Four teacher, student, and classroom friendly applications to build 21st century skills are discussed. Examples and classroom use, along with standards alignment, are included as part of the presentation.
1. ‘App’lying Yourself in the Classroom
Four teacher, student, and classroom friendly
applications to encourage 21st century skill building
Krisha Loftus
Old Dominion University
2. ThingLink
• Interactive images and videos
can be used for web, social,
advertising, and educational
application.
• Images can be edited to include
video, text, images, music and
more!
3. ThingLink
• Tagging tools bring images to life
• Engage with interactive video
• Flexible student login options
• Safe and secure browsing environment
• Organize your classrooms with groups
• Tablet and mobile functionality
• Icons designed for your classroom
• Tell deeper stories with custom icons
• Match your style with tag customization
• Presentations like never before
• Google Drive integration
(ThinkLink, 2015)
5. ThingLink in the Health Classroom
Mapping Diseases and Disorders
• Students should select an organ
system in the body (circulatory,
digestive, etc.)
• Using ThingLink, students will
upload an image of the system and
tag the organs associated with that
system
• Students will create an interactive
guide to the diseases that affect
their chosen organ system and
related organs
Digestive System
6. ThingLink in the Geography Classroom
Travel Brochures
• Students should select a city or country
they would like to visit and research
• Using ThingLink, students will upload a
map image of the city or country and
create an interactive travel brochure,
including all of the points of interest they
may want to visit during their stay there
• Tags should include images, videos, and
other facts about the places they would
like to visit, plus a short explanation why
the location should be included as part of
a tour of the city or country.
Paris, France
7. ThingLink in the History Classroom
A Picture Can Tell 1000 Words
• Given a list of significant dates in history,
student should select a single date and
research the time period and historic
events leading up to that date.
• Using ThingLink, students will upload an
image they believe represents the date or
time period and create an interactive,
multimedia presentation that
incorporates multiple aspects and
characteristics of that period in history.
• Tags should include images, video clips,
newspaper headlines, music, and other
facts and information representative of
the events, customs, and values of the
period.
Pearl Harbor, Hawaii
(Wikipedia, 1941)
8. ThingLink in the English Classroom
Interactive Book Covers
• Students should select a novel they
read in class, or as an independent
reading assignment
• Using ThingLink, students will
upload an image of the book cover
and create an interactive resource
guide for their novel, including
links to the author’s website, book
trailers, and other related
information
9. SOLs and Standards Based Justification
ENGLISH 9 SOLs
Communication: Speaking, Listening, Media Literacy
9.2 The student will produce, analyze, and evaluate auditory, visual, and written media messages.
b) Determine the purpose of the media message and its effect on the audience.
c) Describe possible cause and effect relationships between mass media coverage
and public opinion trends.
Research
9.8 The student will use print, electronic databases, online resources, and other media to access
information to create a research product.
a) Use technology as a tool for research to organize, evaluate, and communicate
information.
10. Quick Response (QR) Codes
What are QR Codes?
• QR codes are scannable,
barcode-like images that take
you to a specific digital
destination
What can QR Codes DO?
They can send you to:
• A link
• A mobile number
• An email or SMS
• A bookmark
11. Quick Response (QR) Codes
QR Codes in Elementary Classroom Applications
• Interactive assignments
• Link work to a digital access
point
• GO GREEN by accessing access
assignments digitally
• Scavenger hunts
• Learning stations
• Self check student work
• Voting(New Village Leadership Academy, 2012)
12. QR Codes in the Library
Link to
• Book Trailers
• Book talks
• Library Polls
• Author Interviews
• A Library Tour
• Contests
• The Library Website and Catalog
13. QR Codes in all Classrooms
http://www.classtools.net/QR/ QR Scavenger Hunt
• Students can use their
phones or devices to scan
each QR code to reveal a
clue, question, or equation
• By answering the question,
solving the equation, or
decrypting the clue correctly,
they can continue on their
hunt
14. QR Codes in the Art Classroom
Art How To Differentiation
• Instructors can use QR codes
to differentiate art
instruction based on interest
and/or medium
• Students can scan the QR
codes at different stations
for instruction and directions
on how to complete chosen
assignments
15. QR Codes in the History Classroom
Martin Luther King Jr. Bringing Pictures to Life
• Create a gallery wall of newspaper
and photographed images from
historical and/or current events. For
each image included in the gallery
wall, create a QR code that links the
image to additional information or
videos related to the event or person
the image depicts.
