![Mobile Learning
Syncing Fun With Education
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- 1. Mobile Learning Syncing Fun With Education [FunkFocus]. (2017). Neuschwanstein Castle [digital image JPG]. Retrieved from http://bit.ly/2v7Wmvb. CC 0
- 2. Pew Research Center (2017). The Evolution of Technology Adoption and Usage [graph]. Retrieved from http://pewrsr.ch/2kM7O8F. CC 0
- 3. Appropriate Tool Prepares Students Engages Learners [TeroVesalainen]. (2017). Thumbs Up [digital image JPG]. Retrieved from http://bit.ly/2h9imR8. CC 0
- 4. Contingent Learning Situated Learning Authentic Learning Personalized Learning Context-Aware Learning [TeroVesalainen]. (2017). Thumbs Up [digital image JPG]. Retrieved from http://bit.ly/2h9imR8. CC 0
- 5. Mobile Technologies We Will Explore FlipgridSphero Google Expeditions Aurasma [TeroVesalainen]. (2017). Smartphone Collage [digital photo JPG]. Retrieved from http://bit.ly/2eVQ2Rv. CC 0
- 6. What Is Sphero? [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0
- 7. [Sphero]. (2016, Dec 4). Sphero Takes Computer Science Beyond Code [video file]. Retrieved from http://bit.ly/2u62sIr [Stux]. (2015). Blackboard Chalk Traces [digital image JPG]. Retrieved from http://bit.ly/2vToQGS. CC 0 [Geralt]. (2017). Tablet Moon Woman Silhouette [digital image JPG]. Retrieved from http://bit.ly/2tMP6RN. CC 0
- 8. Why Use Sphero? [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0 GooglePlay.com (2017). Sphero Edu App Icon [digital image JPG]. Retrieved from http://bit.ly/2fH4YSk. CC 0
- 9. Computational Thinking Algorithmic Decomposition Abstraction Pattern Recognition [PIX1861].(2014).SmartphoneandTablet[digitalphotoJPG].Retrievedfromhttp://bit.ly/2mW28d8.CC0 GooglePlay.com(2017).SpheroEduAppIcon[digitalimageJPG].Retrievedfromhttp://bit.ly/2fH4YSk.CC0
- 10. Computational Thinking Confidence Curiosity Communication & Collaboration Persistence Prepares for the Future [PIX1861].(2014).SmartphoneandTablet[digitalphotoJPG].Retrievedfromhttp://bit.ly/2mW28d8.CC0 GooglePlay.com(2017).SpheroEduAppIcon[digitalimageJPG].Retrievedfromhttp://bit.ly/2fH4YSk.CC0
- 11. How To Teach With Sphero [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0 GooglePlay.com (2017). Sphero Edu App Icon [digital image JPG]. Retrieved from http://bit.ly/2fH4YSk. CC 0
- 12. Elementary School [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 Have students draw shapes on their synched devices. The Sphero will follow the designs they create.
- 13. [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 SOL Standards Mathematics 5.11 Mathematics 5.12 Mathematics 5.13 Elementary School
- 14. Middle School [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 King’s Christian College (2017). Yr 7 Sphero Maths Challenge [digital photo JPG]. Retrieved from http://bit.ly/2vkamCh. CC 0 Construct an obstacle course and make predictions about the Sphero’s performance based on mass, speed, direction, and elevation.
- 15. Middle School SOL Standards Earth Science ES.1 Earth Science ES.2 [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 King’s Christian College (2017). Yr 7 Sphero Maths Challenge [digital photo JPG]. Retrieved from http://bit.ly/2vkamCh. CC 0
- 16. High School [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [OpenClipart-Vectors]. (2017). Charioteer [clipart]. Retrieved from http://bit.ly/2vk0cRX. CC 0 While learning about Rome, students can create their own chariots and discuss the importance of races and the Circus Maximus.
