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Wisconsin readingpresentation


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Presentation to the 2012 Wisconsin Reading Research Conference, Madison, Wisconsin: Uses of iPad/iPhone Apps for Fostering Literacy Learning Across the Curriculum

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Wisconsin readingpresentation

  1. 1. Technologies: UsingiPad/iPhone Apps to FosterLiteracy LearningRichard Beach, University of Minnesota,rbeach@umn.eduGoogle Docs Version of handout: iPad and iPhone Apps forLearning with Literacy Across theCurriculum
  2. 2. QR code: Google Docshandout
  3. 3. Backchannel comments:Writing to learn:
  4. 4. Backchannel comments:Writing to learn:
  5. 5. Affordances of iPads/iPhones Touch: ◦ Intuitive navigation of texts and virtual worlds Portability/storage/ownership ◦ Personal learning device Social reading/writing Multimodality Collaboration/communication
  6. 6. App Activity
  7. 7. Activity App
  8. 8. App Affordances Affordances: Those literacy practices fostered/mediated by uses of apps within authentic, engaging activity
  9. 9. App affordances: Six literacies tolearn (app examples on handout) Accessing/Analyzing Information to Learn Reading Digitally to Learn Writing to Learn Discussing to Learn Games, Simulations, and Drama to Learn Reflection to Learn
  10. 10. Underlying app affordance:Images/video/audio to learn Multimodal processing and production of texts Images/videos  oral/written language iPad: touch/drawing/video/audio affordances Draw Something app (match word/image) ◦ Let’s Sing! Free app (identify song from one player humming the song) ◦
  11. 11. The Dot Project: Multimodalresponse to literature Students construct dots in response to The Dot by Peter Reynolds ◦
  12. 12. Google Images/Earth/Lit Trips
  13. 13. 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
  14. 14. Social, collaborativereading/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 texts
  15. 15. Collaborative TaskWhat caused the downfall of the Mayan civilization?
  16. 16. What will happen when Abby and Starfishwork collaboratively?In what ways might their patterns ofstrategy use remain the same or change?
  17. 17. Findings: Shifts in Abby and Starfish’s Individual and Collaborative StancesThoughtful Gather Purposeful SummarizerAesthetic Summarizer Reflective Analyzer
  18. 18. Social reading/writing approach:Context: Romeo & Juliet(Enciso): six lines of the prologue to Romeo &  Look at the first Juliet. How would you teach this given everything we know now about strategies, text structures, childrens interests, and the fact that a whole lot of kids are in the room? Now imagine how an actor would approach this text—say, a single actor on stage who has to make these lines meaningful? And then imagine what the director would do to make the meaning come to life. Thats the difference in teaching the text... and its quite a leap in pedagogical skill, dependent in large part on the teachers ability to form an ensemble of readers (community of readers or the reading club as F. Smith described it)…The point about complexity isnt just the text—its in the experience of and motivation to read the text. Were approaching the text in the way that actors in the Royal Shakespeare Company learn language and
  19. 19. 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
  20. 20. Using Diigo social bookmarkingfor sharing annotations1. Add Diigo to your toolbar2. Find an online text3. Highlight sections of the text4. Click on the icon to add a Sticky Noteresponse5. Have other students add their responses
  21. 21. 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?”
  22. 22. Adding sticky-noteannotations
  23. 23. One student’s annotation: Prowind turbine essay
  24. 24. One student’s annotation: conessay
  25. 25. Students responding to eachother’s annotations
  26. 26. 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.”
  27. 27. 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.
  28. 28. Backchannel comments:Writing to learn: What are some ways you could use shared annotations in your classroom? How might you conduct research on students’ social, collaborative use of annotations?
  29. 29. Accessing/Analyzing Informationto Learn: QR reader apps Create QR code images by entering in a URL in a QR create site such as Qrafter,, Kaywa, Tec-IT, QR-app You or your students insert QR codes into texts ◦ provide other related texts or pose questions
  30. 30. 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
  31. 31. 5th Grade Students: PoppletLite for Concept Mapping 5th grade 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?”
  32. 32. Mateo’s initial map: What isgold?
  33. 33. Mateo’s revised map
  34. 34. Blogging apps BlogPress or Blogsy to export their blog posts to Blogger, Wordpress, Posterous, Edmodo, Live Journal, Private Journal, KidBlog
  35. 35. Twitter apps Twitter Apps such as Twitter, TweetCaster Tweetbot, Tweetdeck, Twitteriffic, HootSuite
  36. 36. Twitteriffic
  37. 37. HootSuite
  38. 38. Writing to learn: Essay/reportwriting 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)
  39. 39. Collaborative writing/datacollection: Google Docs forms 5th graders: Weaver Lake School, Osseo, MN Data on parasite presence in Monarch butterflies 49% had parasites
