Evaluating iPad Apps

I wanted to take a closer look at the iPad Evaluation I previously blogged about in Evaluating Apps with Transformative Use in Mind. The section of Content and Components deserved a closer look and explanation. You can  download the PDF file of the iPad App Evaluation for the Classroom with …

Poetry on Record

Inspired by Poetry, Performance & Taylor Mali and Beyond…, 8th grade Humanities teacher Shannon Hancock coached her students to create their own original “Mali Poem”and record a visual and vocal performance. I joined the class to give a brief overview of presentation design. I used selected slides from my slidedeck below to …

Student Led Conferences: Sick and Tired of Blogs & Reflection?

Our students just finished a second round of Student Led Conferences (SLC) this school year (one in Semester 1 and another in Semester 2). SLCs are a formal opportunity for students to present to their parents about the state of their learning. The students’ advisor (a teacher responsible for a …

How to Create a Backchannel Exit Ticket for Class, Presentation or Workshop?

This screencast below will show you how to use Google Docs as a backchannel or exit ticket during a presentation, lesson or workshop. Creating a BackChannel or Exit Ticket on Google Docs from langwitches on Vimeo.

Recent Articles:

Framework for Professional Development: SAMR Template & Infographic

samr1

My colleague, Silvana Meneghini, and I have been working on developing a Professional Development framework for embedding technology use and modern learning litercies based on Ruben Puentedura‘s SAMR model.

SAMR-model

The template consists of 4 Focus Areas. Each stage of the SAMR model consists of 4 focus areas in the template, that support vision, planning, and evaluation in activity  and task design as well as a professional development framework.

samr2

goal

Goal Rationale:

Start with your goal in mind. What are your objectives? What do you want to accomplish? What learning do you envision? What literacies are being addressed?

process

Process Rationale:

Knowing all the answers is not important anymore. Learning how to ask questions and be open to reflect and receive feedback. are the skills to develop. How do we make the process of learning visible? How do we create a “learnflow” within and between tasks and activities? The process will inform your actions.

technology

Technology Rationale:

Content knowledge becomes less important. Technology pushes pedagogy into center stage. As technology becomes further ubiquitous in our lives, a degree of fluency will be necessary to allow pedagogy to fully absorb technology. The tool will no longer be the objective.

communication

Communication Rationale:

Traditionally, communication happened synchronously and face to face or asynchronously in written text form. Due to technology, the concept of communication and the types of media that help us communicate with an audience larger than 1 has changed and grown exponentially.
Communication no longer assumes the position of a finite, one way communication, but is transformed in the possibility of a two-way, crowdsourced or feedback process.

Each one of the four focus areas possesses several subcategories.

SAMR_ Template- subfocus

In a SAMR exercise, technology (learning) coaches support educators in identifying the placement of their lesson or project within the framework. The exercise can tag accomplishments,  potential gaps and  facilitate pinpointing next steps.

  1. The initial ideas is  to take a look at a  lesson and identify the ENTRY POINT of the SAMR stage (substitution, augmentation, modeification, redefinition).
  2. Concentrate on identifying  the 4 FOCUS AREAS (goal, process, technology and communication).
  3. By using the subcategories, the coach/teacher work through areas addressed and possible gaps and potential areas of upward MOVEMENT movement towards redefinition.

template-substitution

template-augmentation

template-modification
template-redefinition

Example:

Name of Activity: Middle School- Official Scribe

Activity Description: Students take individual classroom notes with paper/pen to study from for upcoming quiz, test or exam.

substitution-icon

Students use computer to type up notes.

Goals Process Technology Communication
literacy-basic consume-produce note-taking 1-1
Basic Literacy Consume>Produce Note Taking 1: 1

augmentation-icon

Students use formatting options to organize, highlight, edit, rearrange their notes.
Students are printing out or emailing their notes to share with their classmates.