- 17. High School SOL Standards World History I WHI.6 [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [OpenClipart-Vectors]. (2017). Charioteer [clipart]. Retrieved from http://bit.ly/2vk0cRX. CC 0
- 18. Library Media Center A Book’s Journey Hour of Code
- 19. What Is Flipgrid? [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0
- 20. Why Use Flipgrid? [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0 Flipgrid.com (2017). Flipgrid App Icon [digital image JPG]. Retrieved from https://info.flipgrid.com/. CC 0
- 21. Video Discussion Engages Out-of-School Learning Facilitates Education Diverse Perspectives Debate/Collaboration Specialists [PIX1861].(2014).SmartphoneandTablet[digitalphotoJPG].Retrievedfromhttp://bit.ly/2mW28d8.CC0 Flipgrid.com(2017).FlipgridAppIcon[digitalimageJPG].Retrievedfromhttps://info.flipgrid.com/.CC0
- 22. How To Teach With Flipgrid [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0 Flipgrid.com (2017). Flipgrid App Icon [digital image JPG]. Retrieved from https://info.flipgrid.com/. CC 0
- 23. Elementary School [Flipgrid Social]. (2016, Nov 4). Flipgrid: Voices in Antarctica [video file]. Retrieved from http://bit.ly/2v86KmF [Geralt]. (2017). Tablet Moon Woman Silhouette [digital image JPG]. Retrieved from http://bit.ly/2tMP6RN. CC 0 [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0
- 24. Elementary School [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 SOL Standards Science 5.5 Science 5.6 Science 5.7
- 25. Middle School Rather than asking your students to present in class, you can have them create Flipgrid postings and require them to comment on one another's posts. [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Sik-Life]. (2017). Open Book [digital photo PNG]. Retrieved from http://bit.ly/2vpERr3. CC 0
- 26. Middle School SOL Standards English 8.2 English 8.5 English 8.6 [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Sik-Life]. (2017). Open Book [digital photo PNG]. Retrieved from http://bit.ly/2vpERr3. CC 0
- 27. High School [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Clker-Free-Vector-Images]. (2014). Justice Balance [clipart]. Retrieved from http://bit.ly/2uRNx8h. CC 0 Ask students to argue for the passage of a new law. They will have to post their proposition and defend questions and critiques.
- 28. High School SOL Standards VA/US Government GOVT.9 VA/US Government GOVT.17 [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Clker-Free-Vector-Images]. (2014). Justice Balance [clipart]. Retrieved from http://bit.ly/2uRNx8h. CC 0
- 29. Library Media Center Book Reviews Suggested Readings Acquisition Requests Misc. Comment Forum Book Club
- 30. What Is Google Expeditions? [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0
- 31. [Google for Education]. (2016, May 19). Google Expeditions: Over a Million Students on Trips to Virtually Anywhere [video file]. Retrieved from http://bit.ly/2rmWiXV [Stux]. (2015). Blackboard Chalk Traces [digital image JPG]. Retrieved from http://bit.ly/2vToQGS. CC 0 [Geralt]. (2017). Tablet Moon Woman Silhouette [digital image JPG]. Retrieved from http://bit.ly/2tMP6RN. CC 0
- 32. Why Use Google Expeditions? [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0 Edu.Google.com (2017). Good Expeditions App Icon [digital image JPG]. Retrieved from http://bit.ly/2m0JQqY. CC 0
- 33. Virtual Reality Engages Students Facilitates Comprehension and Retention Effective Field Trip Alternative [PIX1861].(2014).SmartphoneandTablet[digitalphotoJPG].Retrievedfromhttp://bit.ly/2mW28d8.CC0 Edu.Google.com(2017).GoodExpeditionsAppIcon[digitalimageJPG].Retrievedfromhttp://bit.ly/2m0JQqY.CC0
- 34. How To Teach With Google Expeditions [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0 Edu.Google.com (2017). Good Expeditions App Icon [digital image JPG]. Retrieved from http://bit.ly/2m0JQqY. CC 0
- 35. Elementary School Visit the ISS and see what Astronauts see. Evaluate the importance of NASA. [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [WikiImages]. (2011). ISS and Earth [digital photo JPG]. Retrieved from http://bit.ly/2hki89U. CC 0
- 36. Elementary School [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [WikiImages]. (2011). ISS and Earth [digital photo JPG]. Retrieved from http://bit.ly/2hki89U. CC 0 SOL Standards Science 1.6 Science 1.7
- 37. Middle School Explore Virginia and its geographical regions without ever leaving the classroom. [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [tpsdave]. (2016). Shenandoah Valley [digital photo JPG]. Retrieved from http://bit.ly/2uVFqFZ. CC 0
- 38. Middle School SOL Standards VA Studies VS.2 [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [tpsdave]. (2016). Shenandoah Valley [digital photo JPG]. Retrieved from http://bit.ly/2uVFqFZ. CC 0
- 39. High School [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Walkerssk]. (2017). Carribean [digital photo JPG]. Retrieved from http://bit.ly/2vkQX3V. CC 0 Give context to writings, and ask your students to use this knowledge to analyze literary works.
