Description of the uses of iPad apps for engaging students in science inquiry

1. Using iPad apps for science
inquiry projects
Google docs files:
http://tinyurl.com/897x3er
http://tinyurl.com/7fv7rfu
LLAPPS (Learning Literacy Apps)
http://usingipads.pbworks.com
Richard Beach

2. Jeff Uteckt: Literacy Curriculum
Models

3. iPad Apps: Affordances
 Interactivity: both read and write
◦ Students as consumers and
producers
 Multimodality
◦ Combine images, video, music, text
 Connectivity/Hyperlinked
◦ Connected texts

4. Affordances: Inquiry-based
learning
 Engagement in an issue
 Questions about that issue
 Evidence supporting positions on that
issue
 Formulation of
arguments/explantations
 Developing strategies to enact
change

5. Science Writing Heuristic
(SWH)
 1. Beginning ideas - What are my
questions?
 2. Tests - What did I do?
 3. Observations - What did I see?
 4. Claims - What can I claim?
 5. Evidence - How do I know? Why am I
making these claims?
 6. Reading - How do my ideas compare
with other ideas?
 7. Reflection - How have my ideas
changed? (Norton-Meier, Hand,
Hockenberry, & Wise, 2008, p. 26).

6. Climate, food supply, and
survival: Migration of the
Monarch butterfly

7. Migration through Texas to
Mexico: August through
November

8. Monarch butterfly in McAllen,
Texas

9. Oct. 4, 2011: Drought in Texas

10. App resource: Climate, food,
and endagered species

11. iPad Apps: Affordances for
literacy learning
 Accessing and sharing information
 Interactivity: both reading and writing
◦ Students as consumers and producers
 Collaboration
 Multimodality
◦ Combine images, video, music, text

12. Learning to Write Writing to Learn
 Employing  Using writing to learn
composing how to focus
processes: attention on and
prewriting, drafting, develop a hunch or
revising, editing idea
 Constructing  Recording
social/rhetorical observations/data for
contexts: purpose further analysis
and audience  Developing and
revising one’s
Purposes for teaching digital
 Producing narrative,
argumentative, thinking
explanatory textswriting
 Experiencing

13. Digital writing on the iPad
 Keyboard issues: Use of external
keyboards
 Moving files between iPad, iPhone,
and desktop
◦ iCloud, DropBox, CloudOn (Office files),
GoToDocuments
 Targus: iNotebook (June or July):
$150
◦ Transfer paper handwriting to the iPad

14. Use of writing to foster
interaction: Backchannel
writing: Todaysmeet
 Go to
http://todaysmeet.com/Lawrenceapps
 Add your name and a reaction or
thought (limited # of characters)
 Click on Say
 Purpose:

15. Note-taking apps
 Notes (IOS apps), Evernote,
Penultimate, Notes Plus, Simplenote,
NyNoteIt, SoundNote, SpringNote,
Notability, UberNote, NotePad Pro
PaperDesk LITE, SmartNote
 Science note-book observations
◦ Record specific, detailed observations
◦ Create annotations/drawings on images
 Alison: NotesPlus

16. IOS Notes: Emailed from iPad
 Chapter 1
 the use of computers/networks are over
 use of mobile use of phones with more space
 making devices and cloud computing
 83 of market still ipand
 mobility: GPS
 smart phones: mobility and many kids have them
 issues of blocking not allowing use of cell phones
 focus on learning
 using these things: advantages and trends
 everyone has ipads--what to do with them--how to tie this to learning
 what are the best practices
 affordances: overview of the book
 we're focusing on reading, writing, discussion, video production across the
curriculum
 Need to link to CCSS on the science and social studies and complex text

17. EverNote (and Skitch), Notes
Plus (Alison)
 Evernote use in schools
 Evernote for clipping webpages
 Skitch for visual annotations
 Notes Plus (handwriting)

21. Now-to demo apps: Adding
and recording
notes/annotations
 ShowMe
◦ Easy-to-use for students to describe
responses to images
 Explain Everything
◦ Has more features and sharing options

22. Purpose: Acquiring and
subscribing to/sharing
information
• Social Bookmarking and sharing
links/tags
• Sharing links in class Diigo groups
• Adding annotations to online literary
texts for sharing responses to literature

23. Social bookmarking: Diigo.com
• Set up Groups based on classes
• Students share bookmarks to the class
• Students tag bookmarks
• Students annotate online texts/sites
using sticky notes

24. Email from Diigo group

25. Tagging posts, sites,
images/videos
 Flickr, Google Images, YouTube,
etc.
 Identifying key terms/categories
 Search strategies: Uses of tags
◦ “attentive noticing”/“informed
seeing”  tagging