• Using a QR code scanner, students
will use the images and additional
information from the QR codes to
complete class notes, or
assignments related to the displayed
images
(Wikipedia, 2014)
16. SOLs and Standards Based Justification
US & VA HISTORY SOLs
Skills
VUS.1 The student will demonstrate skills for historical and geographical analysis and responsible
citizenship, including the ability to
a) identify, analyze, and interpret primary and secondary source documents, records, and
data, including artifacts, diaries, letters, photographs, journals, newspapers, historical
accounts, and art, to increase understanding of events and life in the United States;
d) develop perspectives of time and place, including the construction of maps and various
timelines of events, periods, and personalities in American history
The United States since World War II
VUS.14 The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s
17. Animoto
• Unlimited 20 minute videos
• Easy to use
• Post, Tweet, Pin, Email final
products
• Licensed music
• HD Quality
• Multiple templates and styles to
choose from
• Call-to-Action button
• Unbranded videos
18. Animoto
How to Use Animoto Why Use Video in the Classroom
• Introduce a new concept, stimulate interest,
or set the tone/mood of the class
• Generate discussion
• Access material not otherwise available
• Connect the classroom to other parts of the
world
• Accommodate a variety of learning styles
• Develop media literacy and critical thinking
• Promote comprehension and retention of
information
• Engage students with course content
(Animoto, 2014)
19. Animoto in the Math Classroom
‘Geometry in the Real World’ Journal Right Angle
• Students will use Animoto to
create an annotated video
journal illustrating and defining
different geometry concepts
using real world images and
examples they find outside of
the classroom
(David, 2014)
20. Animoto in the English Classroom
Creating Book Trailers City of Bones
• Students will create a story or
book trailer for a novel assigned
as independent reading for
English class.
• Using Animoto, students will
create an annotated book trailer
that includes key information
from a class novel, such as the
title, author, plot event, and
character information.
(Sportygirl15261, 2011)
21. Animoto in the History Classroom
Video Timeline Why Use Video in the Classroom
• Students will create a timeline of
events, highlighting key
individuals and locations of Civil
Rights Movement of the 1950’s
and 1960’s
• Using Animoto, students will use
historic images to design a video
timeline that includes events,
individuals, and locations vital to
the US Civil Rights Movement
(Busbey, 2013)
22. Animoto in the Science Classroom
Lab Report The Effect of the Type of Heat Transfer
on the Time it Takes to Cool a Soda
• Students will create a video lab
report that chronicles the set up,
process, results, and conclusion of
a classroom lab activity
• Using Animoto and photographs
taken during the conduction of a
classroom experiment, student will
annotate the images to describe
the experimental design, variables,
and results of the their
investigation
(Madi8671, 2012)
23. SOLs and Standards Based Justification
BIOLOGY SOLs
BIO.1 The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations in which
a) observations of living organisms are recorded in the lab and in the field;
b) hypotheses are formulated based on direct observations and information from scientific literature;
c) variables are defined and investigations are designed to test hypotheses;
d) graphing and arithmetic calculations are used as tools in data analysis;
e) conclusions are formed based on recorded quantitative and qualitative data;
f) sources of error inherent in experimental design are identified and discussed;
g) validity of data is determined;
h) chemicals and equipment are used in a safe manner;
i) appropriate technology is used for gathering and analyzing data, communicating results, modeling concepts, and
simulating experimental conditions;
m) current applications of biological concepts are used.
24. Big Huge Labs
“Helping you do cool stuff with
your digital photos since 2005. :-)”
Have fun with your photos!