- 40. High School SOL Standards Reading 12.4 Reading 12.5 [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Walkerssk]. (2017). Carribean [digital photo JPG]. Retrieved from http://bit.ly/2vkQX3V. CC 0
- 41. Library Media Center Bring Books to Life Visit Literary Locations
- 42. What Is Aurasma? [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0
- 43. [Craynerd]. (2013, March 1). Aurasma in the Classroom-Chemistry[video file]. Retrieved from http://bit.ly/2vqJSjc [Stux]. (2015). Blackboard Chalk Traces [digital image JPG]. Retrieved from http://bit.ly/2vToQGS. CC 0 [Geralt]. (2017). Tablet Moon Woman Silhouette [digital image JPG]. Retrieved from http://bit.ly/2tMP6RN. CC 0
- 44. Why Use Aurasma? [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0 Aurasma.com (2017). Aurasma App Icon [digital image JPG]. Retrieved from https://www.aurasma.com/. CC 0
- 45. Augmented Reality Engages Students Checks Comprehension Facilitates Understanding [PIX1861].(2014).SmartphoneandTablet[digitalphotoJPG].Retrievedfromhttp://bit.ly/2mW28d8.CC0 Aurasma.com(2017).AurasmaAppIcon[digitalimageJPG].Retrievedfromhttps://www.aurasma.com/.CC0
- 46. How To Teach With Aurasma [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0 Aurasma.com (2017). Aurasma App Icon [digital image JPG]. Retrieved from https://www.aurasma.com/. CC 0
- 47. Elementary School Post printouts of decimal numbers around the room. Ask students to match them to their fraction equivalents. [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Geralt]. (2017). Numbers [digital image PNG]. Retrieved from http://bit.ly/2vfVoxD. CC 0
- 48. Elementary School SOL Standards Mathematics 5.1 Mathematics 5.2 [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Geralt]. (2017). Numbers [digital image PNG]. Retrieved from http://bit.ly/2vfVoxD. CC 0
- 49. Middle School Hide creatures outside for the students to discover. You can also add plant recognition. [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Clker-Free-Vector-Images]. (2014). Duck [clipart PNG/SVG]. Retrieved from http://bit.ly/2w38Imp. CC 0
- 50. Middle School SOL Standards Life Science LS.6 Life Science LS.7 Life Science LS.8 Life Science LS.11 [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Clker-Free-Vector-Images]. (2014). Duck [clipart PNG/SVG]. Retrieved from http://bit.ly/2w38Imp. CC 0
- 51. High School Have students create an aura that presents a summary, the purpose, and importance of a historical document. [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Kaz]. (2016) Quil [clipart JPG]. Retrieved from http://bit.ly/2u1coaJ. CC 0
- 52. High School [Nickverlaan]. (2014). Smartphone Typing [digital photo JPG]. Retrieved from http://bit.ly/2u8hs8D. CC 0 [Kaz]. (2016) Quil [clipart JPG]. Retrieved from http://bit.ly/2u1coaJ. CC 0 SOL Standards VA/US History VUS.1
- 53. Library Media Center Bring Books to Life Visit Literary Locations Aurasma Demo]. (2012, Jan 7). Create Your Own 3D Dinosaur Pop-Up Book with Aurasma [video file]. Retrieved from http://bit.ly/2eV4j0P [Geralt]. (2017). Tablet Moon Woman Silhouette [digital image JPG]. Retrieved from http://bit.ly/2tMP6RN. CC 0 [Hermann]. (2014). Stack of Books [digital photo JPG]. Retrieved from http://bit.ly/1O4wu4s. CC 0
- 54. Enhance Books & Covers Star Ratings Library Media Center [Hermann]. (2014). Stack of Books [digital photo JPG]. Retrieved from http://bit.ly/1O4wu4s. CC 0
- 55. Mobile Technologies We Will Explore FlipgridSphero Google Expeditions Aurasma [TeroVesalainen]. (2017). Smartphone Collage [digital photo JPG]. Retrieved from http://bit.ly/2eVQ2Rv. CC 0
- 56. Questions or Comments? [TeroVesalainen]. (2016). Smartphone Screen Horizontal [digital photo JPG]. Retrieved from http://bit.ly/2tRgoL1/. CC 0
- 57. Work Cited Smith, A. (2017, Jan 12). Record shares of Americans now own smartphones, have home broadband. Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2017/01/12/evolution-of-technology/ Crompton, H. (2017). Mobile Learning: Opening New Educational Possibilities [PowerPoint slideshow]. Lecture presented at Old Dominion University Sansing, C. (2015, May 11). Coding Skills Empower Us All: The Maker Issue. School Library Journal. Retrieved from http://www.slj.com/2015/05/technology/coding- skills-empower-us-all-the-maker-issue/#_ Sheldon, E. (2017, March 30). Computational Thinking Across the Curriculum. Edutopia. Retrieved from https://www.edutopia.org/blog/computational-thinking- across-the-curriculum-eli-sheldon
Editor's Notes
- Hi everyone. My name is Brigette Arlaud, and I am so excited to be here with you all today. A little bit about me. I’m currently employed as the SOL tutor at Kempsville High School, and I am studying at Old Dominion University to become a Library Media Specialist. Since I work mostly with students who are struggling and discouraged, I am always trying to find effective ways to engage learners. Today I will be talking about one of those ways, mobile learning, and four fantastic tools that utilize this educational approach. (click to next slide) (01:00)
