How about an "Appy Hour"!

I have seen the idea of hosting an digital literacy "Appy Hour" as a way to promote technology with teachers and students.  There are many ways to set it up, but this one stood out because the "experts" teaching teachers were students.  In this New York classroom, a 2nd grade student prepared to help teachers learn to use two apps (Storykit and MegaDraw) by creating a illustrated story with audio to share with teachers.  Then, the student walked participating teachers through the apps while they created their own.  She was available to answer questions while teachers practiced with the apps.  The article suggested the following steps for creating an "Appy Hour":

Host your own “Appy Hour” event at your school today by:

• Choosing a grade level and a few apps
• Finding a student expert and enlisting his or her help
• Keeping your event short and sweet (1 hour)
• Adding light refreshments as an incentive
• Working with your principal to grant professional development certificates
• Following up with participants to support their implementation
• Encouraging them to share their success stories with colleagues

I can imagine that the idea could be expanded so that 3 or 4 student "experts" were recruited and teachers rotated through the stations to learn about app use in the classrooms.  If each teacher in our Technology course chose a student to pair up with to share ideas it would be a great culminating event to share what has been learned with other staff members.  In many ways, our Thursday meetings have been "Appy Hours" :)  Bringing in students and sharing with others just adds another layer! 

Technology in Action - Live on Location!

What's the best way to know if an app might work for you?  USE IT! It can be time consuming to try and figure out all the bugs in an app and consider how it might be best used in a classroom, but the longer I sit and deliberate about an app - the less likely I am to use it.  This month I jumped right in with both feet to use several apps I hadn't used before and it was worth it!  Seemless? No. Smooth? No. But I learned a lot and I think the teachers and students I jumped with did too.  Here's what I learned...

Observation and Participation #1 with App - Shadow Puppet

I used this app with Mrs. J in her ELL classroom.  She had already worked with students so they had completed an animal report.  The report was divided into topics such as description, habitat, foods, and other interesting facts.  We then used the Shadow Puppet app to help each student find a picture of two to go with each of their topics.  They arranged them into the App so they were like a mini slideshow.  The app then allows student to record their voice and plan for pictures to change to match the recording. Here's an example...

I learned how to use this app right along with Nicolas.  At first we couldn't find the flickr photos to use, but found we needed to scroll down and choose the option.  Then, it took a while to figure out we had to hold our finger on an image in our slideshow in order to "move" it to another location or delete it.  I think recording a child's voice reading or describing a project is the best part of this app, but it too had it's  quirks.  First, children must swipe the pages one their own.  You can pause the recording every so often and then swipe, but he just kept on reading so I swiped for him when the topic changed.  Also, if you fail to have the recording option on until the very end of the slideshow - the slides without a recording will not appear.  The recording is all or nothing - if a child (or adult!) messes up?  You have to delete the recording and start again from the beginning.  This is one part I wish could be changed.  It would be nice if there was a separate recording track for each slide.  This would enable a child to record and listen to their voice before moving on to the next slide. Overall, though, this app is great.  There are so many possibilities!  Mrs. J uploaded them in each child's journal on SeeSaw so it is part of their running record of literacy.

Observation and Participation #2 with Web-based App - Kahootz

I observed Mrs. McD's 5th grade class review earth science facts for the upcoming NeSA test.  The kids loved it.  When she said they would be "playing" Kahoot they nearly cheered.  The questions and multiple choice answers were part of a review she borrowed from another teacher in the building, but teacher can create their own  or search the 100s on the Kahoot data base.  I think the kids are motivated by the music and ticking clock, but I can also see where it might cause some anxiety and random guessing.  The teacher's interface lets her know how the class is doing on each question so she knew when to stop and explain or when to go on. It also ranks students according to speed and accuracy.  That feature has its uses, but it can be turned off. This "quizzing" app led to trying another...

