Webwatch: iGameMom, Games for Learning

By Thomas DeVere Wolsey

Happy Mother’s Day to our readers and to my terrific Literacy Beat co-bloggers!

Rose

By TDWolsey

Have you spent time searching the App Store for just the right learning game only to download an app and find it was not quite what you imagined? One of my favorite new sites is iGameMom where the contributors review learning apps for mobile devices they believe are worthy for children of different ages. Finding the right learning game is easy on iGameMom. The site is well-organized with reviews grouped by age and subject area. Because this blog focuses on literacy, this post highlights that section of iGameMom. However, there are many cool apps in other subject areas to check out.

Within the literacy category, you can locate apps for developing letter recognition and related skills, spelling, reading, and language. Recently, iGameMom reviewed Expand Vocabulary with Word Art, a game that pairs humorous artwork (as you know, Literacy Beat often features topics related to visual literacy, so this app was a great find!) with vocabulary learning in a game environment.  Apps reviewed on iGameMom can also be located by the price including those that are free. If you download an app, you may want to use the link provided on the site because it helps to support the site without any cost to you for doing so.

iGameMom

iGameMom: Games for Learning

In addition, there are several resources from the web linked on iGameMom that you may find useful. A list of free apps for iPad that iGameMom recommends are grouped by topic or skill to be developed.  The literacy-related lists include vocabulary development, handwriting (yep, handwriting—still an art in our digital age!), storytelling, grammar and more.

Apps a Plenty, Apps Galore! Starting on an iPad App Adventure

I’m on the literacy faculty at the University of Colorado-Boulder.  Although I try to integrate technology into my teaching in thoughtful and creative ways, I don’t always succeed.  Typically, it’s due to lack of time, or the right hardware or software access, or the right know-how!  This month, the School of Education received a generous gift of 30 iPads to use in our Literacy Classroom.  My immediate reaction:  What a fabulous opportunity to explore how the undergraduate reading methods class and I will use this gift over the remainder of the semester.  So, in that spirit, my next few posts will focus on how it’s going, what I’m learning, and what I wish I never had to learn!

A General Web Resource on Teaching with iPads

Way back when (yes, all the way back to the 1990’s), I used to consult Kathy Schrock’s website when I had a technology question.  I was delighted to find that she has a special website dedicated to all things iPad related!  Whether you’re a beginner or novice user of iPads, there are things to learn from Kathy and the many educators who contribute resources and teaching strategies to this site.

http://www.ipads4teaching.net/

screenshot of Kathy Schrock's website on teaching with iPads

iPad Posts from Dana Grisham

And, for those of you working with young children, visit the recent posts from Dana Grisham about developing emergent literacy with iPad apps.

  • Recommended pre-school apps for literacy learning

https://literacybeat.com/2014/02/27/recommended-preschool-apps-for-literacy-learning/

  •  Goodnight, iPad!

https://literacybeat.com/2013/09/18/goodnight-ipad/

Essential Apps for our CU- Boulder Literacy Classroom

As soon as we got word that we were going to be receiving the iPads, I immediately began to think about “essential apps”.  Our budget was limited, so I knew I needed to be strategic in what we purchased (in a later post I’ll focus on free apps).

#1:  A Drawing App

To begin, I knew I wanted a drawing program to support multimodal composition. I knew that we would be able to use it for responding to literature with color, drawing, photos, and images remixes, as well as creating illustrations for the students’ original picture books and trying out the  ‘sketch to stretch’ reading comprehension strategy. I also wanted the drawing program to be one that could be used in elementary schools, since my goal was that the CU future teachers would first compose with the drawing tool themselves, and then apply it to teaching children.  After reviewing multiple programs and getting advice from teachers in our masters’ program, I selected Drawing Pad ($1.99).   It’s simple and intuitive, yet allows you to create some pretty amazing images fairly quickly!

Drawing Pad ($1.99)

https://itunes.apple.com/us/app/drawing-pad/id358207332?mt=8

Drawing Pad App logo

screenshot of Drawing Pad tools

#2:  A Book Creator App

My  second priority was to purchase Book Creator, another composing App that packs a lot of communication potential into a simple, yet powerful tool.   I knew my good friend and colleague, Debby Rowe from Vanderbilt University, was successfully using Book Creator with pre-school and kindergarten children.  Further, some Colorado elementary school teachers in our masters program tried it out in their classrooms last semester and gave it a favorable rating.  Based on these positive reviews and my own experimentation with a free version, I decided that Book Creator would be a good match for our needs.   It was more expensive — $4.99 – but it seemed worth it not to experience glitches that sometimes occur with a free version.