- According to the Pew Research Center, roughly three-quarters of Americans now own smartphones, and half of the population owns a tablet (Smith, 2017). Most schools have taken que from this statistic and become BYOD (Bring Your Own Device). However, many teachers are still left wondering what that means. How can they employ a tool that was considered a distracting nuisance not that long ago? Trying to transform a smartphone or tablet into an educational tool can seem daunting. While some teachers have made genuine attempts—we all love Kahoot!, right?—the majority of them do not know what to do. I want to discuss why and how we should expand upon BYOD and utilize mobile learning in our schools. (Click to the next page) (01:15) Smith, A. (2017, Jan 12). Record shares of Americans now own smartphones, have home broadband. Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2017/01/12/evolution-of-technology/
- First the why. Mobile devices are the appropriate educational tools of our time. (Click to make “Appropriate Tool” pulse) We are no longer in the era of designated computer labs with limited desktops that are tethered by cords and ethernet cables. We are in an era of OERs, smartphones, and tablets. Because mobile devices are inherently moveable, they embody our era of boundless information and boundary-less learning. In short, we should not be using 20th century tools to teach 21st century students (Crompton). Ignoring this reality is not only debilitating to the teacher, it is detrimental to our students’ futures. This leads me to my second point (Click to make “Prepares Students” pulse), using technology in the classroom prepares our students for both the present and the future. We need to show them how to use these tools correctly, and the best way to teach is by doing. They need to learn about privacy concerns, plagiarism, and how to employ devices that are an integral part of our global lives. We also need to capitalize on the cognitive link between devices and fun. (Click to make “Engages Learners” pulse) Students use these tools on a daily basis in their personal lives, connecting them with education creates a link between the two and engages students better. (Click to the next page) (02:00) Crompton, H. (2017). Mobile Learning: Opening New Educational Possibilities [PowerPoint slideshow]. Lecture presented at Old Dominion University
- Mobile devices also help us teach our increasingly diverse classrooms by facilitating five different types of learning. (Click to make “Contingent Learning” pulse) contingent learning, which is learning on the fly, (Click to make “Situated Learning” pulse) situated learning, learning at a pond about a pond, (Click to make “Authentic Learning” pulse) authentic learning, learning about relevant, real-world topics, (Click to make “personalized learning” pulse) personalized learning, learning wherever and whenever, (Click to make “Context-Aware Learning” pulse) and context-aware learning, where learners are interacting with their surroundings—they are not in a bubble, unaware of what’s happening around them (Crompton). At this point, many people are probably thinking that all these benefits are great but not everyone has a device. This is true. However, it has been my experience that at least a few students in most classes possess iPods, smartphones, or tablets. And if you have at least a few in your classroom, you can easily adapt each of these tools into group exercises. Furthermore, a lot of schools are adopting one-to-one programs, digital classroom sets, or library check-out options. It is our job to always remember that where there’s a will, there’s a way. (Click to the next page) (04:00) Crompton, H. (2017). Mobile Learning: Opening New Educational Possibilities [PowerPoint slideshow]. Lecture presented at Old Dominion University
- Now onto the how. How can we use mobile devices in our classrooms? To do that, I will be showing you four tools that employ mobile learning: Sphero (Click to make “Sphero” appear), Flipgrid (Click to make “Flipgrid” appear), Google Expeditions (Click to make “Google Expeditions” appear), and Aurasma (Click to make “Aurasma” appear). Each tool will be presented with a brief description of what they are, why they are educationally beneficial, and how they can be used to satisfy SOL requirements for elementary, middle, and high school levels. (Click to the next page) (00:55)
- The first tool, the Sphero, is pretty much exactly what the name implies: a small, moveable ball. It can be programmed with a synced device, either a smartphone or tablet, to make specific, pre-planned movements and color changes. Students will learn concepts such as degree, speed, duration, distance, momentum, and coding. If you have a QR reader on your phone, you can scan the QR code above and it will take you to the Sphero education website. There you will have access to the app store, tutorials, lesson plans, and much more. (Click to the next page) (00:50)
- This video demonstrates the many possibilities of Sphero, stressing the importance of engaging students by connecting education with fun. (Hit play) (01:45)