Observation and Participation #3 with Apps Socarative and EduCreation

Carli and I went to Mrs. L's 4th grade math class to help students use these two apps to review for the NeSA testing.  The Socrative app allows teachers to make quizzes with T/F, multiple choice, or short answer questions.  Mrs. L had pairs of students write one of each type of question for a chapter in their math book.  While she had them come 2 at a time to laptops to enter questions into a class quiz, Carli and I had pulled other pairs aside and had them use EduCreations to record themselves explaining how to work a problem while they wrote on the ipad screen whiteboard.   Explaining how to do a math problem verbally proved to be be more difficult than students (or teachers!) expected.  There were only two ipads available so students took turns, but I can imagine in a classroom with one-to-one ipads that students might be asked to do this frequently so a teacher could see and hear a student's thinking.  Here's the EduCreation video from my groups:  Watch Here


Class Use #4  with Socrative and Quicktime Screencast

I also created a Socrative item to use with undergraduates.  I had prepared a powerpoint on RTI and used Socrative to ask a few questions to see what they already knew - saved so much time!  They could see one anothers answers so learned as much from one another as they did me.  It also kept everyone involved - I am going to think of other ways to use it.  The part I didn't like was that when I clicked"show answers" for the class, if there were any late answers coming then all the answers were hidden again.  Once I figured out what was happening I just waited for all answers first, but it wasn't a quiz so I kind of wanted the answers to post on the screen as they were typed.  I think if I use the "quick questions" option rather than writing a quiz in advance it would help. I would like to prepare all quizzes for summer session in Socrative - I like the immediate feedback of results as an instructor.  The questions can also be randomly ordered as students take it.

After learning about "flipped classrooms" HERE and HERE I tried to think of some aspect of the course I am going to teach this summer that might be "cut" from lecture and turned into a screencast.  I decided that the 15 - 20 minutes is takes to show undergrads a couple of websites they might use to support them as reading/language arts teachers could be flipped.  Many times, the students are shown these websites before they have a real need to use them - so they are quickly forgotten.  If the screencast is available, then they can access the info when the need it! I already posted my AR Bookfinder tutorial and you see I did not end up using the resources suggested in the second link above.  Quicktime was easy.  I watched a YouTube video on how to do it.  I kept trying EduCanon because it seemed more professional and fun, but it kept crashing?  I am going to give it another try, but it was not cooperating the day I did it.  I'd like to use it to add pauses to teaching videos of exemplary lessons so pre-service teachers note strategy use, prompts and cognitive moves my master teachers in a lesson.

My first screencast!

I did it!  I made a screencast.  Whew!  I made this video about how to use the AR Bookfinder website to choose books at a child's independent or instructional level or to "level" a personal library of books for classroom use.  I will share this video with pre-service teachers in my undergraduate class as a resource.  In the past, it takes about 10 -15 minutes to go through the site in class.  Now I can "flip" it and have the video to share as a resource for students when they need it rather than adding it to the class lecture.  

I will admit - it took much longer than I thought to figure this out but now that I have done one it will be easier next time around.  I used Quicktime - screen recording option - to make my video.  Then I uploaded it to YouTube and used the YouTube "annotations" to add a few notes.  My next project is to use the EduCanon website to add questions and reflections to a couple of videos on YouTube that demonstrate guided reading - for use with pre-service teachers in undergraduate classes. 

Great Multi-ethnic Literature Picture books for Older Students (3rd-5th)

This week I had the opportunity to read nearly two dozen books for my multi-ethnic literature course.  Here are two that I just loved.  These books have been around a while but were new to me:

Title: ENCOUNTER                                                  

Author: Jane Yolan

Illustrator: David Shannon

Publisher: Harcourt Brace & Company

Copyright: 1992

Genre: Historical Fiction

Ethnic Representation: Taino (Native tribe of San Salvador)

Summary:  Encounter is the story of Christopher Columbus landing on the island of San Salvador from the perspective of a native Taino child whose home is on the island.  It begins with the young boy awakening from a bad dream about three great-winged birds with teeth only to find three great-sailed canoes arriving to the island he calls home.  These are the ships of Christopher Columbus and his crew. Considering his dream a warning, the boy tries to alert the chiefs not to welcome these men. He is unsuccessful in his attempt, however, and the story continues by offering examples of how he is alternately intrigued and then scared of these strangers.  In the end, the boy has become an old man whose dreams, culture and soul have been stolen by the strangers and he is still offering a warning to others.

Critique: This book would be a terrific companion to textbooks and/or social studies curriculum that omit the voice of the people most affected by Columbus’s arrival.  I appreciated Yolan’s author’s note in the back of the book that gives us the historical details she found in her research.  I thought one of the book’s strengths was its use of dreams and imagery to portray the crew both metaphorically and visually as evil.  The illustrations include details that are historically accurate, but add deeper meaning to the text in portrayal of the conflicting emotions the boy has about the strangers.  They are rich in feeling and emotion - good and evil are evident.  There is no hint of sympathy for Columbus in this story - it would be a great opportunity for students to consider point of view when learning about historical events.