Book Creator ($4.99)

https://itunes.apple.com/us/app/book-creator-for-ipad/id442378070?mt=8

Book Creator logo

screen shot of Book Creator composing tool

Taking That First Step

So, with 30 iPads and two essential Apps, I am ready to begin the adventure of Ipad and App integration into my reading methods course.  I’ll let you know how it’s going next month.  I should warn you that I am a PC person.  I love my Apple smart phone, but am not nearly as fluent working on a MAC or an IPad as I am on a PC.  So, the learning curve will be steep and I’m feeling some anxiety about the process.  Ready, set, go!

If you have advice, suggested Apps, please post a response.  I thank you in advance,  Bridget.

Expanding the Scope of Digital Writing with iBooks Author

A New Post by Jill Castek

Tools for digital publishing are becoming much more sophisticated. With iBooks Author, it’s now easier than ever to create interactive and visually appealing iBooks for iPad. The Apple-provided templates feature a variety of page layouts. You can add your own text and images using drag-and-drop. Interactive photo galleries, movies, Keynote presentations, 3D objects, and more can also be embedded. Completed books can be submitted iBookstore in a few simple steps. And before you know it, your students can be published authors.

Many teachers are now using the iBooks Author app to create iBooks. Some have used the ePub export option using Apple’s word processing program Pages to create PDFs that can be stored and accessed on iPads (using Kindle Reader for iPad).

Andrea Santilli and her seventh graders at Woodlawn Beach Middle School created a 133 page iBook entitled Creatures, Plants and More: A Kids Guide to Northwest Florida, that includes numerous images of creatures and plants. This book is an interactive field guide of Northwest Florida. The stories and photos are now a published collection that has become top seller in Apple’s iBookstore. For those interested in visiting Florida, or just reading about it, this book will bring you in contact with fascinating interactive photo galleries and videos along with detailed narrative descriptions.

Creatures, Plants, and More:   A Kid's Guide to Northwest Florida

Creatures, Plants, and More: A Kid’s Guide to Northwest Florida

Mr. Smith’s 5th graders created  Two Kids and a Desert Town. These special education students were greatly motivated to write for an authentic audience. The project integrated technology, provided opportunities for collaboration, and gave students the chance to reflect on their learning process. Having published this book, and knowing that individuals all over the world have downloaded it and read it, these students will forever see themselves as writers!

Two Kids and a Desert Town

Two Kids and a Desert Town

After the success of Desert Town, Mr. Smith’s students created a second iBook entitled 5th Grade: Reflections on our Year. This book showcases the growth made by each student across the year.  Reflecting on their progress has encouraged them to see themselves as readers and writers.

5th Grade:  Reflections on our Year

5th Grade: Reflections on our Year

Other creative teachers, such as Chris Schillig, and his students created spin-offs works including It Was A Dark and Stormy Classroom. This book is made up of more than 40 of their collaborations and solo stories — an anthology of crime, murder and clues that proves detective fiction is alive and well in the 21st century.

It Was a Dark and Stormy Classroom

It Was a Dark and Stormy Classroom

Mr. Schillig’s AP English class tried their hands at modernizing The Canterbury Tales and created Canterbury Remixed. As you peruse this book, you can see how engaging this tools in iBooks can really be!

Canterbury Remixed

Canterbury Remixed

If you’re interested in learning the specifics of iBooks Author and are attending the International Reading Association conference in San Antonio (April 19 – April 22), check out Genya Devoe’s session entitled Using iBooks Author to Bring Content To Life with Your Students. The session will include an introduction to iBooks Author and an extensive step-by-step presentation in how participants can use iBooks Author to meet the differentiate needs of students and engage students in literacy in a new, exciting way. This session will take place Sunday April 21st from 9am – 10am in the Grand Hyatt Lone Star Ballroom E.

IRA 2013

IRA 2013

If you’ve used iBook author and have a book or experiences to share, please leave a comment. It would be great to hear from you!

