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Description of the uses of iPad apps for engaging students in science inquiry

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Lawrencepresentation

  1. 1. Using iPad apps for scienceinquiry projectsGoogle docs files:http://tinyurl.com/897x3erhttp://tinyurl.com/7fv7rfuLLAPPS (Learning Literacy Apps)http://usingipads.pbworks.comRichard Beach
  2. 2. Jeff Uteckt: Literacy CurriculumModels
  3. 3. iPad Apps: Affordances Interactivity: both read and write ◦ Students as consumers and producers Multimodality ◦ Combine images, video, music, text Connectivity/Hyperlinked ◦ Connected texts
  4. 4. Affordances: Inquiry-basedlearning  Engagement in an issue  Questions about that issue  Evidence supporting positions on that issue  Formulation of arguments/explantations  Developing strategies to enact change
  5. 5. Science Writing Heuristic(SWH) 1. Beginning ideas - What are my questions? 2. Tests - What did I do? 3. Observations - What did I see? 4. Claims - What can I claim? 5. Evidence - How do I know? Why am I making these claims? 6. Reading - How do my ideas compare with other ideas? 7. Reflection - How have my ideas changed? (Norton-Meier, Hand, Hockenberry, & Wise, 2008, p. 26).
  6. 6. Climate, food supply, andsurvival: Migration of theMonarch butterfly
  7. 7. Migration through Texas toMexico: August throughNovember
  8. 8. Monarch butterfly in McAllen,Texas
  9. 9. Oct. 4, 2011: Drought in Texas
  10. 10. App resource: Climate, food,and endagered species
  11. 11. iPad Apps: Affordances forliteracy learning Accessing and sharing information Interactivity: both reading and writing ◦ Students as consumers and producers Collaboration Multimodality ◦ Combine images, video, music, text
  12. 12. Learning to Write Writing to Learn Employing  Using writing to learn composing how to focus processes: attention on and prewriting, drafting, develop a hunch or revising, editing idea Constructing  Recording social/rhetorical observations/data for contexts: purpose further analysis and audience  Developing and revising one’sPurposes for teaching digital Producing narrative, argumentative, thinking explanatory textswriting  Experiencing
  13. 13. Digital writing on the iPad Keyboard issues: Use of external keyboards Moving files between iPad, iPhone, and desktop ◦ iCloud, DropBox, CloudOn (Office files), GoToDocuments Targus: iNotebook (June or July): $150 ◦ Transfer paper handwriting to the iPad
  14. 14. Use of writing to fosterinteraction: Backchannelwriting: Todaysmeet  Go to http://todaysmeet.com/Lawrenceapps Add your name and a reaction or thought (limited # of characters) Click on Say Purpose:
  15. 15. Note-taking apps Notes (IOS apps), Evernote, Penultimate, Notes Plus, Simplenote, NyNoteIt, SoundNote, SpringNote, Notability, UberNote, NotePad Pro PaperDesk LITE, SmartNote Science note-book observations ◦ Record specific, detailed observations ◦ Create annotations/drawings on images Alison: NotesPlus
  16. 16. IOS Notes: Emailed from iPad Chapter 1 the use of computers/networks are over use of mobile use of phones with more space making devices and cloud computing 83 of market still ipand mobility: GPS smart phones: mobility and many kids have them issues of blocking not allowing use of cell phones focus on learning using these things: advantages and trends everyone has ipads--what to do with them--how to tie this to learning what are the best practices affordances: overview of the book were focusing on reading, writing, discussion, video production across the curriculum Need to link to CCSS on the science and social studies and complex text
  17. 17. EverNote (and Skitch), NotesPlus (Alison) Evernote use in schools Evernote for clipping webpages Skitch for visual annotations Notes Plus (handwriting)
  18. 18. Now-to demo apps: Addingand recordingnotes/annotations ShowMe ◦ Easy-to-use for students to describe responses to images Explain Everything ◦ Has more features and sharing options
  19. 19. Purpose: Acquiring and subscribing to/sharing information• Social Bookmarking and sharing links/tags• Sharing links in class Diigo groups• Adding annotations to online literary texts for sharing responses to literature
  20. 20. Social bookmarking: Diigo.com• Set up Groups based on classes• Students share bookmarks to the class• Students tag bookmarks• Students annotate online texts/sites using sticky notes
  21. 21. Email from Diigo group
  22. 22. Tagging posts, sites,images/videos Flickr, Google Images, YouTube, etc. Identifying key terms/categories Search strategies: Uses of tags ◦ “attentive noticing”/“informed seeing”  tagging
  23. 23. Using Diigo for adding a sticky- note response1. Add Diigo to your toolbar2. Find an online text3. Highlight sections of the text4. Click on the icon to add a Sticky Note response5. Have other students add their responsesAnnotating "Womanhood," Catherine Anderson
  24. 24. “Womanhood,” CatherineAnderson She slides over When she enters, the hot upholstery and the millgate closes, of her mothers car, final as a slap, this schoolgirl of fifteen therell be silence. who loves humming & swaying Shell see fifteen high windows with the radio. cemented over to cut out light. Her entry into womanhood Inside, a constant, deafening noise will be like all the other girls— and warm air smelling of oil, a cigarette and a joke, the shifts continuing on ... as she strides up with the rest All day shell guide cloth along a line to a brick factory of whirring needles, her arms & where shell sew rag rugs shoulders from textile strips of kelly green, rocking back & forth bright red, aqua. with the machines— 200 porch size rugs behind her before she can stop to reach up, like her mother, and pick the lint out of her hair.