25. Big Huge Labs
Available Utilities
• Magazine Cover
• Movie Poster
• Jig Saw
• Pop Art Posters
• Badge Maker
• Trading Cards
• Billboards
• Mosaic Maker
• Photobooth
Map Maker
26. Big Huge Labs in the History Classroom
Self Inspired Example Magazine Covers
• Students will research an historical
event or period, creating a list of
key events, individuals, and
concepts
• Using the magazine cover designer
in Big Huge Labs, students will
create their own version of a
magazine cover related to the
issues and ideas of their event or
time period
(Mumsford, 2012)
27. Big Huge Labs in the English Classroom
Attack From Plant Q Movie Posters
• Students will design and create
their own poster to advertise the
movie version of a novel that they
have read in class
• Using the movie poster designer in
Big Huge Labs, students will create
a movie poster that advertises the
movie and aims to convey story
elements as well
(Mumsford, 2012)
28. Big Huge Labs in the Science Classroom
Chloroplasts Trading Cards
• Students will design and create a
set of trading cards that represent
each of the organelles in a cell
• Using the trading card designer in
Big Huge Labs, students will create
a trading card for each organelle
that includes the organelle name,
an image, and the duties it
performs
(Elslager, 2015)
29. SOLs and Standards Based Justification
BIOLOGY SOLs
BIO.3 The student will investigate and understand relationships between cell structure and
function.
Key concepts include
b) characteristics of prokaryotic and eukaryotic cells;
c) similarities between the activities of the organelles in a single cell and a whole
organism;
d) the cell membrane model;
30. References
• Animoto. (2014, Feb 24). How to use Animoto. [Video]. Retrieved from https://www.youtube.com/watch?v=vfTqCP6LLSA
• Beelitz, A. (2015, Jul 25). How to ThinkLink. [Video}. Retrieved from https://www.youtube.com/watch?v=pChlenkNWos
• Busbey, M. (2013, Mar 6). Civil rights timeline. [Video]. Retrieved from https://www.youtube.com/watch?v=vWLNUi1w2aQ
• David. (2014, Sept 17). Levi Leiter. [Image]. Retrieved from https://www.flickr.com/photos/bootbearwdc/15279375351 CC by 2.0.
• Elslager, A. (2015, Sept 17). Cell organelle trading cards. [Image]. Retrieved from http://acelslager.blogspot.com/2015/09/cell-organelle-trading-cards.html
• Madi8671. (2012, Feb 25). Science fair Animoto video middle school. [Video]. Retrieved from https://www.youtube.com/watch?v=IB103jYTx-k
• Mumsford, E. (2012, Oct 16). Finished student magazine cover. [Image]. Retrieved from
https://sheldonschoolmediaelliottmumford.wordpress.com/2012/10/16/finished-student-magazine-cover/
• New Village Leadership Academy. (2012, Feb 9). QR codes in elementary. [Video]. Retrieved from https://www.youtube.com/watch?v=pChlenkNWos
• Sportygirl15261. (2001, May 31). City of Bones book trailer. [Video]. Retrieved from
https://www.youtube.com/watch?v=CCvzw1hn2Bo&index=3&list=PLtDtNy_YBmOwOj7HxH2wFCws483D7xKVW
• ThinkLink. (2015). [Image]. Retrieved from https://www.thinglink.com/scene/269449954164998146
• Wikipedia. (1941). Attack on Pearl Harbor. Retrieved from https://en.wikipedia.org/wiki/Attack_on_Pearl_Harbor CC by 00.
• Wikipedia. (2014). Martin Luther King. [Image]. Retrieved from https://commons.wikimedia.org/wiki/File:1-19-Martin-Luther-King-ftr.jpg CC by 00.