Insights From A Service Learning Project: Creating Digital Projects with iPads to Encourage Safe Driving

A new post by Jill Castek

Melanie Swandby, a 7th grade teacher at Lighthouse Community Charter School in Oakland, CA was conducting a service learning project geared toward promoting safe driving habits.  Melanie was happy to explore digital content creation with her students, extending her original vision for the project with the goal of producing clear and coherent writing in which the development, organization, and style were appropriate to task, purpose, and audience (CCSS Initiative, 2010). She invited Heather Cotanch and I to explore the use of iPads to create digital products that would resonate with teens and the wider community. We were excited to witness the content creation process which included elements of collaboration, experimentation, and flexible grouping to support peer facilited tech-help.

Why Digital Content Creation?

Digital tools are transforming what it means to be literate in today’s world. In the past, it may have been that decoding words on a page was enough to consider a student literate. Today, we live in a world with ever increasing importance on digital tools and technologies as a means of accessing and sharing ideas.  Students need to become facile with the full range of communicative tools, modes (oral and written), and media. Having the ability to comprehend, critically respond to, and collaboratively compose multimodal texts will play a central role in our students’ success in a digital information age (Partnership for 21st Century Skills, 2007; IRA, 2009).

Setting the Context for Digital Content Creation

Melanie’s class  worked to actively create projects that resonated with their intended audience without needing elaborate direction with the use of iPad apps. First, we provided a basic overview of the affordances of three digital composition apps (ShowMe www.showme.com, VoiceThread www.voicethread.com, and iMovie for the iPad www.apple.com/ipad/from-the-app-store/apps-by-apple/imovie.html – these three content creation apps were chosen because they allow users to integrate still images, include a drawing tool, and have the capacity to include voice and sound effects).  Then, we shared an example product from each app and students were off and running. They soon discovered many features of the apps themselves as they worked.  This new knowledge was distributed throughout the classroom as peer support and flexible grouping was implemented.

Students completed digital products can be viewed from their student-created website Hitting The Road Safe http://hittingtheroadsafe.webs.com and at Safe Driving VoiceThreads https://sites.google.com/site/swandby/safe-driving-voicethreads and also ShowMe http://www.showme.com under the username jill.castek@gmail.com and password safedriving.

iMovie. While using iMovie, students worked in groups and took on different roles such as creators, actors, and editors. Collaboration came in many forms, for example, some students did not want to appear on camera, but were willing to write a script and film a partner.

 Other groups took turns incorporating found pictures and discussing sequencing to communicate a strong, clear message. Because of the ease of use and multiple options within the iMovie app, the editing process can become never ending.  To support a more skilled use of the app, we pointed students toward a YouTube editing tutorial. Students who found themselves with extra time added captions or experimented with the background music offered within the tool. These “extras” gave the movies a professional feel while extending the students’ knowledge of the technology and supportive the processes of reflection and revision.  While the iMovie app proved easy for students to navigate, explore, and edit, teachers would be well advised to guide students through ample planning of their project during their first few interactions with this tool.

ShowMe.  Possibly the greatest successes were achieved with students use of the ShowMe app. Like iMovie, it produces a video, but its affordances allowed students to deliver the most complete, succinct messages of all three tools (student work is available at showme.com under the username jill.castek@gmail.com and password safedriving). During the showcase at the end of the project, the student audience commented on the ability for students to appropriate humor about a serious topic to be showcased. This was achieved through the use of voice, drawing, and integration of selected images. This app has limitations in the amount of media that can be uploaded and may have prompted the students to choose wisely from their options, making the message clear rather than being lost in elaborate visuals.

From the first introduction of this app, the students demonstrated an eagerness to peruse the tools and begin incorporating images, drawing and voice together rather than compiling images for a later use (a pattern we noticed with other tools). Even after several projects were lost due to glitches with the system, students simply started over learning from their mistakes, making strategic use of the drafting process, and integrating their new knowledge into final products.

VoiceThread.  This tool offered the most structured means of conveying ideas and the students took to the tool readily.  Once slides containing images were created, they could be moved around as the message was drafted and revised. Once sequenced, students could voice over the visuals to communicate their message.  Completed VoiceThreads can be viewed at https://sites.google.com/site/swandby/safe-driving-voicethreads.

Students created multiple drafts of their VoiceThread project and practiced their voiceover several times to ensure the tone and quality of the message was spot on. Unfortunately, the VoiceThread interface selectively saved some of voiceovers, which required students to re-create their projects more than once.  However, this redrafting wasn’t something students balked at and the message conveyed in each subsequent draft was more extensive, and richer in vocabulary and details.  The limits of the technology were not discouraging, but rather a valuable introduction to the process of creating technology-based multimodal products.

