I started using Edmodo over the past couple of months. Specifically, I offered it as one option to complete a reading project. I’d thought having a smaller group of students to start would help me ease into it, however over 75% of my 109 students opted for the Edmodo choice instead of the more traditional alternative.
I used the Edmodo quizzes as part of the assessment for the project. Now having used them, I see the quiz feature as having a likely future in my classroom as formative assessments, such as homework, as opposed to actual “quizzes”. Edmodo does not allow retakes easily and both the timed feature and occasional glitches in the system make quizzes that “count” stressful. However, the instant feedback it provides would be very vaulable in the formative stage and would reduce class-time reviewing answers on completed assignments, allowing for more time on new, engaging tasks and collaboration.
While pondering the future of this possibility, I had my students complete the following Consens-o-gram. Continue reading Vol.#15: The Edmodo Education
As I continue my work this week at the North Carolina Department of Instruction with the Kenan Fellows program, I have been presented with the following intriguing question:
“As some districts ban the use of social media in and out of classrooms, and others encourage its use, how do you explain such polar viewpoints?”
Welp, in a nutshell: Continue reading Vol.#12: Social Media @Classroom #Revolution
Back in July, I read a wonderful post by Edutopia titled “Ten Ideas for Teaching Teachers :Technology“. In early August, I forwarded it to my colleague Luke Miles who is widely heralded as our school’s resident techie guru. I stated, “I bet we can get Drew to agree to #4.” Continue reading Vol.#11: Instructional Smackdown
Last week’s post evidently left some room for further interpretation and discussion. My colleague Paul Cancellieri*, as usual, pushed my thinking deeper. He rightfully noted in a comment to the post that I did not completely and fully answer the question posed by the Kenan Fellows program:
“How we can best use technology to its maximum advantage in education?”
I don’t pretend to have all the answers, and I certainly don’t know more than some* about technology. However, it is my assessment that this question is most powerfully, truthfully, and best answered if it is simply as flipped as some of the cutting-edge classrooms of today:
We can best achieve an educational goal to its maximum attainment by utilizing technology.
This may seem at odds with what I stated in the previous post:
“It is important to remember is that technology is simply a tool. It no more accomplishes an educational goal in and of itself than a pencil and sheet of paper (or a slate and chalk before that.)…”
However, I go on to say:
“Educators’ understanding the right tool for the right task is imperative. A hammer does the plumber fixing the leaky faucet very little good.”
Please allow me to develop this “metaphanalogy” further… Continue reading Vol. #8: Tech Tools are the Power Tools of Education
I attended NCCAT in Cullowhee, NC this past week along with the other Kenan Fellows. While lots of experiences were built into our stay, the instructional focus was on educational technology.
It. Was. Amazing.
I am passionate about learning educational technology and integrating it into my classroom. Therefore, I was thrilled to be immersed into such a rich technology training environment over several days. It was the most powerfully intensive technology training I’ve ever experienced. Continue reading Vol.#4: My Top Ten Tech Takeaways from NCCAT