1) A survey of over 300,000 students found that they prefer learning online and with the devices they use everyday like games. 65% thought using gaming technologies in the classroom would engage them.
2) The presenter discusses using the Nintendo DS for learning activities like math practice, language arts, and foreign language practice. Benefits include students already knowing how to use it, built-in networking, and learning being presented as entertainment.
3) Examples are given of how it could be used in stations for subjects like language arts, math, social studies and science. Considerations discussed are classroom management and ensuring focus remains on curriculum content.
1. The document discusses the benefits of using a SMART Board in an early childhood classroom, including improving fine motor skills, gross motor skills, attention span, visual attention, and more.
2. It provides tips for using the SMART Board with young learners and examples of how to incorporate it into different subjects and activities.
3. Research cited found that SMART Boards can improve achievement, confidence, and participation for students with special needs.
The document describes several educational software tools, apps, websites and hardware for students. GCompris is educational software for ages 2-10 that includes over 100 activities in subjects like math, science and reading. Nearpod allows teachers to share content with students' devices and assess comprehension in real time. The Hamilton DC9W is a durable 9MP digital camera for $179 that students can use to take photos or videos for school projects.
The document discusses using iPads in the classroom and provides tips and strategies for integrating them into lessons. It recommends several education apps, including Whiteboard Free for collaborative work, Super Why to teach letters and sounds, and Skype to allow students to communicate like walkie-talkies around the school. The document emphasizes using iPads to enhance student engagement, promote visual and social learning, and foster differentiated instruction through interactive activities.
This document discusses how kindergarten teachers can incorporate technology into their classrooms. It provides examples of centers that students can run independently using programs like Starfall and TumbleBooks. It also describes creating paperless assessments by taking photos of student work and recording students responding to prompts. Students can create their own stories and books using apps like StoryKit on iPads. The document offers tips for teachers such as modeling computer use, building skills gradually, and finding online resources for lessons.
Jeremy Gutierrez and Jennifer Badeaux presented websites and apps that can be used in the classroom to engage students and reinforce lessons. They introduced Prezi, Edmodo, Scootpad and other websites for creating class pages and sharing materials. They also demonstrated apps like Three Ring for portfolios, Decide Now for randomization, and Screen Time for monitoring device use. Presenters provided information on polling sites like Exittix, Socrative and Kahoot to conduct student assessments in a game format.
The document discusses the interactive whiteboard (IWB), a technology tool used in some classrooms. It provides claims from research about the benefits of IWBs, such as enhancing learning through visuals and sustaining student focus. However, it notes that some studies have problems and more research is needed on long-term student learning impacts. Effective use of IWBs depends more on the teacher's pedagogical approach than the technology alone. Teachers need training to fully realize the technology's benefits.
Using Technology in the Early Childhood Classroommichellesaville
This document discusses using technology in early childhood classrooms. It describes how the presenter uses technology to make adaptations for students, create classroom resources, and make activities more engaging. Specific tools mentioned include Boardmaker for creating visual supports, videos and interactive websites for building background knowledge, and iPad apps for practicing skills in an engaging way. The presenter provides examples of how tools like Boardmaker, Starfall, and phonics apps can support learning and gives contact information for sharing resources.
1) A survey of over 300,000 students found that they prefer learning online and with the devices they use everyday like games. 65% thought using gaming technologies in the classroom would engage them.
2) The presenter discusses using the Nintendo DS for learning activities like math practice, language arts, and foreign language practice. Benefits include students already knowing how to use it, built-in networking, and learning being presented as entertainment.
3) Examples are given of how it could be used in stations for subjects like language arts, math, social studies and science. Considerations discussed are classroom management and ensuring focus remains on curriculum content.
1. The document discusses the benefits of using a SMART Board in an early childhood classroom, including improving fine motor skills, gross motor skills, attention span, visual attention, and more.
2. It provides tips for using the SMART Board with young learners and examples of how to incorporate it into different subjects and activities.
3. Research cited found that SMART Boards can improve achievement, confidence, and participation for students with special needs.
The document describes several educational software tools, apps, websites and hardware for students. GCompris is educational software for ages 2-10 that includes over 100 activities in subjects like math, science and reading. Nearpod allows teachers to share content with students' devices and assess comprehension in real time. The Hamilton DC9W is a durable 9MP digital camera for $179 that students can use to take photos or videos for school projects.
The document discusses using iPads in the classroom and provides tips and strategies for integrating them into lessons. It recommends several education apps, including Whiteboard Free for collaborative work, Super Why to teach letters and sounds, and Skype to allow students to communicate like walkie-talkies around the school. The document emphasizes using iPads to enhance student engagement, promote visual and social learning, and foster differentiated instruction through interactive activities.
