Lawrencepresentation
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Using iPad apps for science inquiry projects can provide students with engaging ways to research, write, and share information. Some key affordances of iPad apps include interactivity that allows students to both consume and produce knowledge, multimodality which combines different media types, and connectivity through hyperlinking. Effective apps support inquiry-based learning through engaging students in asking questions, gathering evidence, and developing arguments on an issue. Note-taking, annotation, blogging, and mapping apps can be used to support each step of the scientific process.
Lawrencepresentation
- 1. Using iPad apps for science inquiry projects Google docs files: http://tinyurl.com/897x3er http://tinyurl.com/7fv7rfu LLAPPS (Learning Literacy Apps) http://usingipads.pbworks.com Richard Beach
- 2. Jeff Uteckt: Literacy Curriculum Models
- 3. iPad Apps: Affordances Interactivity: both read and write ◦ Students as consumers and producers Multimodality ◦ Combine images, video, music, text Connectivity/Hyperlinked ◦ Connected texts
- 4. Affordances: Inquiry-based learning Engagement in an issue Questions about that issue Evidence supporting positions on that issue Formulation of arguments/explantations Developing strategies to enact change
- 5. Science Writing Heuristic (SWH) 1. Beginning ideas - What are my questions? 2. Tests - What did I do? 3. Observations - What did I see? 4. Claims - What can I claim? 5. Evidence - How do I know? Why am I making these claims? 6. Reading - How do my ideas compare with other ideas? 7. Reflection - How have my ideas changed? (Norton-Meier, Hand, Hockenberry, & Wise, 2008, p. 26).
- 6. Climate, food supply, and survival: Migration of the Monarch butterfly
- 7. Migration through Texas to Mexico: August through November
- 8. Monarch butterfly in McAllen, Texas
- 9. Oct. 4, 2011: Drought in Texas
- 10. App resource: Climate, food, and endagered species
- 11. iPad Apps: Affordances for literacy learning Accessing and sharing information Interactivity: both reading and writing ◦ Students as consumers and producers Collaboration Multimodality ◦ Combine images, video, music, text
- 12. Learning to Write Writing to Learn Employing Using writing to learn composing how to focus processes: attention on and prewriting, drafting, develop a hunch or revising, editing idea Constructing Recording social/rhetorical observations/data for contexts: purpose further analysis and audience Developing and revising one’s Purposes for teaching digital Producing narrative, argumentative, thinking explanatory textswriting Experiencing
- 13. Digital writing on the iPad Keyboard issues: Use of external keyboards Moving files between iPad, iPhone, and desktop ◦ iCloud, DropBox, CloudOn (Office files), GoToDocuments Targus: iNotebook (June or July): $150 ◦ Transfer paper handwriting to the iPad
- 14. Use of writing to foster interaction: Backchannel writing: Todaysmeet Go to http://todaysmeet.com/Lawrenceapps Add your name and a reaction or thought (limited # of characters) Click on Say Purpose:
- 15. Note-taking apps Notes (IOS apps), Evernote, Penultimate, Notes Plus, Simplenote, NyNoteIt, SoundNote, SpringNote, Notability, UberNote, NotePad Pro PaperDesk LITE, SmartNote Science note-book observations ◦ Record specific, detailed observations ◦ Create annotations/drawings on images Alison: NotesPlus
- 16. IOS Notes: Emailed from iPad Chapter 1 the use of computers/networks are over use of mobile use of phones with more space making devices and cloud computing 83 of market still ipand mobility: GPS smart phones: mobility and many kids have them issues of blocking not allowing use of cell phones focus on learning using these things: advantages and trends everyone has ipads--what to do with them--how to tie this to learning what are the best practices affordances: overview of the book we're focusing on reading, writing, discussion, video production across the curriculum Need to link to CCSS on the science and social studies and complex text
- 17. EverNote (and Skitch), Notes Plus (Alison) Evernote use in schools Evernote for clipping webpages Skitch for visual annotations Notes Plus (handwriting)
- 21. Now-to demo apps: Adding and recording notes/annotations ShowMe ◦ Easy-to-use for students to describe responses to images Explain Everything ◦ Has more features and sharing options
- 22. Purpose: Acquiring and subscribing to/sharing information • Social Bookmarking and sharing links/tags • Sharing links in class Diigo groups • Adding annotations to online literary texts for sharing responses to literature
- 23. Social bookmarking: Diigo.com • Set up Groups based on classes • Students share bookmarks to the class • Students tag bookmarks • Students annotate online texts/sites using sticky notes
- 24. Email from Diigo group
- 25. Tagging posts, sites, images/videos Flickr, Google Images, YouTube, etc. Identifying key terms/categories Search strategies: Uses of tags ◦ “attentive noticing”/“informed seeing” tagging
- 26. Using Diigo for adding a sticky- note response 1. Add Diigo to your 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 Annotating "Womanhood," Catherine Anderson
- 27. “Womanhood,” Catherine Anderson She slides over When she enters, the hot upholstery and the millgate closes, of her mother's car, final as a slap, this schoolgirl of fifteen there'll be silence. who loves humming & swaying She'll see fifteen high windows with the radio. cemented over to cut out light. Her entry into womanhood Inside, a constant, deafening noise will be like all the other girls'— and warm air smelling of oil, a cigarette and a joke, the shifts continuing on ... as she strides up with the rest All day she'll guide cloth along a line to a brick factory of whirring needles, her arms & where she'll sew rag rugs shoulders from textile strips of kelly green, rocking back & forth bright red, aqua. with the machines— 200 porch size rugs behind her before she can stop to reach up, like her mother, and pick the lint out of her hair.