Goals Process Technology Communication
literacy-basic consume-produce note-taking 1-group
Basic Literacy Consume>Produce Note Taking 1: Group

modification-icon

Students are creating their own blog post, using a variety of technology tools and methods to create annotated screenshots, videos, images to bring in different perspectives and address various learning styles.

Students are creating collaborative notes via a Google Document, which is shared with the entire class. Everyone can contribute, add information, edit incorrect information,etc.

Note taking is not confined to remembering and regurgitating information heard in class, but (hyper)linked to further reading of text, images, audio and video. Students are labeling/categorizing their blog post and information to
make organization and information search easier. Students are solving problems of how to handle information overload and filter relevant information.

 

Goals Process Technology Communication
literacy-basic consume-produce-feedback note-taking 1-group
Basic Literacy Consume>Produce> Feedback Note Taking 1: Group
 literacy-network  blogging
 Network Literacy
 literacy-information
 Information Literacy

redefinition-icon

Students are contributors to a collaborative blog site, alternating being the Official Scribe of day. Collaboratively they “write”their own online textbook. Students express their understanding through a variety of media. Students use the blog as a learning hub to communicate and connect beyond their classroom walls, connecting with peers and experts from around the world.

Goals Process Technology Communication
literacy-basic consume-produce-feedback note-taking global
Basic Literacy Consume>Produce>

Feedback

Note Taking Global Communication
 literacy-network  blogging
 Network Literacy  Blogging
 literacy-information
 Information Literacy

 

Silvana and I will be presenting our framework and the SAMR exercise at the ASB Unplugged conference at the end of next month in Mumbai, India.

Presentation Description:

Let’s take a closer look at Ruben Puentedura’s technology integration SAMR model and how it can be applied as a Professional Development framework in education. How can educators use the model to inspire upward movement from using technology to substitute traditionally taught lessons towards transforming teaching and our own professional learning. Bringing together the SAMR framework with TPACK (Technological Pedagogical Content Knowledge) allows teachers and technology coaches to visualize the interconnectedness of the models, making gaps more evident and point to “support opportunities” to move toward transformation.

Presenters will share scenarios and examples from different levels and subject areas. Participants will go through the exercise and will collaboratively brainstorm further scenarios to “practice” SAMR upward movement towards transformative teaching and learning.

Interested in this type of SAMR template and framework? Shortly, we will be looking for participants in crowdsourcing more examples from the classroom. Stay tuned…

SAMR Template

Download the SAMR Template as a pdf

 

First Experiences with Google Glass at School

selfie

In December, I received a Google Invite to become a Google Glass Explorer. I was not given much time to accept the hefty price tag or let the Google invite expire. In the name of education and my passion for thinking and exploring new ways to transform teaching and learning, I accepted…. (still not sure how I feel about …)

On Monday, I took my Google Glass for the first time to school. We had a pre-service workshop planned (we just returned to school after the summer break here in the Southern Hemisphere) and I wanted to test if I could use the device to document the workshop to

  • capture moments of discussion
  • record what the presenters shared
  • share what participants contributed to the conversation

Google Glass- Reflection Workshop from langwitches on Vimeo.

Here are a few thoughts after the first week:

  • I am overwhelmed ( …too much stimuli)
  • Not as intuitive as I thought it would be…  (I feel like a student driver having to pause, before I step on the clutch>shift into gear>push the gas pedal> slowly let go of the clutch… while at the same time look in all the mirrors and forward to steer where I need to go)
  • My fluency is missing. (…yes… that one… the one that I am so used to having with my smartphone, iPad and laptop…so used to it in fact that I usually don’t think about it anymore… I feel illiterate…)
  • Tickling behind the ear from speaker that vibrates the bone behind my ear… (…It is a weird feeling…)
  • battery life…(…used to battery lasting all day+ with my other devices…) need to build in breaks during the day to recharge..
  • Unit gets hot when using too much (especially recording video and googling)
  • Long, curly and unruly hair that constantly tangles in front of the camera is a problem in terms of recording,  tapping and swiping. (… not cutting my hair or wearing a pony tail is not an option…)
  • I was not prepared for the attention and the varied reactions the device evoked in people. (… I am admitting that the varied emotions from colleagues and students have hit me almost like a brick… from super excited to curious, not interested to (not openly) negative and almost hostile emotions. Again, NOT all of the reactions were verbal or bodily clues, but more (strong) waves of emotions directed in my direction… Never quite experienced or was aware of something similar…
  • Feeling on the spot when recording… self conscious… what do I say? How does my voice sound?
  • I am definitely in the Substitution stage, when looking at using Google Glass through the lens of the SAMR model.

