Connecting 21st Century Learning, Technology, and Common Core Standards

21st century learning and technology integration are part of the Common Core design. 21st century skills include:

CC by 3.0 Tracy Watanabe

• communication and collaboration
• creative thinking and innovation
• curation: research and informational fluency
• critical thinking, problem solving, and decision making
• digital citizenship
• computing skills: using technology to learn, communicate, consume, contribute, design, and produce

In the introduction of the Common Core, those skills are referenced, and specifically outlined as a key design consideration, and placed in a portrait of a student who is college and career ready.

They are also interwoven in the anchor standards, which can be viewed by specific grade levels.

Academic conversations

Academic conversations are part of 21st century learning and the Common Core Standards. Constructivism in learning, building meaning based on prior understanding, occurs in academic conversations (speaking and listening face-to-face and digitally, as well as in writing).

Academic conversations are no longer coming just from the teacher; they are taking place face-to-face and digitally with peers and others. Some digital examples are G+ hangouts, Skyping, webinars, etc.

I recently listened to a Schools Moving Up webinar by Nancy Frey called Collaborative Conversations: Speaking and Listening in Secondary Classrooms. Some of the highlights of that webinar were:

• Speaking and listening is no longer coming only from the front of the classroom. It comes in many forms face-to-face and digitally. Some digital examples are digital storytelling, webinars, video, and many other multimedia.
• Great speaking and listening skills are closely linked to writing.
• Three types of writing in the Common Core are: arguments, informational, and narratives. Blogging can help with all three of those.
• Speaking and listening is connected to the content! They will be better writers if they are better speakers.
• Accountable talk digs deeper and has sentence stems to help with getting those deep academic conversations (see University of Pittsburgh for more information about this).
• Language frames can help set up those conversations.
• Discussions can be fostered by the text-dependent questions (about a speech!)
• Close reading: Reading, rereading text and diving deeper includes critical thinking, and speaking and listening. Vocabulary and word choice would be a rich discussion for this (especially when looking at a speech).
• The webinar has great close reading and text dependent question connections and examples. Text dependent questions are not always "right there" answers, because sometimes it's inferred and requires critical thinking to deduce.
• Voki, Voicethread, Glogster, Audioboo, Goanimate, and all the digital storytelling apps and sites would be great ways to bring in speaking and listening with technology.

Technology enhances the learning

Mr. Lockwood's Class Mystery Skyping with Mr. Avery's Class

Technology allows students to learn from outside the classroom, bring experts and peers in to learn new ideas and receive feedback on their learning. It also allows students to publish content and have academic conversations that couldn't exist due to time restrictions or proximity limitations. Technology allows students to learn and make connections beyond the four walls of the classroom.

Final thoughts

The shifts that need to occur in 21st century learning are the same shifts that need to take place to implement Common Core Standards. The bottom line is, it's just good teaching and learning.

• What relationship do you see with 21st century learning, technology, and the Common Core?
• How are you implementing the Common Core or 21st century learning in your classroom? How does technology enhance that?
• What connections have you made or questions do you have about 21st century learning, technology, and the Common Core?

Close Read Complex Text, and Annotate with iPads--Part 2

In Close Read Complex Text, and Annotate with Tech--Part 1, the focus was how to do a close reading. In Part 2, the focus is how to annotate with iPads, and insights gained from a lesson done with students in first through third grades.

iPad apps for annotating

Many apps can be used for annotating. I'm listing a few apps that can be used for close reading, and will go into detail on the one I've used the most with students.

App	Tutorial Links	Learnability	Cost
PaperPort Notes	PaperPort Notes Tutorial Tips listed below	Easy	Free
Educreations	Educreations Tutorial Tips listed below	Easy	Free
Notability	Notability YouTube Tutorial	Medium	$1.99
Skitch with Evernote	Skitch for iPad tutorial by the Edublogger	Medium	Free

Lessons learned through annotating in Educreations

On the first day of close reading, it was easy to use Educreations to annotate. For each new page, we'd add a new page to the presentation. We took screen shots to keep a "hard copy" of their written reflections. However, on day 2, we realized that importing those photos to continue annotating did not keep the flow and momentum we had the first day.

If the purpose is to capture their thought process real time, then Educreations is perfect as a screen cast. If the purpose is to continue to annotate the same text multiple times, then I'd use one of the other apps.