Hinweis der Redaktion
Script (1:30)
Good Afternoon, I’d like to take a minute, before we start, to introduce myself. My name is Krisha Loftus. I am a Special Education teacher for Virginia Beach City Public Schools, a local business owner, and a student at Old Dominion University. Both learning and play have changed considerably over the past several decades. It is important that, as educators, we do out best to incorporate those changes and the skills associated with those changes into our classroom. Literacy is a multi-faceted concept, not longer associate with just text and writing. To truly prepare students for literacy in the 21st century, it is vital to incorporate a different approach and definition in the classroom. What does this mean? It means that that way we teach and assess students must look more like how they play and absorb information from the sources surrounding them every day. While that may sound intimidate to those of us who feel out-dated, there are many websites and utilities online that will help us bring our teaching and classroom assessment into the 21st century.
Script (1:00)
One of the greatest and most entertaining applications I have come across in my explorations is ThingLink. ThingLink is a platform for creating interactive images. These interactive images and videos can be used for any number of web, social, advertising, and educational applications. Users can edit images to include additional media, such as video, text, images, and music. ThingLink users are able to upload images straight from their hard drive or they can import from other websites, such as Flickr or Facebook. Users then add icons to connect the image to additional media. Once complete, ThingLink images can be embedded and shared on websites, blogs, or social media sites.
Script (1:00)
ThingLink engages students, helps them develop 21st century skills, and enriches learning. Because ThingLink works on a multitude of web browsers as well as iPad, iPhone and Android devices, it is easily accessible for schools and students. Since ThingLink can be viewed and edited on desktops, tablets, or mobile devices, students can work on projects at home or in class. ThingLink offers students individual accounts, without requiring email, login using Google accounts, or teachers can add students to their own classrooms by generating a set of usernames and passwords.
Explore (1:30)
Take a minute to scan the QR code at the bottom of the page to explore some of the exciting things teachers and students can do with ThingLink in the classroom.
Script (1:00)
The potential uses for ThingLink in the classroom are innumerable and cross curricular. As a learning platform, ThinkLink can be applied in math, English, science, social studies, and any number of elective classes. With the ability to create interactive images and videos, students have the option of creating oral classroom presentations without the anxiety or stress of standing in front the class. It is an exciting and interesting way for students to showcase different literacy skills.
Video (1:30)
This short video demonstrates how quickly and easily both you, and your students, can master using ThingLink.
Script (1:00)
One application for ThingLink in the Health classroom is for students to demonstrate their knowledge of the different organ systems and the diseases that affect each of those organ systems. Starting by uploading an image of their chosen system, students could annotated the image by labeling the different organs and creating links to sites that provide information on the different diseases that affect the each of the organs and the system as a whole. Other links that could be included as part of the students’ presentation may be videos about how the system works, interviews with doctors who specialize in treating system specific disorders, or actual images of each organ.
Script (1:00)
One application for ThingLink in the Geography classroom is for students to identify points of interest in different cities and countries around the world. Student could choose, or be assigned, a specific city, or country, to research, creating a travel plan for tourists and people who would like to sight see. Students would then create an interactive map of the city or country, tagging sites that they believe should be included as part of the travel plan. A short justification explaining why the location is included as a point of interest on their map, along with images, videos, or other relevant media could all be incorporated into their tags.
Script (1:00)
There are many dates in history that will always be reminders and anniversaries of significant world events. To incorporate ThingLink into a history classroom, students could research the time period and historic events surrounding and leading up to a significant date in history. Using clips from movies, newspaper headings, music, ads, etc. students would create a multimedia presentation that focuses on the time period, politics, customs and values of the time.
Script (1:00)
This idea for integrating ThingLink into an English classroom is specifically designed for a secondary level English classroom. Using a novel they read in class, or as part of an independent reading assignment, students will create an interactive resource guide. Resource guides should support additional learning opportunities related to the story, themes, author, time period, or subject matter of the novel. Tags may include links to the author’s website, book trailers, vocabulary support, or other information related to the analysis and application of the concepts addressed in the novel.
Explore (1:30)
I’ve included a sample of an interactive book cover that I created for a graduate class at Old Dominion University and I’d love to show you some of the links that can be incorporated into this project based assessment.
