Nct eipadpresentationUsing iPad and iPhone LAAPS (Literary Learning Apps) in the English Language Arts Classroom, NCTE Conference, Las Vegas, 2012


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This presentation describes the uses of different types of iOS apps to foster literacy learning. It includes some classroom examples of students' uses of apps.

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Nct eipadpresentationUsing iPad and iPhone LAAPS (Literary Learning Apps) in the English Language Arts Classroom, NCTE Conference, Las Vegas, 2012

  1. 1. Using iPad and iPhone LAAPS(Literary Learning Apps) in theEnglish Language ArtsClassroomRichard Beach, University of Minnesotarbeach@umn.eduElizabeth Erdmann, Jefferson HighSchool, Bloomington, MN, bizlazer@gmail.comGoogle Docs Version of apps handout:
  2. 2. QR code: Google Docshandout
  3. 3. Affordances of iPads/iPhones Touch: ◦ Intuitive navigation of texts and virtual worlds Portability/storage/ownership ◦ Personal learning device Social reading/writing Multimodality Collaboration/communication
  4. 4. Affordances Affordances not “in” app App Activity Affordances created by teachers Activity App
  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
  7. 7. 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
  8. 8. 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
  9. 9. Reading/writing to learn
  10. 10. 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
  11. 11. 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?”
  12. 12. Adding sticky-noteannotations
  13. 13. One student’s annotation: Prowind turbine essay
  14. 14. One student’s annotation: conessay
  15. 15. Students responding to eachother’s annotations
  16. 16. 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.”
  17. 17. 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.
  18. 18. Graphic novel app: Teacherguide:
  19. 19. Writing to learn
  20. 20. 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
  21. 21. 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?”
  22. 22. Mateo’s initial map: What isgold?
  23. 23. Mateo’s revised map
  24. 24. Twitter apps Twitter Apps such as Twitter, TweetCaster Tweetbot, Tweetdeck, Twitteriffic, Hoo tSuite Create class account Use Twitter hashtag for your class #JonesHistory10AikenHS
  25. 25. Twitteriffic
  26. 26. HootSuite
  27. 27. Collaborative writing/datacollection: Google Docs forms 5th graders: Weaver Lake School, Osseo, MN Data on parasite presence in Monarch butterflies 49% had parasites
  28. 28. Writing multmodal storybooks StoryKit, Storyrobe, Book Creator, Bookemon Mobile, Picture Books, Writers Studio, StoryPatch, Demibooks® Composer, StoryBuddy, My Story, MoglueBooks, myebook, StoryJ umper (for younger students), Tikatok
  29. 29. Comics/graphic novels Comic Life, Strip Designer, ComicStrip CS S, Comics Creator, PhotoComic, Comic Touch Lite
  30. 30. Apps for Sharing/PublishingWriting ePub: Mac Pages (soon to be on iPad Pages) Apple iBooks Author (requires OS Lion): iBooks Dotepub or Inkling books
  31. 31. Discussing to learn
  32. 32. Subtext: book discussions
  33. 33. Discussing to learn:Collaborize Classroom Free platform for classroom discussions App/Web-based Extensive curriculum resources Focus on fostering students collaboration Professional development
  34. 34. Discussing to learn: Google+Hangout: Up to 10 people
  35. 35. Images/audio/video to learn
  36. 36. VoiceThread: Multiple audiencesshare responses to the sameimages
  37. 37. 5th Graders: VoiceThread forStudying Dinosaurs Extinction of the dinosaurs: ◦ supernova, volcanoes, or an asteroid. ◦ Volcanoes ◦ Supernova ◦ Asteriod
  38. 38. 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.”
  39. 39. 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
  40. 40. 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
  41. 41. 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
  42. 42. Screencasting: Students or youcreate how-to tutorials for peers VoiceThread, ExplainEverything, Scre enchomp, ShowMe, Educreastions Snapguide ◦ Students:
  43. 43. 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.
  44. 44. 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
  45. 45. Tom’s Messenger
  46. 46. My message on Tom’sMessenger
  47. 47. Another message
  48. 48. Gaming/simulation to learn
  49. 49. 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
  50. 50. Reflection to learn
  51. 51. Screencasting: feedback VoiceThread, ExplainEverything, Scre enchomp, ShowMe, Educreastions Video response to writing: Jing ◦ Speeches/drama: Formative Feedback for Learning http://formativefeedbackapp.blogspot. com
  52. 52. Professional development tolearn
  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
  55. 55. Online resources: Apps forliteracy learning Google Docs: apps handout: Ebook: Using iPad and iPhone Apps for Learning with Literacy Across the Curriculum http://www.appsforlearningliteracies.c om Wiki resource site for this book