Here is an example of the third reading of the text in a second grade classroom, where the students listen and add notes to their own annotations while I am modeling my annotating the poem, The Dumb Soldier:



Click here to view my full lesson.

Introducing students to Paperport Notes

The first time I introduced the Paperport Notes app to Mrs. Rivera's Second Graders, I gave them "free exploration" time. I let them know I wasn't going to help them for five minutes, but I wanted them to try to figure out how to use the app. In that short time, they figured out many of the features, and piqued their curiosity.

What they needed guidance with was using the speech to text and the image to text (which converts typed text from an image to typing on a note). The first time image to text is used, it asks for registration, so they registered it to their teacher.

Annotating with PaperPort Notes

The main procedure we learned was to name it with the student's name and the title of the story they were annotating. They liked taking photos from their books to insert into the app, but had to remember to insert a new blank page first before inserting a new photo (otherwise it erased what was on their page).

To set up email on the iPad, I recommend creating a gmail account for your class to use on your iPads.

Note: PaperPort Notes works well with My Big Campus.

Students create their own mini Digital Story of the poem

I asked students to create a digital story of the journey of the toy soldier, and share their tale and emotions about the “fairy things” they encountered in their grassy forest. In 15 minutes, here were a few examples from first grade using the ShowMe App:





I wonder what products they would create if I had given them more time to work on a storyboard first... Regardless, I love how they all took facts from the story to create their own, with a problem and solution.

Annotating on a desktop computer

While this post focused on annotating with iPads, I must mention my favorite desktop/laptop computer site for older students to annotate text online is Diigo. Students can highlight, place sticky notes, comments, and share those annotations with others. The collaboration through Diigo is powerful.

Final thoughts

I had the privilege of close reading with this poem in different classrooms. The experience was a little different each time depending on the needs of the students.

In first grade, we spent more time talking about the structure of the poem and rhyming words because that was where they were at. In second grade, we spent much of our time trying to figure out if it was a real soldier or a toy, and why it was titled The Dumb Soldier. In third grade, most of our focus was on whether he hid the toy or lost it, and why he didn't mind hiding it during spring.

I am thankful that AJUSD teachers Gina Fraher, Rhonda Best, Megan Rivera, and Jamie Del Rosa allowed me to experience this in their classrooms, and I thank them for jumping in with me and giving it a try with their reading groups.

• What apps or desktop sites would you have students use to annotate text?
• What questions do you still have, or ah-ha's do you want to share?

Digital Storytelling and Stories

Digital storytelling is an art form conveying a message. It uses images and voice narration to convey emotion with the message, and to ignite empathy from the audience. It incorporates storyboarding and writing a script. It is created with digital tools and published on the Internet.

I often think of digital storytelling as something done in first person because it creates that personal connection. Whereas, I think of a digital story as an anecdote or story typed or narrated in third person.

Overview


Click here to view the cube above on RVLIO.

The art of digital storytelling

I recently participated in an outstanding webinar by ISTE's Special Interest Group for Digital Storytelling, where Bernajean Porter shared about the "Art and Soul of Digital Storytelling." After being inspired by the webinar, I created the following page summarizing some of my key take-aways:

Click here to download PDF

Explanations, prompts, and examples

Click here to open as a PDF with links -- Click on the picture to enlarge

Step 1: Writing the script and planning the project

Click to download

• Prompt: I'd choose one prompt to introduce the process of digital storytelling to students. I might even do the first one as a whole group with parts and roles shared by the students. As our class becomes confident with the process and media, I'd open it up to more choices and smaller groups/individual productions.

• Graphic organizer: The type of graphic organizer (storyboard) I choose depends on the prompt they'll use. I like creating my own graphic organizer, but there are also many online such as ACMI Storyboard Generator.

• Teaching about the writing: Teach the importance of first person for adding spice to the story; share an interesting problem, perspective, or insight; and use strong word choice to convey the message. Start with the ending in mind -- know what point the story is trying to convey.

Step 2: Production and digital tools

• Choose the tool: When I am introducing the digital storytelling process to classes, I choose the tool for them to use. Once the process is established and they have a toolbox of digital storytelling sites to use, I give them a choice in tools.

• Images and Creative Commons: When the tool doesn't have built in images, have students create their own images, take their own photos, or find photos that have Creative Commons Licenses, and have them properly cite the photo either on the same page as the picture or at the end.

