials to help people find the school.”

Finally, Peachey writes that while getting familiar and comfortable with QR codes may take staff and students some time, it will pay off in the end. A few of the benefits he lists are:

  • Reduced copying and printing costs
  • Reduced cost of purchasing and storing print materials, as well as cds and dvds
  • Increased engagement with materials
  • Creation of a “21st century mobile friendly learning environment”

I am going to try to pay more attention to QR codes around me and see how transformative I find them. What about you? Do you use them? What do you think about Peachey’s claim?

A Successful Public Health MOOC: Interview with Dr. Satesh Bidaisee

Jim ShimabukuroBy Jim Shimabukuro
Editor

One Health, One Medicine: An Ecosystem Approach was a five-week public health MOOC offered by Dr. Satesh Bidaisee1 at St. George’s University, Grenada, in summer 2016. The course attracted 582 students from all over the world and was especially popular with students from the Caribbean, United States, and even Sub-Saharan Africa and Europe.

Among the 582 who enrolled, participants, or “students who took at least one graded activity in the course,” numbered 98, which is 17% of the total enrolled. Of the 98 participants, 52 completed the course. Completion is defined as achieving “at least a 50% in the course, which required them to get full participation and quiz credit and at least one additional exercise (case or presentation).”

Calculated in this way, the completion rate among participants was 53%, four times the rate in previous years. Of the 50 students who completed the survey, 98% rated their overall experience in the course as good or excellent. To the question “Would you be interested in pursuing a degree from St. Goerge’s University?”, 82% answered yes. Of this number, 30% preferred online courses, 16% preferred on-campus classes, and the remaining 36% had no preference either way.

Dr. Satesh Bidaisee, St. George's University, Grenada.

Dr. Satesh Bidaisee, St. George’s University, Grenada.

ETC: How would you explain the high rate of completion for your MOOC?
Bidaisee: The key factors were: (1) A user-friendly online course management system, SGUx, which is built on the EdX platform. (2) Accessible course team. (3) Interactions with students through live seminars, live office hours, discussion blogs, Twitter communication. (3) Case study reviews, peer-review evaluation of student-produced seminars. (4) Focused course topic and content on One Health, One Medicine.  Continue reading

How Can Technology Enhance Language Learning?

Lynn ZimmermannBy Lynn Zimmerman
Associate Editor
Editor, Teacher Education

Second language acquisition as a body of research looks at various aspects of learning and teaching languages other than one’s native language. Most people probably think of this as foreign language teaching and learning. Because of the complexity of language learning and teaching, this field of research covers a wide range of issues from the order in which learners acquire grammar and vocabulary in the language they are studying to what the most effective teaching methods and strategies are. As learners and teachers alike seek more effective and efficient ways to teach and learn languages, technology use has grown.

Perhaps technology use for language learning began back when people used record players to listen to and repeat what was on a record. In the 21st century, the opportunities for using technology has grown enormously, ranging from podcasts you can download to interactive activities on the Internet where you can practice all aspects of a language.  These activities range from short texts to read and answer questions about to full-length courses taught over the web. With mobile technology, learning apps enable the learner to study anywhere, anytime. Each of these types of technology-assisted language learning comes with its own strengths and challenges for the learner and the developer.

In his blogpost, “How could SLA research inform EdTech?,” Scott Thornby suggests that the developer or user needs to ask some questions based on second language research about how an application may fit into the language learning process to determine its effectiveness for learners’ specific needs. He lays out what he calls 10 “observations” from second language research. Then he formulated questions, related to each observation, which ask how technology can enhance language learning. His questions focus on how adaptive the software is to different types of learners and to an individual learner’s history as well as how it addresses the complexity of the language. Thornby also suggests asking how well it gives opportunities for meaningful input and output as well as how well it provides feedback.

However, in the long run, I think the most important question he poses is “Is the software sufficiently engaging/motivating to increase the likelihood of sustained and repeated use?” After all, no matter how good it is from a pedagogical standpoint, if the software doesn’t engage the learners, it will gather dust on the virtual “shelf” as surely as those records from days past have gathered dust on people’s bookshelves.

Jason Ohler’s ‘4Four Big Ideas for the Future: Understanding Our Innovative Selves’

Jim ShimabukuroBy Jim Shimabukuro
Editor

Jason Ohler, who wrote “Whither Writing Instruction in the 21st Century?” for ETC five years ago, released a new book last month, 4Four Big Ideas for the Future: Understanding Our Innovative Selves.