What Did We Learn?

Students completed projects included a logical sequence but also incorporate personal touches through the use of music, voice, sound effects, and pictures remixed and used in creative ways.  By including a specific focus on intended audience, Melanie’s students were readily able to form and frame a persuasive message. For example, students who chose parents of teen drivers as the target audience drew on experiences from their out-of-school lives and combined them with statistics from a school-based text. This resulted in charts and graphs representing percentages, an articulated message free from teenage jargon and pictures free from gore (as opposed to an increased shock value to presentations geared toward teen drivers).

Collaboration is key. Collaboration was widely fostered by encouraging students to turn to each other as resources and to help each other figure out how to accomplish their goals. For example, one group of students was using the ShowMe app and wanted include text in their presentation (there is no feature in which students can type using a keyboard). Students offered each other a workaround demonstrating the use the notepad feature and taking a screenshot to import it into the project. Other students offered another option and hand-wrote text on a piece of paper in bold marker and took a picture to import into the project.  Still others shared how to use their finger to write the message manually. As was the case here, students often knew what feature that they wanted and found innovative ways to use the app to meet their goals. These observations reinforce the idea that step-by-step instruction by a teacher is not necessary before students use new apps.  We discovered taking the time was not worthwhile and may, in fact, detracted from the collaborative and discovery nature of the work and curtail digital competence.

Time for experimentation is vital.  We recognized at the outset of the project thatstudents were eager to learn how to use the apps offered to them in the act of content creation.  While our instincts told us to model for students, it became increasing clear to us that experimentation with the apps supported student learning much more efficiently.  It became evidence that when technology is being used, a new role for the teacher is created.  She is no longer the “sage on the stage” and must be more comfortable circulating to support implementation by being the “guide on the side.”

Creativity and humor were strategically to convey ideas. As students created their projects, they infused persuasiveness through their use of creativity and humor.  Creativity extended well beyond being able to draw well.  When asked to reflect on the project, students reported being more engaged in the digital creation process, than the paper and pencil task (even though they needed to develop digital skills quickly to use the tools).  They also enjoyed viewing the projects created by other classmates (even though they were very familiar with the content contained within them).  Students created multiple digital drafts of their project (and were glad to do so).  They appeared to use the multiple drafts to improve the project iteratively.  If a student wanted to revise or rethink a portion of the digital creation, the opportunity to do this was manageable as opposed to the static poster version from which the students began. As pairs worked collaboratively, new ideas for improvement were shared amongst partners, which led to subsequent (improved) drafts. Even though students might have stumbled through the first couple of tries, they got better at it each time. Persistence was key!

Student Insights

Through the implementation of this project, we aimed to test a process by which students could create digital products (including drawings, images, and voice)  that could be shared with a school and community audience.  At the end of the project, students were asked to share what was different about digital content creation. One student remarked, “It’s more creative and more fun to play around with. It’s more exciting. You can put your voice into it and you can make it more fun.” This student aptly points out that digital projects are flexible.  If a student wants to revise a portion of the digital creation, this is manageable. In contrast, changes on a static page can be messy or difficult and offer little room for rethinking of an idea. Another student shared, “You can use funny pictures but you can still have a serious message.”  This learner points out that students could develop and incorporate their own multifaceted literacies. Although humor was never mentioned as a component of the project, students freely infused their personalities through media to reach their intended audiences on a level that demonstrated a high degree of literacy skill. A third student pointed out, “It’s a lot faster than when we usually do projects, you can write in different ways like voicing your message.”

Communicating with a Real Audience

In viewing the final projects,  the audience (made up of members of the school and community) found the addition of suspenseful music, images, and the story-lines conveyed through multiple modes generated a tangible impact that was memorable. Witnessing the audience’s reaction interaction was one way that the students owned their success. It was clear that all students felt accomplished and through the act of digital content creation, they became more skilled in the digital literacies that are a vital  part of our 21st century world.

References

Common Core State Standards Initiative. 2010. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Available at http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

International Reading Association. (2009). Integrating literacy and technology in the curriculum: A position statement.  Newark, DE: International Reading Association.

Partnership for 21st Century Skills. (2007). Learning for the 21st century. Available at http://www.21stcenturyskills.org/reports/learning.asp

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