Many colleagues wanted to see what I was seeing and were eager to try the Google Glass on. The easiest instruction, I was able to give, as I could not see what they were seeing on the screen was:

  • When you see the time… say “OK Glass”, then “take a picture”.
  • Swipe down… then tap on Glass again and swipe forward to see the last images taken.

So far, I was not able to screencast from Google Glass to my iPhone via wifi (it continuous to show me the black screen with the instructions, even though glass and iPhone are on the same network. It is simply too much multitasking to handle Glass, turn off wifi, then turn on bluetooth, then connect iPhone and Glass to be able to demonstrate screencast on the spot…)

It was interesting (also for me) to later see the images the testers had taken..

tall-perspective

(tall perspective… this is how I look to a tall person…I was not aware that the ceiling could look so threatening… :)

guest-shot

(test shot from someone that is more of my height)

Google Glass test

Curious colleagues having a go at wearing Google Glass.

photo 3

photo 4

Here is a selfie to show how I am managing using my reading glasses at the same time as Google Glass. Not the best solution, but it seems to work for now….

google-glass-paparazzi

Students were lining up after class asking to wear Google Glass in order to give it a try. Most of them had heard of Google Glass. It spread like wild fire throughout our Middle School.  There were a lot of  “cool” and “wow”. It wasn’t long before Paparazzi also arrived wanting to take a picture of Google Glass as evidence of having seen one.

Students asked to try them on and immediately chose to take selfies. What does that say about the social impact and culture of picture taking?

google-glass-selfie

Do you remember the first email you sent? The first email you received? Remember having to dial in to check your email and not being able to use the phone line while you were online?

vignette

Above is a vignette image taken with Google Glass. I was sitting with a new students, helping  set up her school laptop. I received a vibration sound behind my ear and looked up from the computer screen at the Glass screen to see that my mother had emailed me an article from the La Nación (Argentinean Newspaper) about how wearing Google Glass could get me into legal problems. The irony of the moment was not lost on me. :)

google-explorer

I am not the only explorer at our school. A High School student, Bruno, is also a committed user. I felt a sort of camaraderie, as both of us are on the forefront by experimenting and walking a fine line.  What is acceptable in a school environment regarding wearable technology and what is not? Bruno has been wearing Glass routinely during the day, showing a much higher fluency and adaptation. He inspired me to make sure that I was only going to find out how Glass was going to transform my work, if I wore it consistently. It reminded me of ” The best camera you will ever have, is the one that you have with you” that pushed my iPhone into the number one position to be followed by my SLR camera.

While my focus of using Google Glass to “explore new worlds” in terms of teaching and learning, Bruno is focused of finding innovative ways to transform and “make his life easier”.  His point of view is that of an app developer.

Just as I experienced a myriad of reactions when wearing Glass, a student wearing Google Glass, a technology that all of us (administrators, teachers and peers) are not familiar with, inevitably will bring up anxieties, disruption and fear.

Bruno is dealing with setting the example at our school. What will this mean when more and more students start having these powerful devices and will  that mean in terms of teacher/student relationship, student learning, curriculum, assessment practices, what do we consider cheating, how do we deal with multitasking, distractions, inappropriate use of the technology, etc.?

I believe Bruno is aware that he is setting the example and is taking on the responsibility.  Our school administrators and teachers are recognizing the need to start the conversation now! WHAT DOES THIS TECHNOLOGY MEAN IN OUR EDUCATIONAL SPACES? They are also recognizing that Bruno is an integral part of that conversation to craft a policy that does not BAN and BLOCK, but encourages exploration and innovation.

