Fall 2012

iPads in the

Classroomhttp://www.scoe.org/ipad

Sonoma County Office of Education • Technology for Learning

Activity Goals

Participants will:

✤ Match iPad tools with student learning tasks

✤ Apply rubrics to assess iPad apps

✤ Understand various pedagogies for using iPads in the classroom including: whole class, small group and 1-1

✤ Take part in sample iPad activities from the perspective of a student

✤ Obtain apps for use in the classroom

Classroom Learning Tasks

Sample Task Questions

✤ What kinds of activities prepare students for their futures?

✤ What standards do we want all students to achieve?

✤ What types of thinking do want all students to experience in the course of a school day?

✤ How can we individualize learning for each of our students?

iPad-

a tool to support our work

with students

How do the iPad tools below match with classroom learning tasks?

iPad Tool Task

Camera

Wolfram Alpha

Word Processor

Poll Everywhere

Dropbox

Task Description Options

A) tool to “check” for understanding

B) must do/may do activity repository

C) tool for producing clear and coherent writing

D) reference area

E) non linguistic tool to express understanding

Elbow Partner Discussion

✤ What points should be considered when evaluating an “app” for classroom use?

✤ What distinguishes a “good” app from a “great” app?

✤ How are iPad apps different from desktop computer program applications?

English(Language(Arts(Skills(Learning(to(Read( Reading(to(Learn(

Retelling(in(a(Logical(Sequence(

Letter(Recognition(

Sound2Symbol(

Phonemic(Awareness(

Blending(

Sight(Words(

Sentences(

Root(Words(

Prefixes(

Suffixes(

Vocabulary(

Narrative(Text((• Character(

• Plot(

• Setting(

Expository(Text((• How?(

• Why?(

• Who?(

Writing(

Speaking(

Listening(

(

iPad%Applications%Grouped%by%Grade%and%Strand%% K"3$ 4"7$ 8"12$Problem%Solving%%%%%

% % %

Reasoning%%%%%

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Structures%And%Patterns%%%%

% % %

Computation%%%%%%

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Procedures%%%%%

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Modeling%%%%%

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%Notes:%

!

EVALUATION RUBRIC FOR IPOD/IPAD APPS

DOMAIN 4 3 2 1

CurriculumConnection

Skill(s) reinforced arestrongly connected to the targeted skill or concept

Skill(s) reinforced arerelated to the targeted skill or

concept

Skill(s) reinforced areprerequisite or foundation skills for the targeted skill or concept

Skill(s) reinforced in the appare not clearly connected to the targeted skill or concept

Authenticity

Targeted skills are practiced in an authentic format/ problem-based

learning environment

Some aspects of the app are presented in an authentic

learning environment

Skills are practiced in a contrived game/simulation

format

Skills are practiced in a rote or isolated fashion (e.g.

flashcards)

FeedbackFeedback is specific and

results in improved student performance

Feedback is specific andresults in improved student performance

(may include tutorial aids)

Feedback is limited to the correctness of student

responses and may allow students to try again

Feedback is limited to the correctness of student responses

Differentiation

App offers complete flexibility to alter settings tomeet student needs

App offers more than one degree of flexibility toadjust settings to meet

student needs

App offers limited flexibility to adjust settings to meet student

needs (e.g., few levelssuch as easy, medium,

hard)

App offers no flexibility to adjust settings to meet

student needs(settings cannot be altered)

User Friendliness

Students can launch and navigate within the app

independently

Students need to have the teacher review how

to use the app

Students need to have the teacher review how to use the

app on more than one occasion

Students need constant teacher supervision in order

to use the app

Student Motivation

Students are highlymotivated to use the app and select

it as their first choice from a selection of related choices of apps

Students use the app asdirected by the teacher

Students view the app as“more schoolwork” and may be off-task when directed by

the teacher to use the app

Students avoid the use of theapp or complain when use

of the app is assigned

Reporting

Data is available electronically to the student and teacher

as a part of the app

Data is available electronically to student on a summary page and may be

screenshot to share with teacher

Data is available electronically to the student,

but is not presented on a single summary page

The app does not contain a summary page

Created by Harry Walker – Johns Hopkins University 10/18/2010 Edited, with permission, by Kathy Schrock 02/25/2011

iPad Pedagogies

Whole Class Activity with One iPad

What’s needed:

✤ one iPad, iPad “dongle,” and a data projector

Ideas:

✤ guiding students in how to use a new app

✤ good starting point for bringing an iPad into class and modeling use

✤ activities close to transitions with apps that students enjoy

Teacher Moves:

✤ enthusiasm and quick pace

✤ involving as many students as possible

iPad Pedagogies

Small GroupWhat’s Needed:

✤ 1 to 3 ratio of iPads with students

Ideas:

✤ Choose apps with challenging questions

✤ Setup productive student groups (ability to share-mix of academic abilities -mix of ELs and English Only - teamwork helps solve problems)

Teacher Moves:

✤ Encourage social skills, oral discussions and talk about thinking/justifications

✤ Move around the classroom and check for engagement

✤ Keep students “hungry” for the apps/don’t wear out popular apps with over-extended use

✤ Get whole class attention by having students gently put the iPads on the table with screen facing down

iPad Pedagogies

One to OneWhat’s Needed:

✦ one iPad for each student or time structures/groupings that allow each student to have their own iPad

Ideas:

✤ Consider tasks involving productivity tools such as word processors and multimedia tools

Teacher Moves:

✤ Move around the classroom and check for engagement

✤ Switch apps frequently when there are apps with more “rote” kinds of tasks

✤ Keep students “hungry” for the apps/don’t wear out popular apps with over-extended use

✤ Get whole class attention by having students gently put the iPads on the table with screen facing down

Activities

Safari-- in the iPad’s tool bar dock

1 to 1 Activity: Go to the the George Lucas Educational Foundation website and go to the Quiz Section-- take the “What’s Your Learning Style Quiz”.....discuss results with your table partners:

✤ Who has similar results to you?

✤ According to the quiz, how do you learn best?

✤ Is the quiz correct about you?

Activities

Number Line App-- in the “Math 4-8” Folder

✤ Small Group Activity: arrange the numbers in order from largest to smallest. What kinds of numbers were easier to place on the number line? What kinds of numbers were more difficult to place? How many levels was your team able to progress through in 2 minutes?

Activities

Inspiration App-- in the iPad’s tool bar dock

✤ Small Group Activity: use the compare and contrast tool template and consider the differences between....

Activities

Camera

✤ Small Group Activity: working as a group, find three examples of squares in the room around-- take pictures of your examples and be prepared to share them with the rest of the class.

✤ Teacher facilitates sharing of pictures from each group:

1. groups get together and share their pictures and discuss the reasoning behind the choices

2. teacher invites teams to share their picture choices and project them for the rest of the class to see with an iPad dongle and projector

Activities

Google Earth-- in the “Geography” Folder

✤ Small Group Activity: go through the Google Earth tutorial; navigate to your neighborhood. What do you notice about the picture? Can you recognize the time of day and season when the picture was taken? Can you guess the year? How frequently would you guess Google updates these pictures?