Using iOS Apps to Foster Literacy Learning


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Presentation at TIES, Minneapolis, 2012

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Using iOS Apps to Foster Literacy Learning

  1. 1. Using iOS Apps toFoster LiteracyLearningRichard Beach, University of Minnesota rbeach@umn.eduGoogle Docs Version of appshandout:
  2. 2. 2
  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 to learnacross the curriculum (app iTunes linkson 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. Affordances (Hutchinson & Beschorner,2013, Journal of of Education Computing ResearchContained nature of the apps ◦ focus and efficiency: instructional planning.Intuitive features ◦ the camera roll, ◦ the audio recording ◦ graphic organizers ◦ adding and revising images and drawings Mobility: Collaboration 6
  7. 7. Accessing/Analyzing Information
  8. 8. Accessing/Analyzing Information toLearn: WikipediaQwiki ◦ includes videos, images, graphs, and entries for millions of topicsArticlesfor iPadWikipedia MobileWikipanion PlusSimplepediaiWiki
  9. 9. Accessing/Analyzing Information toLearn: QR reader appsCreate QR code images ◦ Entering in a URL in a QR create site such as Qrafter,, Kaywa, Tec- IT, QR-appInsert QR codes into texts ◦ provide other related texts or pose questions 
  10. 10. Reading/writing to learn
  11. 11. 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
  12. 12. Diigo annotations: Pro-con readings:benefits of energy from wind power7thgrade 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?”
  13. 13. Adding sticky-note annotations
  14. 14. One student’s annotation: Pro windturbine essay
  15. 15. One student’s annotation: con essay
  16. 16. Students responding to each other’sannotations
  17. 17. 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.”
  18. 18. 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.
  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: Popplet Lite forConcept Mapping5thgrade students in Laura Kretschmar’s class at Lighthouse Community Charter School, Oakland, CaliforniaLesson on rare earth metals to address the question, “What is gold?”
  22. 22. Mateo’s initial map: What is gold?
  23. 23. Mateo’s revised map
  24. 24. Twitter appsTwitter Apps such as Twitter, TweetCaster Tweetbot, Tweetdeck, Twitteriffic, HootSuiteCreate class accountUse Twitter hashtag for your class #JonesHistory10AikenHS
  25. 25. Twitteriffic
  26. 26. HootSuite
  27. 27. Collaborative writing/data collection:Google Docs forms5th graders: Weaver Lake School, Osseo, MNData on parasite presence in Monar49% had parasites
  28. 28. Writing multmodal story booksStoryKit, Storyrobe, Book Creator, Bookemon Mobile, Picture Books, Writers Studio, StoryPatch, Demibooks® Composer, StoryBuddy, My Story, MoglueBooks, myebook, StoryJumper (for younger students), Tikatok
  29. 29. Comics/graphic novelsComic Life, Strip Designer, ComicStrip CS S, Comics Creator, PhotoComic, Comic Touch Lite
  30. 30. Strip Designer: Retell stories 35
  31. 31. Apps for Sharing/Publishing WritingePub: Mac Pages (soon to be on iPad Pages)Apple iBooks Author (requires OS Lion): iBooksDotepub or Inkling books
  32. 32. Discussing to learn
  33. 33. Subtext: book discussions
  34. 34. Discussing to learn: CollaborizeClassroomFree platform for classroom discussionsApp/Web-basedExtensive curriculum resourcesFocus on fostering students collaborationProfessional development
  35. 35. Discussing to learn: Google+ Hangout:Up to 10 people
  36. 36. Images/audio/video to learn
  37. 37. Sundry Notes: Draw pictures and add audionotes: Story cause/effect 53
  38. 38. Doodly Buddy: Story illustrations 54
  39. 39. Value of drawing appsInterviewer: How is it [using the iPad] different, or was it different, than just drawing on paper?Student 1: Um, you get to type.Student 2: And it is different, because there is glitter and an eraser and paint and chalk.Student 3: Yeah, and you don’t have to pick up things. All you have to do is tap it and it will do it.Student 1: Yeah, and if you do it, the chalk at the bottom of the line will show up and then colors will come on and you can pick different colors.Student 3: I like where we could just tap it or we could just move that thing around. 55
  40. 40. VoiceThread: Multiple audiences shareresponses to the same images
  41. 41. 5th Graders: VoiceThread for StudyingDinosaurs Extinction of the dinosaurs: ◦ supernova, volcanoes, or an asteroid. ◦ Volcanoes http :// ◦ Supernova http :// ◦ Asteriod
  42. 42. VoiceThread affordances: Literacypractices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.”
  43. 43. Screencasting app: Doodles andaudio voice-over for collaborativereading/writing/videoShowMe, Explain Everything,VoiceThread, Screenchomp, Educreations7th grade students at Lighthouse Community Charter School ◦ Mendelian genetics ◦ Created ShowMe presentations
  44. 44. Students ShowMe’s: Genetics: dominantvs. recessive traits“Ifa 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 
  45. 45. ShowMe affordances: Socialreading/writing/video synergyUnfoldingdoodling 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
  46. 46. Screencasting: Students or you createhow-to tutorials for peersVoiceThread, ExplainEverything, Screenchomp, ShowMe, EducreastionsSnapguide ◦ Students:
  47. 47. Discussing to learn: Teen texting: PewResearch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.
  48. 48. 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, Remind101, Sendhub, Class Pager
  49. 49. Tom’s Messenger
  50. 50. My message on Tom’s Messenger QuickTime™ and a decompressor are needed to see this picture.
  51. 51. Another message QuickTime™ and a decompressor are needed to see this picture.
  52. 52. Gaming/simulation to learn
  53. 53. Games/simulations/drama to learn:Game/simulation/roleplay appsTiny Tower, C ityVille Ho metow n, My Tow n 2, Trade Natio n, Farm Sto r y, Epic C itadel (medieval fantasy town with a cathedral).Students creating characters and stories based on the Epic Citadel medieval setting
  54. 54. Reflection to learn
  55. 55. Screencasting: feedbackVoiceThread, ExplainEverything, Screenchomp, ShowMe, EducreastionsVideo response to writing: Jing ◦Speeches/drama: Formative Feedback for Learning http ://
  56. 56. Professional development to learn
  57. 57. Apps for planning/organizing instructionNearpod ◦ ◦ videos, polls, sketching tools, or featured presentationsGoClass ◦ ◦ SHOW (online resources), EXPLAIN (add notes), ASK (questions for students)
  58. 58. 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
  59. 59. Online resources: Apps for literacylearningGoogle Docs: apps handout:Ebook: Using iPad and iPho ne A pps fo r Learning w ith Literacy A cro ss the C urriculumWiki resource site for this book