Technology

Scanning Now Available in Naiku

Now, in addition to using any web enabled device, students can provide their answers on printed bubble sheets which can be scanned and scored using most document cameras or laptop web cameras. With GradeCam™ integration, teachers can scan printed bubble sheets in those situations where their students don’t have access to a web enabled device.   Printing Bubble Sheets To print the bubble sheets for the student, open the test and click on Actions, and choose “Print Bubble Sheet”. The bubble sheet will contain the Class name, the Test name, … Read More


Installing the GradeCam Plugin

To transfer test scores from Naiku into your gradebook or to scan bubble sheet responses from students, you first have to install the GradeCam plugin.   For a test that has not been Closed and Scored, you will see the GradeCam™ link. When you click on this link for the very first time, you will be asked to download and install the plugin. Click the screen below. Save the file to your computer. Double click on it to install. (You can also install the GradeCam Plugin directly from this website.) … Read More


Quick Question Quick Tip #1

How To Identify Individual Student Answers Did you know that you can easily identify individual student answers when polling your students with Quick Question?  It’s easy – simply hover your mouse over the answer selection, and a pop-up box will highlight all those students (or teachers if you are using in a staff meeting!) that have responded.  See screenshot below as an example. Additional tips Interested in additional tips on how you can use your free Quick Question account?  Visit www.naiku.net/QuickQuestion.  And remember, if you like Quick Question, please share with … Read More


Naiku – The Missing Piece of the Puzzle

This is a special guest article from one of our Naiku Star teachers. Len Beard is mathematics teacher at Scott Highlands Middle School in Apple Valley, Minnesota. NAIKU- The Missing Piece of the Puzzle I’ve been ‘flipping’ my classroom for nearly a decade. I pre-test and post-test each chapter and use the pretests as a formative assessment to guide my instruction. The data tells me the strengths and weakness of each of my students. This allows me to give students more individual attention. To make this curriculum approach really effective … Read More


The Teenage Mind and Naiku

In the October, 2011 issue of National Geographic, David Dobbs explains what’s happening in the brains of 12 – 25 year-olds. His observations are based on a National Institutes of Health (NIH) project that studied over a hundred young people as they grew up during the 1990s . The study provides some rationale for why teenagers act the way they do. Understanding how a students’ brain works is key to engaging students in learning. Naiku is a way for teachers to connect with students the way they learn, an  opportunity to be more effective teachers. … Read More


Why do we still have computer “labs?”

Lately I have  been wondering why the “computer lab” is still so prevalent, and I wonder how long these groups of computers (in what could be used as classroom space) are going to last.  Is it the beginning of the end for the computer lab? I did a little research on how the computer lab started, and have come to the conclusion that they are an out-growth of the experiential learning push from the 1970’s – the language lab, the science lab, the math lab and the computer lab.  Experiential learning … Read More


Why Simply “Saving Teacher Time” is not Enough

When a software company is trying to sell their product to a corporate manager, the salesperson will often say that the product will “save employee time.” The manager’s response is usually “Sure, but will my employees actually get more done because of your product?”  The conventional wisdom is that minutes here and there do not actually add-up to any useful time savings. A process engineer would agree with management – largely because task-switching eats up most of the time saved.  To really improve productivity, the engineer would recommend that the task is effectively … Read More


Smartphones Probably not Seen as a Luxury by Students

A new report published today from Neilsen shows a significant shift in how smartphone ownership is perceived.  While the 35+ age group brackets are still relatively pragmatic about smartphone ownership (relative to their income, indicating that their perception is that a smartphone is not a “must-have” device), those in the younger age bracket see the device as something to own regardless of income. For the first graph, look how most of the age brackets have a pretty linear profile – the more they make, the more likely it is that they … Read More


Technology Equity for Teachers

Over the past two weeks, I’ve discussed the new challenges teachers face, and how these challenges have been pushing teachers and students apart. Of course, as a “computer guy,” I think the answer to resolving this divide can be solved with technology. Often we find teachers that want to use Naiku, but feel pressure not to use technology because of an “equity” issue. This is the technology equity issue – making sure that all students have access to comparable technology.  But it isn’t equitable when teachers teaching in lower-socioeconomic areas to be left behind … Read More


Technology in the Classroom – Always a Distraction?

Last week I wrote about how teachers and schools are facing challenges  they have never faced before (such as administrative tasks, student devices, internet access and fast-moving yet disconnected curriculum), and how these new challenges have pushed teachers and learners apart… It is also apparent that some of these distractions, such as the Internet, will be impossible to “get back into the bottle.” So now we must turn these distractions into opportunities.  At Naiku, we believe that using the devices to engage students in educational activities is a key component to holding on to … Read More


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