  40. 40. Reading/Writing Digitally toLearn: Interactive literary texts:Younger students The Fantastic Flying Books of Mr. Morris Lessmore (301 MG) The Dr. Seuss Beginner Book Collection #1 (The Cat in the Hat, One Fish Two Fish Red Fish Blue Fish, The FOOT Book, Mr. Brown Can Moo! Can You? and Fox In Socks) The Dr. Seuss Beginner Book Collection #2 (Enjoy Green Eggs and Ham, Dr. Seusss ABC, The Cat in the Hat Comes Back, Theres a Wocket in My Pocket! and Hop on Pop) And To Think That I Saw It On Mulberry Street The Monster at the End of This Book...starring Grover! Sir Charlie Stinky Socks on his Really BIG Adventure
  41. 41. Graphic novel app: Teacherguide:
  42. 42. Tools4Students (25 graphicorganizers): Second graders:Lorax Garden app
  43. 43. Story/children’s book writing StoryKit, Storyrobe, Book Creator, Bookemon Mobile, Picture Books, Writers Studio, StoryPatch, Demibooks® Composer, StoryBuddy, My Story, MoglueBooks, myebook, StoryJumper (for younger students), Tikatok
  44. 44. Comics/graphic novels Comic Life, Strip Designer, ComicStrip CS S, Comics Creator, PhotoComic, Comic Touch Lite
  45. 45. 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 MoGlue Books ebooks for reading on eReaders by submitting properly formatted Word files to, Bluefire Reader App, or Book Creator
  46. 46. Discussing to learn: CMSplatform options OpenClass (free; linked to Google Apps) ◦ 1 Edmodo (free; also an app) ◦ Schoology ◦ rcampus (cloud-based) ◦
  47. 47. Discussing to learn: CollaborizeClassroom Free platform for classroom discussions App/Web-based Extensive curriculum resources Focus on fostering students collaboration Professional development on leading discussions
  48. 48. VoiceThread: Multiple audiencesshare responses to the sameimages
  49. 49. 5th Graders: VoiceThread forStudying Dinosaurs Extinction of the dinosaurs: ◦ supernova, volcanoes, or an asteroid. ◦ Volcanoes ◦ Supernova ◦ Asteriod
  50. 50. 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.”
  51. 51. 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
  52. 52. 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
  53. 53. 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
  54. 54. Screencasting: Students or youcreate how-to tutorials for peers VoiceThread, ExplainEverything, Screenchomp, ShowMe, Educreastions Snapguide ◦ Students:
  55. 55. Screencasting: feedback VoiceThread, ExplainEverything, Screenchomp, ShowMe, Educreastions Video response to writing: Jing ◦ Speeches/drama: Formative Feedback for Learning http://formativefeedbackapp.blogspot. com
  56. 56. 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
  57. 57. Backchannel comments:http://todaysmeet.comWisconsinReading What are some ways you do/could use these apps (VoiceThread/ShowMe) in your classroom? How might you conduct research on use of these apps?
  58. 58. Discussing to learn: Google+Hangout: Up to 10 people
  59. 59. Discussing to learn: Teentexting: Pew Research 63% text daily versus 39% cell phones, 35% face-to-face socializing, 29% social- networking messages, 22% IMing, and 6% emailing. The median number of texts sent daily was 60 in 2011. The heaviest texters (more than 100 texts a day) are also the heaviest talkers; 69% of heavy texters talk daily on their cell phones versus 46% of medium texters (those exchanging 21- 100 texts a day)
  60. 60. Texting/message apps iMessage (iPad or iPhone), Messages (Mac), AK Messenger!, textPlus Free Texting + Group Text, Textie™ Messaging, Textfree, TextNow + Voice - Free Texting and Calling, iPushIt,, Text Me!, gText Classroom-based texting systems: Class Parrot, Kikutext, WeTxt, Remind101, Sendhub, Class Pager
  61. 61. Class Parrot: School texting
  62. 62. Tom’s Messenger
  63. 63. My message on Tom’sMessenger
  64. 64. Another message
  65. 65. 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
  66. 66. Interactive fiction Zenonia series Terra-Eternal Chaos, Vanquish: The Oath of Brothers Rimelands series Fighting Fantasy series Gamebook Adventures series LEGO Harry Potter: Years 1-4 Hunger Games: Girl on Fire Avatar
  67. 67. Critical literacy: Sexism in role-play game (RPGs) app: Saturday Morning RPG ◦ a high school student must make decisions to cope with the threat of an evil villain to attempt to save the world, a game that draws on Saturday morning cartoons Surviving High School ◦ a new female high school student coping with getting to know students in her school or a male assuming the role as a member of the high school football team
  68. 68. Apps for planning/organizinginstruction Nearpod ◦ ◦ videos, polls, sketching tools, or featured presentations GoClass ◦ ◦ SHOW (online resources), EXPLAIN (add notes), ASK (questions for students)
  69. 69. Reflection to learn: Self-assessment forms Google Docs Forms iResponse
  70. 70. Open-ended feedback Essay Grader Easy Assessment Collaborize Classroom Pro ◦ student online discussion participation
  71. 71. Record keeping/grades The TeacherTool, Super Duper Data Tracker, Teachers Assistant Pro: Track Student Behavior, Easy Assessment, TeacherPal, PowerTeacher Mobile, Gradekeeper, iHomework Students’ reading performance: Reading Log, Reading Record iPad ◦ recording changes in students reading scores over time.
  72. 72. e-Portfolio apps Three Ring Teachers Wire Use blogs, wikis, websites
  73. 73. ELA professionaldevelopment NCTE’s Connected Community English Companion Ning National Writing Project Connect/Digital Is Classroom 2.0 Curriki IRA’s Engage ReadWriteThink School 2.0 Sophia #EngChat (Twitter feeds)
  74. 74. 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