This document discusses how kindergarten teachers can incorporate technology into their classrooms. It provides examples of centers that students can run independently using programs like Starfall and TumbleBooks. It also describes creating paperless assessments by taking photos of student work and recording students responding to prompts. Students can create their own stories and books using apps like StoryKit on iPads. The document offers tips for teachers such as modeling computer use, building skills gradually, and finding online resources for lessons.
Jeremy Gutierrez and Jennifer Badeaux presented websites and apps that can be used in the classroom to engage students and reinforce lessons. They introduced Prezi, Edmodo, Scootpad and other websites for creating class pages and sharing materials. They also demonstrated apps like Three Ring for portfolios, Decide Now for randomization, and Screen Time for monitoring device use. Presenters provided information on polling sites like Exittix, Socrative and Kahoot to conduct student assessments in a game format.
The document discusses the interactive whiteboard (IWB), a technology tool used in some classrooms. It provides claims from research about the benefits of IWBs, such as enhancing learning through visuals and sustaining student focus. However, it notes that some studies have problems and more research is needed on long-term student learning impacts. Effective use of IWBs depends more on the teacher's pedagogical approach than the technology alone. Teachers need training to fully realize the technology's benefits.
Using Technology in the Early Childhood Classroommichellesaville
This document discusses using technology in early childhood classrooms. It describes how the presenter uses technology to make adaptations for students, create classroom resources, and make activities more engaging. Specific tools mentioned include Boardmaker for creating visual supports, videos and interactive websites for building background knowledge, and iPad apps for practicing skills in an engaging way. The presenter provides examples of how tools like Boardmaker, Starfall, and phonics apps can support learning and gives contact information for sharing resources.
Kylie Davis from Aveley Primary School in Western Australia presented on effectively utilizing bring your own device (BYOD) in the classroom. She discussed how Aveley Primary started BYOD trials in 2017 and has expanded it to include more grades. The goal is for all upper primary classes to be BYOD starting in 2020. Some of the apps and tools used at Aveley Primary for BYOD include Seesaw, Google Drive, Mathletics, and various presentation apps. Kylie provided examples of how she uses BYOD across different subject areas and tips for implementation, including having engaged teachers, parents, and establishing classroom routines. She concluded by giving the audience a chance to try out different BYOD presentation apps.
The document discusses the benefits and drawbacks of interactive whiteboards in education. It explores how these whiteboards can engage students and challenge learners of different levels, but also notes the high costs and risk of overreliance on technology hindering critical thinking. Personal reflections consider both sides, concluding that interactive whiteboards can enhance learning if used judiciously as a tool rather than replacement for direct instruction.
This document discusses the appropriate use of technology in preschool classrooms. It asserts that technology should be used as one of many tools to engage and motivate young learners, and should incorporate play and learner-centered activities. Examples of appropriate technologies include interactive whiteboards, tablets, cameras, and computers. The goal of technology in early education is not to enhance computer skills or accelerate academic goals, but rather to support learning in a developmentally appropriate way that encourages social interaction. Special needs students in particular can benefit from strategic technology use.
The document discusses reasons for integrating technology into early childhood classrooms. It explains how technology can support language, social/emotional, cognitive, physical, and motor development in young children. It provides examples of ways technology can encourage reading, writing, and expression while also being engaging and motivating. The document emphasizes selecting developmentally appropriate software and limiting screen time.
Plickers is a free classroom response system created in 2008 by Nolan Amy that allows teachers to collect formative assessment data from students in real-time without requiring students to use devices. Teachers download the app, print response cards with barcodes for students, create questions in the app, and then scan the classroom with their mobile device to receive immediate feedback on student understanding without typing or wires.
The document discusses the benefits of inclusion for students with special needs, describing how they can develop social skills and rise to challenges by interacting with other students. It also notes benefits for students without special needs, like learning empathy and boosting confidence through peer tutoring. The document then discusses some of the challenges but also rewards of working with special needs students, and provides examples of assistive technologies used in one classroom, like FM systems, communication devices, and iPad apps. It concludes by describing additional technologies that could benefit special needs students.
Interactive whiteboards were first developed in 1991 and gradually became more popular as their benefits were realized. They allow teachers and students to interact with content displayed from a connected computer. Users can manipulate the on-screen display using their hands or a pen. Teachers commonly use interactive whiteboards to display websites, software, and multimedia content for lessons. Studies show they can increase student motivation and engagement by incorporating more interactive teaching methods.
Interactive whiteboard India, interactive boarduneecopsweb
Interactive classroom technology (ICT) can help education by allowing all teaching tools to work seamlessly together. ICT includes interactive whiteboards, which are touch-sensitive displays that work with a computer and projector. Interactive whiteboards benefit education by elevating student engagement, motivating learning, and making lessons accessible and memorable. They allow teachers to present content and activities in engaging ways. Studies found that interactive whiteboards improved planning, student literacy learning, and engagement when students could physically interact with the board.