  25. 25. Highlighting and adding aSticky Note to the poem
  26. 26. Use of iAnnotate for iPadVideo on use of iAnnotate Effective annotations ◦ Private: Personal purposes ◦ Public: Collaborative goals
  27. 27. Literacy Practices: Note-taking/annotations Generating a record of one’s thoughts Generating specific, concrete observations Creating multimodal texts Formulating ideas and interpretations in their own words Searching for information in notes Extending ideas and interpretations
  28. 28. Dictation apps Dragon Dictation/Search/Go Siri Remote Dictate ◦ dictate text that then appears on their PC Word or other word-processing application—transfer facilitated by the free, Air Mouse Server Google Translate
  29. 29. Dragon recording sent asemail Im now recording my thoughts on Dragon dictation to share with a presentation at the Lawrence Hall of science in using Dragon dictation I can react to immediately to different phenomenon I am serving I can also share those thoughts with others and I can develop really a sense of voice through how I am recording my thoughts
  30. 30. Annotations/dictations forimages/video VoiceThread share multiple audio/written annotations about images/video clips My Voicethreads (includes PowerPoints) VideoAnt shared annotations to videos on a timeline
  31. 31. VoiceThread: Multipleaudio/written comments onsame image
  32. 32. VideoAnt: feedback to videos
  33. 33. VideoAnt: feedback to videos http://ant.umn.eduhttp://www.youtube.com/watch?v=L8U8F7LgrZQ http://www.youtube.com/watch?v=tiPivMSD8Y4
  34. 34. Literacy practices: Dictationapps Expressing specific reactions and feelings Recording specific details. Adopting a sense of voice to communicate meaning Acquiring proficiency in a different language
  35. 35. Reflect on TodaysMeet:How can note-taking,annotation, and dictation appsbe used in the science project?
  36. 36. Writing: Online classroomdiscussion platforms (Chapter7) Ning ◦ Social networking features ◦ Forums, Notes, Blogs, Chat, RSS, Links
  37. 37. Using Social Networks (Ning):
  38. 38. Facebook: Character profiles
  39. 39. Collaborize Classroom Free platform for classroom discussions Web-based Extensive curriculum resources Focus on fostering students collaboration Professional development on leading discussions
  40. 40. Video/audio conferencing iChat, Skype, Facetime, Google+ Hangout, Adobe Connect, Blackboard Collaborate,
  41. 41. Google+ Handout: Up to 10people
  42. 42. Ideas for using onlinediscussion/social networkingsites to foster science inquirythrough student interaction
  43. 43. Stephen Downes: Connectivismlearning theory We need to look at networks, not as physical systems, but as semantical constructs, where the organization of links is determined as much by similarity and salience than by raw, epistemologically neutral, forces of nature. Knowledge is a network phenomenon, to “know” something is to be organized in a certain way, to exhibit patterns of connectivity. To “learn” is to acquire certain patterns. This is as true for a community as it is for an individual.
  44. 44. Mark Lombardi: MapsOsama bin Laden support
  45. 45. Mind-mapping apps Mindmeister Mindo/Simple Mind
  46. 46. Uses of mapping for responding to literature• Visually portray performances according to three units of analysis: o Events | o Spaces | o Social worlds/systems
  47. 47. Female adolescent in“Womanhood”• Mapping events, spaces, and institutions shaping her identities• Outside factory --> car, songs, jokes• Inside factory --> closed, regimented• Generations --> gendered, repetition
  48. 48. Map of “Womanhood”
  49. 49. Pre-post learning assessment:Maps changing over time “Students enjoy watching the concept map grow as we progress through the unit. It is a perfect place to show how our ideas change. What they thought they knew at the beginning of the unit sometimes isn’t exactly true. At the end of the school year, it was time to erase our class concept map on the human body. This was the first time during my six years that students asked if they could take a picture of it. I said yes, and before I knew it about six students took out their cell phones and started snapping photos. It showed me that they were proud of their learning.”
