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?
Technologies: UsingiPad/iPhone Apps to FosterLiteracy LearningRichard Beach, University of Minnesota,email@example.comGoogle Docs Version of handout:http://tinyurl.com/778odqpUsing iPad and iPhone Apps forLearning with Literacy Across theCurriculumhttp://usingipads.pbworks.com
Backchannel comments:Writing to learn:http://todaysmeet.com/WisconsinReading
Backchannel comments:Writing to learn:http://todaysmeet.com/WisconsinReading
Affordances of iPads/iPhones Touch: ◦ Intuitive navigation of texts and virtual worlds Portability/storage/ownership ◦ Personal learning device Social reading/writing Multimodality Collaboration/communication
App Affordances Affordances: Those literacy practices fostered/mediated by uses of apps within authentic, engaging activity
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
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) ◦ http://tinyurl.com/6wewqco Let’s Sing! Free app (identify song from one player humming the song) ◦ http://tinyurl.com/ck2ue8w
The Dot Project: Multimodalresponse to literature Students construct dots in response to The Dot by Peter Reynolds ◦ http://www.thedotproject.org
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
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
Collaborative TaskWhat caused the downfall of the Mayan civilization?
What will happen when Abby and Starfishwork collaboratively?In what ways might their patterns ofstrategy use remain the same or change?
Findings: Shifts in Abby and Starfish’s Individual and Collaborative StancesThoughtful Gather Purposeful SummarizerAesthetic Summarizer Reflective Analyzer
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
App affordances: Socialreading/writing shared responsestoKobo Pulse texts ◦ http://tinyurl.com/6v7oy9w Readmill ◦ http://tinyurl.com/6tldeng ◦ Video demo http://readmill.com Subtext ◦ http://tinyurl.com/6v6fgxg ◦ Video demo: http://www.subtext.com/education Students share annotations, chat with other readers, and view what peers are reading
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
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?”
Students responding to eachother’s annotations
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.”
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.
Backchannel comments:Writing to learn:http://todaysmeet.com/WisconsinReading What are some ways you could use shared annotations in your classroom? How might you conduct research on students’ social, collaborative use of annotations?
Accessing/Analyzing Informationto Learn: QR reader apps Create QR code images by entering in a URL in a QR create site such as Qrafter, QRstuff.com, Kaywa, Tec-IT, QR-app You or your students insert QR codes into texts ◦ provide other related texts or pose questions
Digital concept mapping iPad apps: iBrainstorm, MindMeister for Ipad,, Sundry Notes, Idea Sketch, Total Recall, inShare, iMindMap MindNode, iThoughtsHD, Popplet Lite http://tinyurl.com/3o6a3wy Hierarchical/logical relationships between key concepts
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?”
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)
Collaborative writing/datacollection: Google Docs forms 5th graders: Weaver Lake School, Osseo, MN Data on parasite presence in Monarch butterflies 49% had parasites
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
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 http://tinyurl.com/88pbgau ebooks for reading on eReaders by submitting properly formatted Word files to Smashwords.com, Bluefire Reader App, or Book Creator
Discussing to learn: CMSplatform options OpenClass (free; linked to Google Apps) ◦ http://www.joinopenclass.com/open/view/t 1 Edmodo (free; also an app) ◦ http://www.edmodo.com/ Schoology ◦ https://www.schoology.com/home.php rcampus (cloud-based) ◦ http://www.rcampus.com/
Discussing to learn: CollaborizeClassroomhttp://tinyurl.com/7xdcejl Free platform for classroom discussions App/Web-based Extensive curriculum resources Focus on fostering students collaboration Professional development on leading discussions
VoiceThread: Multiple audiencesshare responses to the sameimages
5th Graders: VoiceThread forStudying Dinosaurs Extinction of the dinosaurs: ◦ supernova, volcanoes, or an asteroid. ◦ Volcanoes http://voicethread.com/share/2454743/ ◦ Supernova http://voicethread.com/share/2544219/ ◦ Asteriod http://voicethread.com/share/2545658/
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.”
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
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?” http://www.showme.com/sh/?h=ibbycYS Mother and father birds and baby bird http://www.showme.com/sh/?h=RNKspgu Pea plant genetics http://www.showme.com/sh/?h=GC6q3nM
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
Screencasting: Students or youcreate how-to tutorials for peers VoiceThread, ExplainEverything, Screenchomp, ShowMe, Educreastions Snapguide http://tinyurl.com/ctkslx8 ◦ Students:
Screencasting: feedback VoiceThread, ExplainEverything, Screenchomp, ShowMe, Educreastions Video response to writing: Jing ◦ http://tinyurl.com/3kkw4am Speeches/drama: Formative Feedback for Learning http://formativefeedbackapp.blogspot. com
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?
Discussing to learn: Google+Hangout: Up to 10 people
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)
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
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 settinghttp://www.porchester.notts.sch.uk/citadel
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
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
Apps for planning/organizinginstruction Nearpod http://tinyurl.com/6ts55kp ◦ http://new.nearpod.com ◦ videos, polls, sketching tools, or featured presentations GoClass http://tinyurl.com/chbmeke ◦ http://tinyurl.com/blgogqs ◦ SHOW (online resources), EXPLAIN (add notes), ASK (questions for students)
Reflection to learn: Self-assessment forms Google Docs Forms iResponse
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.
e-Portfolio apps Three Ring Teachers Wire Use blogs, wikis, websites
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)
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