Every class should be a party.
Right?
Well, I know a handful of teachers
from my past who wouldn’t say yes to that question and quite a few students who
would shout “yes” from the rooftops if given a chance.
We educators are standing at a
crossroads. Many of us are excited to join this media party, but there is
also the worry that fun and innovation could outweigh educational value. And
though we may recognize how these resources can make learning accessible and
fun, it’s not surprising that many of us hang back, wondering if our students will
really benefit from joining the fiesta.
A few weeks ago, I overheard a fellow
teacher discussing social media use in the classroom, “They [the students]
already do all that stuff at home, why do they need it in the classroom
too?” I wanted to shout: “That’s the point!” It’s time to meet our
students on their own turf; I mean, hey, we’re basically inviting our
non-digital-native selves to our media-crazed students’ party.
So, on behalf of our students, I
officially invite you to the shindig—just be sure to BYOD!
Bring Your Own Device!
As Mark Schindler wrote in his blog
“Conversation Fodder for the Fashionably Late” (http://www.edsocialmedia.com/2012/03/conversation-fodder-for-the-fashionably-late/), “I want to reach out to all the
readers who feel like they are arriving late to the social media party. Don’t
worry – you’re not alone. And you’ve arrived at the perfect time!” Mr.
Schindler is right; this is the ideal moment to start experimenting with the
new apps, social media sites, and teacher tools that are popping up
everywhere.
Admittedly, my classes are difficult,
but most of my students would also admit that they are fun. Why? Because
a BYOD atmosphere encourages students to learn through interaction with
technology. I promote the use of laptops, tablets, and smartphones, and
students access everything from online discussions and quizzes to homework
announcements and dropboxes online. Over the last few years, I’ve come to
accept that students who’ve grown up with computers in their pockets aren’t going
to be excited about a boring flat piece of paper.
Resistance is futile: today’s students
are plugged in for most of their waking lives (and the generation that follows
them will likely be even more addicted and distracted). As I mentioned in a
past article, education is still about finding that balance between tradition
and innovation, a pedagogy that entertains as well as informs, because
entertainment fosters learning. Finding a way to use technology to
our students’ advantage is an important task for the twenty-first century
educator.
Here are two great sites that my
students and I are enjoying at the moment:
SOCRATIVE—interactive online quizzes
and activities that you create!
One of my favorite new sites/apps is
Socrative. Students can use a device or a computer to access it, and the app is
designed for easy group-up or pass-n-play. Teachers can create quizzes
(multiple choice, short answer, or true false) with a few clicks of the
mouse. It works great for formative assessments, but I often use it for
review games and peer-evaluations of presentations.
Socrative also has an amazing “exit ticket,”
a three question closing activity which takes only a few minutes to
complete. The ticket asks students three things: 1. How well did you
understand today’s material? 2. What did you learn
today? 3. Solve the problem on the board. I love that the last
request is the teacher’s choice. It allows us to craft a question based
on our lesson for that day.
The most incredible aspect of the
Socrative app is that you can watch your students advance through the “quiz”
with a live feed of the results, including their correct responses, and when a
quiz finishes, the site will emails you an Excel report detailing your students’
answers.
TODAYSMEET—a backchannel for live
discussions
This is a recent find, and I love the
way this site specifically allows for discussions, comments, and questions
during a set period of time, anywhere between two hours and a year.
TodaysMeet.com is a backchannel, a live discussion board that takes less than a
minute to set up and has none of those pesky time-consuming sign-up
requests. As the instructor, you can go to the website, type in the name
of the “meeting” (such as english101dantediscussion), which the site turns into
a board (todaysmeet.com/english101dantediscussion). Let your students
know the URL, and they can immediately begin chatting/commenting.
This tool, which is accessed through
the internet—no app yet, though it works well on smartphone browsers—can be
used in a variety of ways. For example, the instructor can have
students ask questions or comment during lectures, presentations, or films;
it’s an instant way to discuss what’s going on in the classroom, without
interrupting. (One warning about TodaysMeet—the posts cannot be deleted
before the end time; thus, if students write inappropriate comments, you will
be unable to censor them.)
If we aren’t banning paper and
pen—because students can use them to write notes to each other or doodle—then
shouldn’t we at least consider allowing our students to BYOD?
There are many benefits to allowing
devices in the classroom; perhaps the best part is that these forms of
interaction give shyer students and those who take more time to process their
answers a level playing field. In the old days, auditory learners and quick
thinkers dominated classes. But now, there’s more than one way to raise your hand.
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