Nc state presentationslideshare


Published on

My presentation on uses of iPad apps to foster New Literacy learning at the NCState New Literacies Workshop, Raleigh, July 2012

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Think pair share -- make some predictions -- what might happen? Base it on your own work with kids, what might their patterns of interaction look like?
  • Nc state presentationslideshare

    1. 1. Using Apps to Foster LearningNew Literacies in theClassroomRichard Beach, University of Minnesota,rbeach@umn.eduGoogle Docs Version of apps handout: iPad and iPhone Apps forLearning with Literacy Across theCurriculum
    2. 2. QR code: Google Docshandout
    3. 3. Backchannel comments:
    4. 4. Affordances of iPads/iPhones Touch: ◦ Intuitive navigation of texts and virtual worlds Portability/storage/ownership ◦ Personal learning device Social reading/writing Multimodality Collaboration/communication
    5. 5. App affordances: Literacies tolearn across the curriculum(app iTunes links on handout) Accessing/Analyzing Information to Learn Reading Digitally to Learn Writing to Learn Discussing to Learn Images to Learn Audio/Video to Learn Games, Simulations, and Drama to Learn Reflection to Learn
    6. 6. Accessing/AnalyzingInformation to Learn:Wikipedia Qwiki ◦ includes videos, images, graphs, and entries for millions of topics Articles for iPad Wikipedia Mobile Wikipanion Plus Simplepedia iWiki
    7. 7. Social, collaborative reading &writing to learn Social reading/writing: ◦ Study: two 7th graders reading each other’s annotations (Coiro, Castek, & Guzniczak, 2011, 61st LRA Yearbook) ◦ Exposed to alternative response practices that may differ from their own ◦ Acquiring new ways of interpreting
    8. 8. Collaborative TaskWhat caused the downfall of the Mayan civilization?
    9. 9. What will happen when Abby and Starfishwork collaboratively?In what ways might their patterns ofstrategy use remain the same or change?
    10. 10. Findings: Shifts in Abby and Starfish’s Individual and Collaborative StancesThoughtful Gather Purposeful SummarizerAesthetic Summarizer Reflective Analyzer
    11. 11. App affordances: Socialreading/writing shared responsestoKobo Pulse  texts ◦ Readmill ◦ ◦ Video demo Subtext ◦ ◦ Video demo: Students share annotations, chat with other readers, and view what peers are reading
    12. 12. Using Diigo social bookmarkingfor sharing annotations1. Add Diigo to your iPad or computertoolbar2. Find an online text3. Highlight sections of the text4. Click on the icon to add a Sticky Noteresponse5. Have other students add their responses
    13. 13. Diigo annotations: Pro-conreadings: benefits of energy fromwind power th 7 grade students iMelanie Swandby’s ◦ Lighthouse School Community Charter School, Oakland, California Students posed questions for each other ◦ “What does that mean, virtually free?” ◦ What are some things that use energy or power?”
    14. 14. Adding sticky-noteannotations
    15. 15. One student’s annotation: Prowind turbine essay
    16. 16. One student’s annotation: conessay
    17. 17. Students responding to eachother’s annotations
    18. 18. Dialogic interactions throughannotations“There is a bad and good thing about this. Bad is it kills birds passing by. Good it makes energy cleaner.” “Tarnished with wind turbines? Arent wind turbines supposed to be a good thing? Why are they complaining about the turbines? it doesnt even look bad.”
    19. 19. Use of annotations for summarywriting I am perplexed in choosing if wind energy is a good courses or bad source. While, wind energy is a good source because it’s renewable and needs nothing more but construction, it can also cause irritation and attention of some people. Wind turbines are loud, noisy, and risky. Even though, it doesn’t cause any greenhouse gases in the air, wind turbines are harmful to wildlife and space. More birds die by getting hit by wind turbines which is very dangerous to our wildlife.
    20. 20. Backchannel comments: Socialreading/writing to learn: Reactions?????????? What are some ways you could use apps to foster social reading/writing to learn in your classroom?
    21. 21. Accessing/Analyzing Informationto Learn: QR reader apps Create QR code images ◦ Entering in a URL in a QR create site such as Qrafter,, Kaywa, Tec- IT, QR-app InsertQR codes into texts ◦ provide other related texts or pose questions
    22. 22. Digital concept mapping iPad apps: iBrainstorm, MindMeister for Ipad,, Sundry Notes, Idea Sketch, Total Recall, inShare, iMindMap MindNode, iThoughtsHD, Popplet Lite Hierarchical/logical relationships between key concepts
    23. 23. 5th Grade Students: PoppletLite for Concept Mapping 5th grade students in Laura Kretschmar’s class at Lighthouse Community Charter School, Oakland, C alifornia Lesson on rare earth metals to address the question, “What is gold?”
    24. 24. Mateo’s initial map: What isgold?
    25. 25. Mateo’s revised map
