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Any app that supports uploading to Google Drive as an export option can then be turned in as a completed assignment. A few of these apps include, but are not limited to: Explain Everything iMovie (send to camera roll first & then upload to Google Drive) Book Creator Creative Book Builder Notability

Multiple file types can be selected and uploaded as assignments. This means that teachers can create templates and curate resources to guide student creation. ePub (Book Creator & Creative Book Builder) PDF (Notability & Book Creator) XPL (Explain Everything Project) MOV (iMovie) MP4 (Explain Everything video export) Google Document

As teachers we understandably believe that it is the ‘teaching’ that causes learning. But this is too egocentric a formulation. As I said in my previous post, the learner’s attempts to learn causes all learning.

From this viewpoint, the teacher is merely one resource for learning, no different from a book, a peer, an experience, or an experimental result.

It is the learner who decides to try to learn (or not) from what happens.

As a teacher, your "self" is embedded within your teaching -- which is how it goes from a job to a craft. The learning results are yours.

it makes sense that students' self-defense mechanisms kick in when they're challenged.

Lack of apparent curiosity Apathy Refusal to take risks Decreased creativity Defeated tones Scrambles for shortcuts

exclusive focus on ability and potential can distract us from the importance of other variables important for success

focus on talent distracts us from something that is at least as important, and that is effort"

“21st century student outcomes”

are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century.

Disciplines include: English, reading or language artsWorld languagesArtsMathematicsEconomicsScienceGeographyHistoryGovernment and Civics

For example, what sort of education will it take for future Canadian graduates to reach their potential in a world where the pace of technological change is unlikely to slacken? If the next 15 years are anything like the last, during which we restructured how we work (Internet, mobile), communicate (smartphones), interact (Facebook, Twitter), shop (Amazon, eBay), listen to music (iTunes, iPods), plan trips (TripAdvisor, Expedia) and find information (Google, Yahoo), then literacy, numeracy, creativity, adaptability and entrepreneurship will be the name of the talent game.

why grit is a better predictor of success than SAT scores.

All of which flies in the face of the kinder, gentler philosophy that has dominated American education over the past few decades. The conventional wisdom holds that teachers are supposed to tease knowledge out of students, rather than pound it into their heads. Projects and collaborative learning are applauded; traditional methods like lecturing and memorization—derided as "drill and kill"—are frowned upon, dismissed as a surefire way to suck young minds dry of creativity and motivation. But the conventional wisdom is wrong

most highly effective teachers

A key concept that we employed is that it’s about using a handful of apps to do a variety of projects effectively and creatively. This is the “One Screen Model”

The central tenet of using iPads is App Fluency: “The ultimate goal of fluency challenges is to be able to move information from app to app and from device

“Using two or more applications or web tools in conjunction with one another to create a final product or experience that would not be possible with using a single tool

Briefly, Education 1.0, 2.0. and 3.0 is explained as: Education 1.0 can be likened to Web 1.0 where there is a one-way dissemination of knowledge from teacher to student.  It is a type of essentialist, behaviorist education based on the three Rs – receiving by listening to the teacher; responding by taking notes, studying text, and doing worksheets; and regurgitating by taking standardized tests which in reality is all students taking the same test. Learners are seen as receptacles of that knowledge and as receptacles, they have no unique characteristics.  All are viewed as the same.  It is a standardized/one-size-fits-all education. Similar to Web 2.0, Education 2.0 includes more interaction between the teacher and student; student to student; and student to content/expert.  Education 2.0, like Web 2.0, permits interactivity between the content and users, and between users themselves.  Education 2.0 has progressive roots where the human element is important to learning.  The teacher-to-student and student-to-student relationships are considered as part of the learning process.  It focuses on the three Cs – communicating, contributing, and collaborating. Education 3.0 is based on the belief that content is freely and readily available as is characteristic of Web 3.0. It is self-directed, interest-based learning where problem-solving, innovation and creativity drive education. Education 3.0 is also about the three Cs but a different set – connectors, creators, constructivists.  These are qualitatively different than the three Cs of Education 2.0.  Now they are nouns which translates into the art of being a self-directed learner rather than doing learning as facilitated by the educator. Education 3.0: Altering Round Peg in Round Hole Education

In web 1.0, users are viewed as mere receivers and consumers of content. Knowledge is centralized and expert-based and hence the use of taxonomies and directories to organize and store it. In the same vein, education 1.0 is also based on a notion of one way communication where teachers are the sages on the stage and students are pails to be filled with facts to be regurgitated and spewed back in standardized tests.

In web 2.0 things are a bit different. Users are empowered with tools that permit them more  interaction and participation in knowledge building. Web tools such as blogs, wikis, and social media websites have decentralized knowledge and enhanced collaboration and communication. Web 2.0 foregrounded concepts of collective intelligence, distributed-expertise, and wisdom of the mob. Similarly, in education 2.0 learning is student-centred and involves continuous interaction between learners and their teachers and also with the content being studied. Collaborative approaches to instruction such as PBL, game based learning, flipped learning have been adopted as  teaching modes.

education3.0 is based on the belief that content is freely and readily available as is characteristic of web 3.0. It is self-directed, interest-based learning, where problem-solving, innovation and creativity drive education. Education 3.0 is also about the three Cs: connectors, creators, and constructivists.

In 2011, game designer Jane McGonigal published Reality is Broken, where she outlined four simple rules that define a game: a goal, rules, a feedback system, and voluntary participation. Both Jeopardy and The History of Biology fit this definition, but clearly there is a difference between games that teach the recall of facts and those that teach higher-order thinking skills.

esame Workshop, published a paper in 2011 called “Games for a Digital Age.” They distinguish between short-form games, “which provide tools for practice and focused concepts,” and long-form games, “which are focused on higher order thinking skills.” This is a useful first distinction teachers can use when evaluating games for use in the classroom.

A theme that comes up with teachers who use long-form video games is teaching empathy. “When I first started teaching natural disasters in Grade 7, there were case studies in the textbook, or videos,” says Mike Farley, a high-school teacher at the University of Toronto Schools (UTS). “When we invite students to play a simulation like Stop Disasters or Inside the Haiti Earthquake, they are more immersed; there’s more of an emotional learning.”