Some ideas and practical tips for teaching in a 1:1/laptop school. This is the 2010 version of this presentation: http://www.slideshare.net/stevekatz/middle-school-laptops
http://www.stevenkatz.com/
The document discusses the benefits of inclusion for students with special needs, describing how they can develop social skills and rise to challenges by interacting with other students. It also notes benefits for students without special needs, like learning empathy and boosting confidence through peer tutoring. The document then discusses some of the challenges and rewards of working with special needs students, and provides examples of assistive technologies used in one classroom, like FM systems, communication devices, slant boards, and iPads with specialized apps. It concludes by outlining additional technologies that could be useful, such as interactive whiteboards.
The document discusses three articles about the use of interactive whiteboards in classrooms. The articles found that whiteboards can help with active learning, allow students to interact in larger groups, and save work for re-use. Students enjoyed using the whiteboards and felt they helped focus and learn visually. While experienced teachers may need training, student teachers saw the potential of whiteboards to enhance teaching. Overall, the articles found that whiteboards can be useful classroom tools when used properly.
There are many brands and models of interactive whiteboards to choose from for classrooms. Key brands include Mimio, Hitachi, Smart Technologies, PolyVision, Promethean, and Panasonic. Boards vary in size from 62 to 110 inches and features, like bundled software. Teachers can use boards for lessons, games, and polling students. Schools should consider size, features, and compatibility with other technology when selecting a board.
Evaluating the use of iPads by first-year Medicstbirdcymru
This presentation, for the EFQUEL EIFLINQ2014 Conference in Crete, discusses the University of Leicester School of Medicine programme of giving first-year students an iPad, and the ongoing evaluation of how students use the iPads in learning. By Mark Hamilton, Grainne Conole, and Terese Bird
Interactive whiteboards in the modern classroom (sam and nick)Samantha Baseggio
Interactive whiteboards (IWBs) are electronic whiteboards connected to a computer and projector that allow users to interact with digital content. IWBs allow teachers to save presentations, access online resources, and engage students in new ways. However, IWBs also have limitations like requiring teachers to use the physical keyboard and potentially distracting from teaching. The document discusses the benefits and drawbacks of IWBs in modern classrooms.
Britannia Elementary Educational Technology Ideas (Nov2012)Brian Kuhn
The document discusses how technology is transforming education, from basic computer skills and optional tools to ubiquitous access and student-driven learning through projects and inquiry. It notes the challenges of 1:1 initiatives due to cost but argues shared devices can still enable critical thinking, collaboration, and excitement. Examples include students using cameras to document learning, interactive whiteboards, assistive software, and handheld devices for writing.
Interactive whiteboards, PowerPoint, digital textbooks, and audio equipment are some of the latest technologies being used in classrooms to enhance learning. Interactive whiteboards allow teachers to project presentations and write on screens, increasing engagement between teachers and students. PowerPoint makes it easy for teachers to create multimedia presentations and focus on interacting with students. Digital textbooks are replacing physical textbooks to save costs and now provide more features like online databases. Audio equipment like microphones and speakers allow all students to clearly hear lessons and discussions. These technologies are helping to prepare students for their futures by making the learning process more engaging, convenient and accessible.
This document discusses various digital literacy activities that can be used in the classroom. It recommends checking activities against the AusVELS curriculum and testing them yourself before using with students. Several websites with literacy games and resources are mentioned, including Fuse, Literacy Zone, Ambleweb, Kidblog, and apps like Fluency and Phonics Genius. Interactive whiteboards and Study Ladder are also brought up as tools with literacy activities. References are provided for further information.
The document discusses the use of technology in early childhood education. It argues that technology should be used alongside other learning experiences, and can be beneficial when used properly. When introducing technology, it is important to model its use and ensure children understand how to use it independently. Interactive games and software that provide feedback can help children learn skills and concepts. However, screen time should be limited and technology needs to be coupled with real-world experiences for learning to be fully meaningful. The optimal use of technology varies depending on children's ages and development.
This document discusses using digital technology like iPhones and iPads in the classroom. It argues that technology, if used properly, can enhance learning by making it more engaging and relevant for students. Several educators are quoted supporting the integration of technology into teaching. Examples are given of apps that can help with organization, tracking, communication, and reference for teachers. The document also describes a hands-on activity where teachers in groups plan a lesson using tools demonstrated.
Educreations is a free app that allows teachers to create and share lessons digitally. Teachers can upload lessons they have taught for students or others to view. Students can also create their own lessons. The app requires creating an account as a teacher or student. Teachers can find lesson ideas and students can review lessons on various topics. While the app can be accessed anywhere, an account must be made to view lessons. The app supports research and information fluency standards by allowing users to gather, evaluate and use information through digital tools.
