Beth Rajan Sockman Ph.D.East Stroudsburg University of Pennsylvania

Graduate Coordinator, Instructional TechnologyMelissa Whitman M.Ed.

Nazareth Area School DistrictTechnology Specialist & Coach

Going beyond the Mobile Mania and into

Mobile Might!

http://tinyurl.com/engageappsmobilesummit2014

Take Aways (Goals)

• Explain learner-centered and learning centered with value to education

• Describe ways that you can increase engagement

• Identify evaluation tools for Apps (to begin to look) for potential engagement & learning centeredness

• Recognize strategies for engagement

• 4 apps and use in a learner - centered way

• Pinpoint key management tactics for the mobile devices for those apps or Web 2.0 tools.

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What is the problem?

Most App use (Jahnke & Kumar, 2014)

• Use of traditional classrooms - didactic-traditional teaching/instruction (most)

Most App use (Jahnke & Kumar, 2014)

• Students get distracted with other things to do on devices (even visually more distractions!)

Most App use (Jahnke & Kumar, 2014)

• Challenging for teachers to find the appropriate app or combination of apps

What is learner centered? Why is it valuable?

Learner-CenteredEvolved from Psychological principles

• “teacher empathy (understanding), unconditional positive regard (warmth), genuineness (self-awareness), non-directivity (student-initiated and student-regulated activities) and the encouragement of critical thinking (as opposed to traditional memory emphasis)” (Cornelius-White, 2007)

• Learner-centered model refers to a “perspective that couples a focus on individual learners . . . with a focus on learning” (McCombs & Whisler, 1997, p. 9 in Cornelius-White, 2007).

Difference (ACOT 1995)

Learner Centered = + correlated to behavior + cognitive outcomes = increased student participation > drop-out rates > resistant behavior

Meta–analysis of Learner-Centered Instruction examined 119 studies - 355,325 students (Cornelius-White, 2007)

What is Engagement?

Engagement?

• “In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Generally speaking, the concept of “student engagement” is predicated on the belief that learning improves when students are inquisitive, interested, or inspired,

The Engaged Classroom - http://edglossary.org/student-engagement/

Engagement?

• …..and that learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise “disengaged.” Stronger student engagement or improved student engagement are common instructional objectives expressed by educators.”

The Engaged Classroom - http://edglossary.org/student-engagement/

Recognizing Engagement…

How can you recognize engagement?

• In the engaged classroom you will observe that all students are authentically engaged at least some of the time or that most students are authentically engaged most of the time. Passive compliance and retreatism is rarely observed and rebellion is non-existent.

- from http://www.readinghorizons.com/blog/seven-ways-to-increase-student-engagement-in-the-classroom

5 Levels of Engagement

Rebellion

Retreatism

Passive Compliance

Ritual Compliance

Authentic Engagement

5 Levels of students engagement - based on Schlechty (2002) - from http://www.readinghorizons.com/blog/seven-ways-to-increase-student-engagement-in-the-classroom

Ways that you can increase engagement …

Increase Engagement!

• Academic Intellectual • SOCIAL

(ASCD - http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/Strengthening-Student-Engagement@-What-Do-Students-

Want.aspx)

Increase Engagement - Academic

• SKILLS: Just in time learning - to the individual differentiate

& customization

• AUTHENTIC- Real world tasks- engaging tasks - creativity -

individual Expression & individual Design(ASCD - http://www.ascd.org

/publications/educational-leadership/sept95/vol53/num01/Strengthening-Student-Engagement@-What-Do-Students-

Want.aspx)

Increase Engagement – Social

• SOCIAL aspects• Personal attention from the

teacher• Attention from other students

(ASCD - http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/Strengthening-Student-Engagement@-What-Do-Students-

Want.aspx)

How do you purposefully use apps for engagement?

Why Mobile? Not this….

Tools for App evaluation for learner centeredness - SCALE

Academic - Intellectual : Authentic - engaging tasks• Skills Applications - Content Driven

• Remembering, understanding, applying, analyzing, evaluating : Just in time learning - to the individual (skills), just in time learning, individualization or customization

• Creation Applications - Used across many content areas. Real world tasks- engaging tasks - creativity - individual Expression & individual Design

Management - SOCIAL aspects• Feedback & Assessment

• Personal attention from the teacher• Attention from other students

• Hardware/Software

Rubric to Evaluate Different tools for App evaluation (BEFORE USE)

• Content Based App’s _ Kathy Shrock http://www.ipads4teaching.net/uploads/3/9/2/2/392267/evalipad_content.pdf

• Creation Based Apps _ Kathy Shrock- http://www.ipads4teaching.net/uploads/3/9/2/2/392267/evalipad_creation.pdf