26. Using Diigo for adding a sticky-
note response
1. Add Diigo to your toolbar
2. Find an online text
3. Highlight sections of the text
4. Click on the icon to add a Sticky Note response
5. Have other students add their responses
Annotating "Womanhood," Catherine Anderson

27. “Womanhood,” Catherine
Anderson
She slides over When she enters,
the hot upholstery and the millgate closes,
of her mother's car, final as a slap,
this schoolgirl of fifteen there'll be silence.
who loves humming & swaying She'll see fifteen high windows
with the radio. cemented over to cut out light.
Her entry into womanhood Inside, a constant, deafening noise
will be like all the other girls'— and warm air smelling of oil,
a cigarette and a joke, the shifts continuing on ...
as she strides up with the rest All day she'll guide cloth along a line
to a brick factory of whirring needles, her arms &
where she'll sew rag rugs shoulders
from textile strips of kelly green, rocking back & forth
bright red, aqua. with the machines—
200 porch size rugs behind her
before she can stop
to reach up, like her mother,
and pick the lint
out of her hair.

28. Highlighting and adding a
Sticky Note to the poem

29. Use of iAnnotate for iPad
Video on use of iAnnotate
 Effective annotations
◦ Private: Personal purposes
◦ Public: Collaborative goals

30. Literacy Practices: Note-
taking/annotations
 Generating a record of one’s thoughts
 Generating specific, concrete
observations
 Creating multimodal texts
 Formulating ideas and interpretations
in their own words
 Searching for information in notes
 Extending ideas and interpretations

31. Dictation apps
 Dragon Dictation/Search/Go
 Siri
 Remote Dictate
◦ dictate text that then appears on their PC
Word or other word-processing
application—transfer facilitated by the
free, Air Mouse Server
 Google Translate

32. Dragon recording sent as
email
 I'm now recording my thoughts on
Dragon dictation to share with a
presentation at the Lawrence Hall of
science in using Dragon dictation I
can react to immediately to different
phenomenon I am serving I can also
share those thoughts with others and
I can develop really a sense of voice
through how I am recording my
thoughts

33. Annotations/dictations for
images/video
 VoiceThread share multiple
audio/written annotations about
images/video clips
 My Voicethreads (includes
PowerPoints)
 VideoAnt shared annotations to
videos on a timeline

34. VoiceThread: Multiple
audio/written comments on
same image

35. VideoAnt: feedback to videos

36. VideoAnt: feedback to videos
http://ant.umn.edu
http://www.youtube.com/watch?v=L8U8F7LgrZQ http://www.youtube.com/watch?v=tiPivMSD8Y4

37. Literacy practices: Dictation
apps
 Expressing specific reactions and
feelings
 Recording specific details.
 Adopting a sense of voice to
communicate meaning
 Acquiring proficiency in a different
language

38. Reflect on TodaysMeet:
How can note-taking,
annotation, and dictation apps
be used in the science project?

39. Writing: Online classroom
discussion platforms (Chapter
7)
 Ning
◦ Social networking features
◦ Forums, Notes, Blogs, Chat, RSS, Links

41. Using Social Networks (Ning):

42. Facebook: Character profiles

44. Collaborize Classroom
 Free platform for classroom
discussions
 Web-based
 Extensive curriculum resources
 Focus on fostering students
collaboration
 Professional development on leading
discussions

47. Video/audio conferencing
 iChat, Skype, Facetime, Google+
Hangout, Adobe Connect, Blackboard
Collaborate,

48. Google+ Handout: Up to 10
people

49. Ideas for using online
discussion/social networking
sites to foster science inquiry
through student interaction

50. Stephen Downes: Connectivism
learning theory
 We need to look at networks, not as physical
systems, but as semantical constructs, where
the organization of links is determined as
much by similarity and salience than by
raw, epistemologically neutral, forces of
nature. Knowledge is a network
phenomenon, to “know” something is to be
organized in a certain way, to exhibit
patterns of connectivity. To “learn” is to
acquire certain patterns. This is as true for a
community as it is for an individual.

51. Mark Lombardi: Maps
Osama bin Laden support

52. Mind-mapping apps
 Mindmeister
 Mindo/Simple Mind

54. Uses of mapping for
responding to literature
• Visually portray performances
according to three units of analysis:
o Events
|
o Spaces
|
o Social worlds/systems

55. Female adolescent in
“Womanhood”
• Mapping events, spaces, and
institutions shaping her identities
• Outside factory --> car, songs, jokes
• Inside factory --> closed, regimented
• Generations --> gendered, repetition

56. Map of “Womanhood”

57. Pre-post learning assessment:
Maps changing over time
 “Students enjoy watching the concept map
grow as we progress through the unit. It is a
perfect place to show how our ideas change.
What they thought they knew at the beginning
of the unit sometimes isn’t exactly true. At the
end of the school year, it was time to erase
our class concept map on the human body.
This was the first time during my six years
that students asked if they could take a
picture of it. I said yes, and before I knew it
about six students took out their cell phones
and started snapping photos. It showed me
that they were proud of their learning.”