Kylie Davis from Aveley Primary School in Western Australia presented on effectively utilizing bring your own device (BYOD) in the classroom. She discussed how Aveley Primary started BYOD trials in 2017 and has expanded it to include more grades. The goal is for all upper primary classes to be BYOD starting in 2020. Some of the apps and tools used at Aveley Primary for BYOD include Seesaw, Google Drive, Mathletics, and various presentation apps. Kylie provided examples of how she uses BYOD across different subject areas and tips for implementation, including having engaged teachers, parents, and establishing classroom routines. She concluded by giving the audience a chance to try out different BYOD presentation apps.
The document discusses the benefits and drawbacks of interactive whiteboards in education. It explores how these whiteboards can engage students and challenge learners of different levels, but also notes the high costs and risk of overreliance on technology hindering critical thinking. Personal reflections consider both sides, concluding that interactive whiteboards can enhance learning if used judiciously as a tool rather than replacement for direct instruction.
This document discusses the appropriate use of technology in preschool classrooms. It asserts that technology should be used as one of many tools to engage and motivate young learners, and should incorporate play and learner-centered activities. Examples of appropriate technologies include interactive whiteboards, tablets, cameras, and computers. The goal of technology in early education is not to enhance computer skills or accelerate academic goals, but rather to support learning in a developmentally appropriate way that encourages social interaction. Special needs students in particular can benefit from strategic technology use.
The document discusses reasons for integrating technology into early childhood classrooms. It explains how technology can support language, social/emotional, cognitive, physical, and motor development in young children. It provides examples of ways technology can encourage reading, writing, and expression while also being engaging and motivating. The document emphasizes selecting developmentally appropriate software and limiting screen time.
Plickers is a free classroom response system created in 2008 by Nolan Amy that allows teachers to collect formative assessment data from students in real-time without requiring students to use devices. Teachers download the app, print response cards with barcodes for students, create questions in the app, and then scan the classroom with their mobile device to receive immediate feedback on student understanding without typing or wires.
The document discusses the benefits of inclusion for students with special needs, describing how they can develop social skills and rise to challenges by interacting with other students. It also notes benefits for students without special needs, like learning empathy and boosting confidence through peer tutoring. The document then discusses some of the challenges but also rewards of working with special needs students, and provides examples of assistive technologies used in one classroom, like FM systems, communication devices, and iPad apps. It concludes by describing additional technologies that could benefit special needs students.
Interactive whiteboards were first developed in 1991 and gradually became more popular as their benefits were realized. They allow teachers and students to interact with content displayed from a connected computer. Users can manipulate the on-screen display using their hands or a pen. Teachers commonly use interactive whiteboards to display websites, software, and multimedia content for lessons. Studies show they can increase student motivation and engagement by incorporating more interactive teaching methods.
Interactive whiteboard India, interactive boarduneecopsweb
Interactive classroom technology (ICT) can help education by allowing all teaching tools to work seamlessly together. ICT includes interactive whiteboards, which are touch-sensitive displays that work with a computer and projector. Interactive whiteboards benefit education by elevating student engagement, motivating learning, and making lessons accessible and memorable. They allow teachers to present content and activities in engaging ways. Studies found that interactive whiteboards improved planning, student literacy learning, and engagement when students could physically interact with the board.
Some ideas and practical tips for teaching in a 1:1/laptop school. This is the 2010 version of this presentation: http://www.slideshare.net/stevekatz/middle-school-laptops
http://www.stevenkatz.com/
The document discusses the benefits of inclusion for students with special needs, describing how they can develop social skills and rise to challenges by interacting with other students. It also notes benefits for students without special needs, like learning empathy and boosting confidence through peer tutoring. The document then discusses some of the challenges and rewards of working with special needs students, and provides examples of assistive technologies used in one classroom, like FM systems, communication devices, slant boards, and iPads with specialized apps. It concludes by outlining additional technologies that could be useful, such as interactive whiteboards.
The document discusses three articles about the use of interactive whiteboards in classrooms. The articles found that whiteboards can help with active learning, allow students to interact in larger groups, and save work for re-use. Students enjoyed using the whiteboards and felt they helped focus and learn visually. While experienced teachers may need training, student teachers saw the potential of whiteboards to enhance teaching. Overall, the articles found that whiteboards can be useful classroom tools when used properly.
There are many brands and models of interactive whiteboards to choose from for classrooms. Key brands include Mimio, Hitachi, Smart Technologies, PolyVision, Promethean, and Panasonic. Boards vary in size from 62 to 110 inches and features, like bundled software. Teachers can use boards for lessons, games, and polling students. Schools should consider size, features, and compatibility with other technology when selecting a board.