- Pretty cool, right!? I really love the way that video stresses the importance of connecting fun with education. Now…why else should we use Sphero? It is a fantastic tool that requires varying levels of coding. “Coding describes a wide range of behaviors in which we solve a problem by writing procedural steps for a person, computer, or machine to follow” (Sansing, 2015). Coding also requires computational thinking skills, which involve “…solving problems, designing systems, and understanding human behavior by drawing on the concepts of computer science" (Sheldon, 2017).” (Click to the next page) (01:00) Sansing, C. (2015, May 11). Coding Skills Empower Us All: The Maker Issue. School Library Journal. Retrieved from http://www.slj.com/2015/05/technology/coding-skills-empower-us-all-the-maker-issue/#_ Sheldon, E. (2017, March 30). Computational Thinking Across the Curriculum. Edutopia. Retrieved from https://www.edutopia.org/blog/computational-thinking-across-the-curriculum-eli-sheldon
- In total, there are four computational thinking skills that Sphero teaches: algorithmic, decomposition, abstraction, and pattern recognition. Algorithmic thinking requires the ability to create a series of steps to achieve a desired outcome (Sheldon, 2017). Decomposition is the breaking down of complicated problems into manageable portions, solving the segmented pieces one at a time (Sheldon, 2017). The third skill, abstraction, involves disecting information, removing extraneous details and creating a generic solution or representation of a complicated system with a simple model (Sheldon, 2017). Lastly, pattern recognition is the identification and analysis of trends; the information gathered through this process is then used to arrive at solutions (Sheldon, 2017). (Click to the next page) (01:00) Sheldon, E. (2017, March 30). Computational Thinking Across the Curriculum. Edutopia. Retrieved from https://www.edutopia.org/blog/computational-thinking-across-the-curriculum-eli-sheldon
- Sphero employs these four computational skills by teaching STEM learning, and providing project-based learning opportunities. In the end, working on these skills will create confident and curious students who are capable of tackling ambiguous problems, communicating and collaborating skillfully, and persisting regardless of prior failures. They will also learn how to pay closer attention to detail, create, problem-solve, and appreciate failure as a constructive step forward (Sansing, 2015). When we teach kids how to code, we are not simply training them for careers in technology. Coding is and will remain a part of kids’ lives and their future work; it is how they will participate in society (Sansing, 2015). An "inability to code...only widens the social participation gap, with all that implies racially and socioeconomically" (Sansing, 2015). Again, don't be discouraged by the misconception that every child needs his or her own device. Coding is a language which involves logic and problem solving, so working in pairs or groups can be greatly beneficial. (Click to the next page) (02:30) Sansing, C. (2015, May 11). Coding Skills Empower Us All: The Maker Issue. School Library Journal. Retrieved from http://www.slj.com/2015/05/technology/coding-skills-empower-us-all-the-maker-issue/#_
- Now, as Virginia educators you are all probably wondering, “how can we use Sphero for teaching those pesky SOL standards?” It’s always on our minds, right? I’m going to outline four applications. One example each for elementary, middle, high school, and the library. (Click to the next page) (00:30)
- Since Sphero provides three different ways to send commands, beginners can simply draw paths on their devices for their robots to follow. For classroom applications at an elementary level, teachers can ask students to draw a shape (square, rectangle, triangle etc. ) on their respective devices. The Sphero will carry out the design that the students draw. The teacher can inquire what kind of angles were created (right, acute, or obtuse). It provides a tactile learning experience that piques children's’ interests. (Click to the next page) (01:00)
- It also fulfills three SOL requirements: 5.11—measuring angles, 5.12—classifying angles and triangles, and 5.13—using plane figures to develop definitions and investigate and describe the results of combining and subdividing shapes. (Click to the next page) (00:20)
- At the middle school level, students can use the intermediate version, which employs code blocks. These are pre-made steps that students can combine in specific orders for desired actions. A science class can construct different obstacle courses and make predictions about the Sphero’s performance, time, and speed. This teaches them laws of motion as well as the scientific method. (Click to the next page) (00:40)
- It would also satisfy two SOL requirements: The ES.1—planning and conducting investigations and the ES.2—demonstrating an understanding of the nature of science and scientific reasoning and logic. (Click to the next page) (00:25)
- At the high school level, students can attempt to use JavaScript, a writing text program, to code the Sphero. I like the idea of trying this approach in a non-STEM class. For example, students in World History I learn about Roman society and religion. They can apply this topic to the chariot races held at the great Circus Maximus. Students can use K’nex kits to design chariot bodies and Sphero balls to move them around the room. They’ll all be excited about the topic as they race their little Sphero charioteers around the room. (Click to the next page) (00:50)
- This fulfills the WHI.6 standard which includes demonstrating knowledge of ancient Rome by describing Roman mythology and religion; explaining the social structure and role of slavery; and listing contributions to architecture, technology, religious institutions, and law. (Click to the next page) (00:30)