• Background music and Creative Commons: If there is not music to choose from on the site, then find music that is legal to use in your video. I select music from the list suggested by Creative Commons. However, background music is not a necessity, especially if it's new to the class. 

• Production: Before production, I treat this part of the process much like I would the rough draft of a writing assignment with editing and revising. Here's where the mini-lessons come in about voice, word choice, etc. I like to conference with my students to make sure they are ready for production, then I allow them to start once they've gathered all of the photos and music (optional).

Digital Story and Digital Storytelling tools

Some of the sites below require creating accounts, which typically collects the user's full name, email and password. Therefore, children under age 13 are restricted from creating those accounts according to the COPPA laws. This does not mean those sites are harmful to the students, it just means they cannot give out their personal information for their own protection. Therefore, it's recommended to read the Terms of Agreements. Some of these sites have education versions of their product. Other times, the teacher may need to create a teacher/class account to log into from the devices.

Below are a few sites that can be used to create digital stories and storytelling. Some are more for narration; others for story books; and several allow digital storytelling with visual and narration.

• Kerpoof
• Little Bird Tales
• Animoto for Education — (See tutorial of Animoto for Education if needed)
• VoiceThread — (See tutorial of VoiceThread if needed)
• Xtranormal
• Voki for Education
• Storyjumper
• Picture Trail
• Capzules
• Zimmertwins
• Slidestory
• Biteslide
• Pixorial for Educators
• Storybird

Click here to learn about iPad apps for digital storytelling.

Step 3: Publishing and connecting with an authentic audience

Celebrate their creations by sharing with others.

Building an authentic audience to view the digital stories is powerful for students. They are no longer creating a project just for the teacher -- it's for their families, friends, and people around the globe.

Emails can be sent to parents with the URL for where the digital story is published, or it can be shared on a class blog or website.  If there is not an embed code, sometimes I take a screen shot of the digital story and attach the link to that image.

When shared on a teacher's blog, a Tweet can also be sent through Twitter asking for comments on their work by adding the hashtag #comments4kids. If your school has a FaceBook account, share the link there.

Reflection, evaluation, and rubrics

Providing specific feedback along the way with daily goals is part of the process. Self-evaluations using the scoring guides or rubrics are strong formatives for the students to target their next steps.

Formal or informal student reflection is part of the process. It's important that a positive class atmosphere is established for this step.

• Asking reflective questions: Have partners share their work with one another and ask them, "What parts or images captured your interest or attention?" 

• Wows and Wonders Gallery Walk: Have students walk around to visit peers' work and give them sticky notes to leave a specific "Wow" or a praise and a "Wonder" statement.

• Scoring Guide: Bernajean Porter has a robust scoring guide for digital storytelling.

• More rubrics: Kathy Schrock has a plethora of resources listed with rubrics to pick and choose from. 

• Create your own rubric: If you end up creating your own rubric, remember to focus on your content standards the most with only a little emphasis (if any) on the technology piece.

Final thoughts

Digital storytelling is fabulous for content learning, 21st century learning, and active engagement. It addresses many Common Core Standards and can be used across grade levels. If task predicts performance, then my money is on digital storytelling.

• What sites or digital resources would you add to this list?

• What tips or questions would you add to this conversation about digital storytelling? 

• What examples of strong digital storytelling would you add to this list?

• How else does this post connect with you? 

Parts of this post was published in Digital Storytelling and Stories with the iPad. This post was written for Professional Development for our awesome AJUSD teachers.

Close Read Complex Text, and Annotate with Tech--Part 1

Students need to be taught how to read complex texts. One of the strategies for learning how is close reading. It slows the reader down to notice and ponder more. It also connects meaning and builds systems of thought.

Text complexity with close reading

Complex text requires a close reading. So what makes a text complex? There are three "ingredients" to text complexity:

It's important to understand text complexity to build students' literacy skills. As they become more skilled, they will read more complex text on their own.

Introduction to close reading

Here's an overview of close reading:




What does close reading look like in the classroom?

Here are some examples of close reading at different grade levels and content areas (or components of it such as annotation):

• 9th-10th grade -- Thinking Notes: A Strategy to Encourage Close Reading by the Teaching Channel
• 10th grade, Close Reading with nonfiction
• 6th grade, Teaching Annotation
• 4th grade, Close Reading
• 3rd grade lesson, Close Reading on Aesop's Lion and Mouse

What are the steps for doing a close read?

