Presentation to the 2012 Wisconsin Reading Research Conference, Madison, Wisconsin: Uses of iPad/iPhone Apps for Fostering Literacy Learning Across the Curriculum
Presentation to the 2012 Wisconsin Reading Research Conference, Madison, Wisconsin: Uses of iPad/iPhone Apps for Fostering Literacy Learning Across the Curriculum
Instructional tools for teachers and librariansmphaup
During this presentation, you will learn about six new instructional technology tools that can be used in your classroom or library.
I will provide information about the tool and suggestions for classroom use.
Keynote Address for CACTA 2012 in Colorado Springs, CO on February 8, 2012. Presented by Cynthia Calongne, aka Lyr Lobo in Second Life and Inworldz, Cynthia Calongne in MOSES. Includes research on MOSES, Virtual Harmony, and simulations that are being ported to Unity3D for mobile use.
Using Second Life for Online and Campus Classesguest540a74b
We explore how to plan a virtual learning environment and course activities for teaching in Second Life. See examples from twelve university classes taught in Second Life, plus ideas from Ramapo on the Teen Grid. A case study and visual examples are included.
Industry’s first Wi-Fi services strategy and solutions to help carriers capitalize on managed service market.
New “Smart Wi-Fi” 802.11a/b/g/n products for home, hotspot and enterprise markets
Instructional tools for teachers and librariansmphaup
During this presentation, you will learn about six new instructional technology tools that can be used in your classroom or library.
I will provide information about the tool and suggestions for classroom use.
Keynote Address for CACTA 2012 in Colorado Springs, CO on February 8, 2012. Presented by Cynthia Calongne, aka Lyr Lobo in Second Life and Inworldz, Cynthia Calongne in MOSES. Includes research on MOSES, Virtual Harmony, and simulations that are being ported to Unity3D for mobile use.
Using Second Life for Online and Campus Classesguest540a74b
We explore how to plan a virtual learning environment and course activities for teaching in Second Life. See examples from twelve university classes taught in Second Life, plus ideas from Ramapo on the Teen Grid. A case study and visual examples are included.
Industry’s first Wi-Fi services strategy and solutions to help carriers capitalize on managed service market.
New “Smart Wi-Fi” 802.11a/b/g/n products for home, hotspot and enterprise markets
The Benefits and Challenges of Being Connected: Living, Learning, and Teachin...Richard Beach
Presentation: The Benefits and Challenges of Being Connected: Living, Learning, and Teaching in Virtual Spaces, Athens, Georgia Regional Public Library, October 8, 2015
Nct eipadpresentationUsing iPad and iPhone LAAPS (Literary Learning Apps) in ...Richard Beach
This presentation describes the uses of different types of iOS apps to foster literacy learning. It includes some classroom examples of students' uses of apps.
This presentation was created for the 2012 ICTEV Annual State Conference: Creative Connections. It suggests some tools that can be used to make science learning more creative in the middle years.
This presentation examines the management of a collaborative, four-week project within the virtual world Second Life. Seven instructional technology graduate students at Purdue University Calumet in Hammond, Indiana, were asked to design a multifunctional, virtual learning space for their program. As a team, students set goals and action plan, and learned how to manipulate objects within Second Life to create the space they had envisioned. A great deal was learned about virtual collaboration, as well as technical issues related to building projects in Second Life, and this presentation will share the best practices and caveats that emerged from this endeavor.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
LRA Pesidential Address for 2013, Richard Beach, PresidentRichard Beach
Understanding and Creating Digital Texts through Social Practices: describes research on social practices of contextualizing, interacting, making connections, collaborating, criticizing, and constructing identities through uses of digital texts, for example, use of Diigo annotations for interacting in response to texts or online discussions on Ning for collaborative argumentation.
Richard Beach & Amanda Heartling Thein: Presentation at the Spring MCTE conference: Teaching to Exceed the English Language Arts Common Core Standards, April 12, 2013
Presentation at the NCState New Literacies Workshop on the use of online role-play to teach argumentative writing--a key focus of the ELA Common Core Standards
Describes uses of online role-play to teach argumentative writing along with examples of a role play related to the issue of identifying "unhealthy" foods.
Team 2 presents research to counter Team 1's contention about the lack of research in teacher education, positing that there has been research that informs literacy teacher educatio practices and policies.
Team 2 argues that, contrary to Team 1 stance on the lack of research on adolescent literacies, we do have research on adolescents' digital literacies to provide guidance for teachers and policy makers.