  50. 50. Using mapping to identify roles andrelationships between roles
  51. 51. Ideas for using mind-mappingapps to support science inquiry
  52. 52. Purposes for using blogs and wikis: comparison• Blogs: • Wikis: o Individual o Collaborative expression of writing of ideas/personal reports/essays accounts o Shared revision o Hyperlinking of o Hyperlinking of texts texts o Comments from o Multimodal writing peers o Multimodal writing
  53. 53. Blogging apps BlogPress or Blogsy Export their blog posts to Blogger, Wordpress, Posterous, Edmodo, Tumblr, Live Journal, Private Journal, Edublog, or KidBlog.
  54. 54. Blogs as individual expression andmultimodal writing Rather than using a traditional journal, you can use blogs. This student uses written words, oral expression and a video to guide us through a comparison of her room and Melindas. Melinda is the main character in the novel Speak.
  55. 55. Students use blogs to hyperlinkStudents used personal blogs to write letters from their character in our role-play to a character in the book we read. This allowed them to use voice and audience in their posting. Students also were required to hyperlink their suggestions for support and coping strategies to this character in preparation for a Problem-Solution Essay.
  56. 56. Comments from peers
  57. 57. Twitter apps Twitter Apps such as Twitter, TweetCaster Tweetbot, Tweetdeck, Twitteriffic, HootSuite
  58. 58. Twitteriffic
  59. 59. HootSuite
  60. 60. Literacy practices:Blogs/Twitter Engaging in dialogue with others. Using hyperlinks to engaged in intertextual communication. Employing multimodal communication. Engaging with social issues as civic participation
  61. 61. Wikipedia apps Qwiki ◦ includes videos, images, graphs, and entries for millions of topics Articles for iPad Wikipedia Mobile Wikipanion Plus Simplepedia iWiki
  62. 62. Collaborative Construction of Knowledge: Wikis• PBWorks (http://pbworks.com), Wikispaces (http://www.wikispaces.com), or• Wetpaint (http://www.wetpaint.com)• Rhetoric and Composition wikibook: http://en.wikibooks.org/wiki/
  63. 63. Students used the experience of collaborative writing towrite papers and post them to their wikis http://watsonmontana1948.pbwiki.com/Compare+and+Contrast
  64. 64. Shared revision is easy to doand to see in the page history
  65. 65. Collaborative writing/datacollection: Google Docs forms 5th graders: Weaver Lake School, Osseo, MN Data on parasite presence in Monarch butterflies 49% had parasites
  66. 66. Extended writing apps Pages, IA Writer, My Writing Spot for iPad, PlainText, Manuscript for iPad, Notebooks, Clean Writer, Storyist iPad, DraftPad OnLive Desktop, DocumentsToGo CloudOn (Word, Excel, & PowerPoint editing)
  67. 67. Literacy practices:Extended/collaborative writingapps Providing and receiving peer and teacher feedback to foster self- assessing Editing and formatting drafts to enhance readability. Creating multimodal, linked texts through publishing ePubs books Learning to work collaboratively with peers.
  68. 68. Ideas for using blogging, wiki,extended/collaborative writingto support science inquiry
  69. 69. Dictionary/grammar apps Dictionary for iPad, Merriam-Webster Dictionary HD, WordWeb Dictionary Dictionary.com: Dictionary and Thesaurus, Advanced English Dictionary and Thesaurus ◦ Students can speak words for dictionary searches Grammar App HD, English Grammar, Grammar Up, Word Study & English Grammar, iGE Lite: the interactive Grammar of English from UCL
  70. 70. Literacy practices:Dictionary/grammar apps Acquiring knowledge of grammar rules Learning strategies to improve spelling. Understanding shifts in language use
  71. 71. Apps for Sharing/PublishingWriting ePub: Mac Pages (soon to be on iPad Pages)or Dotepub for sharing on iTunes and iBooks. ebooks for reading on eReaders by submitting properly formatted Word files to Smashwords.com, Bluefire Reader App, or Book Creator Knowing how to engage audiences through formatting and editing

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