Click here to download as PDF

Close reading may look different at different ages and content areas. From the research I've done, all close reading has these components:

• Close reading is a strategy for reading complex text, something that would be at the student's frustration level. However, for primary grades, there are instances where the teacher reads aloud.

• It is good to do with short passages.

• There is limited pre-reading discussion and activities. Otherwise, the teacher might build up so much prior knowledge that the students don't need to do a close reading anymore.

• The text is read and reread several times.

• There are text-dependent questions. 

• Students learn to annotate their thoughts as part of the process.

I've created the Close Read poster based on the training I received at the Arizona Department of Education, which is largely based on the work of Fisher, Frey, and Lapp. I follow all of these steps to introduce the process.

However, the amount of scaffolding and support needed will be based on the level of text complexity in relation to their independent/frustration reading level. Some scaffolds will (and should) be removed as time goes on, such as step six with the teacher reading and modeling annotation.

Poster CC By Tracy Watanabe & Photo CC By Denise Krebs

Annotation

Annotation is an important part of close reading. Again, it will look different at the different grade levels.

• Click to download Read with a Pen -- Primary

• Click to download Read with a Pen -- Secondary

Annotating with iPads

For annotating with iPads, the students could take a photo of the text, then annotate using various apps.

• Educreations is a favorite because you can add pages and annotate on the pages with the tools. Educreations is an iPad app that can also be accessed from your browser. Once saved on the iPad, it will also save to the account created.  Since Educreations is like an interactive whiteboard, it requires a narration to record and save.

• Noteability is another app that is easy to use. Unlike Educreations, it does not require a narration, but that is an option. It also can be saved to DropBox easily. (Note: It also works well with My Big Campus). Here's a brief tutorial on how to use it:

Annotating on a desktop computer

If the text is on the Internet, it would be easy to annotate in Diigo, or take a screen shot then annotate in Paint (or Pages, if you are working on a Mac) as well as Google Docs/Apps.

Text-dependent questions

There's not a set guide for creating text-dependent questions; however, I like to use Bloom's Revised Taxonomy with Webb's Depth of Knowledge or this poster as my guide:

Student Task

What can they do/create as evidence of learning? The culminating activity should capitalize on the key ideas, essential questions, or their understanding. It should include:

• mastery of one or more of the standards;
• writing;
• and, is structured as independent practice (for a formative assessment).

As a formative assessment, the teacher needs to know how it will inform her/his instruction. Here are the steps to think through:

• Will it be graded? If so, a rubric needs to be created and shared with the students. If not, prepare a place to record anecdotal notes or a checklist of mastery.
• How will instruction change based on the information you've learned about student understanding? What scaffolds can you put in place to help, if needed. What extended learning can you provide (such as a blog post sharing their products with a community outside the classroom)?
• What specific feedback can you give the students to help them progress?

Final thoughts

Close reading won't take place all of the time, and it won't need all of the steps I've shared. It is a strategy that will look different for different texts based on the genre, purpose for the reading, the text complexity, and the student's ages.

While planning for close reading, consider your readers, your text, and how to support them with scaffolds. Scaffolds are meant to be taken away, therefore, the steps of a close read will change over time.

In Close Read Complex Text, and Annotate with Tech--Part 2, I will expand on annotating with technology.

• If you have a great app or way to annotate with technology, please share. I'm interested in learning from you.
• What does close reading look like in your class?
• What tips or resources can you share about creating text-dependent questions?
• What other questions about close reading do you still have?
• How else does this post connect with you?

Special thanks to Gina Fraher for the opportunity to close read with her students, and Jodi Walker for inspiring me to give this a try.

Collaboration Coaching Chronicles

Today is our last Collaboration Coach Meeting of the school year, and we're celebrating all they've accomplished at their sites.

Collaboration Coaching is modeled after the research-based Microsoft Peer Coaching Program, developed by the Peer-Ed Team. The training focuses on coaching and collaboration skills; best practices in lesson design and instruction; and, technology integration and engaging practices.

Collaboration Coaching fosters an environment where it is safe to take risks to try innovative practices, to engage students in critical thinking, collaboration, communication, and creativity. This shift is occurring more rapidly because teachers have ongoing professional development by having someone they trust, a Collaboration Coach, who is just down the hall or right next door.

