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Teaching and Learning with Tablet Technology
- 1. WELCOME Teaching and Learning withTabletTechnology
- 2. Teaching and Learning with Tablet Technology Paul Fuller Literacy and Numeracy Support
- 4. “My interest is in the future because I am going to spend the rest of my life there.” Charles F. Kettering, American inventor (1876-1958)
- 5. The entire sum of human knowledge available to every human being on the planet.
- 8. A stage on which every individual can shine.
- 10. ‘Facebook Easy’
- 14. ?
- 15. MOBILE
- 16. TACTILE
- 17. AFFORDABLE
- 18. MULTI-MODAL
- 21. “Teachers are expected to teach and assess general capabilities to the extent that they are incorporated within each learning area”. General Capabilities in the Australian Curriculum, ACARA, 2013
- 22. Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding
- 25. The ICT general capability is to theTechnologies learning area... ... as the Literacy general capability is to the English learning area ... ... or the Numeracy general capability is to the Mathematics learning area.
- 28. SUCCESSFULTABLET PROGRAMS • are clear about their target students; • have specific learning outcomes; • form part of a balanced literacy and numeracy program; • focus on teachers not tools; and • start small and grow.
- 31. Substitution Augmentation Modification Re-definition Technology acts as a direct tool substitute with no functional change.
- 32. Substitution Augmentation Modification Re-definition Technology acts as a direct tool substitute with functional improvement.
- 33. Substitution Augmentation Modification Re-definition Technology allows for significant task re-design.
- 34. Substitution Augmentation Modification Re-definition Technology allows for creation of new tasks, previously inconceivable.
- 36. SHOWME
- 39. TRADITION Feedback Professional Collaboration Self-assessment Reflection Practice Whole school approaches Engagement Zone of a Proximal Development Home involvement VS INNOVATION
- 40. CONTENT CURATION
- 44. Evaluation Rubric: Assessing the value of iPad applications for teaching and learning Evaluation Rubric: Assessing the value of iPad applications for teaching and learning © Department of Education WA 2012 Licensed for NEALS 1 Domain 1 2 3 4 Links to Australian Curriculum content descriptions Skills reinforced are not clearly connected to the Australian Curriculum content descriptions. Skills reinforced are a prerequisite or requirement of the Australian Curriculum content descriptions. Skills reinforced are clearly linked to the Australian Curriculum content descriptions. Skills reinforced are explicitly linked to the Australian Curriculum content descriptions. Cognitive opportunities Remember: Application allows students to exhibit memory of previously learned materials by recalling facts, terms, basic concepts and answers to describe; name; find; list; tell. Understand: Application allows students to demonstrate understanding of facts and ideas and explain; compare; discuss, predict, translate, outline, and restate. Apply: Application allows students to use new knowledge and solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way to show; complete; use; examine; illustrate; classify; and solve. Analyse: Application allows students to examine and break information into parts by identifying motives or causes; make inferences and find evidence to support generalisations; and compare; examine; explain; identify; categorise; contrast; and investigate. Evaluate: Application allows students to present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria to justify; assess; prioritise; recommend; rate; decide; and choose. Create: Application allows students to plan; invent; compose; design; construct; imagine. Level of technology integration Substitution: Technology acts as direct tool substitute, with no functional change. Augmentation: Technology acts as a direct tool substitute, with functional improvement. Modification: Technology allows for significant task redesign. Redefinition: Technology allows for the creation of new tasks, previously inconceivable.
- 45. WORKFLOWS
- 46. ‘APPSMASHING’
- 47. Popplet (mind mapping) Sling note (research) Pages (writing) iMovie (presenting) Showbie (submitting)
- 49. Popplet (mind mapping) Sling note (research) Pages (writing) iMovie (presenting) Showbie (submitting)
- 51. Popplet (mind mapping) Sling note (research) Pages (writing) iMovie (presenting) Showbie (submitting)
- 52. Pages (writing)
- 53. Popplet (mind mapping) Sling note (research) Pages (writing) iMovie (presenting) Showbie (submitting)
- 55. Popplet (mind mapping) Sling note (research) Pages (writing) iMovie (presenting) Showbie (submitting)
- 57. Popplet (mind mapping) Sling note (research) Pages (writing) iMovie (presenting) Showbie (submitting)
- 59. TEN IPAD SCHOOLS YAKAMIA PS MANJIMUP PS PARKFIELD PS KALGOORLIE PS AUBIN GROVE PS CAMPBELL PS CURRAMBINE PS SOUTH HEDLAND PS BALER PS CASSIA PS
- 60. ITUNES U
- 61. DEMO
- 62. tinyurl.com/DOEipadkit (on an iPad with iTunes U installed)
- 63. CRITICAL SUCCESS FACTORS • Teacher access • Professional Learning • Designated coaches • Technical support • Careful evaluation of apps • Digital Citizenship • Value of experienced teachers • Targeted and purposeful learning experiences
- 64. Q&A