Evaluating the use of iPads by first-year Medicstbirdcymru
This presentation, for the EFQUEL EIFLINQ2014 Conference in Crete, discusses the University of Leicester School of Medicine programme of giving first-year students an iPad, and the ongoing evaluation of how students use the iPads in learning. By Mark Hamilton, Grainne Conole, and Terese Bird
Interactive whiteboards in the modern classroom (sam and nick)Samantha Baseggio
Interactive whiteboards (IWBs) are electronic whiteboards connected to a computer and projector that allow users to interact with digital content. IWBs allow teachers to save presentations, access online resources, and engage students in new ways. However, IWBs also have limitations like requiring teachers to use the physical keyboard and potentially distracting from teaching. The document discusses the benefits and drawbacks of IWBs in modern classrooms.
Britannia Elementary Educational Technology Ideas (Nov2012)Brian Kuhn
The document discusses how technology is transforming education, from basic computer skills and optional tools to ubiquitous access and student-driven learning through projects and inquiry. It notes the challenges of 1:1 initiatives due to cost but argues shared devices can still enable critical thinking, collaboration, and excitement. Examples include students using cameras to document learning, interactive whiteboards, assistive software, and handheld devices for writing.
Interactive whiteboards, PowerPoint, digital textbooks, and audio equipment are some of the latest technologies being used in classrooms to enhance learning. Interactive whiteboards allow teachers to project presentations and write on screens, increasing engagement between teachers and students. PowerPoint makes it easy for teachers to create multimedia presentations and focus on interacting with students. Digital textbooks are replacing physical textbooks to save costs and now provide more features like online databases. Audio equipment like microphones and speakers allow all students to clearly hear lessons and discussions. These technologies are helping to prepare students for their futures by making the learning process more engaging, convenient and accessible.
This document discusses various digital literacy activities that can be used in the classroom. It recommends checking activities against the AusVELS curriculum and testing them yourself before using with students. Several websites with literacy games and resources are mentioned, including Fuse, Literacy Zone, Ambleweb, Kidblog, and apps like Fluency and Phonics Genius. Interactive whiteboards and Study Ladder are also brought up as tools with literacy activities. References are provided for further information.
The document discusses the use of technology in early childhood education. It argues that technology should be used alongside other learning experiences, and can be beneficial when used properly. When introducing technology, it is important to model its use and ensure children understand how to use it independently. Interactive games and software that provide feedback can help children learn skills and concepts. However, screen time should be limited and technology needs to be coupled with real-world experiences for learning to be fully meaningful. The optimal use of technology varies depending on children's ages and development.
This document discusses using digital technology like iPhones and iPads in the classroom. It argues that technology, if used properly, can enhance learning by making it more engaging and relevant for students. Several educators are quoted supporting the integration of technology into teaching. Examples are given of apps that can help with organization, tracking, communication, and reference for teachers. The document also describes a hands-on activity where teachers in groups plan a lesson using tools demonstrated.
Educreations is a free app that allows teachers to create and share lessons digitally. Teachers can upload lessons they have taught for students or others to view. Students can also create their own lessons. The app requires creating an account as a teacher or student. Teachers can find lesson ideas and students can review lessons on various topics. While the app can be accessed anywhere, an account must be made to view lessons. The app supports research and information fluency standards by allowing users to gather, evaluate and use information through digital tools.
This document discusses several educational apps and tools that can be used in the classroom. It summarizes Educreations, an app that allows teachers to create and share lessons with students. It can be used by both teachers and students of any age. The document also reviews Dropbox, a cloud storage tool that provides 2GB of free storage for sharing files. While useful for college students, it may not be appropriate for younger students due to storage limitations. Finally, the document discusses the TED-Ed app, which provides hundreds of educational videos on various topics. Though designed for all ages, the content is more suitable for secondary students.
The survey results from teachers showed that the majority wanted professional development time spent on apps for the classroom. Most teachers do not use iPads at home. The teachers described themselves as knowing basic iPad functions but needing more training. Most had not heard of or used Edmodo, Google accounts, or certain educational apps. They listed favorite apps currently used and asked questions about iPad integration and classroom management strategies when using iPads. Responses provided systems for small group and individual iPad use including rotation schedules and classroom management tips. Suggested engaging apps focused on math, literacy, creativity and content areas.
The document discusses research on using apps and mobile devices for learning. It finds that apps can promote learning anywhere and anytime, and enable more personalized and student-controlled learning. Studies show apps and games can significantly improve performance in subjects like math and literacy. They also increase student engagement, independence, confidence, and participation. The document describes several educational apps and how they integrate with online assessment and student progress tracking systems to support a variety of curricula.
