My thinking has been transformed regarding the integration of iPads into the curriculum because there are endless possibilities as it pertains to what students can learn and how teachers can enhance learning with the use of technology. I'm not sure what I thought this process would entail but let's just say that I was pleasantly surprised and challenged by the apps and activities we got to try out in this PD course. BYOD was a big hit!!! By making the participants learners first, it will enable us to plan better technology enriched lessons with our students in mind.
My favorite app that I learned about during this PD would have to be Educreations. I enjoyed creating the screencast and definitely foresee how it can be utilized effectively in a classroom.
My biggest "aha" moment was during Thing 2 and discovering the level of difficulty which creates a need for creativity in how to get the student work off the iPad. Initially, I thought it should be easy but as we experienced more features, I realized that they don't all communicate with one another and therefore teachers have to think in advance so that learning is not lost.
(Edmodo was mentioned throughout this training and proved to be beneficial to me because I attended a content conference today and one of the sessions scheduled was training on how to use Edmodo in the classroom with students. Thanks!)
Wednesday, July 30, 2014
Monday, July 28, 2014
Thing 11 Planning and Designing Your iPad Lesson...
TEKS 7.11(S) identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts.
Objective: I can identify propaganda techniques used in advertising to persuade. Students will use their knowledge of propaganda to creative a tv commercial or print ad.
Objective: I can identify propaganda techniques used in advertising to persuade. Students will use their knowledge of propaganda to creative a tv commercial or print ad.
WORK TIME
Groups will
consist of 2-3 people.
The
advertisement must attempt to sell a new and original product.
The
advertisement must be prepared as if being displayed in a newspaper or magazine.
Each group
member must participate orally in some way.
Each group
must use the propaganda technique given.
Each group
must display the product along with the advertisement.
Each group
must have one other prop to use during the commercial.
The
advertisement must include the following:
*the
product(s) name
*the cost of
the product
*where
the product can be purchased
*why
the viewer should buy the product
*what the
product does
1. Prepare a television or print advertisement promoting
one of their favorite books, using some of the strategies they have learned in
this lesson.
OR
2. Create a print
ad for Burp Cola, using elements that would grab their attention and make the
drink seem appealing. The students may apply many of the techniques used in
television commercials, minus the sound and motion. They should select a snappy
slogan, an image that makes people feel good about the product and themselves,
a word that grabs attention and ad copy that makes the product seem fun and
exciting. At the end of the activity the students must decide where they will locate
their ad—on a billboard, in a teen magazine or on a bus.
Students will use iMovie to record their commercials. (They may also use GarageBand to record the audio to go with their commercials if they use still images) Students will send their presentations to their teacher by uploading them to Edmodo for evaluation.
Evaluation Criteria (rubric):
Evaluation Criteria (rubric):
| Persuasive Details Commercial |
Excellent
You used 3 or more details that persuaded me to buy, or believe, your propaganda position. Details were tailored to the target audience. |
Good
You used 2 details to convince me to buy, or believe, your position. I'm thinking seriously about believing your position, but some details were not tailored to the target audience. |
Fair
You used 1 detail to convince me to buy, or believe, your position. I'm not quite convinced I want to spend my money or time on your position; little connection to target audience. |
Poor
You gave no details to convince me to buy, or believe, your position and it wasn't related to the target audience. |
Thing 10 Copyright, Fair Use and Creative Commons...
In reading the information concerning copyright, users must be very careful when selecting material to be included in their presentations. You must always remember to give credit where credit it due. In this case, credit is due to the author that created the work you need permission to use. Fair use allows the public limited use while still giving credit or acknowledging the original author. Creative Commons was new to me because I wasn't aware that it existed but that it also explicitly details exactly which permissions an author has given to how their works may be used by the public. Understanding this information before working with students and assigning activities will make it easier to relay/review the information they will need to successfully incorporate digital images into their presentation without violating copyright laws.
