Welcome iPads in Chicago Public

Schools

Rob Residori, Ed Tech Department

Why iPad?Low-cost device• SY 2010-11– Internal grant

– 23 schools

– K–12, all subjects

• SY 2011-12– 35 Additional Schools

– Grades 3-8

Why iPads?

Start-Up Time

Intuitive

Transportable

Battery Life Cost Great Education Apps

Strong Community

Why iPad?

Differentiation

Assessment

Special Education

Increased Engagement & Motivation

21st Century Skills Collaboration

Differentiation

Assessment

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Special Education

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ELA CCSS Strand Standard

Writing 1.6

Speaking/Listening 1.2

Speaking/Listening 1.2

1.With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

1.Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

2.Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Kindergarten/1st Grade

ELA CCSS Strand Standard

Reading RL 2.7

Reading RI 2.5

Writing 2.6

Speaking/Listening 2.2

Language 2.4

1.Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characteristics, setting, or plot.

2.Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

3.With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

4.Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

5.Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

2nd Grade

ELA CCSS Strand Standard

Reading RI3.5

Writing W3.6

Writing W3.8

Speaking/Listening SL3.2

1.Use text features and search tools (e.g. key words, sidebars, hyperl inks) to locate information relevant to a given topic efficiently.

2.With guidance and support from adults, use technology to produce and publish writing (using keyboarding skil ls ) as well as to interact and collaborate with others.

3.Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

4.Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats , including visually, quantitatively, and orally.

3rd Grade

ELA CCSS Strand Standard

Reading RI4.7

Writing W4.6

1.Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, time l ines, animations, or interactive elements on Web pages) explain how the information contributes to an understanding of the text in which it appears.

2.Write informative/ explanatory texts to examine a topic and convey ideas and information in paragraphs and sections: include formation (e.g. headings) illustrations, and multimedia when useful in aiding comprehension with some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.

4th Grade

ELA CCSS Strand Standard

Writing W4.8

Language L4.4

Reading RI4.7

3.Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.

4.Consult reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

4.Interpret information presented visually, orally or quantitatively (e.g. in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) explain how the information contributes to an understanding of the text in which it appears.

4th Grade

ELA CCSS Strand Standard

Reading RL5.7

Writing W5.2

Writing W5.6

1.Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem).

2.Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g. headings), i l lustrations, and multimedia when useful in aiding comprehension.

3.With some guidance and support from adults, use technology including the Internet to produce and publish writing as well as to interact an collaborate with others; demonstrate sufficient command of keyboarding skil ls to type a minimum of two pages in a single setting.

5th Grade

ELA CCSS Strand Standard

Writing W5.8

Speaking/Listening SL5.5

Language L5.4

4.Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

5.Include multimedia components (e.g., graphics, sound) and visual display in presentations when appropriate to enhance the development of main ideas or themes.

6.Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases

5th Grade

ELA CCSS Strand Standard

Reading RI.6.7

Reading RI.6-8.7

Reading Science/TechRST 6-8.9

1.Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

2.Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

2.Compare and contrast the information gained from experiments, simulations, videos, or multimedia sources with that gained from reading a text on the same topic.

6th Grade

ELA CCSS Strand Standard

Writing W.6.2

Writing W6.6

Writing W6.8

4.Write informative/ explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g. headings) graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.

5.Use technology including the Internet , to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

6.Gather relevant information from multiple print and digital sources, using search terms effectively ; assess the credibility an accuracy of each source; an quote or paraphrase the date and conclusions of others while avoiding plagiarism and following a standard format for citation.

6th Grade

ELA CCSS Strand Standard

Speaking/Listening SL.6.5

Language L.6.4

7.Include multimedia components (e.g. graphics, images, music, sound) and visual displays in presentations to clarify information.

8.Consult reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

6th Grade

ELA CCSS Strand Standard

Reading RI.7.7

Language L.7.4

Speaking/Listening SL.7.5

Language L7.4

1.Compare and contrast a text to an audio, video, or multimedia version of the text analyzing each medium’s portrayal of the subject (e.g. how the delivery of a speech affects the impact of the words).

2.Consult general and specialize reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

3.Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

4.Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech the ideas clarify a topic, text, or issue under study.

7th Grade

ELA CCSS Strand Standard

Writing W.7.6 5. Use technology including the Internet , to produce and publish writing and link to and cite sources as well as to interact and collaborate with others.

7th Grade

ELA CCSS Strand Standard

Reading RI.8.7

Language L.8.4

Speaking/Listening SL.8.5

Language L8.4

1.Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea.

2.Consult general and specialize reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

3.Integrate multimedia components and visual displays to clarify information, strengthen claims and evidence, and add interest.

4.Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

8th Grade

ELA CCSS Strand Standard

Writing WHST6-8.8

Writing W.8.6

Writing W.8.2

5.Gather relevant information from multiple print and digital sources, using search terms effectively ; assess the credibility an accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

6.Use technology including the Internet , to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

7.Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories, include formatting (e.g. headings) graphics (e.g. charts and tables) , and multimedia when useful, aiding in comprehension.

8th Grade

ELA CCSS Strand Standard

Writing W.9-10.2

Reading RI.9-10.7

Writing 9-10.6

1.Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g. headings), graphics (e.g. charts and tables) and multimedia when useful aiding comprehension.

2.Analyze various accounts of a subject told in different mediums (e.g. a person’s life story in both print and multimedia), determining which entails are emphasized in each account.