The survey results from teachers showed that the majority wanted professional development time spent on apps for the classroom. Most teachers did not use iPads at home. The teachers varied in their iPad knowledge from basic use to being able to teach others. Few had used Edmodo or Google accounts. Favorite classroom apps included Class Dojo, word games, and ebooks. Teachers asked about time management, engaging iPad lessons, and using iPads with smartboards. The presenter then demonstrated reading, math, science, and other educational apps. Teachers shared systems for small group and individual iPad use including rotations and rewards. Engaging apps mentioned were for spelling, math, sight words, and creative tools like iMovie.
The document provides guidance on using an iPad to present in the classroom by mirroring the iPad display or using apps like Doceri or Splashtop. It discusses example classroom projects using iPad apps like iMovie and considerations for selecting apps. The document also demonstrates creating a movie trailer in iMovie and encourages participants to try applying an iPad app to one of their lessons.
ICT is used across the school in various ways to support learning. Technology allows for differentiated and personalized learning through platforms like Moodle and apps. Students can now create and publish their work to real audiences. Computer classes teach students skills like programming in Scratch that can transfer to other apps and tools. The school provides resources like iPads, laptops, and robots to enhance instruction. Teachers receive coaching on using technology effectively in their classrooms. While students are digital natives, they still need guidance to use technology responsibly and safely.
As part of a series of eTwinning Live Events organised by the Training Team of European Ambassadors, Tsvetanka Todorova - Bulgaria and M.Isabel Vila-Spain, will describe some Web 2.0 Tools. They will help eTwinners to collaborate better and to run online poll and voting. From 19 to 19:30 you can attend the event where M.Isabel Vila will show you how to work with Animoto. From 19:30 Tsvetanka Todorova will give you some tips how to use PollEveryWhere in your projects and into the classroom.
Here on this presentation you can see some description about BYOD and PollEveryWhere.
This document discusses resources for using iPads in a 1-to-1 classroom for VCE Psychology at Sacre Coeur school. It includes a description of the school's iPad program and infrastructure. Several apps and tools are proposed for creating interactive eBooks, facilitating flipped learning, conducting experiments, creating flashcards, presentations, and sharing files between students and teachers. The goal is to foster a more visual and participatory approach to learning that extends beyond the classroom.
The mlearning meeting and workshop teachers handoutMr Bounab Samir
The document discusses the potential benefits of using mobile phones (mlearning) in education. It provides numerous examples of how phones can be used to collaborate, communicate, create, coordinate, and curate educational content and activities. Phones allow students to research questions, access educational resources, record lessons, provide peer feedback, and engage in learning outside the classroom. When used appropriately under the guidance of teachers, mlearning can effectively support students' digital literacy and safety, help prepare them for future careers, and make learning more convenient, interactive, and up-to-date.
The document discusses online resources, sites, and portals that can be used for digital storytelling. It provides examples of iPad apps, Android apps, and web tools such as Tellagami, VoiceThread, and The Comic Creator. It emphasizes the importance of the right mindset for teachers in using digital tools, such as having an openness to learn and explore features, and adapting to changes in technology over time. The overall document provides recommendations for digital storytelling tools and discusses developing a growth mindset in order to effectively integrate technology into lessons.
Teach Talk: Devices are taking over the classroom - so what next?FrogEducation
The revolution has arrived. Mobile devices are in our classrooms, but after technical issues have been resolved, how do you actually use devices as a teaching resource? Hear how schools are using devices in the classroom to improve learning and increase student engagement.
This document discusses the use of iPads in education based on a case study of Longfield Academy. The study found that iPads had a positive impact on teaching and learning, with teachers and students finding benefits. Students wanted even more use of iPads for activities like video editing and ebook use. Recommendations include using free apps for digital whiteboarding, note taking, and accessing resources like TED talks or Dropbox files. Paid apps mentioned support math practice and remote desktop access. Resources listed provide information on educational iPad apps and strategies.
Digital Tools for their English Levels 2017 Teachers Workshopedna goff
The document discusses a final project for a digital design class that focuses on using digital tools to teach English levels. The main problem identified is that university students do not have experience with digital tools in their English classes as there are no computer labs and many students do not own devices. The purpose of the project is to help students improve their English skills and learn how to use digital tools. It proposes workshops and training to teach students how to use tools like Google apps, GoConqr for mind maps, E-Mazed for presentations, Animoto for videos, and Kahoot for quizzes. A survey will also be used to collect feedback from students.
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Tr...ohedconnectforsuccess
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Training
June 27, 9 – 10am, Room: Champaign
In this presentation, participants will hear a case study of undergraduate pre-service teachers enrolled in a four-year private college in northeast, Ohio. Thirteen pre-service teachers were asked to implement iPads into their teaching during an after-school program at a public elementary school. Hear from the research participants on the perceived benefits and challenges of using iPads in the field.
