How Do Your Elementary Students Show What They Know by Gail Lovely
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This document discusses various methods for assessing student learning, including formative assessment tools like classroom response systems, polling tools, rubrics, checklists, electronic portfolios, and videos. It provides examples of student work assessed with these tools, such as a student-created wiki, PowerPoint presentation, and video. The document emphasizes that assessment should evaluate not just outcomes but also the learning process, and should provide timely feedback to students and teachers.
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This document outlines a lesson plan for a 9th grade unit on evaluating the reliability of websites related to organic foods. Students will participate in pre-lesson activities, learn how to evaluate website reliability, work in groups to analyze websites on organic foods, create a personal evaluation guide, and do a final project planning a meal with the home economics teacher. The lesson aims to improve students' information literacy skills and teach them to identify reliable online resources.
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Apps and Ages ISTE 2017 by Gail Lovely
Gail Lovely proposes that the number of app choices provided to learners should be limited based on their age. For young learners ages 3-4, only 1-3 app options focusing on skills like fine motor practice, adding words or images, and accessing online materials should be provided. For ages 5-6, slightly more options including art creation apps may be appropriate, but choices should still be limited to a small number of focused, specific apps. The key idea is that less choices can allow learners to be more focused and successful.
Gail Lovely FETC 2017 Not Your Mothers Flashcards
1) Technologies like robots, coding, augmented and virtual reality can support literacy development in children in many ways such as increasing motivation, providing variety, allowing choice, and supporting developing skills.
2) Examples of technologies discussed include Bee-Bots, Code & Go mice, Cubetto, Root, virtual reality headsets, OSMO, Explore.org, and reading apps.
3) The presenter emphasizes that technology should not replace traditional books, but can be used as tools to enhance stories, experiences, and develop real vocabulary in context.
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This document discusses how technology can support literacy development in children. It outlines several types of technologies that motivate children and support a variety of literacy skills, including sequencing, writing, and phonemic awareness. Specific technologies mentioned include robots and coding toys, augmented and virtual reality apps, and digital books and storytelling apps. The document emphasizes that technology should not replace traditional books, but can be used to supplement literacy learning when chosen appropriately for children's developmental needs and interests.
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This document discusses using new technologies to enhance storytelling in early childhood education. It argues that tools like video, programming, and digital apps can help make learning tasks more engaging for young students by allowing them to create their own stories and express themselves. The document also outlines several apps and programs that teachers can use to support storytelling and media literacy skills while amplifying students' voices, audiences, and independence. It advocates exposing children to technologies in a progression from limited to enhanced audiences and control to build on their strengths and support weaknesses.
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The document discusses emerging technologies for learning including robots, virtual realities, and augmented realities. Small programmable robots allow children to develop problem solving and coding skills. Virtual realities like Google Cardboard are being used for immersive educational field trips. Augmented reality apps overlay virtual elements on the real world, such as anatomy models or circuit simulations. Videos demonstrate examples like interactive animal holograms, virtual tours of space, and using green screens to insert students into book readings. The document promotes these tools as engaging ways to enhance learning for today's students.
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This document discusses the introduction of iPads into a preschool classroom at Maryetta School, which serves a high-poverty Native American community. There were initial fears about providing young children access to technology, but the iPads were integrated into learning activities. Teachers and students quickly learned to use apps for photography, reading, writing, and the Cherokee language. While technological challenges remained, both educators and children grew in their ability to leverage the iPads for learning. The iPads provided new ways for students to engage with books, letters, numbers, and each other.
UPDATED: A Book is a Book is a Book, Unless it is an eBook
This document discusses the history of books and how the concept of books has evolved over time. It mentions early books from the 1700s and mechanical books from the 1790s that concealed interactive elements. More recent developments discussed include coloring books from the 1830s used for art education, talking books from the 1930s, and modern app versions of children's books that incorporate interactivity, augmented reality, and other multimedia elements. The document advocates that the future of books will involve new hybrid formats that better integrate interactive features while still valuing books in their traditional paper form.
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This document provides a list of apps for different purposes including sharing information, scanning QR codes, publishing, storage and sharing files, creating images and text, presentations, and more. It discusses how apps can be helpful for sharing information but also how it's easy to feel hopelessly addicted to apps. The document promotes Gail Lovely's email for more information on apps and getting help with app addiction.
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This document provides an overview of digital tools that can be used to inspire, plan, write, and share stories. It discusses image, video, and writing platforms that engage students in the writing process. The document emphasizes using technology to motivate students to write more while choosing tools that fit their needs. It concludes that the creativity comes from students, not the tools, and encourages using a variety of platforms to widely share student work.
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This document discusses augmented reality tools for early learning. It provides information on augmented reality apps for coloring pages, flashcards, puzzles and books. Examples of physical augmented reality toys are also described, such as Lego Fusion, Ozobot and Beebot coding robots. The document encourages using augmented reality to make learning more interactive and hands-on for students.
Top Ten Apps of the School Year - Elementary Edition by Gail Lovely - FETC 2015
The document provides a summary of ten best apps for elementary students. It lists apps for taking photos, reading QR codes, creating art, doing research, blogging, taking notes, making shadow puppets, creating books, and explaining concepts. Criteria for the selected apps include being useful for more than one occasion, helping with skills not easily done, having an appropriate learning curve, enabling creation or curation, and not trapping work within the app or device.
Augmented Early Learning A New Reality Gail Lovely FETC 2015
This document provides an overview of various augmented reality apps that can be used for early learning. It describes apps for coloring pages in 3D, using flashcards and puzzles with AR, interactive books, creating QR codes and augmented toys. Examples are given of apps like ColAR, Anatomy 4D and Lego Fusion that blend the physical and digital worlds. The document emphasizes that these tools can make learning more engaging and "real" for students.
Augmented Learning Gail Lovely FETC15
This document provides an overview of augmented reality tools and applications for early learning. It describes several 2D and 3D coloring apps that make images come to life through AR. Examples of printed flashcards, books, and puzzles that integrate AR animations when viewed through apps or cameras are provided. The document also discusses using green screens, QR codes, and AR platforms like Aurasma to create augmented content and materials for students. Contact information is given for the author, Gail Lovely, and her book on augmented early learning.
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How Do Your Elementary Students Show What They Know by Gail Lovely
- 1. How Do Your Elementary Students Show What They Know? Gail Lovely [email_address]
- 2. What do they know?
- 3. Quote by a 4th grader: "How exactly am I supposed to know all this stuff if I keep forgetting to learn it?"
- 9. “ Rites of Passage” Assignments
- 10. California Missions San Rafael Arcangel Mission San Rafael Arcangel was the 20th Mission. It was the only mission that was built as a Hospital, then they added a church. Mission San Rafael Arcangel is one of the missions that doesn't have a Quadrangle and was the only mission that did't have a bell tower. Father Gil was put in charge of the hospital. When it was in the old days the missions didn't look like they do now, they looked old. These days the missions look new. By Geneva http://library.thinkquest.org/J001749/
- 12. Use New Tools to Do MORE Special thanks to Darren Kurowpatwa
- 23. But WHAT do they know?
- 24. But WHAT do they know?
- 25. But WHAT do they know?
- 29. What about the TECH STUFF?