I am looking forward to being part of that conversation…

School policy regarding wearable technology were not the only discussion that were sparked by the simple appearance of Google Glass on campus. I have had super interesting conversation about

  • the meaning of wearable technology and what does that mean for our future?
  • did we not “just” have the same discussion about10 years ago regarding cellphones being disruptive and an invasion of our privacy ? (…I remember the note coming home from my daughter’s school, that it was absolutely prohibited to bring a cellphone to school that had picture taking capabilities…)
  • we wondered if in 10 years, we will laugh about how “silly” we/I looked with such a “big” device on our/my head (same type of feeling when we think of the size of our first cell phones or the big air conditioned rooms that held a computer…)
  • Image in Public Domain

    Image in Public Domain

  • Freely giving away our private data (GPS location? What do we see at the moment? What words are we googling? etc.) I am not saying that we are not already doing this with other devices, but wearable devices have the purpose of making it even more “natural” and instantaneous to do all these tasks and transmitting and sending them. (… I have to admit I am increasingly more uncomfortable when Google ( or other companies), by default, takes the choice of NOT wanting to share or collect data away from me…
  • What about Google Glass etiquette? When is it appropriate? When is it inappropriate? What about in an educational environment? What about in public spaces? (… I am very conscious of etiquette… I know I am walking a fine line as soon as I wear Google Glass… I want to be able to gain the trust of colleagues and students… that I will not take images nor film without making sure that they are aware of the device being on and a “no questions asked” policy if someone feels uncomfortable…)
  • How can we use such a “disruptive” device to transform (re-define) what we teach and learn?

I was able to take Google glass into a Science classroom (with permission from the teacher ,of course) and take photos and videos of the students conducting a lab. Google Glass is such a novelty though that students were interested in Glass rather than their lab… most of them begging to wear them…I was very conscious of NOT wanting to disrupt the class (…. will need to make sure that students have a chance to look at them, ask questions and wear them… before I go into the next classroom)

science

Google Glass- Science from langwitches on Vimeo.

I also wanted to test out wearing Google Glass while driving… yes,  I can hear all of you yelling at me from afar. I literally have a 2 minute drive to school… I left a little extra early for even less traffic… and as you will be able to tell from the video, I am a VERY safe driver… looking several times right/left/right/left and one more time, before turning at an intersection…

Google Glass- Way to Work from langwitches on Vimeo.

Reflection in the Learning Process, Not As An Add On

Is it personality? Are some people born with it? Can it be learned?

I am talking about REFLECTION.

At the beginning of the week, I had the opportunity to be part of a workshop during our pre-service ( we just returned from our summer break here in the Southern Hemisphere) with our ES Principal, MS Principal and HS Assistant Principal. The topic was  student reflection.

The following ESSENTIAL QUESTIONS emerged out of the planning for this workshop

  • How does student reflection impact student learning?
  • How can we embed reflection into assessment practices so that it is not seen as an add-on?
  • How can we make the reflection visible and sustainable?

According to Carol Rodgers in  Defining Reflection :Another Look at John Dewey and Reflective Thinking, four criteria emerge from Dewey’s work that characterize reflection.

  1. Reflection is a meaning making process that moves a learner from one experience into the next with deeper understanding of its relationships with and its connections to other experiences and ideas.

  2. Reflection is a systematic, rigorous way of thinking, with its roots in scientific inquiry.

  3. Reflection needs to happen in community, in interaction with others

  4. Reflection requires attitudes that value the personal and intellectual growth of oneself and others.

I know that most teachers acknowledge the role of reflection in learning. I see reflective practice when I visit classrooms, but I also acknowledge that most of that reflection seems to be in oral form. A form that allows the reflection to disappear, to evaporate after the moment has passed.  We wanted to make teachers aware of platforms and experiences that supported reflection in teaching and learning. After orally reflecting with students during a classroom conversation or possible silent ( intrapersonal ) reflection taking place by individual students, the next most used media and platform seemed to be text. Since we have a 1:1 laptop in High School and Middle School, most these types of reflective texts are written on Google Docs, Blogs or digital online sites. I wanted to move teachers’ focus beyond using text as the medium for reflection.

