1. Using Apps to Foster Learning
New Literacies in the
Classroom
Richard Beach, University of Minnesota,
rbeach@umn.edu
Google Docs Version of apps handout:
http://tinyurl.com/bt8s3r
k
Using iPad and iPhone Apps for
Learning with Literacy Across the
Curriculum
http://usingipads.pbworks.com
4. Affordances of iPads/iPhones
Touch:
◦ Intuitive navigation of texts and
virtual worlds
Portability/storage/ownership
◦ Personal learning device
Social reading/writing
Multimodality
Collaboration/communication
5. App affordances: Literacies to
learn across the curriculum
(app iTunes links on handout)
Accessing/Analyzing Information to
Learn
Reading Digitally to Learn
Writing to Learn
Discussing to Learn
Images to Learn
Audio/Video to Learn
Games, Simulations, and Drama to
Learn
Reflection to Learn
8. Social, collaborative reading &
writing to learn
Social reading/writing:
◦ Study: two 7th graders reading each
other’s annotations (Coiro, Castek,
& Guzniczak, 2011, 61st LRA
Yearbook)
◦ Exposed to alternative response
practices that may differ from their
own
◦ Acquiring new ways of interpreting
texts
10. What will happen when Abby and Starfish
work collaboratively?
In what ways might their patterns of
strategy use remain the same or change?
11.
12. Findings: Shifts in Abby and Starfish’s
Individual and Collaborative Stances
Thoughtful Gather
Purposeful Summarizer
Aesthetic Summarizer
Reflective Analyzer
13. App affordances: Social
reading/writing shared responses
toKobo Pulse
texts
◦ http://tinyurl.com/6v7oy9w
Readmill
◦ http://tinyurl.com/6tldeng
◦ Video demo http://readmill.com
Subtext
◦ http://tinyurl.com/6v6fgxg
◦ Video demo:
http://www.subtext.com/education
Students share annotations, chat with
other readers, and view what peers are
reading
14. Using Diigo social bookmarking
for sharing annotations
1. Add Diigo to your iPad or computer
toolbar
2. Find an online text
3. Highlight sections of the text
4. Click on the icon to add a Sticky Note
response
5. Have other students add their responses
15. Diigo annotations: Pro-con
readings: benefits of energy from
wind power
th
7 grade students iMelanie
Swandby’s
◦ Lighthouse School Community
Charter School, Oakland, California
Students posed questions for each
other
◦ “What does that mean, virtually
free?”
◦ What are some things that use
energy or power?”
20. Dialogic interactions through
annotations
“There is a bad and good thing about
this. Bad is it kills birds passing by.
Good it makes energy cleaner.”
“Tarnished with wind turbines? Aren't
wind turbines supposed to be a good
thing? Why are they complaining
about the turbines? it doesn't even
look bad.”
21. Use of annotations for summary
writing
I am perplexed in choosing if wind energy
is a good courses or bad source. While,
wind energy is a good source because
it’s renewable and needs nothing more
but construction, it can also cause
irritation and attention of some people.
Wind turbines are loud, noisy, and risky.
Even though, it doesn’t cause any
greenhouse gases in the air, wind
turbines are harmful to wildlife and
space. More birds die by getting hit by
wind turbines which is very dangerous to
our wildlife.
22. Backchannel comments: Social
reading/writing to learn:
http://todaysmeet.com/NCNew
Lit
Reactions??????????
What are some ways you
could use apps to foster
social reading/writing to
learn in your classroom?
23. Accessing/Analyzing Information
to Learn: QR reader apps
Create QR code images
◦ Entering in a URL in a QR create
site such as Qrafter, QRstuff.com,
Kaywa, Tec-IT, QR-app
InsertQR codes into texts
◦ provide other related texts or
pose questions
24. Digital concept mapping
iPad apps: iBrainstorm, MindMeister
for Ipad,, Sundry Notes, Idea Sketch,
Total Recall, inShare, iMindMap
MindNode, iThoughtsHD, Popplet Lite
http://tinyurl.com/3o6a3wy
Hierarchical/logical relationships between
key concepts
25. 5th Grade Students: Popplet
Lite for Concept Mapping
5th grade students
in Laura
Kretschmar’s class
at Lighthouse
Community Charter
School, Oakland,
California
Lesson on rare
earth metals to
address the
question, “What is
gold?”