Title:  THE CIRLCE UNBROKEN                

Author:  Margot Theis Raven

Illustrator: E.B. Lewis

Publisher: Melanie Kroupa Books

Copyright: 2004

Genre: Realistic fiction and Historical fiction

Ethnic Representation: African American (Gullah)

Summary: A young girl settles into her grandmother’s arms to learn the art of sweetgrass basket weaving and as she learns the craft, her grandmother tells her the story of her ancestors.  As they weave, the young girl learns about the generations of her family who also weaved by listening to stories of her ancestors from villages in Africa, to slavery in a new land, through wars and finally to the “sacred place” the little girl and her grandmother share. This story celebrates generations of of the craft with pride. 

Critique: This book was one of my favorites.  The language is full of love and almost poetic like a song.  There are places of rhythm and rhyme in the text as grandmother’s voice both tells the story of ancestors and speaks to her granddaughter. The illustrations are beautiful watercolors that show both joy and love of family and the sadness of slavery and war.  They complement the text by showing the changes in setting, but the continuation of culture through the weaving. The basket weaving becomes a metaphor for the knot that ties this family together. It is both a vessel that holds the past and the future.  It is a tribute to the treasured ethnicity of this family and inspires us to consider the traditions that have sustained time and change in all cultures and families.  Lovely book!

More Technology in the Classroom

I had the opportunity to observe technology in use in an ELL classroom recently and came away with a new appreciation for the ways that technology can engage a student in learning.  It lets students share new knowledge, learn from others and connect their learning in school to their home through "sharing" it with parents.  I helped a student choose pictures to accompany his report on cheetahs.  We used the Shadow Puppet app to organize these pictures (collected by searching with in-app resources and by taking photos of his artwork) and then record his voice reading the report over the slideshow.  Later, his teacher dropped his new creation into his Seesaw Journal.  Seesaw is a terrific app for saving examples of student work over time.  There is a learning curve with any new app, but now that I "get it" the options seem endless!

Punxsutawney Phil and Crumbs of Discovery

Earlier this month, good ole' Punxsutawney Phil said we will have six more weeks of winter and I, for one, am okay with that.  The longer winter hangs around, the easier it is to stay inside and read, do homework, grade papers and waste precious time trying new apps on the ipad!  This past week brought each of these activities in abundance, but not all to good ends.  I think one of the biggest obstacles I have had as a learner this week was staying focused.  One article leads to another, trying two apps leads to four, and the next thing I know I've spent two hours wandering when I should have spent 20 minutes targeting. 

This week I read "Preparing Students for the 21st Century: How can teachers incorporate new literacies into elementary classrooms?" (found here) and decided that perhaps I need to read more about preparing myself for new literacies.  This article was full of exciting ways teachers can connect their students to the internet not just to simply locate and consume information, but to connect to the world and create! I found the article inspiring.  So inspiring, in fact, that I wandered another hour. There is nothing really wrong with wandering, we can find some terrific inspirations this way, but I can also see why some teachers try an app or two and then go back into their cozy classroom of textbooks and whiteboards.  Like Punxsutawney Phil, we see the shadow of our tiny classroom in comparison to the blinding sunlight of the digital world and head for our hole; it's safe, it's known and we don't get lost in the wandering.

So I wonder: How do I use the internet wisely?  How do I use it to save time instead of lose track of time? How do I learn from the ways I do my own reading and searching online so I can help my students be more efficient?  More than once I've finished wandering and wondered, "Why did I sit down at the computer in the first place?"  These are "new literacies". I am making the decision to continue to venture out and wander, but I have to find a way to leave a bread crumb trail so I remember where I have been. This I way I can return to the good stuff! 

As promised, here are my crumbs this week:

Tech: My favorite website this week was recommended by a colleague in my Ed.Tech course. Sara R. recommended http://www.commonlit.org/ .  This website has  poems, short stories, news articles and primary source documents that are are collected around themes like America, Prejudice and Discrimination, and Resilience ( just to name a few).  Once a theme is selected you can choose one of two discussion questions (i.e. How does prejudice emerge? or What are the effects of prejudice?) and the texts associated with the chosen theme and question are sorted by level (grades 4-5; grades 6-7; grades 8-9) for you to see.  This could be a terrific way to add text sets to required basal readings and/or to inspire deep and meaningful discourse in the classroom.  These texts lend themselves to close reading and annotated notes as well - so many ways to use them! While this site initially seems to be one to "consume", it doesn't take long for creative juices to flow.  How could I collect my own favorite texts in this way? How could they lead to group projects or community activism?  How might students go on to find other texts/videos/images to wrap into the theme?  Endless possibilities.

