So many ruminations on what smartphone technologies offer the wired classroom begin with some permutation of how, at first, cell phones are often the bane of teachers’ existence because they cause disruptions. This isn’t one of those ruminations. Let’s just go straight to the suggestions, shall we?
The GoogleDocs Form is an efficient way for teachers to collect small pieces of information because it automatically displays the information in a spreadsheet. Teachers can add formulas to those spreadsheets to create multiple-choice quizzes that grade themselves.
Edmodo has been a wonderful resource for my classroom. As an English teacher, I love that my students can post a paper that they have written and receive feedback from their classmates and teachers, and store their work right on the site.
My students and I do a lot of digital storytelling. Like many teachers, I “trick” my students into writing by having them create scripts and writings for digital projects. For the longest time I could not figure out how to get an iMovie into Edmodo. Here’s the solution and it’s quick!
Too often the conversation surrounding the flipped classroom focuses on the videos- creating them, hosting them, and assessing student understanding of the content via simple questions or summary assignments.
I wish the conversation focused more on what actually happens in a flipped classroom. If we move lecture or the transfer of knowledge online to create time and space in the physical classroom, how are we using that time to improve learning for students? What is our role as the teacher in the flipped classroom? How are we maximizing the potential of the group when students are together to design collaborative, creative, student-centered activities and assignments? This is the part I want to hear more about!