Emerging Technologies-Mobile Learning (capstone app modules)
Link to original project site on WikiSpaces [http://eci512group6spring2014.wikispaces.com/home]
The capstone project for this course consisted of an analysis of four apps along with a learning module integrating the use of the apps. The app icons below are links to the analyses of each Mobile Application and the potential role of each in the formative assessment of learning. These links are to the original project pages on WikiSpaces and open in a new window.
Professional Learning Standards (for non-education or adults)
Module Objective: Teachers will employ Mobile technology as a means of enhancing formative assessment skills and opportunities
This professional development (PD) module is designed to deliver to classroom educators alternative means of conducting formative assessments of student learning through mobile devices. The module will review the initial concepts of formative assessments, identify traditional means of assessment, and identify four mobile apps that may be used to gain immediate feedback of learning for purposes of adjusting instruction.
North Carolina Educator Effectiveness Standards
Element IVb. Teachers plan instruction appropriate for their students.
Teachers collaborate with their colleagues and use a variety of data sources for short- and long-range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be consistently monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural differences and individual learning needs.
Element IVc Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction.
Element IVd. Teachers integrate and utilize technology in their instruction.
Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate.
Element IVh. Teachers use a variety of methods to assess what each student has learned.
Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21st century assessment systems to inform instruction and demonstrate evidence of students’ 21st century knowledge, skills, performance, and dispositions.
Element Vb. Teachers link professional growth to their professional goals.
Teachers participate in continued, high-quality professional development that reflects a global view of educational practices; includes 21st century skills and knowledge; aligns with the State Board of Education priorities; and meets the needs of students and their own professional growth
North Carolina Educator Effectiveness Standards, (2014). Retreived from https://ncees.homebase.ncpublicschools.gov/ia/render.userLayoutRootNode.uP.
This PD Module for teachers should take about 2 hours. Participants will be asked to download and install the apps for the session before the session date. The session will begin with an example formative assessment. Have instructions to login to Socrative [b.socrative.com] using a web browser as a student using the room number <instructor's room number> and answer True or False for the statement, "I use Twitter." Once everyone has arrived and had a chance to answer, show the responses using a projector. As the introduction to the use of Twitter proceeds, explain adjustment made to the Twitter instructions made in light of the responses received.
- The introduction to Twitter .
- Teachers will be asked to access/download app for their devices dependent upon platform.
- Recommend teachers establish a distinct account for classes that can be kept separate from any private information that they may already have if an account is already used for personal access.
- Personal accounts would be an account to serve as a direct link to their position as an instructor.
- Example: @dcricha2
- Class accounts should be created as a group depository for whole class participation.
- Example: @2ndpdCivics
- Set settings for each to allow access.
- Will establish as first individual/group to follow the PD instructors and the group PD account.
- Example: @drsquared and @PDFormAssess
- Personal accounts would be an account to serve as a direct link to their position as an instructor.
- Teachers will be given scenarios for their use and will perform their roles as students in a classroom setting providing backchannel information to instructors.
- The last directions will ask the teacher to use the app as a backchannel for providing responses and asking questions during the introduction of Educreations.
- Teachers will be reminded of the last directions from previous stage to use Twitter as a means of providing feedback for instructors about current topic.
- Teachers will view a video created by Melissa Stopa entitled Gatsby and SkippyJon that demonstrates a simple how-to of the application and offers a strategy for its use.
- Teachers will create an account.
- Teachers will collaborate to develop a group Educreations project that focuses on students utilizing the resource as a means of delivering feedback upon understanding of learning.
- Teachers will than share group responses via PD Twitter account.
- The last activity will ask the teacher to use the app as a backchannel for demonstrating learning (share the link to their educreations video).
- Teachers will be reminded of the opening question on Twitter use with an explanation of it utilizing the Quick Question feature of Socrative.
- Teachers receive directions regarding the app versions of Socrative. There are two versions in Socrative 1.0, one for teachers and the other for students, but Socrative 2.0 uses a single version for both teachers and students. This lesson uses version 2.0, but the same skills apply to both versions.
- Teachers will create an account in Socrative providing them a "room."
- They will use Socrative to create a brief 2-4 item quiz on using Educreations with a partner.
- They will than choose a neighboring pair with which to administer the quiz so each experiences both the student and teacher side.
- Results of the quiz are sent via email to the "teacher."
- Teachers will be informed of the backchannel nature of this particular app and how it can serve as immediate assessment and directed to access the PD room created for this purpose. Link to video on how to use TodaysMeet.
- A TodaysMeet room will be created and shared with all participants then used to collect reactions to the apps presented.
- Participants will comment on ideas they see for using any of the apps presented in their classroom.
A TodaysMeet room open for a year will be created and shared with all participants. Participants will add comments on the uses of the apps presented in their classrooms and the actions taken in adjusting instruction based upon the feedback received over the next month.
Integration of App/Tool
The four chosen apps are integrated as a single category of applications designed to receive feedback from students/participants as a means of assessing learning. Their use in the instructional module is explained in the previous succession of instructional activity. Opportunities are built into the module to access and employ their use for demonstration purposes and as a means of PD instructor's own feedback to assess participant understanding.
The apps were intentionally used as an overlapping means of practicing previously learned skills to the construct of new learning with the next app.
Instructional activities include opportunities for participants to share and collaborate on how apps are used and information received and acted upon.
ISTE NETS-T or other Professional Standards
2. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching.
4. Promote and model digital citizenship and responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
5. Engage in professional growth and leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
International Society for Technology in Eductation,(2014). ISTE Standards: Teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf.
Assessment of Learning
Participating teachers will provide feedback through wiki on their use of two of the four provided apps using a plus/delta format. Teachers are asked to provide artifacts displaying their use of formative assessment applying technology.
- Participant devices. Prefer mobile devices but can use laptops in most cases.
- Participant created app accounts. (Created as part of PD activities)
- The four applications - all apps have free download and account options.
- Introductory Prezi on "Formative Assessment"
- Demo video of Gatsby and SkippyJon
- Presentation Hardware.
Value Beyond the Learning Experience
The value beyond is the implementation of effective formative assessment tools to enhance student learning. Participants will leave with a set of tools they can use immediately with a minimal of preparation. The increased opportunities of assessment for the student allows for teachers to make reflective decisions regarding instructional strategy and curricular pacing. The most important message that a participant can take away from the PD is employment of these applications is mere superficial and gimmicky if the assessment is not acted upon by the instructor.
Learning Experience Development Resources/Citations
- Marzano, R. (2010). Formative assessment and standards-based grading. Bloomington, IN: Marzano Research Laboratory.
- Twitter: http:twitter.com
- educreations: http://www.educreations.com/
- Socrative/ Teacher: http://b.socrative.com/
- Socrative/ Student: http://b.socrative.com/ Student only logs in to room prepared by teacher.
- TodaysMeet : https://todaysmeet.com/
- North Carolina Educator Effectiveness Standards, (2014). Retreived from https://ncees.homebase.ncpublicschools.gov/ia/render.userLayoutRootNode.uP.
- International Society for Technology in Eductation,(2014). ISTE Standards: Teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf.