This document discusses the educational technology tool Socrative and how it can be used in classrooms. Socrative allows teachers to pose questions to students and capture their responses using their own electronic devices. It replaces traditional "clickers" and hand-raising by allowing students to text their answers. Socrative supports formative assessment, collaboration, and differentiation. While an Internet connection is needed, Socrative is free and works on devices students already have like phones and tablets. It can be used across content areas and grade levels.
This presentation consists of various e-assessment tools and its pedagogical benefits. This presentation describes the importance of e-assessment and gives more input of online quiz, online examination, online discussion forum, e-rubrics, e-portfolio and others.
This presentation consists of various e-assessment tools and its pedagogical benefits. This presentation describes the importance of e-assessment and gives more input of online quiz, online examination, online discussion forum, e-rubrics, e-portfolio and others.
Interactive Whiteboard - Platforms and SoftwaresThiyagu K
Interactive whiteboard (IWB), also known as the digital board, interactive board, or smartboard. It is used during virtual teaching especially for teaching mathematics and science subject. It can either be a standalone touchscreen computer used independently to perform tasks and operations, or a connectable apparatus used as a touchpad to control computers from a projector. Most of the interactive whiteboards have a lot of smart tools such as laser pointer, eraser, pen, text, insert multimedia content, etc.
Technology Integration in the Classroom - A case study in learning engagement...William Welder
This presentation, presented at the Houston Association of Talent Development (ATD) 2014 conference highlights two case studies in which training practitioners take a creative approach to leverage existing technologies for business results.
Session Objective:
* Dispel common concerns around technical training assessment.
* Repurpose existing learning resources for extended use in the organization.
* Identify methods to drive engagement in the classroom.
* List reporting and analytics critical for compliance management and continuous improvement.
* Outline considerations for systems integration projects.
* Overcome obstacles to training delivery and management.
Plickers is a great formative assessment tool that provides teachers with immediate feedback. Teachers can modify instruction as needed and view results instantaneously!
E-Learning Management System For Food Recipes Web Development.PallaviKadam
The goal of this project suggest to important of E-Learning System in the Pandemic Situation. E-Learning Management System, as describe above, can lead to error free, secure, reliable and Fast system. It can assist to user to concentrate on their other activities rather to concentrate on the record keeping.
E Learning Management System By Tuhin Roy Using PHPTuhin Ray
Bachelor of Information Technology Final Year Project on E-Learning Management System i.e: Creating a site for virtual classroom, sharing materials, students-teacher database and many more. 2019
Social media and education: advantages and disadvantagesJuana Berroa
This presentation is about the importance of social media in language learning/teaching process in this current digital era.
Social media is an amazing tool to motivate language learners because it can be adapted to any social context, age and culture since it is possible to customize learning according to learners and teachers' needs.
Interactive Whiteboard - Platforms and SoftwaresThiyagu K
Interactive whiteboard (IWB), also known as the digital board, interactive board, or smartboard. It is used during virtual teaching especially for teaching mathematics and science subject. It can either be a standalone touchscreen computer used independently to perform tasks and operations, or a connectable apparatus used as a touchpad to control computers from a projector. Most of the interactive whiteboards have a lot of smart tools such as laser pointer, eraser, pen, text, insert multimedia content, etc.
Technology Integration in the Classroom - A case study in learning engagement...William Welder
This presentation, presented at the Houston Association of Talent Development (ATD) 2014 conference highlights two case studies in which training practitioners take a creative approach to leverage existing technologies for business results.
Session Objective:
* Dispel common concerns around technical training assessment.
* Repurpose existing learning resources for extended use in the organization.
* Identify methods to drive engagement in the classroom.
* List reporting and analytics critical for compliance management and continuous improvement.
* Outline considerations for systems integration projects.
* Overcome obstacles to training delivery and management.
Plickers is a great formative assessment tool that provides teachers with immediate feedback. Teachers can modify instruction as needed and view results instantaneously!
E-Learning Management System For Food Recipes Web Development.PallaviKadam
The goal of this project suggest to important of E-Learning System in the Pandemic Situation. E-Learning Management System, as describe above, can lead to error free, secure, reliable and Fast system. It can assist to user to concentrate on their other activities rather to concentrate on the record keeping.
E Learning Management System By Tuhin Roy Using PHPTuhin Ray
Bachelor of Information Technology Final Year Project on E-Learning Management System i.e: Creating a site for virtual classroom, sharing materials, students-teacher database and many more. 2019
Social media and education: advantages and disadvantagesJuana Berroa
This presentation is about the importance of social media in language learning/teaching process in this current digital era.
Social media is an amazing tool to motivate language learners because it can be adapted to any social context, age and culture since it is possible to customize learning according to learners and teachers' needs.
BYOD (Bring Your Own Device) in the Classroom: Two Tech Tools for Fostering ...maritezita
Maritez Apigo's presentation at the Strengthening Student Success Conference on October 5, 2016 at Hyatt Regency Orange County
Tired of telling your students to put away their phones? Instead, instruct your students to take them out! The presenter will showcase two user-friendly educational technology tools for engaging students in interactive polls and administering formative assessments of student learning outcomes on their mobile devices: Poll Everywhere and Socrative. These student response systems allow instructors to identify students in need of targeted intervention strategies and to apply data-driven instruction. Through the techniques modeled and examples shared, the presenter will demonstrate the benefits of integrating technology in the classroom to advance equity and student success. This session will also provide tips and helpful resources for getting started and troubleshooting with these technologies. Bring your smartphone, iPad, tablet, or laptop to fully participate in this interactive session.
http://maritez.populr.me/sssc16
Briefly describes my philosophy of technology integration in the classroom and the roles of the teacher and students. It also provides information for what effective and ineffective technology integration looks like in the classroom.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Socrates for the 21st Century
Socrative: As Easy as
Raising Your Hand
Sarah Barnett
July 14, 2013
ITEC 7445; Booker
Kennesaw State University
2. Socrates: The Namesake
• Socrates was an ancient Greek
philosopher and founder of Western
philosophy
• Socratic Seminars, appropriately named
for Socrates, guide students toward
deeper understanding through the use
of open-ended questions and inquiry
based problems.
• Students use textual evidence to support
answers which should guide them to further
questions in an effort to promote critical
thinking.
• Learn more about Socratic Seminars.
3. Socratic Seminars with Technology
• Socrative, an emerging technology tool, essentially
allows teachers to use technology to expand the
learning potential of Socratic Seminars and other
question-based activities.
• Hand-raising to answer questions is replaced by
“texting.”
4. What is Socrative?
• Socrative (www.socrative.com) is a Web-based tool that
allows teachers to pose questions and capture student
answers.
• Socrative is much like conventional student response
systems (or “clickers”) that can enhance interactive
whiteboard presentations, but Socrative eliminates the
need for expensive technology tools and instead runs on
any electronic device with Internet access:
• Laptops
• SmartPhones
• Ipods touches
• Tablets
• Unlike traditional “clickers,” Socrative allows students to
enter text answers, not simply choose a multiple choice
answer.
The devices our students already
bring to school with a BYOT policy!
5. What does Socrative look like in
action?
Watch the video to learn more about how Socrative works from both a
teacher and student perspective.
6. How does Socrative support Henry
County Schools’ technology vision?
• The technology vision states, “Henry
County Schools supports teachers,
students, staff, and administrators in
using technology tools to enable and
accelerate the documented benefits
of research-based instructional
strategies.”
• Socrative can help fulfill Henry
County’s commitment to “ensuring
success for each student” and
creating graduates who are
prepared to enter college or the
workforce.
7. What research-based strategies
does Socrative support?
• Socrative promotes formative assessment
from immediate student-teacher feedback
and allows the teacher to differentiate
delivery of instruction when students either
do not understand or do understand.
• Socrative promotes social interaction and
collaboration among students and
teachers. Socrative allows all students’
voices to be heard, even those who may be
unwilling to speak audibly.
• Teachers can share quizzes on Socrative
with other teachers, promoting common
assessment.
8. Who can use Socrative?
• Socrative can be used by
students of all ages, all grade
levels, and all ability levels.
• No email address is required
and students do not create
individual accounts, so there
are no privacy concerns or
age limitations.
• More students may have
access to personal electronic
devices in upper grades, so
elementary and middle schools
may need to focus more efforts
on obtaining Internet-enabled
devices for students to use.
9. What do I need to implement
Socrative?
• At least two Internet-enabled devices are needed
to implement Socrative, a teacher device and a
student device.
• Henry County’s new wireless network allows
students with Internet-enabled mobile devices to
use Socrative at school, even if they do not
purchase individual data plans from their providers.
• Ideally, the technology should be implemented in a
1:1 ratio, although students could potentially work in
small groups for some activities. Teachers may
have small class sets of electronic devices or
laptops for those students without personal
electronic devices.
10. Teacher Device: Teachers set up
a virtual classroom and then
create questions/quizzes for
students to complete.
Student Device: Students join the
virtual classroom and then await
questions from the teacher.
Students select correct answers.
11. What types of technical support are
available?
• Currently, Socrative is in the beta testing phase so
the creators encourage feedback from teacher
users to improve the product.
• Teachers may submit a contact form on the
Socrative website.
• Socrative Garden is a blog devoted to providing
teachers with tips for using Socrative in the
classroom and troubleshooting.
• The Socrative creators welcome feedback via
many social media tools, including Facebook,
Twitter, Google+, and LinkedIn.
12. To the right is an example of
a Socrative Garden blog
entry. The green SOC #s
relate to pre-made
Socrative quiz activities
teachers can implement in
their own classrooms to
collect formative and
summative student data.
This specific blog post offers
teachers access to three
“thinking” quizzes designed
to help students make
connections between what
they already know and
what they have just
learned. Student responses
would be captured by
Socrative and then
delivered to teachers in a
downloadable Excel report.
This would make a great
“ticket-out-the-door.”
13. What are the limitations of
Socrative?
• Implementation may be limited by students who do
not have personal electronic Internet-enabled
devices (i.e. the digital divide)
• Provisions would need to be made for these students
to use school devices to ensure equity in access.
14. What is the cost of Socrative?
Cost for
Program
Free
Cost for
Devices
Students would
bring personal
devices (BYOT).
Minimal costs to
have school
devices for check-
out.
Cost for
Training
Minimal training
needed.
Teachers can use
free technical
support on
Socrative website.
15. What is the cost of Socrative?
• Currently, Socrative is in beta
testing and all features are
free.
• Socrative designers are
committed to maintaining a
free version of Socrative, but
some current or new features
may eventually require a
reasonable subscription fee.
Cost for
Program
Free
16. What is the cost of Socrative?
• With a BYOT policy, it is difficult to
estimate how many Internet-
enabled devices may need to be
purchased, since many students
will use personal devices for this
program.
• Funds should be located to obtain
devices for those students who do
not have personal devices.
• Existing laptop machines at
schools may be sufficient.
• Note: Although Socrative does not
require an interactive whiteboard,
it is compatible with all interactive
whiteboards.
Cost for
Devices
Students would
bring personal
devices (BYOT).
Minimal costs to
have school
devices for check-
out.
17. What is the cost of Socrative?
• Cost for training would be rather
minimal.
• Socrative offers a training blog
with an extensive
FAQ/Troubleshooting section,
training videos, and a user’s
manual.
• Additionally, the site is simple and
intuitive to use.
Cost for
Training
Minimal training
needed.
Teachers can use
free technical
support on
Socrative website.
18. How can we fund this project?
• Potential Sources for funding include:
• Collecting used, donated smartphones from parents,
community members, churches, etc. Phones do not have to
be in service, only capable of Internet-access when charged.
• Requesting monies from Partner’s in Education, especially
those with technology services.
• Soliciting donations for Internet-enabled devices from
DonorsChoose, a non-profit site dedicated to helping teachers
find funding from willing donors
• Writing grants. Henry County has two Co-Coordinators for
Grants and School Improvement who can provide assistance.
Some potential grants are linked below:
• Snapping Shoals Bright Ideas Grant
• GA Power
• Verizon Foundation
• AT&T Education Grants
20. How can Socrative be used in the
classroom?
• Socrative supports
learning in all content
areas and can be used
to measure student’s
knowledge (i.e.
identification of historical
figures) and skills (i.e.
completion of math
problem). A variety of
question types provide
teachers with student
data.
21. How can Socrative be used in the
classroom?
• Socrative addresses the following National
Educational Technology Standards for Students
(ISTE, 2013):
• Standard 2 Communication and Collaboration: Students use
digital media and environments to communicate and work
collaboratively, including at a distance, to support
individual learning and contribute to the learning of others.
• Socrative promotes active communication between students
and teachers and encourages active participation from all
students to encourage student learning.
• Standard 5 Digital Citizenship: Students understand human,
cultural, and societal issues related to technology and
practice legal and ethical behavior.
22. How can Socrative be used in the
classroom?
• Formative Assessment:
• The teacher in any content areas can use
multiple choice questions embedded in a
PowerPoint presentation or written on the board
to measure understanding during a lecture;
students use Socrative to provide answers. The
teacher easily knows whether to review the
material or move on.
• The teacher can pose students with an open-
ended discussion question; students first input
answers into Socrative. The teacher can view
these answers from all students and select several
students to explain their answers to the class.
23. How can Socrative be used in the
classroom?
• Formative Assessment
• Teachers can require students to complete an “exit
ticket” before the end of class; the teacher might ask,
“What concept from today’s lesson is now very clear
to you?” or “What do you still not understand about
our lesson today?” or “How does this connect with
what you are learning in Social Studies?”
• Summative Assessment
• Quizzes and tests can be completed using
Socrative; the teacher may input the questions
into the Socrative web platform or allow students
to just input answers from their paper test.
24. How can Socrative be used in the
classroom?
• Creative Uses
• During Socratic Seminars, those students in the
outer circle could submit questions via Socrative
that they would like to raise after the inner circle
finishes discussion.
• During close reading of text, students may submit
questions or thoughts about the reading, much
like traditional annotation, so that the teacher
can monitor the student’s ability to make
inferences, draw conclusions, understand
unfamiliar vocabulary. Worksheets and guided
reading activities could be replaced with
Socrative.
25. How can Socrative be used in the
classroom?
• Creative Uses:
• Students can play a Space Race game (built into
Socrative) against other students in the class or in
teams to practice specific skills or content.
• Using anonymous short answer questions, students
could share goals, struggles, thoughts to ponder;
the teacher might share by taking a screen shot
of the Excel report on her computer screen or
projecting the screen to the front of the room.
26. How can Socrative be used in the
classroom?
• Socrative allows a teacher to differentiate lesson
content, structure, or pace based on immediate
student-teacher feedback.
• Exit tickets let a teacher plan the day’s instruction or
create differentiated groups based on learner
needs.
• Small groups of students can submit to the teacher
open-ended responses to differentiated tasks and
all data is compiled in a single report.
27. How can Socrative be used in the
classroom?
• Socrative promotes authentic communication and
collaboration:
• Between students and teachers in the classroom, allowing
teachers to tailor instruction to student needs.
• Between students and other students, allowing students to
share open-ended text-based answers with peers, before
speaking them aloud.
• Between teachers and parents. Teachers could create a
Socrative classroom and invite parents to join, posing a
question such as “Did your child show you his or her report
card tonight?”
28. How can Socrative be used in the
classroom?
• Socrative promotes:
• Student engagement
• Active, student-
directed learning
• Higher-order thinking
skills
• Differentiation
• Communication and
collaboration
29. How do teachers get data from
Socrative?
• Socrative offers data in
two ways:
• For individual questions
(multiple choice, true-false,
short answer), teachers
can see responses in real-
time, including counts of
students who chose
specific answers.
