Using Mobile Technology to Facilitate Student Accountability and Check for Student ComprehensionDR. DERRICK MEARS, PH.D.ED.S . COOR DI NATOR, ASSOCIATE PR OFESSOR OF CURR ICU LUM AND IN STRUCT ION /EDUCAT ION AL TECHN OLOGYUNI VERS ITY OR ARKANS ASEMA I L :DMEARS@UARK .EDUWEB: WWW.T IN YURL .COM/DERR I CKMEARSTWITTER :@MEARSDR

Let’s Get Started!•Find The QR Code Reader on your device:•iPhone/iPad:•QR Reader•Android:•QR Code Reader•Windows:•QR Code Scanner

Who is This Guy! •25th year in education:•12 years in K-12:•Kansas City Public School District•North Kansas City School District •Science, Physical Education and Gifted Education•Chair of Staff Development Committee, New Teacher Mentor, Essential Elements of Instruction Trainer

Who is This Guy! •25th year in education:•13th year in Higher Education:•Teacher Education, Curriculum and Instruction, Educational Technology•Currently coordinate the Ed.S. in Curriculum and Instruction •Teach graduate courses in:•Educational media, Learning with Technology in K-12 Schools, Instructional Design, Curriculum and Assessment

Who is This Guy! •Presentation Information:•http://tinyurl.com/DerrickMears

Tools for Facilitating Accountability and

Comprehension•Quick Response Code:•Two dimensional bar code•Scanned with a mobile tagging application on a device.•Downloads or accesses based material.

What is a QR Code?•QR Code Components:•4 squares•2 alignment lines •Alternate black and white

Why Use Them?•Quick Response Code:•High volume of information:•Can store up to 4,296 alphanumeric or 7.089 numeric characters

•High level of error correction:•30% of an image can be distorted and it will still be recognized

Why Use Them?•Easy Access to Content:•Apollo Space Flight•http://spaceflight.nasa.gov/history/apollo/index.html• • NASA: The • Apollo Program

•Reasons:•Gets them to the information you want them to study faster.•Keeps them away from the information you do not want them to study.

Tool # 1: The QR Code• QR Code Maker

• For iPad

• QR Code Generator

• For Android

QR Code CreatorWEB-BASED

http://www.qr-code-generator.com/

Designing Assessments-Deconstructing Standards

Deconstructing Standards Statements:•Nouns:

•Concepts students are to learn related to the standard.

•Verbs:•Level of thinking or understanding expected

•Adjectives:•Provide the guidance for assessing student learning related to the standard

•Nouns:• A noun is a person place of thing!• What is the concept they are asked to learn?

•Verbs:• To run, to walk, to jump to fly-verb that’s what’s happening

• What are they asked to do related to the concept?•Adjectives:

• Words to describe those people places and things It was a hairy bear, it was a scary bear

• What degree of understanding do you assess?

Designing Assessments-Deconstructing Standards

•History of Space Flight•CCSS.ELA-LITERACY.RST.6-8.1•Cite specific textual evidence to support analysis of science and technical texts.• Nouns-evidence, analysis, science, texts. • Verbs-cite, support• Adjectives-specific, textual, technical

•3 pieces of specific, textual, technical evidence•2 pieces of specific, textual, technical evidence•1-piece of specific, textual, technical evidence

Designing Assessments-Deconstructing Standards

Designing Assessments-Deconstructing Standards

Proficient Competent BasicThe student’s response provides three pieces of specific, textual and technical evidence in response to the prompt

The student’s response provides two pieces of specific, textual and technical evidence in response to the prompt

The student’s response provides one piece of specific, textual and technical evidence in response to the prompt

Technology Based Assessment Strategies

We Choose To Go To the Moon

Watch this clip of a speech from

President Kennedy which launched the

Space Race!

Technology Based Assessment Strategies

We Choose To Go To the Moon• Provide a summary of the Apollo

missions that lead to the first landing on the moon.• From the text provide three pieces

of specific textual and technical evidence relating to:• The number of missions required

to get to the moon • What each of the mission

accomplished

Tool # 2: The Google Form

We Choose To Go To the Moon• Provide a summary of the Apollo

missions that lead to the first landing on the moon.• From the text provide specific

textual, technical evidence relating to:• The number of missions

required to get to the moon • What each of the mission

accomplished

Tool # 3 : The Tiny URL & Poll Maker

Easy to Remember

Web Addresses

& Quick Quizzes

Tool # 4: Poll to Go via Twitter

We Choose To Go To the Moon• Provide a summary of the Apollo

missions that lead to the first landing on the moon.• From the text provide specific

textual, technical evidence relating to:• The number of missions

required to get to the moon • What each of the mission

accomplished

Tool # 5: Nearpod We Choose To Go To the Moon

• Study the components of the Apollo 11 Lunar Landing Module.• From the field trip provide specific

textual, technical evidence relating to:• The components of the stages

of the mission• Communications between

astronauts and the control tower

Tool # 6: Wufoo Generates

Scoring Guides/Forms• Multiple types

of entries• Clear feedback

with easy to distribute results

• Easy integration into documents.

Using Mobile Technology to Facilitate Student Accountability and Check for Student ComprehensionDR. DERRICK MEARS, PH.D.ED .S . COO R D IN AT O R , A S S O C I AT E PR O FES S O R O F CUR R ICULUM A N D IN S T RU CT I O N /E DU CAT I ON A L TE CH N O LO GYUN IV ER S IT Y O R A R KA N S AS

EM A IL :DM E AR S @UA RK .E DU

WE B: WW W.T IN Y UR L .CO M /D ER R ICKM EAR S

TW I TT ER :@M EA R S D R