- 28. Highlighting and adding a Sticky Note to the poem
- 29. Use of iAnnotate for iPad Video on use of iAnnotate Effective annotations ◦ Private: Personal purposes ◦ Public: Collaborative goals
- 30. Literacy Practices: Note- taking/annotations Generating a record of one’s thoughts Generating specific, concrete observations Creating multimodal texts Formulating ideas and interpretations in their own words Searching for information in notes Extending ideas and interpretations
- 31. Dictation apps Dragon Dictation/Search/Go Siri Remote Dictate ◦ dictate text that then appears on their PC Word or other word-processing application—transfer facilitated by the free, Air Mouse Server Google Translate
- 32. Dragon recording sent as email I'm now recording my thoughts on Dragon dictation to share with a presentation at the Lawrence Hall of science in using Dragon dictation I can react to immediately to different phenomenon I am serving I can also share those thoughts with others and I can develop really a sense of voice through how I am recording my thoughts
- 33. Annotations/dictations for images/video VoiceThread share multiple audio/written annotations about images/video clips My Voicethreads (includes PowerPoints) VideoAnt shared annotations to videos on a timeline
- 34. VoiceThread: Multiple audio/written comments on same image
- 35. VideoAnt: feedback to videos
- 36. VideoAnt: feedback to videos http://ant.umn.edu http://www.youtube.com/watch?v=L8U8F7LgrZQ http://www.youtube.com/watch?v=tiPivMSD8Y4
- 37. Literacy practices: Dictation apps Expressing specific reactions and feelings Recording specific details. Adopting a sense of voice to communicate meaning Acquiring proficiency in a different language
- 38. Reflect on TodaysMeet: How can note-taking, annotation, and dictation apps be used in the science project?
- 39. Writing: Online classroom discussion platforms (Chapter 7) Ning ◦ Social networking features ◦ Forums, Notes, Blogs, Chat, RSS, Links
- 41. Using Social Networks (Ning):
- 44. Collaborize Classroom Free platform for classroom discussions Web-based Extensive curriculum resources Focus on fostering students collaboration Professional development on leading discussions
- 47. Video/audio conferencing iChat, Skype, Facetime, Google+ Hangout, Adobe Connect, Blackboard Collaborate,
- 48. Google+ Handout: Up to 10 people
- 49. Ideas for using online discussion/social networking sites to foster science inquiry through student interaction
- 50. Stephen Downes: Connectivism learning theory We need to look at networks, not as physical systems, but as semantical constructs, where the organization of links is determined as much by similarity and salience than by raw, epistemologically neutral, forces of nature. Knowledge is a network phenomenon, to “know” something is to be organized in a certain way, to exhibit patterns of connectivity. To “learn” is to acquire certain patterns. This is as true for a community as it is for an individual.