Jason developed a disease called idiopathic pulmonary fibrosis from which he never expected to recover. It slowly and literally took his breath away. At the 11th hour, he received a double lung transplant.

“Rather miraculous,” he says. “A year later I have a new site, newsletter and book and feel great, back working full tilt, as inspired as ever.”

4Four Ohler2

For more information, link to his Amazon site and his personal website.

When he was huddled around an oxygen machine 24/7, he thought a lot. This book reflects what is important to him about life, learning and technology. Read some of the reviews for his book.

From the Amazon ad: “Dr. Jason Ohler has been telling stories about the future that are rooted in the realities of the past during the entire thirty five years he has been involved in the world of high technology and innovative education. He is a professor emeritus, distinguished president’s professor of educational technology and virtual learning who has won numerous awards for his work. He is author of many books, articles and online resources, and is a speaker, humorist, teacher, media psychologist, cyber researcher and grandpa. He is also a lifelong digital humanist who is well known for the passion, insight and humor that he brings to his presentations, projects and publications.”

 

How Can I Present a Better Webinar?

Lynn ZimmermannBy Lynn Zimmerman
Associate Editor
Editor, Teacher Education

A few weeks ago I presented my first webinar, and I have mixed feelings about it. I have participated in them and have felt okay about the experience, but this was not the same. Let me give you the background, and then I am hoping that a bunch of people will jump in and give me fabulous hints and advice about how to do it better next time.

First, the webinar was set up by someone else who was in a different location, and she used Hangouts, which I had never used. I had prepared a PowerPoint with my main talking points, and we uploaded that.

When the webinar began, I could see participant faces and the face of the moderator. I could also see the chat box where participants greeted one another.

When I started my presentation, we put up the PowerPoint, and I literally felt like I was sitting behind a screen talking to an invisible audience. At one point, the moderator said that several people had commented that they couldn’t see the PowerPoint advancing, couldn’t see the comments, etc.

All I could see was my PowerPoint, which appeared to be working just fine.

In response, I started flipping back and forth between the PowerPoint and the Hangouts screen to follow the comments. The longer this went on, the more stressed I got. I ended up hurrying through the rest of the presentation, answered a few questions, and said goodbye.

Those of you have had better experiences in presenting webinars, what advice can you give me? Different platforms? Different presentation models? How could I have made it more interactive? Other tips for conducting an effective webinar? Thanks in advance.

Gavin Dudeney on Technology and Teaching English

Lynn ZimmermannBy Lynn Zimmerman
Associate Editor
Editor, Teacher Education

I met Gavin Dudeney at a conference for English teachers in Balti, Moldova, in March 2016. He was keynote speaker and gave two workshops focusing on technology and English teaching. His presentations were engaging and informative, so I thought you’d like to hear from him, too. His ideas are relevant to all classroom teaching, not just English teaching.

LZ: Gavin, please tell us a little about who you are professionally.

Gavin: I’m Director of Technology for a company specializing in the use of technologies in education. I train teachers to use technologies and write books in the same area. I also work in online materials and course design and have a long history and background in language teaching and teacher training.

LZ: What do you think is the most exciting connection between technology and English teaching? Why?

Gavin: I think technology is a natural link between what we do in class and what happens outside of class — and this is particularly true of mobile devices, which give students the chance to bring things in from their “real” lives and use them in class, and take things they have learned in class and use them outside in the real world. Technology should engage, enable and enhance. If it gets in the way then it’s worse than useless.

LZ: I was especially intrigued by some of your ideas about using mobile (cell) phones in the classroom. As I told you at the conference, I feel like I am fighting the wrong battle trying to keep my students’ hands off their phones during class. What suggestions do you have?

Gavin: I think it IS a losing battle, so the secret is to own it instead of ignoring it. By owning it I mean working out how to incorporate mobiles into your teaching in a practical, useful and authentic way and making sure phones are only used under those conditions and are not relied upon for the whole class. In my workshop in Moldova, I gave some practical examples of how to achieve this balance, and some of them can be found here (click on the mLearning tab).

LZ: Thank you for taking the time to answer these questions.

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I recommend looking at the link he provides. I especially like his ideas about using the phone to take and share photos.