Socrative – A 21st Century Way to Assess

Let me set the stage: it’s professional development at our district administration building. Our district has made a MAJOR leap; within the next three years, we want to have a full 1:1 iPad rollout to our students completed. This coincides with our overall “rethinking education” push and a move to NxGL (“Next Generation Learning”) classrooms. One-third of the roll-out had been  completed (Districts, like elephants take their time and aren’t usually in a hurry). At the time it was “Arab spring” in areas of the Middle East, and there was a similar feeling in room 704 – the professionals were restless.

Continuing on, have you ever been to a meeting where you asked yourself, “Wait a minute! Maybe I should be leading this!”? This is not to say that the facilitator wasn’t doing a good job; it was more that as the plane was being built in the air, we needed a mechanic.

As the meeting progressed, it became apparent that all the note taking apps in the world weren’t going to help anyone RIGHT NOW. Teachers love stuff they can use tomorrow and many of the apps we had brought up in discussion involved a scaffolded deployment. So when the question was asked, “What is your favorite app?”, Socrative came up. And a comment was made that went something like this, “Socrative is amazing. It saves me time, it has changed the way I quiz, and it has increased student engagement.” I made that comment. It raised quite a few eyebrows, mostly because a few others teachers had used the app to poll in the classroom.

Here is how Socrative works and why you should use it: Students go to the app store and download the free student clicker. You – the teacher – go to the app store and download the teacher clicker, which is also free. On your student clicker, you will need to enter in a room number as the student and activate the quiz as the instructor. This is a two-way device app.

As the instructor, you’ll need to add and edit content. While this may seem like it would take an excessive amount of time, it moves very quickly once you get the hang of it. I like to copy-cut-paste quizzes from MS Word. There are some recent features like adding a picture and graded short answers that are worthwhile, but I want to get back to that idea of saving time!

First, as you edit content, you have three basic question types: multiple choice, True/False and short answer. These options really don’t need much explanation, other than knowing that they will offer you the option to grade your short answers (note that and the student submitted response has to be identical to what you enter – I learned that the hard way when students keep getting the question “What river plays a key role in the novel The Adventures of Huckleberry Finn?” wrong.)

Second, as you edit content remember, this app provides real-time feedback. Meaning, students will get a pretty good idea how they are doing. As a learning professional, it is valuable to put in an explanation for right/wrong answers, which for the purposes of graded formative work, is important.  This idea of real-time feedback is what really ramps up the level of student engagement with this app.

The quiz-based activities are nice, but one negative for me is the Space Race function. It’s okay, but I don’t recommend it because it takes more front-end work that delivers less back-end reward. Plus, it looks kinda “hokey”.

The Start Quiz function is really the bread-and-butter option. What I love above the way the quiz will look for students is you can randomize answer choices. Now, instead of trying to come up with multiple quiz forms to prevent cheating, it does it for you. Also, a student paced vs. teacher paced option is available for those timed-activities that you know need to help students prepare for the timed element of the ACT/SAT.

When you enter in your questions, it will give you the option to send back a report. The report will be sent to your login e-mail. That report is key as it will give YOU the correct number of answer choices. It grades the work for you! How cool!

Upon my initial uses, I would show the results up on the board and occasionally comment “Student X is done!” or “Student Y, you have ten more questions.” The reward was certainly a sense of increased student engagement.

Finally, the app does a nice job of saving reports. So, in case of a “grade book crash”, you’ll have data stored.

Again here are the highlights:

Completely FreeTwo-Way feedback deviceEngaging for the kidsGrades work for you

Here’s the Socrative web site: www.socrative.com. Enjoy!

Related Posts (if the above topic is of interest, you might want to check these out):
Lucidchart – Excellent Web Based Diagramming and Charts, Free for Educators and Students
5 Great Tools for Creating Your Own Educational Infographics
Picture This: 5 Ways Teachers Can Use Instagram in the Classroom

David Rudey currently lives and teaches English in the Milwaukee area. His role this past year and for this upcoming year is to teach English in a Next Generation Learning Environment where students work to create personalized learning goals while using their IPAD's as a functional learning tool. His fiction writing has been published by Six Fold and the NEIU cross-town journal.

 Print This Post Tagged as: easy to use SRS smartphone tablet laptop desktop clicker app for classroom, free interactive polling and quizes for the classroom, free SRS smartphone tablet laptop desktop clicker app for teaching students education, socrative free student response system software for laptops tablets smartphones

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Study Shows 21st Century Skill Development Clearly Linked to Career Success

Guest author Jon Fortenbury shares and expands on the implications of a recent study that indicates how much we are in need of improving how we educate students to succeed in today’s, and tomorrow’s, work place. I emphasized similar concerns about this issue and the growing skills gap that many studies show on the horizon for the coming decades in my recent presentation at the UB Tech 2013 conference (note that if you sign up for a UB Tech account, you can watch this and dozens of other presentations from the conference for free). Societies across the world are facing this same challenge with their work forces. While educators are talking a lot about it, action on a wide scale has yet to follow. Thankfully there are educators taking action, but they are few and far between. More on this topic in coming weeks. – KW

There’s an epidemic of sorts in our current education system: We need more and better skilled graduates entering the work force.