Script (1:00)
Because literacy includes the development of skills in many areas, creating activities that require the incorporation of multimedia information and the analysis of sources and relevancy of information, provides students with the opportunities to develop essential 21st century critical thinking skills. ThingLink’s integration into the Grade 9 English classroom addresses several of the English 9 SOLs, specifically those related to media literacy and research.
Script (1:00)
QR codes are scannable, barcode-like images that take you to a specific digital destination. There are multiple things that a QR code can do; send you to a link, mobile number, email, SMS, bookmark, link, etc.
Script (1:00)
Some fun ways to incorporate QR codes into the library and classroom could include: creating interactive assignments that require students to link their work to a digital access point, cut down on the number of printouts by allowing student to access examples, assignments, directions, etc. digitally instead of on paper, create scavenger hunts or learning stations throughout the school, library, or classroom, allow students to self check their work, or as a voting tool.
Video (1:30)
Take a minute to watch this video on ways to incorporate QR codes into an elementary school classroom – feel free to scan the QR code on the slide and watch it on your own device as well!
Script (1:00)
In the library specifically, QR codes could be linked to student book review videos or student recommended books in each section.
Script (1:00)
Interactive quizzes and scavenger hunts can be a fun learning opportunity that could direct students around the building and get them up out of their seats! This is also an excellent way to foster collaborative group work, critical thinking, and problem solving.
Explore (1:00)
I used the QR Treasure Hunt Generator to create a quick interactive quiz. Feel free to scan the QR code on the slide and take a quick look at my results and how the class tools website works!
Script (1:00)
Art teachers can create a set of QR codes with different drawing and art challenges and assignments. Students can select from several assignment options, scan one of the codes, then complete the corresponding project. Alternately, instructors can create a set of QR codes that link to different videos about artists on the web and integrate a short writing assignment about the video they watch.
Script (1:00)
Images have always been powerful tools. Make images come to life in the classroom by linking them to the people, places, and events that made the images famous. Connecting the images, videos and information will help students create learning experiences they are unlikely to forget. This example can easily be integrated into a secondary level US History and Civics lesson on the Civil Rights movement and the events of the 1960’s.
Explore (1:00)
Here is an excellent example of how to incorporate QR codes into a historic photo in order to bring history to life.
Script (1:00)
Because literacy includes the development of skills in many areas, creating activities that require the incorporation of multimedia information and the analysis of sources and relevancy of information, provides students with the opportunities to develop essential 21st century critical thinking skills. The integration of QR Codes into secondary level history classes can enhance how instructors address several of the US and VA History SOLs, specifically those related to the interpretation of primary and secondary information sources to increase understanding of historical events.
Script (1:00)
One of the most user friendly video building platforms I have found is Animoto. Videos created using Animoto can be used for any number of web, social, advertising, and educational applications. Users are able to upload images straight from their hard drive or they can import from other websites, such as Flickr or Facebook. With Animoto, you and your students can make high quality, unbranded videos up to 20 minutes long and using up to 600 photos/video clips, share your products on social media sites, incorporate licensed music tracks, and link your video to your school webpage to engage your audience. Animoto is easy to use and engages students, helping them develop 21st century media literacy skills and enriching learning. Because Animoto works on a multitude of web browsers as well as iPad, iPhone and Android devices, it is easily accessible for schools and students. The program can be viewed and edited on desktops, tablets, or mobile devices, so students can work on projects at home or in class.
Script (1:00)
There are a number of benefits to using videos, where pre-made or student created, in the classroom setting. To name a few, videos can be used to; introduce a new concepts, stimulate interest, or set the tone/mood of the class, generate discussion access material in the classroom that may not be otherwise available, connect the classroom to other parts of the world, access the opinions and experiences of other cultures, accommodate a variety of learning styles by providing opportunities for students to engage with material visually and orally, develop media literacy and critical thinking, promote comprehension and retention of information, and engage students with course content outside of the classroom.
Video (1:30)
This short video demonstrates how quickly and easily both you, and your students, can master using Animoto.
Script (1:00)
One way students can use Animoto to create a connection between their math concepts and the real world is to create a video journal that both illustrates and defines the concepts and terms they learn in their math classes. By creating a bridge from theory to practice in one way to ensure that students understand that what they learn on school has applications outside of the school building.
