2014 TCEA iPad Effect

This session will investigate the functional integration of the iPad in a variety of PreK-16 educational settings. Discover how to leverage the iPad and Bloom’s Digital Taxonomy to engage diverse learners, individualize curriculum, assess learning, and much more. Preferred device: iPad

Education Technology

Learning Unplugged:
The iPad Effect
Kimberly LaPrairie
Marilyn Rice

TCEA 2014

BACKCHANNEL
http://tiny.cc/TCEA2014_iPad

How do you
decide which

apps to use
& when?

Exhibit memory of
previously-learned
materials by recalling
facts, terms, basic
concepts and answers.

Does the app help user:
• Locate facts or ideas
• Recite facts or details

Demonstrate
comprehension
by explaining ideas
or concepts
Does the app help user:

•
•
•
•
•
•

Summarize information
Retell events
Give examples
Explain ideas or concepts
Interpret relationships
Determine importance

Use acquired
knowledge, facts,
techniques and
rules to solve new
problems
Does the app help user:
• Discover a new purpose
for skills or knowledge
• Employ knowledge in
new situations

• Experiment with
concepts in a different
setting

Examine and break
information into
parts.
Does the app help user:
• Discriminate fact from
hypothesis
• Select important elements
• Determine biases
• Deconstruct content
• Organize content
• Outline content

Present and defend
opinions by making
judgments based on
a set of criteria.
Does the app help user:
• Check for accuracy
• Evaluate procedures
• Critique results

Generate new
ideas, products, or
ways of viewing
things
Does the app help user:
•
•
•
•
•

Construct designs
Generate possibilities
Produce solutions
Design products
Assemble plans

APPLICATION
OF
BLOOM'S
REVISED
TAXONOMY
Example

http://writeouschick.com

Bloom’s

App

Remember Describe where the 3 little pigs lived

Noteshelf

Summarize what the 3 little pigs story
Understand
was about

Animoto

Apply

Construct a theory as to why the wolf
blew down the houses

Analyze

Differentiate between how the pigs
reacted and how you would react to the
events

Evaluate

Assess whether or not you think this
really happened to the 3 pigs

Create

Compose a song, skit, poem, video, etc.
to convey the 3 little pigs story in a new
form

Explain
Everything

Inspiration

PaperHelper

Toontastic

http://www.21innovate.com/blooms-apps.html

http://www.schrockguide.net/ipads-in-the-classroom.html

And Don’t Forget
About Your PLN

What are your
favorite APPs
for teaching
and learning?

SlideShare
www.slideshare.net/drlaprairie

TCEA 2016 - iPad Academy - Austin, TX Wednesday, February 3, 2016 1:30 p.m. - 3:00 p.m. This session will investigate the functional integration of the iPad in a variety of PK-16 educational settings. Discover how to leverage the iPad and Bloom’s digital taxonomy to engage diverse learners, individualize curriculum, assess learning, and much more. Numerous iPad apps, most of which are FREE, will be explored for authentic integration for teaching and learning. Participants will also learn how to locate and examine the best apps for education. Presented by: Kimberly LaPrairie KNL007@shsu.ed Twitter: @drlaprairie Marilyn Rice EDU_MPR@shsu.edu

ISTE 2012 Apps Apps Everywhere

1. The document discusses top iPad apps for digital age learning. It provides examples of how different apps can be used to apply Bloom's revised taxonomy of learning domains in teaching the story of the Three Little Pigs. 2. Bloom's taxonomy includes remembering, understanding, applying, analyzing, evaluating, and creating. The document gives examples of apps that could be used to teach each level, such as using Doodlelicious for remembering and Animoto for understanding. 3. The document encourages teachers to have fun by finding new apps and sharing recommendations through their professional learning networks. It provides links to websites that review educational apps.

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The digital research notebook: a simple tool to augment the one-shot - Glassm...

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Designing Developing Evaluating

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The 11 Principles of CEP Phils Character Formation www.mannrentoy.com

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Rubric ipad apps_v0.4

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This document provides an evaluation rubric for assessing iPad applications for teaching and learning. The rubric evaluates applications across several domains from a 1 to 4 scale. The domains include links to curriculum, cognitive opportunities, level of technology integration, authenticity, interactivity, differentiation, student use, student motivation. For each domain, the rubric describes the characteristics of a rating of 1, 2, 3, or 4, with 4 being most desirable. For example, for cognitive opportunities, a rating of 1 involves remembering facts, while 4 involves creating, and for level of technology integration, 1 involves substitution of the technology for an existing tool, while 4 involves redefinition and new tasks not previously possible. The rubric provides a framework for

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Fc2017

The document discusses the importance of conducting a needs assessment for an educational project. It defines a needs assessment as systematically examining audience interest, knowledge, and environmental issues to establish the need for a project. A needs assessment identifies gaps between current and desired conditions, helps define goals and stakeholders, and ensures goals align with strategic plans. It also outlines a 13-step process for planning and conducting a needs assessment, including gathering data, analyzing results, prioritizing needs, and creating a report.

action research 2018.pptx

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This document provides information about competency unit 2 on research methodology and data collection. It outlines the learning outcomes and activities for a session on action research. The session aims to define action research, describe its characteristics and steps in the action research cycle. It also discusses identifying areas for potential action research projects in technical and vocational education and training (TVET). The document provides details of several activities used in the session, including having groups read about action research and complete a handout to share information. It also discusses examining issues in the classroom or school that could be topics for action research projects. The action research cycle is outlined, including stages of identifying a problem, planning solutions, taking action, collecting and analyzing data, and acting on

Cets 2015 dickinson how to get started tin can

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Communicating value through student learning assessment - Andrea Falcone & Ly...

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The document describes achievement levels for research, planning, thinking, communication and social skills related to completing a project. It provides descriptors for limited, adequate, substantial and excellent skills at each level. For each skill level, examples of possible demonstrations of applied thinking and learning skills are given. The skills cover areas like investigating and finding information, self-management, problem solving, communicating with others, and working with a supervisor.

National standards for quality online teaching

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This document outlines an online professional development session focused on standards G and H for quality online teaching. [1] The session uses a "make and take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of effective assessment and ensuring validity, reliability, and security for online assessments. [3] They also consider how to implement authentic assessments, provide continuous feedback, and align assignments and assessments to learning goals using backward design.

Curriculum Evaluation

valarpink

Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.

DES 2019 Productive Professor Persuasions: Technology to Support Teaching & L...

The document summarizes a session presented by Dr. Kimberly LaPrairie and Dr. Marilyn Rice on using technology to support teaching and learning. The session covered various tools like Poll Everywhere, Google Suite, Coggle, Trello, Padlet, Flipgrid and Screencast-O-Matic. It provided examples of how these tools can be used for pre-assessment, formative assessment, content curation, virtual communication, collaboration and screencasting. The presentation aimed to model the use of these technologies to enhance assessment, debriefing, gathering and sharing of information for instruction.

TCEA 2019 Learning Unplugged: Fostering Future Ready Skills

This document discusses how iPads can be used to foster future-ready skills in learning, including collaboration, creativity, communication, and critical thinking. It provides examples of how iPads can be used to connect students to sources of knowledge through educational videos and content practice. It also explores how iPads can connect students to other learners through collaboration apps and ways for students to communicate and create their own knowledge through writing, speaking, and illustration apps. The document concludes with tips for managing iPads in the classroom, such as not spending too much time on any single app and utilizing student experts, as well as how to locate applicable apps based on content and skills goals.

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TCEA 2016 Apps Apps Everywhere: Top iPad Apps for Teaching and Learning

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