• General App Evaluation Rubrics• http://static.squarespace.com/static/50eca855e4b0939ae8bb12d9/50ecb58

ee4b0b16f176a9e7d/50ecb593e4b0b16f176aa974/1330908312793/Vincent-App-Rubric.pdf

• http://www.edudemic.com/app-review-rubric/• http://eskillslearning.net/uploads/Selection%20Rubric_Scoring%20Rubric.pd

f• http://www.ipads4teaching.net/uploads/3/9/2/2/392267/walker_rubric_20

12.pdf• Using Guiding Questions -

https://ipad2educate.wikispaces.com/file/view/iPad%20Evaluation%20Questions.pdf

• Report Card - https://www.appolearning.com/report_card• Student App review -

https://docs.google.com/file/d/0BzJdStH5bG1sdlM3MUdUbVRfcms/edit

SKILL Creation APPS

App for Engagement Assessment

• http://tinyurl.com/engageapps

Engagement Checklist - Background

Engagement Checklist – Skills App

Engagement Checklist – Creation App

Engagement Checklist – Social - Feedback

Engagement Checklist – Organization

APPs

Manage & Assess

Socrative let’s a user interact and engage learners while assessing through short

quizzes, student paced or teacher paced to evaluate learning!

Padlet

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Discuss & EngagePadlet allows a user to post a thought, comment or more, anonymously or by name to a discussion question or brainstorming board. It also allows for media and image posts to really make responses impactful. It brings the shy student out of the corner and equal with the rest of the class.

Assistive & IndividualizedPaperPort Notes allows immediate notetaking

on PDFs, web images, documents and more using typing, writing or through voice and

shared back through various media!

Create & EvaluateEducanon takes showing videos in the

classroom to a higher learning level, as you stop a video, ask a question to assess the

learning and keep going! Interactive Video- unleashed with evaluative results!

Create & Have Fun

Sock puppets lets a user create a story with virtual sock

puppets to bring a story alive.

APP review - Go over the following for each app• Skills Applications

• Creation Applications

• Academic - Intellectual : Authentic - engaging tasks

• SOCIAL aspects• Feedback & Assessment• Personal attention from the teacher• Attention from other students • Organization

Images – Thank you for the use!

• https://www.flickr.com/photos/mott/3926331434/

• https://www.flickr.com/photos/michaelgallagher/8589166885/in/photostream/

• http://blog.calicospanish.com/2013/11/05/7-questions-you-should-be-asking-about-language-speaking-assessments.html

References

• Blackwell, L. B., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.

• Cornelius-White, J. (2007). Learner-centered teacher-centered relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.

• Donovan, S. M., & Bransford, J. D. (2005). Chapter 6: The Design of Learning Environments. How Students Learn: History, Mathematics, Science in the Classroom. Retrieved April 24, 2006, from http://newton.nap.edu/html/howpeople1/ch6.html

• Gardner, H. (1999). Multiple approaches to learning. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 69-90). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

• Jahnke, I., & Kumar, S. (2014). Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes. Journal of Digital Learning in Teacher Education, 30(3), 81-88. doi: 10.1080/21532974.2014.891876

• Jonassen. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional theories and models: A new paradigm of instructional design (Vol. 2, pp. 215-240). Mahwah, NJ: Lawrence Elbalum Associates, Publishers.

• Joyce, H. (2007). The world is getting smarter. Retrieved September 25, 2011, from http://moreintelligentlife.com/story/the-world-is-getting-smarter

• Oliver, K., Kellogg, S., Townsend, L., & Brady, K. (2010). Needs of elementary and middle school teachers developing online courses for a virtual school. Distance Education, 31(1), 55-75. doi: 10.1080/01587911003725022

• Patrick, S., Edwards, D., Watson, J., & Wicks, M. (2012). National Quality Standards: Measuring quality from inputs to Outcomes: creating student learning performance metrics and quality assurance for online schools. http://www.inacol.org/wp-content/uploads/2012/11/iNACOL_Quality_Metrics.pdf

• Prensky, M. (2013). Our brains extended. Educational Leadership, 70(6), 22-27. • Thomas, K., & O'Bannon, B. (2013). Cell phones in the classroom: Preservice teachers' perceptions. Journal of Digital Learning in

Teacher Education, 30(1), 11-20. • Tomlinson, C. A., & McTighe, J. (2006). What really matters in teaching? Integrating Differentiated Instruction and

Understanding by Design: Connecting Content and Kids. Retrieved April 24, 2006, from http://www.joinup.org/ascdexpress/sample/teaching.asp?code=X5S071

May you all stay engaged!

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http://padlet.com/bsockman/v44v98mxbath