Main Presenter: Carla Abreu-Ellis, Ashland University
Co-Presenter(s): Katherine Davis and Jason Brent Ellis, Ashland University
This document provides an overview of using the iPad and mobile technologies for speech therapy. It begins with introducing the presenter and their background and experience in speech pathology. It then lists the learner outcomes which include learning about telepractice, integrating the iPad with behavioral and academic components, and utilizing specific iPad apps for language, auditory processing, pragmatics, cognition and more. The document provides disclaimers about apps not replacing a speech therapist. It then covers topics like telepractice, the basics of using an iPad, strategies for using iPads in the classroom, apps for specific skills like behavior, literacy support, and common learning challenges for those on the autism spectrum.
The document discusses several examples of tablet programs at libraries and schools. It describes initiatives at the L.E. Phillips Memorial Public Library, which launched an iPad lending program in 2011. It also discusses programs at Montlieu Academy of Technology, Charlottesville Schools, Houston Public Library, North Shore Public Library, and South Orange Public Library. The document then provides examples of tablet uses at Newman Library at Virginia Tech, Liberty Middle School, and the University of Southern Mississippi. It concludes with discussing Radford University's use of iTextbooks.
Integrating iPads and Tablet Computers into Library Services, Part 2ALATechSource
The document discusses several examples of K-12 schools and libraries that have implemented iPad and tablet programs. Phillips Memorial Public Library launched a circulating iPad program in 2011 that was very popular initially but saw declining usage over time. Lessons learned included having comprehensive policies, content considerations, and assessing the program ongoing. Charlottesville Schools provided all middle and high school students with Windows tablets to replace textbooks. They worked to gain funding and plan infrastructure needs. Montlieu Academy of Technology provided all students with iPads through a grant, and teachers use them for various subjects and communication. Liberty Middle School circulates iPads to teachers and uses carts of iPads for classroom use. Apps discussed include those for various subjects, communication
Similar to Using iPads to engage the 21st century learner copy (20)
Twitter pour les profs et la salle de classe 2016MmeNero
Où commencer pour utiliser Twitter comme ressource pédagogique? Apprendre à faire du réseautage professionnel ainsi que des idées pour utiliser cet outil en cours de langue française!
Cet atelier offre des idées pour utiliser l'application et le site Kidblog en immersion. Il y a un grand offre de rubriques et fiches de critères avec exemples authentiques par les élèves.
Heure des génies pour vos cours en français MmeNero
Une présentation pour vous aider a démarrer l'Heure des génies dans vos cours d'immersion. C'est un projet d'enquête utile pour présenter les passions des élèves en développant leur français oral et écrit. Cette présentation a été faite par Shauna Néro et Isabelle Côté.
Step-by-step help for setting up a Kidblog online classroom. Ideas for lessons and ways to encourage critical thinking in the immersion classroom. The document is in French.
Setting up your iPad classroom: tips for teachersMmeNero
This document provides guidance for teachers on setting up an iPad classroom. It recommends organizing iPad usage through a school calendar, assigning each student the same iPad number for the year, and having students sign an iPad usage contract. It also suggests creating a Dropbox account for students to submit projects, teaching students basic iPad functions through a scavenger hunt, and sharing keyboard options for different language classes. Finally, it discusses several apps that can be used to engage students, including Book Creator, Comic Life, Puppet Pals, iMovie, and Google Docs.
Shauna Néro teaches French Immersion, Core French, and Spanish at École Kwantlen Park Secondary and discusses how she uses technology in the classroom to increase student engagement, empower students, and support differentiated learning by providing a variety of apps and activities that appeal to different learning styles. She shares examples of using apps, websites, videos, and other online resources to develop students' oral production, cultural knowledge, and language skills in French and Spanish.
This document discusses strategies for collaborating to develop literacy using technology. It provides examples of projects students can work on collaboratively using tools like Book Creator, iMovie, and Puppet Pals HD. These include creating digital textbooks, stories, videos, and films. It also discusses using apps or online documents for peer editing and entire class collaboration. The document emphasizes that successful projects require collaboration with other teachers, students, and influences on one's teaching.
Using Technology in the Spanish and French classroomMmeNero
This document provides an overview of how Shauna Néro, a French Immersion and Spanish teacher, uses technology in her language classrooms. Some key points:
- She uses technology to increase student engagement, empower digital native students, and allow for differentiated learning styles.
- Suggestions from other teachers on Twitter include using technology for oral communication practice, accommodating students with disabilities, and improving pronunciation.
- Néro describes various online tools and activities she uses, such as Edmodo, Voicethread, Wordle, Jeopardy, videos, and websites for exposing students to the target language and culture.