    26. 26. Twitter apps Twitter Apps such as Twitter, TweetCaster Tweetbot, Tweetdeck, Twitteriffic, Hoo tSuite Create class account Use Twitter hashtag for your class #JonesHistory10AikenHS
    27. 27. Twitteriffic
    28. 28. HootSuite
    29. 29. Collaborative writing/datacollection: Google Docs forms 5th graders: Weaver Lake School, Osseo, MN Data on parasite presence in Monarch butterflies 49% had parasites
    30. 30. Graphic novel app: Teacherguide:
    31. 31. Tools4Students (25 graphicorganizers): Second graders:Lorax Garden app
    32. 32. Story/children’s book writing StoryKit, Storyrobe, Book Creator, Bookemon Mobile, Picture Books, Writers Studio, StoryPatch, Demibooks® Composer, StoryBuddy, My Story, MoglueBooks, myebook, StoryJ umper (for younger students), Tikatok
    33. 33. Comics/graphic novels Comic Life, Strip Designer, ComicStrip CS S, Comics Creator, PhotoComic, Comic Touch Lite
    34. 34. Apps for Sharing/PublishingWriting ePub: Mac Pages (soon to be on iPad Pages) Apple Author (requires OS Lion): iBooks Dotepub or Inkling books ◦ Human Biology Inkling textbook
    35. 35. Discussing to learn: CMSplatform options OpenClass (free; linked to Google Apps) ◦ 1 Edmodo (free; also an app) ◦ Schoology ◦ rcampus (cloud-based) ◦
    36. 36. Discussing to learn:Collaborize Classroom Free platform for classroom discussions App/Web-based Extensive curriculum resources Focus on fostering students collaboration Professional development
    37. 37. Discussing to learn: Google+Hangout: Up to 10 people
    38. 38. VoiceThread: Multiple audiencesshare responses to the sameimages
    39. 39. 5th Graders: VoiceThread forStudying Dinosaurs Extinction of the dinosaurs: ◦ supernova, volcanoes, or an asteroid. ◦ Volcanoes ◦ Supernova ◦ Asteriod
    40. 40. VoiceThread affordances:Literacy practices Collaborative shared reading ◦ Mediated by focus on same images ◦ Learn from each other’s focus/practices Scientific thinking: claims/counter- claims ◦ Exposure to competing arguments  “The asteroid couldn’t have caused the dinosaur extinction because the asteroid only landed on one spot and there were dinosaurs everywhere.”
    41. 41. Screencasting app: Doodles andaudio voice-over for collaborativereading/writing/video ShowMe, Explain Everything, VoiceThread, Screencho mp, Educreations 7th grade students at Lighthouse Community Charter School ◦ Mendelian genetics ◦ Created ShowMe presentations
    42. 42. Students ShowMe’s: Genetics:dominant vs. recessive traits “If a brown eyed and a blue eyed parent had a baby, what color eyes would the baby have?”  Mother and father birds and baby bird Pea plant genetics
    43. 43. ShowMe affordances: Socialreading/writing/video synergy Unfolding doodling  voice-over talk Use of ShowMe for prewriting/revision ◦ Testing our/erasing doodles Collaborative focus on same images Video: Rhetorical sense of audience Use science disciplinary literacy ◦ Images, charts, figures as data evidence
    44. 44. Screencasting: Students or youcreate how-to tutorials for peers VoiceThread, ExplainEverything, Scre enchomp, ShowMe, Educreastions Snapguide ◦ Students:
    45. 45. Screencasting: feedback VoiceThread, ExplainEverything, Screenchomp, ShowMe, Educreastions Video response to writing: Jing ◦ Speeches/drama: Formative Feedback for Learning http://formativefeedbackapp.blogspot. com
    46. 46. Peer feedback: Reading/writingconnections Video: Better Reviewers are Better Writers ELI review: Web-based review ◦ 1. Select peer reviewers ◦ 2. Reviewers reader using criteria ◦ 3. Reviewers respond ◦ 4. Writer strategizes revisions ◦ 5. Teacher obtains student work/reviews
    47. 47. Backchannel comments Reactions?????????????? What are some ways you could use screencasting apps: VoiceThread or ShowMe in your classroom?
    48. 48. Discussing to learn: Teentexting: Pew Research 63% text daily ◦ Median number sent daily was 60 in 2011. 39% cell phones 35% face-to-face socializing, 29% social-networking messages, 22% IMing 6% emailing.
    49. 49. Texting/message apps iMessage (iPad or iPhone), Messages (Mac), AK Messenger!, textPlus Free Texting + Group Text, Textie™ Messaging Classroom-based texting systems: Class Parrot, Kikutext, WeTxt, Remin
    50. 50. Class Parrot: School texting
    51. 51. Tom’s Messenger
    52. 52. Games/simulations/drama tolearn: Game/simulation/roleplayapps Tiny Tower, CityVille Hometown, My Town 2, Trade Nation, Farm Story, Epic Citadel (medieval fantasy town with a cathedral). Students creating characters and stories based on the Epic Citadel medieval setting
    53. 53. Apps for planning/organizinginstruction Nearpod ◦ ◦ videos, polls, sketching tools, or featured presentations GoClass ◦ ◦ SHOW (online resources), EXPLAIN (add notes), ASK (questions for students)
    54. 54. App uses/recommendations EdReadch channel (MobileReach, MacReach) Appy Hours 4 U ◦ The TechChef4u app The iPad Show The Daily App Show TWIT channel Tech Chick Tips