Script (1:00)
Book trailers are a way to engage reluctant and struggling readers with literature. By having students use Animoto to create their own one- to two-minute videos, they can help entice classmates to read specific books. This activity will get students reading and writing, but in modes and media that are different from the print writing to which students are accustomed. Promoting this type of 21st-century literacy allows students opportunities to create, think critically, and collaborate with media.
Video (1:30)
This short video demonstrates how creative students can be using Animoto to promote literacy.
Script (1:00)
Often, having students visualize the order in which events occurred, helps to solidify history and allows students to analyze how some events contribute to the birth of ideas, movements, and other significant occurrences in history. Using timelines, specifically student-created timelines, helps students put events in perspective and provide a visual and kinesthetic tool for learning.
Video (1:30)
This short video is an example of how a student created a timeline of the Civil Rights Movement using Animoto.
Script (1:00)
Having student create and share a video report is one way to encourage sharing and classroom participation. In science, where altering different variables produces significant differences in results, this is one way to differentiate and still have each group contribute to whole class learning and instruction. Allowing lab groups to share their video as part of a class presentation is a way to both convey and receive information to and from classmates, increase the level of understanding for both the presenters and audience, and increase classroom participation.
Video (1:30)
Take a look at this short video, created for a science project. The concept for the classroom is very similar, but could be elevated to include identification of specific variables, the group hypothesis, and incorporate graphic results and analysis.
Script (1:00)
Connecting with students through video is one way to foster engagement and additional forms of 21st century literacy in the classroom. For students who are uncomfortable speaking in public or who learn better through audio and visual formats, videos can open a whole new level of understanding through both the creation and observation of class content.
Script (1:00)
An extremely versatile site for modifying digital images is Big Huge Labs. There are multiple utilities that can be used for different purposes and to create different products such as magazine covers, billboards, trading cards, movie posters, CD covers, or photo collages.
Script (1:00)
The site offers free educator accounts that allow students to sign in without requiring email addresses and send completed products directly to their instructors. To assist users, the site offers How To videos, a FAQ section, and Help menu. Because the site is a compilation of multiple types of utilities, teachers could use this site to help differentiate assignments in classes, allowing students to choose a utility to meet the guidelines of any number of performance assessments. The Map Maker, like the example pictured above, could be used in an English class to trace the travel of various fiction characters, in a history class to map the travel or conquests of historical figures, or in an economics class to identify countries the meet certain economic parameters. The photo editing utilities can be used to create any number of visual aids or non-linguistic representation of class content.
Script (1:00)
After briefly researching an event, or period in history, students should be able to identify the most important ideas, individuals, and happenings related to their topic. Using these details, students can develop and create a magazine cover that emphasizes the key information related to their topic. Selection of headlines, the magazine title, captions accompanying pictures, charts, graphs, and maps will help illustrate student understanding of their research.
Script (1:00)
After the students have read any novel, you can have them design their own posters to advertise the movie version of the story.
Designing a movie poster, allows student to develop a visual method of conveying key story elements, such as setting, tone, and mood. Students should select images, slogans, and fonts that help viewers get the right “feel” for their novel’s movie. Like other activities mention in this presentation, developing a student’s communication techniques through methods other than traditional writing, schools help promote 21st-century literacy and allow students opportunities to create, think critically, and collaborate with media.
Script (1:00)
Trying to find a way for student to retain and engage with class content in an increasing challenge. With the Trading Card utility in Big Huge Labs, students can cards that will help them learn the structure, function and location of each organelle inside of a cell. This activity allow students to be creative with the description of the organelle and assists in helping them remember the important facts.
Script (1:00)
Trying to find a way for student to retain and engage with class content in an increasing challenge. With the Trading Card utility in Big Huge Labs, students can cards that will help them learn the structure, function and location of each organelle inside of a cell. This activity allow students to be creative with the description of the organelle and assists in helping them remember the important facts.