To accommodate a fast-moving global economy and adapt to technology, we need 21st century skills, yet we’re not getting them in school, according to a 2013 study by the polling firm Gallup Inc. The previous required skill set (dubbed the three R’s: reading, writing and arithmetic) used to be enough to compete well in the workforce, but now we may also need four C’s to succeed: critical thinking and problem solving, communication, collaboration, and creativity and innovation.

These 21st century skills are more important than ever, due to the Internet making communication and information widespread, and companies responding to an array of new problems with new technology. The Gallup data may not shock you, but it certainly suggests a much-needed change in the current American education system.

Gallup, in collaboration with the Pearson Foundation and Microsoft Partners in Learning, surveyed 1,014 people aged 18 to 35 about their exposure to seven 21st century skills during their last year of school. Those skills are: collaboration, skilled communication, knowledge construction, global awareness, technology used in learning, self-regulation and real-world problem-solving.

According to the study, respondents who reported having a relatively large exposure to these 21st century skills during their last year of school were two times more likely to mark “strongly agree” in regards to how successful and valued they are at their jobs. Even though less than two-thirds of the respondents reported exposure to real-world problem solving in their last year of school, the skill most strongly linked in the study to self-reported work quality was, indeed, real-world problem solving.

Perhaps the least surprising but most disappointing statistic from this survey is that high school graduates reported having far less exposure to 21st century skills than those with more advanced degrees. Still, most of the study’s respondents (59 percent) claimed to “strongly agree” or “agree” that they developed most of the 21st century skills used in their current job outside of school.

Thankfully, a majority of respondents (86 percent) used technology at some point in school but only 14 percent did so in collaboration with other students, which is in itself a 21st century skill that Gallup called essential to today’s highly virtualized work environment.

Another interesting find in a separate set of questions from the study, which could have all sorts of implications, was the link the study found between exposure to 21st century skills, work success and support from teachers (encouragement of student voice and a feeling of belonging).

Numbers don’t lie, but the meaning is open to interpretation.

The survey seems to most strongly suggest that we’ve recognized these skills as necessary for success in today’s workforce, yet most people aren’t learning them in school.

The Gallup press release on the study states, “Developing 21st century skills in the last year of school positively correlates with future work success, but too few students have the opportunity to develop these important skills.” The National Education Association (NEA) put it more bluntly in its document “An Educator’s Guide to the ‘Four C’s'” by writing that America’s [current] education system was “built for an economy and society that no longer exists.”

According to this study, many K-12 students aren’t learning all the necessary 21st century skills in school, and college students aren’t learning them very well either.

There’s no shortage of suggestions for changing the current education system in America. One of these comes from the independent company Rand Corporation.

According to an article on the Rand website, there are many lessons you can infer from research that shows how individuals learn, all of which may be useful for the 21st century teacher. Here are just a few of them:

Make lessons relevant. Show how a topic fits into the big picture.Exploit technology to support learning.Foster students’ creativity.Address misunderstandings directly.Promote teamwork as a process and outcome.

As with any study, the numbers only report what’s happened and what’s happening. Plenty of schools, teachers and companies are trying to make sure that what will happen is the best possible scenario, though there seems to be no single consensus about how to make it so.

Regardless of the next step, the Gallup study at the very least points out the connection between possessing 21st century skills and work quality. Designing an education in the 21st century may be harder than anyone thinks, since many schools seem to not be teaching those skills yet, the study suggests.

Related Posts (if the above topic is of interest, you might want to check these out):
Measured Results Demonstrate Enhanced Learning Outcomes in the Flipped Classroom
Education Technology Success Stories (Article Category)
Book Review – Best Practices for Teaching with Emerging Technologies

Jon Fortenbury is an Austin-based freelance writer who specializes in higher education. He's been published by the likes of the Huffington Post and AOL.com and has been writing about education for USA Today College for a year and a half. He blogs at jonfortenbury.com.