Reflection

We notice when working with students that simply asking them to go ahead and write a reflection, might not be the best approach to be able to expect quality work. We initially introduced our workshop attendees to four frameworks for reflection.

  1. KWHLAQ chart
  2. See- Think- Wonder
  3. Think-Puzzle-Explore
  4. 3-2-1 Bridge

KWHLAQ2

See a 5th grade sample of using the KWHLAQ reflection routine on a blog. The student’s teacher Paul Solarz is doing fantastic work on reflective eportfolios.

KWHLAQ-reflection- http:::psolarz.weebly.com:150:post:2013:10:how-was-the-universe-created-by-ethan-k.html-2

Leika Prokopiak’s 6th grade Science students,  here are Graded, are also experimenting with the KWHLAQ reflection routine on their student portfolios.

KWHLAQ-science \

KWHLAQ-science2

see-think-wonder

After a visit from Libby Stephens, a speaker about the Third Culture Kid experiences, Ms Arcenas, had her 7th grade advisory students reflect, in writing on index cards. They used the See- Think- Wonder routine about their take away from the session with the speaker.

Think-see-wonder-analog

3-2-1-Bridge

Claire Arcenas reflection on using 3-2-1- Bridge in her 10th grade PE class

321-Bridge

321-Bridge-2

think-puzzle-explore

After introducing the four above mentioned frameworks, we asked teachers to choose one article from five pre-selected ones and use one of the four thinking routine methods to guide their reflection of their chosen article.

  1. 35 Questions for Student Reflection by Mark Clements
  2. Creating a Culture of Student Reflection by Clyde Yoshida
  3. Four Levels of Student Reflection by Maryellen Weimer
  4. Reflect, Reflective, Reflection by Silvia Tolisano
  5. High Tech Reflection Strategies Making Learning Stick by Suzie Boss

We briefly shared further visible thinking routines with the attendees and made the application visible by sharing examples from the classroom with them.

Blog commenting as reflection.

blog-commenting0

blogcomment-1

Video as a media for capturing reflection

Around the World With 80 Schools- Helsinki from langwitches on Vimeo.

Kindergarten using Explain Everything app to explain Math Scenarios from langwitches on Vimeo.

Reflection via Infographics.

overpopulation-by-ivanna

Collaborative reflection via Twitter Hashtag (Teacher Reflection)

 

Twitter-Reflection

 

 

Twitter-Reflection2

Mindmapping as a platform for reflection (organization, grouping, color coding…)
mindmapping

mindmapping2

Maps as a platform for raising awareness through visualization. Start tracking a the geographic setting of books read to see patterns and gaps emerge that were previously not noticed.

google-maps

How do you reflect with your students? What are your thoughts on using visible thinking routines to give students a strategy? What platforms are you exploring? What types of reflective experiences are you facilitating for your students?

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For a list of sample sessions visit Globally Connected Learning .

Want to Learn More About iPads in the Classroom?

Professional Learning Board just released a Self-study iPads in the Classroom course I wrote. It is a self-directed course to take in your own time and at your own speed.

eduClipper

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Digital Storytelling Tools for Educators

Guest Posts

Augmented Reality that’s “Real” and Focused on Learning

aurasma1

cross posted with permission from Dr. Silvana Meneghini,’s On The Edge Blog. Silvana, the High School Technology Coordinator at Graded, The American School of São Paulo, shared a How-To post to connect augmented reality to student reflection by adding a layer of learning (not technology for technology sake). I highly …

(2 Comments)