- Now, since everyone here is either a current or aspiring librarian, here are a couple applications for the library media center. Librarians can create Sphero obstacles that emulate journeys students read about in books. For instance, you can construct a maze for The Maze Runner or build a huge ramp to symbolize Bilbo’s mountainous journey in The Hobbit. The library can also collaborate with teachers. Instructors can set up a competition in their classrooms and allow students to visit the library to practice with the Spheros there. Sharing Spheros in the library can also help cut costs since not all schools can afford to buy a robot for every classroom. (Click to the next page) (00:50)
- The next tool I will discuss is called Flipgrid. This program is an alternative to the traditional discussion board, using video postings rather than text. The QR code here will take you to the Flipgrid website just like the Sphero QR did. I encourage anyone interested in using this tool to scan it for later review. (wait a few seconds for people to scan the QR) (Click to the next page). (00:40)
- Now, why should you use Flipgrid? (Click to the next page) (00:05)
- As I said earlier, Flipgrid is a video discussion forum for your classroom. The teacher creates boards for group assignments or classroom discussions. He or she is in complete control of what is posted, receiving updates when comments or new submissions are made. This tool really puts the selfie-generation to work. Because students are so used to making videos of themselves and taking pictures on their phones, Flipgrid engages them. It speaks their language, so to speak. And because of that, it facilitates the learning process. Flipgrid also gives voice to different perspectives, sometimes allowing the shyer students to feel more comfortable with sharing. The coolest thing of all, in my opinion, is the fact that Flipgrid can bring specialists into the classroom, a feature I will discuss further in just a second. (Click to the next page) (01:15)
- So, how specifically can we use this tool for teaching? (Click to the next page) (00:10)
- As promised, I will explain how Flipgrid can bring specialists into the classroom. In October 2016, Flipgrid connected students and teachers around the world with Laura Goetz, a marine biologist working at Palmer Station in Antarctica. She posts weekly videos about her daily experiences and converses with students around the world. This is a video that shows her Flipgrid conversations with students. (Click to the next page) (02:15)
- This is probably one of my favorite tool applications. Using this type of scientific interaction in the classroom would meet two SOL goals. First, “Students would experience the richness and excitement of scientific discovery of the natural world through the collaborative quest for knowledge and understanding,” and second, they would be given an opportunity “to explore science-related careers and interests.” It also fulfills three requirements: 5.6—investigating and understanding characteristics of the ocean environment, 5.7—investigating and understanding how Earth’s surface is constantly changing (this would be particularly fun when debating the role of human impact on the melting polar ice caps), and 5.5—investigating and understanding that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment (This would be especially apparent in a brutal climate like Antarctica. Students would see how traits of organisms allow them to survive in specific environments). (Click to the next page) (01:15)
- At the middle school level you can use Flipgrid for presentations in any class. To take advantage of the SOL requirement for oral presentations in English, I chose a literary analysis accompanied by a Flipgrid posting. You can have your students write a paper about any reading material and after they have posted, you can require them to comment on one another’s submissions, which encourages class discussion and engagement. This exercise uses all of the communicative skills: reading the material, writing the paper, speaking about what you wrote, and then listening to what others have said. (Click to the next page) (01:00)
- This activity fulfills three SOL requirements: SOL 8.2—developing and delivering oral presentations in groups and individually, SOL 8.5—reading and analyzing a variety of fictional texts, narrative nonfiction, and poetry, and lastly, 8.6—learning to comprehend and analyze a variety of nonfiction texts. (Click to the next page) (00:35)
- For high schoolers in Virginia and United States Government, Flipgrid can give them an opportunity for debate. Ask students to choose or create a law, post their proposal on Flipgrid, and defend their position when fellow classmates comment. This teaches students how to appreciate diverse opinions even if they are not the same as their own, which is a foundational pillar of democracy and the First Amendment. (Click to the next page) (01:00)
- This activity satisfies GOVT.17—demonstrating knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by practicing courtesy and respect for the rights of others, and GOVT.9—demonstrating knowledge of the process by which public policy is made by examining different perspectives on the role of government. (Click to the next page) (00:45)