Coaching Chronicles

There are six fantastic "Coaching Chronicles" inside this Prezi created by the coaches at each of the schools sharing their "story" of 21st century learning and collaboration at their campuses.




If your site blocks YouTube, you can view the FPES Coaching Chronicles via Vimeo:

What is Collaboration? from S Hamman on Vimeo.

You can also view the DVES Coaching Chronicles via Vimeo:


Coaching 2012-2013 from Tracy Watanabe on Vimeo.


Classroom experiences and student learning

I've had the distinguished honor of visiting each of the Collaboration Coaches in their classrooms and am inspired by the learning taking place. Some of those highlights are:

• Listening to students share what made their site a valid and reliable source as they created annotated bibliographies of evidence to defend their claims on Diigo in Meaghan Davis' 7th-8th grade Language Arts class at AJUSD's Alternative Community.

• Listening to Sandy Rollefstad's Chemistry students share the mathematical equations behind their chemical reactions, then demonstrate those chemical reactions.

• Watching the students in Shauna Hamman's and Amber Moore's 3rd grade classes present about the Traveling Rhino's project and what they can do to raise awareness for these endangered animals.

• Watching Bethany Avery's 3rd grade students use 21st century and ELA standards through collaborating with an expert about hummingbirds.

Jamie DelRosa's 1st grade students researching on iPads.

• Viewing CCJH 7th grade science students control their own pace for their learning through the flipped videos and webquests created by Wendy McQuilken and Bethany Ligon.

• Feeling the enthusiasm in Jamie DelRosa's 1st grade class as students collaboratively research about dwarf planets.

• Participating in a Mystery Skype in Krystal Holyoak's class with Nancy Carroll's class.

• Watching Denise Cook's students engage in a PBL about heros, with the focus on Harriett Tubman.

• Watching the students in Colleen Tucker's and Megan Rivera's classes consistently explain their reasoning and thinking behind their learning, and learn through the engagement of technology integration.

• Hearing the enthusiasm from Gina Fraher's and Julia Goucher's students as they collect data and work with the Cornell Lab of Ornithology.

• Viewing dynamic flipped learning for student choice and differentiation in Sheryl Anderson's Social Studies classes via Moodle.

• Honestly, the list can go on and on.

Final comments

It is such a joy to work with so many passionate educators who make a difference in so many lives. Thank you AJUSD Collaboration Coaches for building a 21st century learning community!

• What stands out to you about the learning taking place in these classrooms based on their Coaching Chronicles or the highlights listed above?
• How do you celebrate the accomplishments of your classrooms and schools?
• What would you like to share or ask about Collaboration Coaching or building 21st century, student-centered classrooms?

Digital Storytelling and Stories with the iPad

Digital storytelling is a first person story, where the narrator is digitally sharing his or her story; while a digital story is narrated in third person and shared digitally. Both can include imagery, background music, or motion. They also incorporate storyboarding, writing a script, revising, and publishing (the elements of writing).

Benefits

Here are some of the many benefits of digital storytelling and digital stories:

• The 21st century skills and ISTE's NETS applied are critical and creative thinking; written, oral, and digital communication; collaboration; authentic learning; digital fluency; informational fluency; and project management.

• It is great differentiation for all students including ELL, gifted, and special needs.

• It increases student engagement in a meaningful and relevant task.

• It can be used as an authentic assessment.

Common Core Standards

Many specific content standards can be addressed through digital stories. Here are some of the Common Core Standards that digital storytelling and digital stories address:

• CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

• CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. 

• CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

• CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

• CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

• CCSS.ELA-Literacy Language.6.3b Maintain consistency in style and tone.

• CCSS.ELA-Literacy Language.3.a Choose words and phrases for effect; and, L.4.3a. Choose words and phrases to convey ideas precisely.

Types of digital stories and some prompts

Digital storytelling and stories can take shape as a:

• Short Story: This narrative shares an insight, a perspective, or an entertaining story.

• Myth, Legend, Tall Tale, Folk Tale, or Fable: While each of these are a little different from one another, they tend to describe origins, values, beliefs, accomplishments, or special events. 

• DocuDrama or Historical Storytelling: This digital story is told from the point of view of a person (or object) in a different era. It requires researching a time period, then using creativity to have those facts come to life.