58. Using mapping to identify roles and
relationships between roles

59. Ideas for using mind-mapping
apps to support science inquiry

60. Purposes for using blogs and wikis:
comparison
• Blogs: • Wikis:
o Individual o Collaborative
expression of writing of
ideas/personal reports/essays
accounts o Shared revision
o Hyperlinking of o Hyperlinking of
texts texts
o Comments from o Multimodal writing
peers
o Multimodal writing

61. Blogging apps
 BlogPress or Blogsy
 Export their blog posts to Blogger,
Wordpress, Posterous, Edmodo,
Tumblr, Live Journal, Private Journal,
Edublog, or KidBlog.

62. Blogs as individual expression and
multimodal writing
Rather than using a traditional
journal, you can use blogs. This
student uses written words, oral
expression and a video to guide
us through a comparison of her
room and Melinda's.
Melinda is the main character in the novel Speak.

63. Students use blogs to hyperlink
Students used personal blogs to write letters from their character in our role-play to a character
in the book we read. This allowed them to use voice and audience in their posting. Students
also were required to hyperlink their suggestions for support and coping strategies to this
character in preparation for a Problem-Solution Essay.

64. Comments from peers

65. Twitter apps
 Twitter Apps such as Twitter,
TweetCaster Tweetbot, Tweetdeck,
Twitteriffic, HootSuite

66. Twitteriffic

67. HootSuite

68. Literacy practices:
Blogs/Twitter
 Engaging in dialogue with others.
 Using hyperlinks to engaged in
intertextual communication.
 Employing multimodal
communication.
 Engaging with social issues as civic
participation

69. Wikipedia apps
 Qwiki
◦ includes videos, images, graphs, and
entries for millions of topics
 Articles for iPad
 Wikipedia Mobile
 Wikipanion Plus
 Simplepedia
 iWiki

71. Collaborative Construction of
Knowledge: Wikis
• PBWorks (http://pbworks.com),
Wikispaces
(http://www.wikispaces.com), or
• Wetpaint (http://www.wetpaint.com)
• Rhetoric and Composition wikibook:
http://en.wikibooks.org/wiki/

72. Students used the experience of collaborative writing to
write papers and post them to their wikis
http://watsonmontana1948.pbwiki.com/Compare+and+Contrast

73. Shared revision is easy to do
and to see in the page history

74. Collaborative writing/data
collection: Google Docs forms
 5th graders: Weaver Lake School,
Osseo, MN
 Data on parasite presence in
Monarch butterflies
 49% had parasites

75. Extended writing apps
 Pages, IA Writer, My Writing Spot for
iPad, PlainText, Manuscript for iPad,
Notebooks, Clean Writer, Storyist
iPad, DraftPad
 OnLive Desktop, DocumentsToGo
 CloudOn (Word, Excel, & PowerPoint
editing)

76. Literacy practices:
Extended/collaborative writing
apps
 Providing and receiving peer and
teacher feedback to foster self-
assessing
 Editing and formatting drafts to
enhance readability.
 Creating multimodal, linked texts
through publishing ePubs books
 Learning to work collaboratively with
peers.

77. Ideas for using blogging, wiki,
extended/collaborative writing
to support science inquiry

78. Dictionary/grammar apps
 Dictionary for iPad, Merriam-Webster
Dictionary HD, WordWeb Dictionary
Dictionary.com: Dictionary and
Thesaurus, Advanced English Dictionary
and Thesaurus
◦ Students can speak words for dictionary
searches
 Grammar App HD, English Grammar,
Grammar Up, Word Study & English
Grammar, iGE Lite: the interactive
Grammar of English from UCL

79. Literacy practices:
Dictionary/grammar apps
 Acquiring knowledge of grammar
rules
 Learning strategies to improve
spelling.
 Understanding shifts in language use

80. Apps for Sharing/Publishing
Writing
 ePub: Mac Pages (soon to be on iPad
Pages)or Dotepub for sharing on
iTunes and iBooks.
 ebooks for reading on eReaders by
submitting properly formatted Word
files to Smashwords.com, Bluefire
Reader App, or Book Creator
 Knowing how to engage audiences
through formatting and editing