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Integrating iPad
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- 3. Bloom’s Taxonomy Creating Compile componentideas into a new whole or propose alternative solutions. Design Devise Compose Synthesise Generate Construct Evaluating Make and defend judgments based on internal evidence or external criteria. Justify Value Contrast Defend Argue Conclude Analysing Break down objects or ideas into simpler parts and find evidence to support generalisations. Compare Question Categorise Examine Test Differentiate Applying Apply knowledge to actual situations. Interpret Manipulate Solve Dramatise Modify Illustrate Understanding Demonstrate an understanding of the facts. Classify Explain Recognise Summarise Infer Rewrite Remembering Remember previously learned information. Arrange Define Describe State Recognise Select Adapted from: http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/
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- 5. Redefinition Technology allows forthe creation of new tasks, previously inconceivable Modification Technology allows for significant task redesign Augmentation Technology acts as a direct tool substitute, with functional improvement Substitution Technology acts as a direct tool substitute, with no functional change Transformation Enhancement Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009)
- 6. The SAMR Model Substitution Technologyacts as a direct tool substitute, with no functional change. Examples: • using Microsoft Word to type a narrative • using Google Docs to take notes • reading a book with an ebook app • using the Show Me app in place of a show me board • digital mathematics objects Apps: iBooks World Atlas Place Value K-3 Sight Words Dictionary
- 7. The SAMR Model Augmentation Technologyacts as a direct tool substitute, with functional improvement Examples: • using Microsoft Word to type a narrative making use of spelling and grammar checker • using Google Docs to take notes and dragging blocks of text to reorganise • reading a book with an ebook app and using text to speech to have it read to you • using the Show Me app in place of a show me board and recording a voice over • using a maths app for drill and practice with immediate feedback Apps: Cat in the Hat Google Earth Thinking Blocks Spelling City Show Me
- 8. Modification Technology allows forsignificant task redesign Examples: • using Google Docs to jointly create a presentation which the teacher marks electronically • reading a book with an ebook app and using text to speech to have it read to you and then making a retell using Puppet Pals HD • students work in a collaborative group to solve a problem and then create a video using Videolicious or Explain Everything to explain step-by-step how they solved the problem Apps: Puppet Pals HD Adobe Voice Explain Everything Play School Art Maker iMovie The SAMR Model
- 9. Redefinition Technology allows forthe creation of new tasks, previously inconceivable Examples: • using Google Docs to jointly create a presentation with students in another country comparing aspects of culture • creating a dramatisation of a story using iMovie with music created in Garageband and sharing it online to You Tube • taking photos on an excursion which they then map using Google Earth, making a video about the trip with a voice over and then writing a blog entry to share it • creating an ebook using Book Creator and publishing it to iBooks Apps: Book Creator Garageband Thinglink Videolicious Educreations The SAMR Model
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- 12. orkflow and AppSmashin
- 13. What is aworkflow?
- 14. A workflow onthe iPad is two things: 1. A means of moving information and data between apps in order to perform more complex tasks 2. The process of distributing assignments, retrieving student work, giving feedback, seeing revised work, essentially generating a loop of interaction between students and teacher We’re interested in the first definition also known as app smashing.