• Describe and Conclude or Reflective Storytelling: Tell about something you're learning and the impact it has on you.

• Public Service Announcement, Advertisement, or Persuasive Story: This digital story has the purpose of calling others to action for or against something else.

These prompts were inspired by Bernajean Porter's Digital Storytelling Across the Curriculum

Examples and explanation



Step 1: Writing the script and planning the project

Click to download

• Prompt: I'd choose one prompt to introduce the process of digital storytelling to students. I might even do the first one as a whole group with parts and roles shared by the students. (Here's the first try from a second grade class and a Kindergarten student). As our class becomes confident with the process and media, I'd open it up to more choices and smaller groups/individual productions.

• Graphic organizer: The type of graphic organizer (storyboard) I choose depends on the prompt they'll use.

• Teaching about the writing: Teach the importance of first person for adding spice to the story; share an interesting problem, perspective, or insight; and use strong word choice to convey the message.

Step 2: Production, apps, and digital tools

• Choose the app: When I am introducing the digital storytelling process to classes, I choose the app for them to use. Once the process is established and they have a toolbox of apps (or sites) to use, I give them a choice in tools.

• Images and Creative Commons: Have students create their own images, take their own photos, or find photos that have Creative Commons Licenses and have them properly cite the photo either on the same page as the picture or at the end.

• Background music and Creative Commons: If there is not music to choose from on the app or site, then find music that is legal to use in your video. I select music from the list suggested by Creative Commons. However, background music is not a necessity, especially if it's new to the class. 

• Production: Before production, I treat this part of the process much like I would the rough draft of a writing assignment with editing and revising. Here's where the mini-lessons come in about voice, word choice, etc. I like to conference with my students to make sure they are ready for production, then I allow them to start once they've gathered all of the photos and music (optional).

Apps

I'm highlighting five apps appropriate for various ages and for beginners (with integrating the iPads and/or are new to digital storytelling). These apps are also currently free.

• Fotobabble: The Fotobabble app makes narrating and editing a single photo easy. Once it is saved on the iPad, it can be opened at the desktop site and shared with others via the embed code on a website/blog or by the URL. The drawback is it only allows one image. Therefore, if the student wants to show more images, a collage of images can be created.

• Toontastic is a cartoon storyboard for recording digital stories. This is a great app to apply creativity, speaking and listening, with narrative elements. With this app, once you tap Done, it has the "Share this cartoon online on ToonTube" checked. To utilize this, create an account from the iPad. You'll get an email from Toontastic for everything created in Toontastic on your iPads (if you log into them on the iPads), and you'll give the final approval to publish their creations. On that page, there is also an embed code for your blog/website (and options to email, Tweet, or share it on FaceBook).

• Educreations is an interactive whiteboard that can be used for digital storytelling by adding pages to the presentation and inserting photos (or drawing your own). Educreations is an iPad app that can also be accessed from your browser. Once saved on the iPad, it will save to the account created which gives an embed code for the Web and the URL.

• StoryKit: This is an easy app to use. Here you have the option to "Share." Once you click share, you will Send story link by email. If the email is not set up, you can still copy the link and paste it into Gmail if you log on through the Internet (Safari). Even though I don't see an embed code, you can still share on a website/blog by taking a screenshot of the cover of the story, then place a link in the comment (or make the photo itself a hyperlink) to take your readers to your story.

• Storyrobe: This app walks you through the steps to create a digital story. When you are done creating, you can save it to the photo album, share it to YouTube, share on Storyrobe, or send through an email as a MP4. If YouTube is blocked at your school, I recommend importing the MP4 to Vimeo or Capzles.

More resources

• Bernajean Porter created a list of apps with more options.

• Silvia Rosenthal Tolisano created a list of more resources for both the iPad and desktop computer.

• Alec Couros has resources and examples posted on his Open Thinking Wiki.

Step 3: Publishing and connecting with an authentic audience

Celebrate their creations by sharing with others.

Building an authentic audience to view the digital stories is powerful for students. They are no longer creating a project just for the teacher -- it's for their families, friends, and people around the globe.

Each of the apps listed above have a description for sharing on the Internet. Emails can be sent to parents with the URL for where the digital story is published (or through the RSS subscription for the class blog). When shared on a teacher's blog, a Tweet can also be sent through Twitter asking for comments on their work by adding the hashtag #comments4kids. If your school has a FaceBook account, share the link there.