28. Twitter apps
Twitter Apps such as Twitter,
TweetCaster Tweetbot, Tweetdeck,
Twitteriffic, HootSuite
Create class account
Use Twitter hashtag for your class
#JonesHistory10AikenHS
39. Apps for Sharing/Publishing
Writing
ePub: Mac Pages (soon to be
on iPad Pages)
Apple Author (requires OS
Lion): iBooks
Dotepub or Inkling books
◦ Human Biology Inkling
textbook
40. Discussing to learn: CMS
platform options
OpenClass (free; linked to Google
Apps)
◦ http://www.joinopenclass.com/open/view/t
1
Edmodo (free; also an app)
◦ http://www.edmodo.com/
Schoology
◦ https://www.schoology.com/home.php
rcampus (cloud-based)
◦ http://www.rcampus.com/
41. Discussing to learn:
Collaborize Classroom
http://tinyurl.com/7xdcejl
Free platform for classroom
discussions
App/Web-based
Extensive curriculum resources
Focus on fostering students
collaboration
Professional development
46. 5th Graders: VoiceThread for
Studying Dinosaurs
Extinction of the dinosaurs:
◦ supernova, volcanoes, or an asteroid.
◦ Volcanoes
http://voicethread.com/share/2454743/
◦ Supernova
http://voicethread.com/share/2544219/
◦ Asteriod
http://voicethread.com/share/2545658/
47. VoiceThread affordances:
Literacy practices
Collaborative shared reading
◦ Mediated by focus on same images
◦ Learn from each other’s focus/practices
Scientific thinking: claims/counter-
claims
◦ Exposure to competing arguments
“The asteroid couldn’t have caused the
dinosaur extinction because the asteroid only
landed on one spot and there were dinosaurs
everywhere.”
48. Screencasting app: Doodles and
audio voice-over for collaborative
reading/writing/video
ShowMe, Explain Everything,
VoiceThread, Screenchomp,
Educreations
7th grade students at Lighthouse
Community Charter School
◦ Mendelian genetics
◦ Created ShowMe presentations
49. Students ShowMe’s: Genetics:
dominant vs. recessive traits
“If a brown eyed and a blue eyed parent
had a baby, what color eyes would the baby
have?”
http://www.showme.com/sh/?h=ibbycYS
Mother and father birds and baby bird
http://www.showme.com/sh/?h=RNKspgu
Pea plant genetics
http://www.showme.com/sh/?h=GC6q3nM
50. ShowMe affordances: Social
reading/writing/video synergy
Unfolding doodling voice-over
talk
Use of ShowMe for prewriting/revision
◦ Testing our/erasing doodles
Collaborative focus on same images
Video: Rhetorical sense of audience
Use science disciplinary literacy
◦ Images, charts, figures as data evidence
51. Screencasting: Students or you
create how-to tutorials for peers
VoiceThread, ExplainEverything,
Screenchomp, ShowMe,
Educreastions
Snapguide http://tinyurl.com/ctkslx8
◦ Students:
52. Screencasting: feedback
VoiceThread, ExplainEverything,
Screenchomp, ShowMe,
Educreastions
Video response to writing: Jing
◦ http://tinyurl.com/3kkw4am
Speeches/drama: Formative
Feedback for Learning
http://formativefeedbackapp.blogspot.
com
55. Discussing to learn: Teen
texting: Pew Research
63% text daily
◦ Median number sent daily was 60 in 2011.
39% cell phones
35% face-to-face socializing,
29% social-networking messages,
22% IMing
6% emailing.
56. Texting/message apps
iMessage (iPad or iPhone),
Messages (Mac), AK
Messenger!, textPlus Free
Texting + Group Text, Textie™
Messaging
Classroom-based texting
systems: Class Parrot,
Kikutext, WeTxt, Remind101,
64. Games/simulations/drama to
learn: Game/simulation/roleplay
apps
Tiny Tower, CityVille Hometown, My
Town 2, Trade Nation, Farm Story,
Epic Citadel (medieval fantasy town
with a cathedral).
Students creating characters and
stories based on the Epic Citadel
medieval setting
http://www.porchester.notts.sch.uk/citad
el
65.
66. Apps for planning/organizing
instruction
Nearpod http://tinyurl.com/6ts55kp
◦ http://new.nearpod.com
◦ videos, polls, sketching tools, or featured
presentations
GoClass http://tinyurl.com/chbmeke
◦ http://tinyurl.com/blgogqs
◦ SHOW (online resources), EXPLAIN (add
notes), ASK (questions for students)
67. App uses/recommendations
EdReadch channel (MobileReach,
MacReach)
Appy Hours 4 U
◦ The TechChef4u app
The iPad Show
The Daily App Show
TWIT channel
Tech Chick Tips
Notes de l'éditeur
Think pair share -- make some predictions -- what might happen? Base it on your own work with kids, what might their patterns of interaction look like?