- 15. iPad Workflow Sharing &Publishing Research Understanding Note-taking Creating Complexity Adapted from: http://www.thelandscapeoflearning.com/2014/02/13-apps-for-ipad-workflow-in-classroom.html
- 16. Inquiry Process Communicating Questioning and Planning Organising Collecting Synthesising Complexity From:http://www.librarymediaconnection.com/pdf/lmc/reviews_and_articles/featured_articles/Carnesi_March_April2009.pdf
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- 19. Outcome: Make a 2minute video. This task will present a workflow which can be adapted to suit your curriculum outcomes. Context: Role play and character interview. Your students will put themselves into the position of an individual during a significant historical event. In this case we will use The Great Plague which occurred in 1065 predominantly in London. What was it like to live in London during this time? How did the plague effect different classes? What did it feel like to be in London at this time? Task
- 20. 1. Remembering –Research dates, names, places in Safari. Collect images and text, and don’t forget to reference all of your data. Research
- 21. 2. Understanding –Review your text and images. Your images are saved in the Photos app. Which images will you be using to illustrate your work? Compose your supporting text in Notes, don’t forget to reference where your photos came from. Note-taking
- 22. 3. Applying andAnalysing – Pen and paper? Use your note paper to storyboard your movie. Consider how each scene might be shot. Will you be interviewing a friend? Which locations will you record in? If you can draw the scenes great! If not write down a brief overview of your proposed movie. Carefully script your movie, how does your character feel? Which class does he belong to and what can he do considering his position? Present your storyboard and script to your teacher for assessment. Once approved move onto making your movie! Understanding
- 23. 4. Analysing andCreating - Use iMovie to bring all of your media together. Use the still images in your Photos library and place Titles on the slides from your Notes. Record and edit your movie all within iMovie. Creating
- 24. 5. Collaboration –Preview your movie. When you are happy you will need to share it with your teacher. From iMovie select the share button and choose YouTube. If you use Google Apps for Education (GAFE) or have a youtube account, sign in and select Unlisted under the Privacy option. Now just share your YouTube link with the teacher. Sharing & Publishing
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- 26. Outcome: Make me amagazine cover. Tell me about a topic which you are interested in, and really try to sell your area of interest to me. Context: Focus on the messages you are trying to depict. Which colours and fonts stand out? What is your main focus and how important is the main image that you choose? Page layout and good design are vital in the media rich world we live in. Task
- 27. 1. Remembering –What hobbies do you have? Do you have a favourite magazine or website? Focus on your hobby, outline all of the outlets you can use use to follow this area of interest. Research/Note-taking
- 28. 2. Understanding –Summarise the marketing methods used. Identify and illustrate with screen shots using Popplet. Understanding
- 29. 3. Applying andAnalysing - Use skitch to annotate your screen shots. Begin to sketch out your ideas for a magazine or web page to market your interest. Understanding
- 30. 4. Analysing andCreating - Use Pages to prepare you final magazine cover or webpage. Consider your use of space, colour, text and word choice. Creating
- 31. 5. Collaboration –Inside pages select the share button and choose: Open in Another App. Select PDF as your final document choice. Upload your PDF into Evernote. Make sure you select a workbook which is shared with the teacher. The teacher may choose to give you assessment recorded as an audio message in the same folder. Sharing & Publishing
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Editor's Notes
- #2 It’s about going beyond drill and practice Higher order thinking skills Why would we want to do this? Increased engagement, improved outcomes Workflow and app smashing
- #4 important to note that this is not a hierarchy critical thinking skills
- #5 requires us to make changes to the curriculum - innovate powerful - allows us to closely integrate technology
- #6 again not a hierarchy higher order thinking skills are associated with Transformation all levels are suitable in context completely acceptable to use apps at various levels to support student learning e.g. drill and practice to learn maths skills or reading books from ebook readers
- #7 different apps can fit into different levels depending on how they are used at this level apps can be directly switched for traditional, real world objects
- #8 makes use of some advanced features of technology, but the task is fundamentally unaltered
- #9 task are dramatically altered and make use of the advanced features and affordances of apps rather than thinking “How can we do what we have always done using this technology?” think “How does this technology allow us to achieve curriculum outcomes more efficiently or in ways that were previously impossible?”
- #10 redefinition is about fundamentally altering how we think about learning tasks a shift in pedagogy toward student-centred learning direct teaching still necessary, but students demonstrate learning differently focus on sharing and collaboration invites creativity supported by array of innovative apps
- #11 if we assume that Redefinition requires creativity then we can begin to see ties between higher order thinking skills defined in blooms taxonomy
- #12 high degree of overlap no clear cut connections - education is squishy stuff, but we can assume that if we are redefining the curriculum then we are using verbs from creating and evaluating
- #15 in the examples below connections between apps are made through inter-app communication some workflows require students to pass work through Dropbox or Google Drive in iOS 8 there will be more scope for inter-app communication and Apple will introduce iCloud Drive
- #16 research does not necessarily mean using Google - it really refers to gathering information note-taking refers to gathering relevant information together understanding is sorting the information so that it forms a coherent picture creating is the production of work that demonstrates understanding sharing and publishing means that the work may be published to the teacher, in the class, school or on the internet to be shared elsewhere
- #17 links to Inquiry based learning are obvious
- #18 some examples of iPad workflows
- #33 we can draw together the SAMR model, Bloom’s taxonomy and workflows and look at the connections between although this is an academic exercise it illustrates what we might achieve