• These questions are
anonymous.
30. How do teachers get data from
Socrative?
• For questions entered as “quizzes,” Socrative quickly creates
an Excel spreadsheet summary once the teacher has ended
the activity. The spread sheet is organized by student name
and shows each student’s answer to each question posed,
along with a grade. The report can be downloaded, opened
in Excel, or exported to Edmodo.
31. What does the research say about
Socrative?
• Interactivity, promotion of higher-order thinking skills,
immediate feedback, and anonymity in contributing
answers can foster student engagement and learning
(deJong et. al, 2009).
• Immediate feedback is critical in ensuring that teachers do not
continue with a lesson that students are not understanding.
Anonymity means students are willing to “speak-up” if they are
confused. Socrative addresses each of these issues.
• Clicker-like tools promote active learning during an
entire class period; their game-like format can be
engaging to students (Martyn, 2007).
• Students must be engaged in order to respond. They are
actively listening so that they can respond quickly.
32. What does the research say about
Socrative?
• Computer response systems promote discussion,
collaboration, and participation, as well as provide
teachers with a way to immediately adapt the
learning experience to student needs (Bruff, 2013).
• Students are more likely to participate if they can use
electronic devices. Socrative also ensures that the teacher
“hears” from every student to assess understanding.
• Socrative was rated as one of the Best Websites for
Teaching and Learning in 2013 by the American
Association of School Librarians (AASL, 2013).
33. How should we implement
Socrative in our school?
• Teachers will need to be trained in BYOT policies
and best practices. This will already occur during
pre-planning in the 2013-2014 school year as several
schools begin the roll-out plan for wireless networks.
• A teacher-made tutorial should be sufficient for
teachers to learn Socrative.
• Teacher-to-teacher support through discussion
groups and technology-centered wikis will be
critical in implementing and sharing BYOT best
practices in the coming years.
34. Reflection
• Since my school will be implementing BYOT (Bring Your
Own Technology) next year and installing a new wireless
network, Socrative seemed a way to take advantage of
the fact that students will already be bringing personal
electronic devices to school. While some teachers in my
school do have access to interactive whiteboards and
supplemental classroom response systems, most do not;
Socrative allows teachers to take advantage of the type
of student engagement made possible by using
“clickers.” Because many students will have their own
personal electronic devices, the out of pocket cost for
implementation will be minimal, requiring the school only
to purchase devices for those students who do not have
any. Current school technology resources may be
sufficient to fulfill this need.
35. Reflection
• Although Socrative does have an option for quizzes and
other forms of summative assessment, I would caution
teachers from using it for tests or exams in the classroom,
since Socrative cannot prevent students from accessing
other Internet sites to find answers. The current learning
management system implemented in Henry County
Schools (POINT) is more sophisticated in terms of
analyzing student data from full-length quizzes and tests.
However, for formative assessment in day-to-day
instruction, Socrative gives teachers a quick “pulse
check” of students’ understanding and ensures that
students remain attentive, alert, and engaged.
Moreover, because it takes advantage of the devices
students are already bringing to school, its
implementation is cost-effective.
36. Reflection
• As an English teacher, I look forward to using
Socrative for multiple choice practice on AP
Literature practice exams, soliciting feedback from
outer circle students during Socratic seminars, and
collecting “exit tickets” to check students
understanding from the day. I may also use
Socrative for two-question reading quizzes, a
frequent practice I implement to ensure students
read the previous night’s assigned reading.
Socrative makes such assessment quick to grade
and eliminates the need for paper and pencil.
37. Reflection
• Evaluating Socrative allowed me to consider how
teachers besides myself may use this technology
tool in the classroom. One thing I really liked about
Socrative was that it was simple to understand.
Because it does not complete too many different
tasks, it is relatively simply for technology novices to
learn. As we implement more technology into K-12
instruction, it is important to have some tools with a
low learning curve so that those teachers nervous
to use technology are not immediately turned off
by tools that are difficult to use.
38. References
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