Upgrading Our Recipes for Learning: Digital Learning Strategies

digital-learning-stragegies

In an attempt to bring  new additions to your Blog reader, I am starting to feature  guest posts on Langwitches. Be assured that these guest posts are from educational bloggers, I highly value and their voices contribute significantly to my own learning. Today I am sharing a blog post and …

(No Comments)

Is Technology shoving Pedagogy to the center stage? TPACK Reviewed

TPCK

Guest post by Silvana Meneghini, Academic Technology Coordinator, Graded- American School of São Paulo. Originally posted on her blog On the Edge. Pedagogical ideas like student centered learning, collaboration, and critical thinking have been around for a long time and are slowly making the way into the classroom. When technology …

(3 Comments)

Professional Development

How to Create a Backchannel Exit Ticket for Class, Presentation or Workshop?

Creating_a_BackChannel_or_Exit_Ticket_on_Google_Docs_on_Vimeo

This screencast below will show you how to use Google Docs as a backchannel or exit ticket during a presentation, lesson or workshop. Creating a BackChannel or Exit Ticket on Google Docs from langwitches on Vimeo.

(1 Comment)

Redefining My Learning

story

Silvana Meneghini and I  work as Academic Technology Coordinators at Graded, the American School of São Paulo. ” A flashlight in the fog of technology integration“, initially the title of a conference workshop proposal, quickly developed into the desire of creating a framework to guide and coach teachers based on …

(1 Comment)

SAMR Exercise Google Hangout: Mark Your Calendars

SAMR-exercise

Silvana Meneghini and I  have created a template for technology, learning and literacy coaches. In an effort to create a depository of examples and scenarios for lessons and activities and how an upgrade movement through the stages of the SAMR model actually looks like in the classroom, we are shared …

(6 Comments)

Download

21st Century Learning

Visible Thinking in Math- Part 1

fail

The conversation about visible thinking in Math started with one of our teachers at Graded, The American School of São Paulo, Adam Hancock, wanting to know how he could incorporate having students’ use their blogfolios in Math class. It seemed natural to have students write for Humanities (Language Arts and …

(2 Comments)

Redefining My Learning

story

Silvana Meneghini and I  work as Academic Technology Coordinators at Graded, the American School of São Paulo. ” A flashlight in the fog of technology integration“, initially the title of a conference workshop proposal, quickly developed into the desire of creating a framework to guide and coach teachers based on …

(1 Comment)

Reflection in the Learning Process, Not As An Add On

Reflection

Is it personality? Are some people born with it? Can it be learned? I am talking about REFLECTION. At the beginning of the week, I had the opportunity to be part of a workshop during our pre-service ( we just returned from our summer break here in the Southern Hemisphere) …

(6 Comments)

The Digital Learning Farm in Action

Student Tutorials- MineCraft, How to Ride a Horse, iMovie and more

minecraft-tutorial

It is no secret, that I am a big fan of Alan November‘s Digital Learning Farm concept. I especially believe in Teaching is the Highest Form of Understanding and the power of motivation and demonstration of evidence of student learning via the Tutorial Designer role. See a myriad of blog …

(3 Comments)

3 Need-Scenarios to Engage Students with Authentic Tasks

core-value-icons-tibet

Alan November’s concept of the Digital Learning Farm, asks schools and teachers to empower students by giving them relevant responsibilities that allow them to contribute in  meaningful ways to their learning community (class/school/etc.). How can we give students the opportunity to CONTRIBUTE versus completing projects that end up in the …

(4 Comments)

Blogging as the Official Scribe of the Classroom

official-scribe-poster

Alan November elevated the “Official Scribe” as one of the roles that empower student learners. I see the role of the scribe as follows: The official scribe plays an important role in the classroom community. Their work is essential for students who were absent from class or need a review …

(10 Comments)

Global Education

Selfies Around the World

selfies

  On the heels of The Cultural Phenomena of Selfies and  iPhoneography: Photo Challenges, Ideas & Literacy, students from the American School of São Paulo, Brazil want to know more about Selfies around the world. If you and your students would like to CONTRIBUTE with actual images for an in- school and online exhibition …