- For librarians in particular, this tool can be extremely useful. It can be used for teachers and students to post book reviews, suggested readings, or book purchase requests. It can also be set up for book club member discussions or general comments. (Click to the next page) (00:30)
- Now onto the third tool. What is google expeditions? Googgle Expeditions is a virtual reality app that uses a smartphone and a cardboard device, which you will see in the video I am about to show you, to create an immersive, 360 degree, visual experience. (00:15)
- I could go on explaining what this cool app does, but for a visual tool like this, it makes more sense to show you what it does, rather than tell you. Here is a video that really showcases the impact this tool can have on student engagement… (After video, click to the next page) (01:45)
- After watching that video, I am sure it is obvious to everyone how much the tool excites learners. You may also be wonder what other reasons there are for using it? (Click to the next page) (00:30)
- Virtual Reality has the ability to transform the common classroom question of "What are we going to do today?“ into "Where are we going to go today?" It has been my experience that students who travel have better context for content. This background knowledge facilitates comprehension and encourages retention. Google Expeditions allows teachers to give their students this critical learning advantage. Virtual Reality also provides an effective field trip alternative and allows students to work independently from the instructor in a risk-free environment. If teachers are worried their older students won’t enjoy the VR experience as much as the younger ones, they can opt to add a level of creation by purchasing a 360 degree camera and creating and submitting their own Virtual Reality experiences. And for schools that are worried about the cost of goggles, Google provides a cheaper solution to the moderately priced Viewmaster VR goggles; it is called Google Cardboard, and it sells for as low as eight dollars. (Click to the next page) (02:00)
- How exactly can we use this tool in the classroom? (Click to the next page) (00:10)
- For Elementary Science classes, they can have the chance to see what astronauts see by visiting the International Space Station, and teachers can expand on the lesson by evaluating the importance of NASA. Science teachers can take their students anywhere in the universe, literally. (Click to the next page) (00:35)
- This approach satisfies Science 1.6—investigating and understanding the basic relationships between the sun and Earth, and Science 1.7—investigating and understanding weather and seasonal changes. (00:20)
- For middle schoolers in Virginia Studies, they can take a trip to Jamestown and explore all the various geographies of Virginia without even leaving their school. Seeing the different topographies, rather than reading about them, can really help students grasp the impact an environment can have on its people and culture. Students can see that Native Americans living in the mountains will need to dress quite differently than those living on the coast. (Click to the next page) (01:25)
- This satisfies VS.2—demonstrating knowledge of the physical geography and native peoples, past and present, of Virginia by locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau. (Click to the next page) (00:30)
- High School English classes can see how surroundings and culture influence literature. Teachers can give students context for writings and ask them to use this knowledge to analyze literary works. For instance, students can visit the Caribbean where Wide Sargasso Sea takes place and compare that to the landscape of Victorian Era England, the setting of Jane Eyre. The warmth of the Caribbean compared to the overcast harshness of gothic mansions will show them how much scenery can convey mood, tone, and theme. The striking difference between the two locations can both explain the shock and eventual insanity of Mr. Rochester's wife as well as teach students how a book’s setting can be used to enhance its story and theme. (Click to the next page) (02:00) [Walkerssk]. (2017). Carribean [digital photo JPG]. Retrieved from http://bit.ly/2vkQX3V. CC 0
- The student will complete SOL 12.4—reading, comprehending, and analyzing the development of British literature as well as the literature of other cultures, which includes paying specific attention to historical context, characteristics of major chronological eras, major themes and issues of their eras, and the use of mood. Students will also learn SOL 12.5—reading and analyzing a variety of nonfiction texts and analyzing two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach similar or different conclusions. (01:30)
- For the librarians, Google Expeditions can bring books to life by taking students to literary settings. For some students, seeing really is believing and they still want to see those illustrations that coincide with and enhance the text. (Click to the next page) (00:35)
