Possibilities for this tool are endless for the creative teacher. Teachers can create assignments using unique tags (for example, "Mr. Brown’s third-period English class") that students search for. Students can then create content or Tackks and use the same tag. Teachers can also have a class Tackkboard asking students to tag Tackks with a unique name or hashtag (this can be done in the options tab in “Tackkboards”). Teachers can collate, organize, and display these boards. Also, to give feedback, teachers can use the "stream" feature with a student to share ideas.
Without a teacher dashboard to use, teachers need to be creative and thoughtful about how they connect with their students and their creations. Keep in mind that the privacy controls can be tough to moderate; discuss this with your students and come up with clear guidelines for classroom use.Continue reading Show less
Tackk is a social creation and collaboration tool. After signing in, users can create pieces of blog-like content known as Tackks. Tackks can be blogs, school projects, or events or even start as blank canvases to help students and teachers present information. Students and teachers can also participate in streams, which are private messages between users where comments, photos, and videos can be shared.
The site (and Chrome app) is image-rich, and content can be searched for by specific user or by using tags. This virtual world is like a Pinterest-meets-Facebook platform in a smaller setting, allowing for curating, creation, collaboration, and communication. The site connects users on a creative level, allowing for discussions on user-created content.Continue reading Show less
Tackk invites the creation of original and inventive digital media. This highly engaging visual tool allows for a great deal of creativity in expressing one’s ideas and knowledge. The variety of Tackks that students can create can be empowering, and taking ownership of their projects, discussions, and writings can help increase mastery. The site could be a good tool for creating digital portfolios, and it's a great way to share work and elicit discussions. For many users, the process of sorting through the feed and creating Tackks will be intuitive, but some teachers may want to seek out help at first.
Meanwhile, keep in mind that students may not think critically about their work here unless prompted with a specific request from their teacher. The platform's flexibility offers many opportunities for learning, but teachers will still need to do some legwork to ensure that students' time on the site is meaningful. Teachers can share assignments through a Tackk or push them out via Google Docs or Edmodo, but using those features might create additional (and potentially redundant) work. Overall, a few key features would be a big help -- specifically, students being able to collaborate on projects in groups, and the inclusion of a dedicated teacher dashboard. Along with a dashboard, it would help if the privacy controls were easier to manage. As it is, Tackks can be password-protected but default to a public, search engine-accessible setting. Privacy options are otherwise a bit concealed, which may give some teachers pause.Continue reading Show less
Key Standards Supported
Speaking & Listening
|SL.9-10: Presentation of Knowledge and Ideas|
|SL.9-10.4||Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.|
|SL.9-10.5||Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.|
|SL.11-12: Comprehension and Collaboration|
|SL.11-12.1||Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.|
|SL.11-12.1c||Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.|
|SL.11-12.2||Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.|
|W.9-10: Production and Distribution of Writing|
|W.9-10.6||Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.|