3. Purpose of iTeach
Help educators use
iPads in a more
versatile & creative
way
Increase
collaboration among
all Catholic schools
4. Goals of Session 2:
iPad as Organizer
Gain experience scanning,
creating, and using QR Codes
in the classroom
Set up Evernote accounts &
notebooks
Understand basic features &
functions of Evernote
Gain “tips & tricks” of iPad use
Revisit Socrative as a
Substitution & Modification
app as a formative assessment
tool
9. We are all technological
tools.
Tools available to integrate
into student learning.
10.
11.
12. Thinking Technologically
“Okay, here it is. How can I use it?”
“How can I use this tool?”
“I want to do X. What is the a tool that will
help me do it?”
Willingham, D. T. (2010). Have technology and multitasking rewired how students learn? American
Educator, 34 (2), 2328.
14. The Integration Questions
• Is there an iPad-based tool or feature (i.e.
iMovie, Garage Band, iPad Camera) that
students could use to develop or demonstrate
their level of understanding of a previously
stated objective?
15. The Integration Questions
Is there an iPad app that students could use to
demonstrate mastery of a given objective?
18. What is a QR Code?
Quick Response
2 dimensional bar code
Can be scanned by a
mobile device with a
camera & QR reader
app
Links to a website,
video, image, or text
19. Where can I find QR Codes?
• QR codes can be found in
magazines, on products, on
billboards, in stores, and
even in schools!
20. QR Code Ideas
Literacy: Link to an
online version of a
book for emerging
readers
Language: Create
codes for classroom
objects linking audio
files that pronounce
& define the word in
another language
21. QR Code Ideas
Social Studies: Have
students create QR
codes on a map or globe
with links to web pages
with more information
Math: Put QR codes on
worksheets linking to
videos showing how to
solve a sample problem
22. QR Code Ideas
School: Display QR
codes on your
classroom door
during Open House
School: Virtual tours
that are linked to QR
codes around your
school
23. Let’s give it a try...
Open the app --> it will
either automatically
activate your device’s
camera or you may
choose to scan
Align the QR Code image
in your camera’s window
24. Creating a QR Code
There are several websites that will create QR
codes
The QR Reader app allows you to scan and create
codes
32. Give-One-Get-One
Jot down 3 ideas for using QR codes.
Get up & find someone at another table.
GIVE one idea from your list & GET one idea
from someone.
Move to a new partner & repeat to fill your grid.
A full grid means you get to take a break!!
33. What is Evernote?
At it’s most basic, Evernote is a way to keep notes
organized in notebooks
You can share notebooks
You can insert pictures in notes
Free Account: 6o MB of data per month, 20,000
short notes or 400 pictures
Premium Account: $45/month, 500 MB of data per
month
35. Creating a Note
Text
Voice recording (Max size is 25 MB for free
accounts and 50 MB for Premium account. If the
audio file is greater than these limits, the note is
not synched with the cloud. That’s about 90
minutes of record time.)
Adding a picture
36. Organizing Yourself
Notebooks
Tags
Searching & saving searches
Emailing items to Evernote
Finding your Evernote address
Gives you the ability to email items from apps that
don’t export to Evernote (i.e. from any app with an
export option)
37. Sharing a Notebook
Create a Public Link
Invite Individuals
Add email address
View notes
Add a message to verify identity
39. iPad Tips
What you might already know:
Speed up your sentences. Double-tapping the
spacebar while typing a message will type a
period and then a space.
Virtual Keys. Tap and hold vowels, or C/S/N
for displays of special characters used with
foreign languages. Try the $, period, or dash.
40. More iPad Tips
Even I learned something new!
Tap & hold the comma key and it will insert an
apostrophe.
Tap & hold the period key inserts a quotation
mark.
Tapping the space bar with two fingers makes
indents two spaces. Go ahead, try it with three
fingers... and four!
43. r ano ther
Than ks fo
GREA T se ssion!
Your feedback is
requested!
Scan the QR code to
link to the Survey
Monkey questionnaire.
Hinweis der Redaktion
There once was a day in education where pencils arrived at schools. Teachers & administrators were concerned about how they would be used in the classroom -- would there be enough paper, who will sharpen these tools?
But then another day came, when the truck arrived at the school with a box full of calculators. The question then came up, “ Is it permissible for our students to use calculators? ” “ Should we not require them to continue to use the technology of the pencil that we have so diligently integrated and used in the classrooms? ” And of course, we all said to our students, “ Well, are you going to carry a calculator around with you wherever you go... ”
Now there is the iPad. The question is before us. “ How will it be integrated into the classroom? ”
I make this comparison to emphasize that all three of these examples are all technological tools. At their core, they are just that. They are tools. And yet, for whatever reason, as educators, regardless of the new technology that comes our way, and that is available for us to integrate into student learning environments, we often feel the pressure to make the iPad, or make that technology, the central focus of the classroom. And yet, we know, at our core, that by doing so, we are...
...attempting to put the cart before the horse. Because we really do know, that effective instruction, really is about ...
... our students. And making sure that we are challenging them to think and use the resources available to them to under the content of our discipline
Daniel Willingham raised an excellent point related to this idea. He emphasizes that as technology comes into classrooms, often teachers initially ask the question in their own mind. How can I use this tool? Willingham emphasizes that these are not appropriate questions for educators to be asking. We should instead respond... I want to do “ X. ” What is the tool that will help me do it? We must realize that the “ X ” is about the objective. It is about the content we want our students to know. By doing so, we have a much more effective handle, and a much more effective question to contemplate as we move forward with the integration of technology.
Obviously, effective instruction includes these three components: Objectives, Activities, and Assessment. I raise them here, merely to emphasize that when considering effective technology integration, it must begin with effective objectives. Of course the reality of that is that trying to bring in technology into a newly created lesson can often be more difficult than integrating into an already successful lesson. The point I ’ d like to make is to examine and look at existing lessons. What is your favorite lesson? Use that as a starting point to integrate technology. Then consider the activities & assessment. Could technology be a meaningful component of the lesson?
A great questioning strategy would begin with an example question. Is there some way that we can use the functions and features of the iPad to help our students master the given objective?
Likewise... Something that will allow them to showcase and demonstrate, for assessment purposes, whether or not they fully understand the concepts of that given objective.
Returning to the SAMR Model from Session 1, we must step back from the technology and see the big picture as educators. From there, we begin to purposefully plan for effective integration of technology. When that happens, there is success, not just for the students, but for the teachers as well.