- Now for the final app, Aurasma. This tool uses augmented reality, or AR, to layer images, sounds, or video onto the real world through a device. It is basically like a QR code. The device registers an image and responds by putting another image or video on top of it. Teachers can create what they call Auras, which are items they want students to see while using the AR app. The quick clip I’m about to show you is of a Chemistry teacher who used Aurasma to enhance learning by creating 3-D structures of the compound methane. (Click to the next page) (01:00)
- (Hit play 1:30)
- I remember seeing this for the first time and thinking it was genius. Here are a few of the reasons why… (Click to the next page) (00:10)
- First, we all remember Pokemon Go, right!? AR obviously has the ability to engage users. Teachers can use Aurasma to either check comprehension, asking students to scan the image that answers a question, or to facilitate understanding, enhancing materials with digital layers that appear on students devices. (Click to the next page) (00:35)
- How can we use Aurasma to teach? (Click to the next page) (00:05)
- Many elementary schoolers struggle with fractions. Teachers can display printouts of decimals around the room. Students will have a sheet of the correlating fractions. Teachers can them ask students to use the Aurasma app to match fractions with the decimal numbers posted around the room. Some of the decimal numbers will be repeating numbers, those will be rounded to the nearest hundredth, so students will also employ rounding in this exercise. This is a great way to check comprehension while engaging students. (Click to the next page) (01:00)
- This lesson fulfills Math 5.1—given a decimal through the thousandths, students are able to round to the nearest whole number, tenth, or hundredth, and Math 5.2—students can recognize and name fractions in their equivalent decimal form and vice versa. They can also compare and order fractions and decimals in a given set from least to greatest and greatest to least. (Click to the next page) (00:55)
- Middle school Life Science classes can use Aurasma to identify plants, which checks comprehension. Students can walk around the school grounds and use the app to find plants that the teacher has placed on a list. They can screen shot the plant one they have found it (kind of like catching a Pokémon with a ball). At the end, teachers will see the photo gallery and confirm that they discovered all the plants on the list. Teachers can also create auras that hide animals around the school in areas where they would live (fish in the pond, mouse in the field, etc.). This is great because we don’t have to rely on wild creatures being where we want them to be. It also shows how certain animals rely on specific environments and foods for survival. (Click to the next page) (01:00)
- This exercise satisfies several SOL standards: LS.6—investigating and understanding that organisms within an ecosystem are dependent on one another and on nonliving components of the environment, LS.7—investigating and understanding that interactions exist among members of a population, LS.8—investigating and understanding interactions among populations in a biological community, and LS.11 investigating and understanding the relationships between ecosystem dynamics and human activity. (Click to the next page) (00:50)
- High schoolers in Virginia and US History can use this tool to learn about historical documents. Teachers can ask students to pick an important historical document and create a video of themselves summarizing its meaning, explaining its purpose, and arguing the importance of the document. This teaches students how to choose and synthesize appropriate materials. (Click to the next page) (00:45)
- This satisfies VUS.1—demonstrating skills for historical and geographical analysis and responsible citizenship, including the ability to identify, analyze, and interpret primary and secondary source documents to increase understanding of events and life in the United States. (Click to the next page) (00:35)
- As with Google Expeditions, librarians can use Aurasma to make books come alive. The video you are about to watch will show you one of my favorite ways, digital pop-up books. While it isn’t the most exciting video in the world, I had to include it because I remember being obsessed with dinosaurs as a child. I can only image how excited I would have been if I had had this tool as a kid. (Click play 0:49). (Click to the next page) (00:50)
- Librarians can also create several different cover auras that will appear when students scan the books. They can show creatures or items that relate to the book’s topic. For example, Harry can fly across the screen on his broom or a glitter will start to sparkle on the Twilight cover. Librarians can also use Aurasma to present a star rating system or display a short book summary. The options are endless. (Click to the next page) (00:50)
- Well, that’s the end. I really hope you all enjoyed my presentation about these four fantastic tools and are now considering the many mobile possibilities that you can employ in your own classrooms or libraries. Before I leave the floor open for comments and questions, I just want to say thank you again for allowing me to share my ideas and opinions with you all today. It was such a pleasure! (Click to the next page) (00:50)
- Ok. Does anyone have any questions or comments they’d like to share? (5 minutes) Total Minutes: 58:30