There is much debate regarding the use of digital technology in the classroom. For teachers, cell phones and other technology are both frustrating helpful when it comes to student use. They have the potential to be distracting and disruptive, as we all know, but tech is useful when it comes to some classroom activities, such as keeping a next reads list, or looking up word gaps. I love the idea of using them for the powers of good, so recently, I tried asking my students to use their mobile phones just for the purpose of recording, and to try to ignore the notifications that might come across as they used them.
I’m always looking for new strategies to help the readers and writers in my classroom, and in the past few weeks I’ve tried a couple of different applications. Using cell phones and iPads is simple, and it meets one of the simple rules I am trying to follow when it comes to working with students: meet them where they are.
Recently, while my grade nine students were in the thick of drafting informational essays, I asked them to read their essays aloud, and listen to the flow, the choppiness, the parts that sound great, and the parts that “just don’t sound right.” While I’ve asked students to read their own work aloud before, this time I asked them to record themselves, and then after, to listen to their voices while reading, keeping a pencil in their hands, pausing the audio and editing and revising as they go.
My students were reluctant at first, but once they got over the initial awkwardness of listening to their own voices, they indicated that it was a simple and useful strategy for revision. It’s one that can be used in other classes, and doesn’t require any other tools or even other people for help.
Another strategy we employed using recording technology was focused on the use of video recording. Before my students had started writing informational essays, we studied informational texts, using the Nonfiction Notice and Note signposts, along with the Book Head Heart strategy found in the works of Kylene Beers and Robert Probst.
When students learn reading strategies and skills, it’s important to be able to see just where they are in the learning process, but it takes time to thoroughly check in with each and every one of them. So with this unit, our ninth grade English teacher team decided that it would be great if students could demonstrate their learning through a think-aloud. Doing this in class would take a lot of one-on-one time, so we asked students to demonstrate their thinking and reading skills on their own, and to use the video recording capabilities on their iPads and cell phones.
Because we, as teachers, had modeled the think-aloud strategy in our classes many times, students knew exactly what we meant, and were able to demonstrate their understanding of the strategies and skills necessary when reading magazine articles. They annotated, exposed their initial confusion, shared their process of finding understanding, and demonstrated a multi-draft reading of the articles they had chosen. It was a successful method of assessment, and I plan to utilize it again. Students had a chance to showcase their thinking and understanding, and it wasn’t a one-off opportunity. They had the chance to try multiple takes with their recordings, so the pressure was off and they could easily share their thinking.
Our most current rationale for the utilization of video in class is with our new short novel unit, in which we formed book clubs. We are squeezing in a shared text at the beginning of second semester with Of Mice and Men. While all of my students are reading the same text, they are split up into groups of three and four so they can form their book clubs. One of the summative assessments with this unit is a small group discussion that they will record. They will need to demonstrate some academic, sustained, literary discussion in their videos, and are practicing in class, leading up to the recorded discussion. I’ll be able to have five small-group discussions going on at the same time in my class, which means precious class time isn’t frittered away with transition times between discussions, for example. Students will be thinking, reading, and discussing, and I’ll be able to watch the video later, when the pressure is off, and I can truly assess the conversation. I’ll try to remove the guess-work because I can slow down the speaking and listening assessment portion of it all.
These are just a few ways to allow students to use the simple technology that is available to them. Kids know how to make movies and to splice audio, so there is little need to instruct regarding the technical details. They can use the audio and video to showcase their skills.
It’s also a timesaver as far as the classroom goes, and it takes some of the stress off of students who have test anxiety or who struggle when it comes to on-demand assessments.
While it’s not a student-recording, I will share one last recent use of video in class. I played the video in this NPR article about a murmuration of starlings as an inspiration for a quick write this week. I played it without sound, and hit replay several times. My students were fascinated and wrote some fun responses. One was even moved to write music:
I love how my students are constantly surprising and impressing me. They are unexpected and wonderful.
I’d love to hear more about how teachers and students are using laptops and cell phones for the power of good in the comments below!
Julie has been teaching secondary language arts for nineteen years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family will be moving across the agua to Managua, Nicaragua next year, where a new adventure will begin.
Follow her on twitter @SwinehartJulie
Follow her blog https://adventuresinhighschoolworkshop.wordpress.com/
I tried this strategy in my class this week and the results were incredible! My students created short videos via ReCap and discussed their interpretation and analysis of a poem. While they were skeptical at first trying something new, every single student felt this helped them understand the poem on a deeper level. Every student agreed that it was more effective than annotation and written analysis alone.
Thanks so much for these ideas! My students and I were grateful to step outside our comfort zones and try something different! We will definitely utilize this strategy again. 😍🤓
That’s so cool! I’ll look into ReCap as I’m not familiar with it, but it sounds like a great tool! I love the idea of using talk as a tool… when they are on video, it raises the stakes just enough that they really do better. I’m so glad you are finding a use for it with your students, too.
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Great ideas here! I think about how to use tech a lot, but then I often fall short in the follow through. Like Andrea, I especially like the idea of having students record their essays. I will do that soon.
I recently used Flipgrid for the first time. I’d heard a lot about it, and after playing with it just I bit, I think this is a tool we can use in many ways. I just had my students give me some feedback about how they feel they are learning in my class. I will definitely use Flipgrid more.
Thanks, Amy! Let me know how the essay recording goes! And I need to learn more about Flipgrid… you are motivating me to check into it and read more about it. Thanks!
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Julie! These are some amazing ideas!! I love having students record their essays and replay to help with revision. I’ve seen teachers have students record themselves reading to check their fluency, but hadn’t thought about revision! Awesome post. Thank you for sharing! 🙂
Andrea (an administrator looking to help support teachers on their workshop journey)
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Thanks so much, Andrea! I’m glad you find some of these ideas useful. 🙂