(2 Comments)

Julie Lindsay: Designing Engaging Curriculum for Global Collaboration in the Classroom

Following the post:  Note- Taking Learnflow of a Conference Workshop, here is the second story of my curated tweets from a session with Julie Lindsay. My favorite take away from her well run workshop was her quote “Flat learning is a pedagogy”. Amplifying our classroom, allowing students to reach out …

(No Comments)

Eduplanet21 Learning Path: Globally Connected Educator

eduplanet

As part of Curriculum21 Social Learning Institute and in collaboration with Eduplanet21, I have authored a Learning Path for the Globally Connected Educator. Take a look at the modules offered. If you are interested, Eduplanet is giving away 5  free access codes to the learning path.  Continue reading to find …

(2 Comments)

Blogging With your Classroom

Student Led Conferences: Sick and Tired of Blogs & Reflection?

SLC

Our students just finished a second round of Student Led Conferences (SLC) this school year (one in Semester 1 and another in Semester 2). SLCs are a formal opportunity for students to present to their parents about the state of their learning. The students’ advisor (a teacher responsible for a …

(1 Comment)

Visible Thinking in Math- Part 1

fail

The conversation about visible thinking in Math started with one of our teachers at Graded, The American School of São Paulo, Adam Hancock, wanting to know how he could incorporate having students’ use their blogfolios in Math class. It seemed natural to have students write for Humanities (Language Arts and …

(2 Comments)

How to Cite Images on Your Blog

citing-images-thumb

When using Copyrighted work with written permission from owner… Used with permission from “name” , URL link to original source and or owner online presence. Ex. Used with permission from Silvia Tolisano http://langwitches.org/blog/wp-content/uploads/2014/02/google-glass-recording-225×225.jpg When using images licensed under Creative Commons… Image licensed under Creative Commons by “name or username “. …

(1 Comment)

iPads

Evaluating iPad Apps

ipad-components-content

I wanted to take a closer look at the iPad Evaluation I previously blogged about in Evaluating Apps with Transformative Use in Mind. The section of Content and Components deserved a closer look and explanation. You can  download the PDF file of the iPad App Evaluation for the Classroom with …

(No Comments)

Visible Thinking in Math- Part 1

fail

The conversation about visible thinking in Math started with one of our teachers at Graded, The American School of São Paulo, Adam Hancock, wanting to know how he could incorporate having students’ use their blogfolios in Math class. It seemed natural to have students write for Humanities (Language Arts and …

(2 Comments)

Self- Directed Course: iPads in the Classroom

image2-lens-of-pedagogy

Professional Learning Board just released a Self-study  iPads in the Classroom course I wrote. It is a  self-directed course to take in your own time and at your own speed. “You have an iPad in your classroom, now what?” The iPad helps us prepare today’s student for today’s world in …

(10 Comments)

Digital Storytelling

Poetry on Record

Slide1

Inspired by Poetry, Performance & Taylor Mali and Beyond…, 8th grade Humanities teacher Shannon Hancock coached her students to create their own original “Mali Poem”and record a visual and vocal performance. I joined the class to give a brief overview of presentation design. I used selected slides from my slidedeck below to …

(No Comments)

Workflow & Learnflow of an Animation Story

pedro

After teaching a 1:1 Toolkit class for incoming Middle Schoolers tothe 1:1 laptop environment this past quarter, I am currently teaching a Media Basics course for sixth graders. I am using a school blog to document the class (among others), showcase student work, share resources and give written step-by-step directions …

(No Comments)

My StoryTelling App Folder(s)

storytelling-app

Matt Gomez shared a post today with a screenshot of his storytelling iPad app folder. I wanted to reciprocate and share mine. Storytelling I Folder StoryBuddy StoryBuilder StoryPagesHD Toontastic Tappy Memories StoryBoards Premium StoryMaker HD StoryPatch In a World … Drama Build a Story PhotoPuppets HD Epic Citadel Sock Puppets …

(24 Comments)