What stuck out in my mind about how the teacher introduced copyright and fair use to her students is that she didn't assume that they had any prior knowledge of the terms or what they meant. She basically started from scratch and built their background with exactly what the terms meant and then engaged them in activities that utilized the information from their new learning. I believe the lesson had a huge impact on the students because they didn't realize that prior to this lesson they may or may not have been violating copyright laws by doing simple things such as using a published beat to make a rap song. By having the students use evidence to support their answers demonstrates that they actually understood the information presented and how it functions in the real world. I think a lesson like this should be incorporated at the beginning of the year when students are taking home all those BOY documents for their parents to sign. A collaborative presentation with the Technology Specialist would be a great idea. By equipping the students prior to assigning activities, they are provided the information needed to create presentations/projects that don't violate copyright laws.
What stuck out in my mind about how the teacher introduced copyright and fair use to her students is that she didn't assume that they had any prior knowledge of the terms or what they meant. She basically started from scratch and built their background with exactly what the terms meant and then engaged them in activities that utilized the information from their new learning. I believe the lesson had a huge impact on the students because they didn't realize that prior to this lesson they may or may not have been violating copyright laws by doing simple things such as using a published beat to make a rap song. By having the students use evidence to support their answers demonstrates that they actually understood the information presented and how it functions in the real world. I think a lesson like this should be incorporated at the beginning of the year when students are taking home all those BOY documents for their parents to sign. A collaborative presentation with the Technology Specialist would be a great idea. By equipping the students prior to assigning activities, they are provided the information needed to create presentations/projects that don't violate copyright laws.
Sunday, July 27, 2014
Thing 9 Collaboration...
Skype in the Classroom:
1. This tool can be utilized in an ELA classroom by inviting authors to schedule times to speak with student writers in your classroom.
2. Another effective way to use Skype would be to connect with a classroom in another state or country and pair students together to create an online blog highlighting their respective homelands. This can be done in conjunction with a Social Studies class.
Padlet:
1. Generate ideas for a group project.
2. Forum for teachers and students to post information to be made visible to others. For example, teacher can create posts that students check regularly in order to receive information.
Students learning and engagement will be enhanced with the use of these tools because their learning will go beyond the walls of the classroom and will become a text to world experience. They will make connections and build relationships that could ultimately determine their path in life.
1. This tool can be utilized in an ELA classroom by inviting authors to schedule times to speak with student writers in your classroom.
2. Another effective way to use Skype would be to connect with a classroom in another state or country and pair students together to create an online blog highlighting their respective homelands. This can be done in conjunction with a Social Studies class.
Padlet:
1. Generate ideas for a group project.
2. Forum for teachers and students to post information to be made visible to others. For example, teacher can create posts that students check regularly in order to receive information.
Students learning and engagement will be enhanced with the use of these tools because their learning will go beyond the walls of the classroom and will become a text to world experience. They will make connections and build relationships that could ultimately determine their path in life.
Thing 8 Research and Inquiry...
Custom Google Search Engines can be utilized effectively in an ELA classroom to conduct research in persuasive writing. Teachers can take advantage of on-campus computer labs by scheduling classes blocks of time to conduct their research. Doing so will also provide teachers an opportunity to be hands-on and provide support if necessary. Using these specialized search engines eliminate unnecessary pages that aren't related to the research topic from being included in the information returned. It's very annoying to have to sift/sort through information that isn't related to my particular search so I'm excited to be introduced to Custom Google Search Engines.
Thing 7 GarageBand for iPad...
The most useful tool in GarageBand in an ELA classroom, would be the Audio Recording. Students will be able to use this feature to create several projects such as podcasts that go beyond this app. Students can use the audio recording to create voice overs for character interviews and/or book reviews. Students will also have the opportunity to share/discuss their learning which could be turned into a weekly subject series. I can appreciate the innovativeness that use of this software will bring into the classroom. We are entrusted with preparing our students to be able to compete in a global technologically savvy society and I feel this a step in the right direction.
Podcasts created by students can be hosted on a classroom website where students will have limited permissions to edit or upload information and the teacher will maintain administrative control. These podcasts can be used in various capacities depending on the subject matter recorded.
Podcasts created by students can be hosted on a classroom website where students will have limited permissions to edit or upload information and the teacher will maintain administrative control. These podcasts can be used in various capacities depending on the subject matter recorded.
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