Talk:  My "talk" each week will focus on what I am learning about educational research. I am new to the "talk" of researchers and this week in my "Qualitative Approaches to Research" class we focused on the philosophical foundations and epistemologies associated with qualitative research. This is all new to me. In true Vygotsky terms - it might be just out of my "zone of proximal development", but  I will get there.  I have more questions than answers, but it is my hope to address these questions throughout the semester as I read and learn more about the roles of a researcher.  Questions so far:

• What is my worldview? What do I believe to be the nature of "reality" and how the world works? Am I a realist?  Or a nominalist? What is the difference?
• What is my epistemology?  In other words, what are my beliefs about knowledge?  What is knowledge?  What is "truth"? And what will lead me to "knowing" more?  Is knowledge always there or do we construct it? 
• What is my goal in research?  To understand the world? To change the world? 
• Where do I want to situate myself as a researcher?  Am I an observer? A participant? Am I finding facts or stories? 

Texts: This week I read January's Sparrow by Patricia Polacco.  It is a story of slavery, the underground railroad and the realities of life for young girl, Sadie, and her family when they courageously attempt to escape to the north for freedom.  If you are already a fan of Patricia Polacco your love for her storytelling will only increase.  Like Pink and Say this story is based on the real-life story of a family.  Her ability to weave storytelling through both text and illustrations is a true gift. Given the topic, I would recommend it for 4th grade and up.  I read it with adults and we had rich discussions on single pages, illustrations and themes.  The possibilities are endless.  Don't miss this book! 

Here's the other gem of a book I was introduced to this week: The Arrival  by Shaun Tan. This is a wordless picture book that brings one man's immigration story to life in illustrations.  Teachers of upper elementary or middle school English Language Learners with immigration experiences of their own might also appreciate "Reading between the Pictures": Immigrant Students' Interpretations of The Arrival in NCTE Language Arts (2011), Vol.88 No.3.  Link to the New York Times review HERE

Tech, Talk and Texts

My course list this semester is like a three course meal.  My appetizer is a course that will study the use of educational technology in the elementary language arts classroom.  I am not a techie by nature so getting more use out of the iPad and keeping up with current trends will probably be just a "starter" for me.  (This blog is actually part of the class requirement!) The entree' is my Qualitative Methods and Design in Research course.  If I want to be a researcher, and publish more than a blog, this class will be my meat and potatoes, bread and butter, full course meal.  It is the "talk", or discourse, of researchers that I need to experience, practice and devour. Lastly, my dessert: Multi-ethnic Children's Literature for Children and Adolescents.  This delectable course will allow me a continual excuse to hang out at the public library and taste picture books and Young Adult novels like an assorted box of chocolates. 

Semester Goals:

I know that goals are most attainable if they are shared so here they are:

1. Tech: I hope to not only become a more confident and competent techie, but also to share at least one great website, app or new application of technology each week that might be useful in the elementary classroom.  

2. Talk:  I plan to note new research ideas, list possible research questions and keep an annotated bibliography of research I find readable and practical for teachers in the trenches.  That's one of each per week.  (because goals should also be measurable!)

3. Texts: I will summarize and review two books for children or adolescents each week.  I will also keep a "journal" of evolving thoughts and attitudes about multi-ethnic literature and it's importance in classrooms. 

The Journey Begins

The idea of a blog scares me.  I'm not sure why exactly, but I have this fear that I'll press the "publish" button and then change my mind about everything I've written.  Part of this fear must be a direct result of entering into my PhD program and realizing how much I do NOT know.  So, I begin by offering this disclaimer,

"Each blog reflects my thinking at a specific point in my educational journey. I will consider my journey a success when I find that my thinking has changed, emerged, broadened or is challenged by new learning."  

This blog will offer me a way to track my thinking and document thoughts, ideas, theories and practices that I want to consider.  I am a teacher by trade, but a learner at heart so let the learning journey begin!