- 51. Mark Lombardi: Maps Osama bin Laden support
- 52. Mind-mapping apps Mindmeister Mindo/Simple Mind
- 54. Uses of mapping for responding to literature • Visually portray performances according to three units of analysis: o Events | o Spaces | o Social worlds/systems
- 55. Female adolescent in “Womanhood” • Mapping events, spaces, and institutions shaping her identities • Outside factory --> car, songs, jokes • Inside factory --> closed, regimented • Generations --> gendered, repetition
- 57. Pre-post learning assessment: Maps changing over time “Students enjoy watching the concept map grow as we progress through the unit. It is a perfect place to show how our ideas change. What they thought they knew at the beginning of the unit sometimes isn’t exactly true. At the end of the school year, it was time to erase our class concept map on the human body. This was the first time during my six years that students asked if they could take a picture of it. I said yes, and before I knew it about six students took out their cell phones and started snapping photos. It showed me that they were proud of their learning.”
- 58. Using mapping to identify roles and relationships between roles
- 59. Ideas for using mind-mapping apps to support science inquiry
- 60. Purposes for using blogs and wikis: comparison • Blogs: • Wikis: o Individual o Collaborative expression of writing of ideas/personal reports/essays accounts o Shared revision o Hyperlinking of o Hyperlinking of texts texts o Comments from o Multimodal writing peers o Multimodal writing
- 61. Blogging apps BlogPress or Blogsy Export their blog posts to Blogger, Wordpress, Posterous, Edmodo, Tumblr, Live Journal, Private Journal, Edublog, or KidBlog.
- 62. Blogs as individual expression and multimodal writing Rather than using a traditional journal, you can use blogs. This student uses written words, oral expression and a video to guide us through a comparison of her room and Melinda's. Melinda is the main character in the novel Speak.
- 63. Students use blogs to hyperlink Students used personal blogs to write letters from their character in our role-play to a character in the book we read. This allowed them to use voice and audience in their posting. Students also were required to hyperlink their suggestions for support and coping strategies to this character in preparation for a Problem-Solution Essay.
- 65. Twitter apps Twitter Apps such as Twitter, TweetCaster Tweetbot, Tweetdeck, Twitteriffic, HootSuite
- 66. Twitteriffic
- 67. HootSuite
- 68. Literacy practices: Blogs/Twitter Engaging in dialogue with others. Using hyperlinks to engaged in intertextual communication. Employing multimodal communication. Engaging with social issues as civic participation
- 69. Wikipedia apps Qwiki ◦ includes videos, images, graphs, and entries for millions of topics Articles for iPad Wikipedia Mobile Wikipanion Plus Simplepedia iWiki
- 71. Collaborative Construction of Knowledge: Wikis • PBWorks (http://pbworks.com), Wikispaces (http://www.wikispaces.com), or • Wetpaint (http://www.wetpaint.com) • Rhetoric and Composition wikibook: http://en.wikibooks.org/wiki/
- 72. Students used the experience of collaborative writing to write papers and post them to their wikis http://watsonmontana1948.pbwiki.com/Compare+and+Contrast
- 73. Shared revision is easy to do and to see in the page history
- 74. Collaborative writing/data collection: Google Docs forms 5th graders: Weaver Lake School, Osseo, MN Data on parasite presence in Monarch butterflies 49% had parasites
- 75. Extended writing apps Pages, IA Writer, My Writing Spot for iPad, PlainText, Manuscript for iPad, Notebooks, Clean Writer, Storyist iPad, DraftPad OnLive Desktop, DocumentsToGo CloudOn (Word, Excel, & PowerPoint editing)
- 76. Literacy practices: Extended/collaborative writing apps Providing and receiving peer and teacher feedback to foster self- assessing Editing and formatting drafts to enhance readability. Creating multimodal, linked texts through publishing ePubs books Learning to work collaboratively with peers.
- 77. Ideas for using blogging, wiki, extended/collaborative writing to support science inquiry
- 78. Dictionary/grammar apps Dictionary for iPad, Merriam-Webster Dictionary HD, WordWeb Dictionary Dictionary.com: Dictionary and Thesaurus, Advanced English Dictionary and Thesaurus ◦ Students can speak words for dictionary searches Grammar App HD, English Grammar, Grammar Up, Word Study & English Grammar, iGE Lite: the interactive Grammar of English from UCL
- 79. Literacy practices: Dictionary/grammar apps Acquiring knowledge of grammar rules Learning strategies to improve spelling. Understanding shifts in language use
- 80. Apps for Sharing/Publishing Writing ePub: Mac Pages (soon to be on iPad Pages)or Dotepub for sharing on iTunes and iBooks. ebooks for reading on eReaders by submitting properly formatted Word files to Smashwords.com, Bluefire Reader App, or Book Creator Knowing how to engage audiences through formatting and editing