3.Use technology, including the Internet , to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

9th & 10th Grade

ELA CCSS Strand

Standard

WritingW.9-10.8

Speaking/Listening SL9-10.2

SL9-10.5

Reading RH9-10.7

4.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively ; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

5.Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

6.Make strategic use of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

6.Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print and digital texts.

9th & 10th Grade

ELA CCSS Strand

Standard

WritingW.11-12.6

ReadingRI.11-12.7

Speaking/ListeningSL11-12.2

1.Use technology, including the Internet , to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

2. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.

3.Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

11th & 12th Grade

ELA CCSS Strand

Standard

WritingW.11-12.8

WritingW.11-12.2

4.Gather relevant information from multiple authoritative print and digital sources, use advance searches effectively ; assess strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.

5.Write informative/ explanatory texts to examine and convey complex ideas, concepts and information clearly an accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information so that each element builds on that which proceeds it to create a unified whole; include formatting (e.g. headings) graphics (e.g. charts and tables), and multimedia when useful for aiding in comprehension.

11th & 12th Grade

mytechmatrix.com

At the Entry level, typically the teacher uses technology to deliver curriculum content to students. Entry level activities may include listening to or watching content delivered through technology or working on activities designed to build fluency with basic facts or skills, such as drill-and-practice exercises. In a lesson that includes technology use at the Entry level, the students may not have direct access to the technology. Decisions about how and when to use technology tools as well as which tools to use are made by the teacher.

ENTRY

At the Entry level, typically the teacher uses technology to deliver curriculum content to students. Entry level activities may include listening to or watching content delivered through technology or working on activities designed to build fluency with basic facts or skills, such as drill-and-practice exercises. In a lesson that includes technology use at the Entry level, the students may not have direct access to the technology. Decisions about how and when to use technology tools as well as which tools to use are made by the teacher.

ENTRY

At the Adoption level, technology tools are used in conventional ways. The teacher makes decisions about which technology tool to use and when and how to use it. Students exposure to individual technology tools may be limited to single types of tasks that involve a procedural understanding.

ADOPTION

At the Adoption level, technology tools are used in conventional ways. The teacher makes decisions about which technology tool to use and when and how to use it. Students exposure to individual technology tools may be limited to single types of tasks that involve a procedural understanding.

ADOPTION

At the Adaptation level, the teacher incorporates technology tools as an integral part of the lesson. While the teacher makes most decisions about technology use, the teacher guides the students in the independent use of technology tools. Students have a greater familiarity with the use of technology tools and have a more conceptual understanding of the tools than students at the Adoption level. They are able to work without direct procedural instruction from the teacher and begin to explore different ways of using the technology tools.

ADAPTATION

At the Adaptation level, the teacher incorporates technology tools as an integral part of the lesson. While the teacher makes most decisions about technology use, the teacher guides the students in the independent use of technology tools. Students have a greater familiarity with the use of technology tools and have a more conceptual understanding of the tools than students at the Adoption level. They are able to work without direct procedural instruction from the teacher and begin to explore different ways of using the technology tools.

ADAPTATION

At the Infusion level, a range of different technology tools are integrated flexibly and seamlessly into the classroom. Technology is available in sufficient quantities to meet the needs of all students. Students are able to make informed decisions about when and how to use different tools. The instructional focus is on student learning and not on the technology tools themselves. For this reason, Infusion level work typically occurs after teachers and students have experience with a particular technology tool. The teacher guides students to make decisions about when and how to use technology.

INFUSION

At the Infusion level, a range of different technology tools are integrated flexibly and seamlessly into the classroom. Technology is available in sufficient quantities to meet the needs of all students. Students are able to make informed decisions about when and how to use different tools. The instructional focus is on student learning and not on the technology tools themselves. For this reason, Infusion level work typically occurs after teachers and students have experience with a particular technology tool. The teacher guides students to make decisions about when and how to use technology.

INFUSION

At the Transformation level, students use technology tools flexibly to achieve specific learning outcomes. The students have a conceptual understanding of the tools coupled with extensive practical knowledge about their use. Students apply that understanding and knowledge, and students may extend the use of technology tools. They are encouraged to use technology tools in unconventional ways and are self-directed in combining the use of various tools. The teacher serves as a guide, mentor, and model in the use of technology. At this level, technology tools are often used to facilitate higher order learning activities that would not otherwise have been possible, or would have been difficult to accomplish without the use of technology.

TRANSFORMATION

At the Transformation level, students use technology tools flexibly to achieve specific learning outcomes. The students have a conceptual understanding of the tools coupled with extensive practical knowledge about their use. Students apply that understanding and knowledge, and students may extend the use of technology tools. They are encouraged to use technology tools in unconventional ways and are self-directed in combining the use of various tools. The teacher serves as a guide, mentor, and model in the use of technology. At this level, technology tools are often used to facilitate higher order learning activities that would not otherwise have been possible, or would have been difficult to accomplish without the use of technology.

TRANSFORMATION

High

Mid

Low

Ownership of Learning

Teacher

Student

High

Mid

Low

Technology Tools

Conventionality

Complexity

High

Mid

Low

Understandings

Procedural

Conceptual

High

Mid

Low

Instructional Focus

Tools

Content

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Ongoing PD with AppleCiNC

Tech SummitICE-CAP

http://tinyurl.com/CPSIPADCINCrjresidori@cps.edu