- She provides examples of assessing student oral skills development through recorded podcast
Bcatml 2012 technology to assess oral outputMmeNero
This document describes Shauna Néro's use of technology to improve students' oral fluency and production in the language classroom. She uses tools like Edmodo and podcasting to engage students and provide meaningful assessment of their oral skills. Students work in pairs to record podcasts on various topics, assessing each other using criteria they helped generate. This allows gradual development of oral proficiency and gives the teacher insights into students' progress through descriptive feedback. Final assessments include interviews and roleplays to evaluate communication skills. Initial results found most students able to converse longer, showing increased confidence in speaking the target language.
The document discusses using Edmodo and podcast projects to improve students' oral fluency and production in the language classroom. It provides details on how to structure podcast assignments, have students provide peer feedback, and conduct final oral assessments, with the goal of helping students gradually improve their oral communication skills through repeated practice and feedback. Assessment data from semester 1 showed most students were able to converse for longer periods of time by the end, demonstrating the approach helped develop their oral abilities.
Using iPads to engage the 21st century learner copy
1. Using iPads in the
Classroom to Engage
the 21st Century
Learner
Shauna Néro
French Immersion, FSL and Spanish
Teacher
@MmeNero
mmenero@edublogs.org
2. The Digital Innovation
Project in SD36
THE GUIDING PRINCIPLE:
Engaging students in their learning requires a
multidimensional approach. While social and
academic engagement is imperative to student
success, we know that "...ultimately, we need to
achieve the more ambitious goal of promoting deep
cognitive engagement that results in learning."
National Research Council, cited in Dunleavey and Milton, 2008
3. 11 schools in the district were given access to 30 iPads (7 elementary, 3
secondary and 1 Learning Center)
KWANTLEN PARK SECONDARY is an inner-city school in Surrey (the
Whalley area).
At Kwantlen Park, 6 teachers (Science, Math, English, LST and French
Immersion/Modern Languages) are sharing 30 iPads and 16 iPods to
complete their research
Following the results of our first year, district students involved in the
project are filling out a survey before, during and at the end of the
semester/year.
We will be completing our research at the end of this year to share with the
district and our school. We hope to encourage the district to purchase
more iPads in order to make this technological tool available to more.
Our school is also a testing school for a Learning Commons library project
which will see the integration of iPads, media devices (digital cameras)
and a space for learning.
4. Why I use the iPad in
class?
• To increase student engagement
• To empower the digital native student with
using what they know (technology)
• To give choices to students through a variety
of apps can appeal to different learning styles
A. Allows for differentiated learning so
that students of all levels can be
successful
5. What other teachers have to say:
• @MmeHibou uses iPads in the math classroom to help
students who struggle, she loves the visual aspect
• @msewen uses them for student success and ease of
use. He recently used iPad dictation for a student who
cannot write (a great example of empowering the
student)
6. Learning from my mistakes:
practical knowledge
• Give each student the same iPad number for the whole
year (even if they are doing group work, choose one
student's iPad number in the group) and record this on
a class list
• Put a responsible student in charge, ask him/her to
distribute the iPads when necessary and collect them.
Do not let any student leave the classroom until YOU
have checked that all have been returned.
• Create a contract for students to sign which ensures
their responsible and respectable use of the iPads in
class.
7. Getting to know the iPad
• Do not assume that they know how to use an
iPad (this was my first and biggest mistake)
• Give students a "Scavenger hunt" activity for
them to learn the basic uses (taking pictures,
saving pictures to Photos, surfing the internet
on Safari, turning it on/off, the use of the
"Home" button)
• Let them have fun for a class or two in order
to acquaint themselves with it, those students
who have used an iPad before become the
leaders
9. Share a Google
Docs list with the
terms that they
need to know
Swiping: the act of
moving between pages,
turning pages on the
iPad
Finder-search engine:
swipe to the left after the
home screen to the
Magnifying Glass page to
type in the name of an
app to find its location
Safari: the access to the
internet
Home button: enables you
to leave an app at any
10. Do you know....
(because I sure didn't...)
• that to take a picture of the screen (Screen Capture),
you hold the Power button and the Home button at the
same time (your pic is then saved in Photos)?
• in order to save battery power, double tap the Home
button and "x" (delete) the apps that appear at the
bottom of the screen?
• to save a picture in Safari, you press and hold the
picture and then choose "Save Image" or "Copy"?
11. Power of surveys and
exit tickets
• They give you the opportunity to know what
they know
• Students are given a voice, a voice to express
their concerns or their joy of using the iPads
• A great learning tool for you, it lets them know
that you are learning as well and want to learn
from them
12. Methods to do polling
• polleverywhere.com: students can text or
send answers online to open-ended or
multiple choice questions
• (free account is limited to 40 answers)
• Socrative app (Teacher and Student) :
Questions or Quiz-based activities
13. Set up a place to
receive projects
• Classroom gmail account (students also know
the password)
• Dropbox (using that Gmail account)