"In a unit on Transportation, our Kindergarteners read a large picture book "On the Move!" by Donna Latham
Students got so interested into learning about different ways people around the globe got around. They were even ready to take a trip to Venice, Italy to ride in a Vaporetto.
Since our 5 & 6 year olds have gotten pretty good at using PicCollage on the iPads, their teacher Arlene Yegelwel, wanted to personalize another collaborative classroom eBook.
She took the time to find over 20 public domain images of transportation methods they had discussed in class on Wikimedia Commons and sent them in one email to each iPad.
Student's workflow fluency looked like this:
opened the PicCollage app
chose one image of the different transportation methods
decided how they could best place an image of themselves onto the picture
asked a buddy to take an image of them acting out a particular position on the iPad
edited the image by clipping the background
resized the image to make it fit the ration of the transportation image
rotated the image
saved the image
emailed the image to their teacher"
"Does anyone have any suggestions for apps, uses, or creative ideas for iPad use in the Spanish classroom? I teach 7th grade Spanish and would love to begin implementing iPads into my classroom"
"Exceptions don't contradict what I'm trying to explain here, but rather prove the point that: A tool is just a tool! I can use a hammer to build a house and I can use the same hammer on a human skull. It's not the tool, but how you use it that matters."
"I don't think you should ever miss this slide from Tom Barret. It is one of the best ones available online that provides awesome tips on how teachers can use iPad in their classrooms. "
I useScreenr in conjunction with my iPad and the app Air Sketch to record the videos. The students go to my website to view.
I know as I'm teaching, I get direct feedback from my students by looking at their faces and gauging comprehension. I, as a teacher, don't get that feedback as I'm designing and creating my videos.”
Helps kids who were absent, stay current.•Helps kids who don't get the lesson the first time in class.
Can attach Google spreadsheets or other online quizzes to check for comprehension, along with the video link sent to students
•I have a long way to go in my skill set in making the videos interesting (they, to me anyway, are really boring to watch).
I hope to continue to utilize this approach, but I'd like to find a more streamlined method. Right now I've looked mostly for lecture opportunities to "flip". The omission of these lectures in the classroom setting allows for more time to discuss literature and practice writing techniques.”
The videos are beneficial because they are easy to access and very easy to understand. The textbook we use for an AP course is college level material- it is expected that students will be able to read at that level when taking an AP course. However, many students are 'learning' how to read at that level.
The videos are refreshing and entertaining, and may allow many to increase their literacy by having that 'access' to the text that may not have been available if they were to simply trudge through the work taking bland notes.”
without the proper methods to distribute technology and video information, the flipped model is doomed to fail.
As educators, shouldn’t our ultimate goal be to help students become “learners, who can learn for themselves, by themselves.”
"The iPad is not a PC. As obvious as that sounds, if the only computer you've ever used was mainly a box on a desk, or ran a desktop operating system with a physical keyboard attached, its only natural that the ways you attempt to use a new device will be dictated by the old paradigm. Instead of just sticking with such an approach, this book looks at the different ways that the PC and iPad have been designed to work, and then detail new ways that the iPad can be used for workflows not work. "
Reading it now...it is one of my most significant failures...the "proper" or effective use of the iPad as a creative workflow device in my practice. I have to admit that I have, and perhaps to a large extent still do, view it as a cooler PC. Only just recently have I been able to envision the possibilities via app smashing. A few dollars spent to provide some smashing possibilities, but not the vehicle or the time allocated to let students experience it for themselves. Onward, we endeavor to persevere!