 Print This Post Tagged as: educational insitutions not turning out enough grads with adequate 21st century skill sets, growing skills gap in US and abroad, study shows relationship between 21st century technology skills in education and work place career success

View the original article here

Study Shows 21st Century Skill Development Clearly Linked to Career Success

Guest author Jon Fortenbury shares and expands on the implications of a recent study that indicates how much we are in need of improving how we educate students to succeed in today’s, and tomorrow’s, work place. I emphasized similar concerns about this issue and the growing skills gap that many studies show on the horizon for the coming decades in my recent presentation at the UB Tech 2013 conference (note that if you sign up for a UB Tech account, you can watch this and dozens of other presentations from the conference for free). Societies across the world are facing this same challenge with their work forces. While educators are talking a lot about it, action on a wide scale has yet to follow. Thankfully there are educators taking action, but they are few and far between. More on this topic in coming weeks. – KW

There’s an epidemic of sorts in our current education system: We need more and better skilled graduates entering the work force.

To accommodate a fast-moving global economy and adapt to technology, we need 21st century skills, yet we’re not getting them in school, according to a 2013 study by the polling firm Gallup Inc. The previous required skill set (dubbed the three R’s: reading, writing and arithmetic) used to be enough to compete well in the workforce, but now we may also need four C’s to succeed: critical thinking and problem solving, communication, collaboration, and creativity and innovation.

These 21st century skills are more important than ever, due to the Internet making communication and information widespread, and companies responding to an array of new problems with new technology. The Gallup data may not shock you, but it certainly suggests a much-needed change in the current American education system.

Gallup, in collaboration with the Pearson Foundation and Microsoft Partners in Learning, surveyed 1,014 people aged 18 to 35 about their exposure to seven 21st century skills during their last year of school. Those skills are: collaboration, skilled communication, knowledge construction, global awareness, technology used in learning, self-regulation and real-world problem-solving.

According to the study, respondents who reported having a relatively large exposure to these 21st century skills during their last year of school were two times more likely to mark “strongly agree” in regards to how successful and valued they are at their jobs. Even though less than two-thirds of the respondents reported exposure to real-world problem solving in their last year of school, the skill most strongly linked in the study to self-reported work quality was, indeed, real-world problem solving.

Perhaps the least surprising but most disappointing statistic from this survey is that high school graduates reported having far less exposure to 21st century skills than those with more advanced degrees. Still, most of the study’s respondents (59 percent) claimed to “strongly agree” or “agree” that they developed most of the 21st century skills used in their current job outside of school.

Thankfully, a majority of respondents (86 percent) used technology at some point in school but only 14 percent did so in collaboration with other students, which is in itself a 21st century skill that Gallup called essential to today’s highly virtualized work environment.

Another interesting find in a separate set of questions from the study, which could have all sorts of implications, was the link the study found between exposure to 21st century skills, work success and support from teachers (encouragement of student voice and a feeling of belonging).

Numbers don’t lie, but the meaning is open to interpretation.

The survey seems to most strongly suggest that we’ve recognized these skills as necessary for success in today’s workforce, yet most people aren’t learning them in school.

The Gallup press release on the study states, “Developing 21st century skills in the last year of school positively correlates with future work success, but too few students have the opportunity to develop these important skills.” The National Education Association (NEA) put it more bluntly in its document “An Educator’s Guide to the ‘Four C’s'” by writing that America’s [current] education system was “built for an economy and society that no longer exists.”

According to this study, many K-12 students aren’t learning all the necessary 21st century skills in school, and college students aren’t learning them very well either.

There’s no shortage of suggestions for changing the current education system in America. One of these comes from the independent company Rand Corporation.

According to an article on the Rand website, there are many lessons you can infer from research that shows how individuals learn, all of which may be useful for the 21st century teacher. Here are just a few of them:

Make lessons relevant. Show how a topic fits into the big picture.Exploit technology to support learning.Foster students’ creativity.Address misunderstandings directly.Promote teamwork as a process and outcome.

As with any study, the numbers only report what’s happened and what’s happening. Plenty of schools, teachers and companies are trying to make sure that what will happen is the best possible scenario, though there seems to be no single consensus about how to make it so.

Regardless of the next step, the Gallup study at the very least points out the connection between possessing 21st century skills and work quality. Designing an education in the 21st century may be harder than anyone thinks, since many schools seem to not be teaching those skills yet, the study suggests.

Related Posts (if the above topic is of interest, you might want to check these out):
Measured Results Demonstrate Enhanced Learning Outcomes in the Flipped Classroom
Education Technology Success Stories (Article Category)
Book Review – Best Practices for Teaching with Emerging Technologies

Jon Fortenbury is an Austin-based freelance writer who specializes in higher education. He's been published by the likes of the Huffington Post and AOL.com and has been writing about education for USA Today College for a year and a half. He blogs at jonfortenbury.com.

 Print This Post Tagged as: educational insitutions not turning out enough grads with adequate 21st century skill sets, growing skills gap in US and abroad, study shows relationship between 21st century technology skills in education and work place career success

View the original article here