There once was a day in education where pencils arrived at schools. Teachers & administrators were concerned about how they would be used in the classroom -- would there be enough paper, who will sharpen these tools?
But then another day came, when the truck arrived at the school with a box full of calculators. The question then came up, “ Is it permissible for our students to use calculators? ” “ Should we not require them to continue to use the technology of the pencil that we have so diligently integrated and used in the classrooms? ” And of course, we all said to our students, “ Well, are you going to carry a calculator around with you wherever you go... ”
Now there is the iPad. The question is before us. “ How will it be integrated into the classroom? ”
I make this comparison to emphasize that all three of these examples are all technological tools. At their core, they are just that. They are tools. And yet, for whatever reason, as educators, regardless of the new technology that comes our way, and that is available for us to integrate into student learning environments, we often feel the pressure to make the iPad, or make that technology, the central focus of the classroom. And yet, we know, at our core, that by doing so, we are...
...attempting to put the cart before the horse. Because we really do know, that effective instruction, really is about ...
... our students. And making sure that we are challenging them to think and use the resources available to them to under the content of our discipline
Daniel Willingham raised an excellent point related to this idea. He emphasizes that as technology comes into classrooms, often teachers initially ask the question in their own mind. How can I use this tool? Willingham emphasizes that these are not appropriate questions for educators to be asking. We should instead respond... I want to do “ X. ” What is the tool that will help me do it? We must realize that the “ X ” is about the objective. It is about the content we want our students to know. By doing so, we have a much more effective handle, and a much more effective question to contemplate as we move forward with the integration of technology.
Obviously, effective instruction includes these three components: Objectives, Activities, and Assessment. I raise them here, merely to emphasize that when considering effective technology integration, it must begin with effective objectives. Of course the reality of that is that trying to bring in technology into a newly created lesson can often be more difficult than integrating into an already successful lesson. The point I ’ d like to make is to examine and look at existing lessons. What is your favorite lesson? Use that as a starting point to integrate technology. Then consider the activities & assessment. Could technology be a meaningful component of the lesson?
A great questioning strategy would begin with an example question. Is there some way that we can use the functions and features of the iPad to help our students master the given objective?
Likewise... Something that will allow them to showcase and demonstrate, for assessment purposes, whether or not they fully understand the concepts of that given objective.
Returning to the SAMR Model from Session 1, we must step back from the technology and see the big picture as educators. From there, we begin to purposefully plan for effective integration of technology. When that happens, there is success, not just for the students, but for the teachers as well.
iTeach Session 2
iTeach Session 2 iPad as Organizer FoundationiTeach is possible thr ough a grant from the Augustine Educational
HousekeepingConnecting to the SHA NetworkToday’s Apps: QR Reader, Evernote, Skitch,Socrative
Purpose of iTeachHelp educators useiPads in a moreversatile & creativewayIncreasecollaboration amongall Catholic schools
Goals of Session 2:iPad as Organizer Gain experience scanning, creating, and using QR Codes in the classroom Set up Evernote accounts & notebooks Understand basic features & functions of Evernote Gain “tips & tricks” of iPad use Revisit Socrative as a Substitution & Modification app as a formative assessment tool
We are all technological tools.Tools available to integrate into student learning.
Thinking Technologically “Okay, here it is. How can I use it?” “How can I use this tool?” “I want to do X. What is the a tool that will help me do it?”Willingham, D. T. (2010). Have technology and multitasking rewired how students learn? American Educator, 34 (2), 2328.
Three Instructional Steps• Objectives ---> Activities ---> Assessment Use an existing, successful lesson.
The Integration Questions• Is there an iPad-based tool or feature (i.e. iMovie, Garage Band, iPad Camera) that students could use to develop or demonstrate their level of understanding of a previously stated objective?
The Integration QuestionsIs there an iPad app that students could use todemonstrate mastery of a given objective?
What is a QR Code? Quick Response 2 dimensional bar code Can be scanned by a mobile device with a camera & QR reader app Links to a website, video, image, or text
Where can I find QR Codes? • QR codes can be found in magazines, on products, on billboards, in stores, and even in schools!
QR Code IdeasLiteracy: Link to anonline version of abook for emergingreadersLanguage: Createcodes for classroomobjects linking audiofiles that pronounce& define the word inanother language
QR Code IdeasSocial Studies: Havestudents create QRcodes on a map or globewith links to web pageswith more informationMath: Put QR codes onworksheets linking tovideos showing how tosolve a sample problem
QR Code IdeasSchool: Display QRcodes on yourclassroom doorduring Open HouseSchool: Virtual toursthat are linked to QRcodes around yourschool
Let’s give it a try...Open the app --> it willeither automaticallyactivate your device’scamera or you maychoose to scanAlign the QR Code imagein your camera’s window
Creating a QR CodeThere are several websites that will create QRcodesThe QR Reader app allows you to scan and createcodes
Give-One-Get-OneJot down 3 ideas for using QR codes.Get up & find someone at another table.GIVE one idea from your list & GET one ideafrom someone.Move to a new partner & repeat to fill your grid.A full grid means you get to take a break!!
What is Evernote?At it’s most basic, Evernote is a way to keep notesorganized in notebooksYou can share notebooksYou can insert pictures in notesFree Account: 6o MB of data per month, 20,000short notes or 400 picturesPremium Account: $45/month, 500 MB of data permonth
Create an Evernote AccountEmail addressPassword
Creating a NoteTextVoice recording (Max size is 25 MB for freeaccounts and 50 MB for Premium account. If theaudio file is greater than these limits, the note isnot synched with the cloud. That’s about 90minutes of record time.)Adding a picture
Organizing YourselfNotebooksTagsSearching & saving searchesEmailing items to Evernote Finding your Evernote address Gives you the ability to email items from apps that don’t export to Evernote (i.e. from any app with an export option)
Sharing a NotebookCreate a Public LinkInvite Individuals Add email address View notes Add a message to verify identity
iPad TipsWhat you might already know: Speed up your sentences. Double-tapping the spacebar while typing a message will type a period and then a space. Virtual Keys. Tap and hold vowels, or C/S/N for displays of special characters used with foreign languages. Try the $, period, or dash.
More iPad TipsEven I learned something new! Tap & hold the comma key and it will insert an apostrophe. Tap & hold the period key inserts a quotation mark. Tapping the space bar with two fingers makes indents two spaces. Go ahead, try it with three fingers... and four!