Reading Online Persuasive Texts to Write Online Persuasive Texts: Secondary and College Students’ Reading Practices in Online Role-play Activities
Richard Beach, University of Minnesota
Paper presented at the National Reading Conference, 2009
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. Using Apps to Foster Learning
New Literacies in the
Classroom
Richard Beach, University of Minnesota,
rbeach@umn.edu
Google Docs Version of apps handout:
http://tinyurl.com/bt8s3r
k
Using iPad and iPhone Apps for
Learning with Literacy Across the
Curriculum
http://usingipads.pbworks.com
4. Affordances of iPads/iPhones
Touch:
◦ Intuitive navigation of texts and
virtual worlds
Portability/storage/ownership
◦ Personal learning device
Social reading/writing
Multimodality
Collaboration/communication
5. App affordances: Literacies to
learn across the curriculum
(app iTunes links on handout)
Accessing/Analyzing Information to
Learn
Reading Digitally to Learn
Writing to Learn
Discussing to Learn
Images to Learn
Audio/Video to Learn
Games, Simulations, and Drama to
Learn
Reflection to Learn
8. Social, collaborative reading &
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
10. What will happen when Abby and Starfish
work collaboratively?
In what ways might their patterns of
strategy use remain the same or change?
11.
12. Findings: Shifts in Abby and Starfish’s
Individual and Collaborative Stances
Thoughtful Gather
Purposeful Summarizer
Aesthetic Summarizer
Reflective Analyzer
13. App affordances: Social
reading/writing shared responses
toKobo 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
14. Using Diigo social bookmarking
for sharing annotations
1. Add Diigo to your iPad or computer
toolbar
2. Find an online text
3. Highlight sections of the text
4. Click on the icon to add a Sticky Note
response
5. Have other students add their responses
15. Diigo annotations: Pro-con
readings: benefits of energy from
wind 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?”
20. Dialogic interactions through
annotations
“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? Aren't
wind turbines supposed to be a good
thing? Why are they complaining
about the turbines? it doesn't even
look bad.”
21. Use of annotations for summary
writing
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.
22. Backchannel comments: Social
reading/writing to learn:
http://todaysmeet.com/NCNew
Lit
Reactions??????????
What are some ways you
could use apps to foster
social reading/writing to
learn in your classroom?
23. Accessing/Analyzing Information
to Learn: QR reader apps
Create QR code images
◦ Entering in a URL in a QR create
site such as
Qrafter, QRstuff.com, Kaywa, Tec-
IT, QR-app
InsertQR codes into texts
◦ provide other related texts or
pose questions
24. 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
25. 5th Grade Students: Popplet
Lite for Concept Mapping
5th grade students
in Laura
Kretschmar’s class
at Lighthouse
Community Charter
School, Oakland, C
alifornia
Lesson on rare
earth metals to
address the
question, “What is
gold?”
28. Twitter apps
Twitter Apps such as
Twitter, TweetCaster
Tweetbot, Tweetdeck, Twitteriffic, Hoo
tSuite
Create class account
Use Twitter hashtag for your class
#JonesHistory10AikenHS
39. Apps for Sharing/Publishing
Writing
ePub: Mac Pages (soon to be
on iPad Pages)
Apple Author (requires OS
Lion): iBooks
Dotepub or Inkling books
◦ Human Biology Inkling
textbook
40. Discussing to learn: CMS
platform 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/
41. Discussing to learn:
Collaborize Classroom
http://tinyurl.com/7xdcejl
Free platform for classroom
discussions
App/Web-based
Extensive curriculum resources
Focus on fostering students
collaboration
Professional development
46. 5th Graders: VoiceThread for
Studying 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/
47. 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.”
48. Screencasting app: Doodles and
audio voice-over for collaborative
reading/writing/video
ShowMe, Explain
Everything, VoiceThread, Screencho
mp, Educreations
7th grade students at Lighthouse
Community Charter School
◦ Mendelian genetics
◦ Created ShowMe presentations
49. 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
50. ShowMe affordances: Social
reading/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
51. Screencasting: Students or you
create how-to tutorials for peers
VoiceThread, ExplainEverything, Scre
enchomp, ShowMe, Educreastions
Snapguide http://tinyurl.com/ctkslx8
◦ Students:
52. 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
55. Discussing to learn: Teen
texting: Pew Research
63% text daily
◦ Median number sent daily was 60 in 2011.
39% cell phones
35% face-to-face socializing,
29% social-networking messages,
22% IMing
6% emailing.
56. Texting/message apps
iMessage (iPad or
iPhone), Messages (Mac), AK
Messenger!, textPlus Free
Texting + Group Text, Textie™
Messaging
Classroom-based texting
systems: Class
Parrot, Kikutext, WeTxt, Remin
62. Games/simulations/drama to
learn: Game/simulation/roleplay
apps
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
http://www.porchester.notts.sch.uk/citad
el
63.
64. Apps for planning/organizing
instruction
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)
65. 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
Editor's Notes
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?