Reflection, evaluation, and rubrics

Providing specific feedback along the way with daily goals is part of the process. Self-evaluations using the scoring guides or rubrics are strong formatives for the students to target their next steps.

Formal or informal student reflection is part of the process. It's important that a positive class atmosphere is established for this step.

• Asking reflective questions: Have partners share their work with one another and ask them, "What parts or images captured your interest or attention?" 

• Wows and Wonders Gallery Walk: Have students walk around to visit peers' work and give them sticky notes to leave a specific "Wow" or a praise and a "Wonder" statement.

• Scoring Guide: Bernajean Porter has a robust scoring guide for digital storytelling.

• More rubrics: Kathy Schrock has a plethora of resources listed with rubrics to pick and choose from. 

• Create your own rubric: If you end up creating your own rubric, remember to focus on your content standards the most with only a little emphasis (if any) on the technology piece.

Final thoughts

Digital storytelling is fabulous for content learning, 21st century learning, and active engagement. If task predicts performance, then my money is on digital storytelling.

• What apps or digital resources would you add to this list?

• What tips or questions would you add to this conversation about digital storytelling?

• How else does this post connect with you?

Introduction to iPads: Part 2--iPad Integration

How does a teacher start to use iPads in the classroom? While Part 1 focuses on the hardware basics, Part 2 focuses on iPad integration in the classroom. Most teachers need to think through a few things about implementation before going full throttle.

iPad management

When I think about introducing a class to something new, I recall the lesson learned in my first year of teaching when I handed out geoboards for the first time. After reflecting, I came to the realization that I need a plan in place for handing out and collecting the resources; to have a procedure for getting students' attention; to discuss the appropriate use; and, to give them time to explore and play in the beginning so I could expect their attention after they got their curiosity fed.

Those lessons learned apply to iPad management as well. Here's a post that explores those tips, and below is a checklist to help.

Click here to view enlarged image.

iPad integration

There are many apps for the iPad; however, I recommend mastering a few ways to integrate iPads to support learning at higher levels of Bloom's Taxonomy when starting off, and not focusing as much on finding different apps.

Some of the apps/sites below require creating accounts, which typically collects the user's full name, email and password. Therefore, children under age 13 are restricted from creating those accounts according to the COPPA laws. This does not mean those sites are harmful to the students, it just means they cannot give out their personal information for their own protection. Therefore, it's recommended to read the Terms of Agreements (especially since they may change from the time I've posted this), and to create a teacher/class account to log into from the devices.

QR codes

When taking students to different websites, it's time consuming to type in the URL, and frustrating when it's mistyped. The easiest and quickest way to go to a website is through a QR (Quick Response) code, which is a type of barcode.

This can take students to a site for them to read, watch a video, listen to audio/music, collaborate or connect with others, comment on blogs, create, research, annotate, interact, ... Of course, the teacher still needs to set expectations for what to do with the content of the site. See examples below:

Recommended sites and apps for QR codes:

• Kaywa QR Code Generator: You can type in a short message or the URL for students to scan. It will take them directly to the website.
  

• i-nigma QR Code, Data Matrix and 1D barcode reader: I love this QR reader because it consistently works for me. I credit Tony Vincent for introducing this app to me during an AJUSD training we had with him.

Examples of other ways to use QR codes in the class:

• Vicki Davis shares seven ways to use QR codes in the classroom in her fabulous post, "QR Code Classroom Implementation Guide."

• Mr. Avery uses the QR codes as a scavenger hunt for math problems with ratios and rate. 

• Jackie Gerstain shares a great example of using QR codes with the literature story "Zoom." The lesson focuses on problem solving, communication, perspective, and sequencing.

• Bonnie Barrett uses QR codes to take students to her recorded spelling tests. This is beneficial with a combo class and multiple spelling lists.

• Creating audio files to play back to students. Silvia Rosenthal Tolisano shares how to record audio files on a Mac and with an iPad app. Richard Byrne also posts about using QR codes to play a short audio clip. 

• Tony Vincent shares more fantastic ideas on his Learning in Hand blog.

Doodle Buddy

Allowing students to create visuals and annotations has an important role in learning. Doodle Buddy is a simple app for painting, drawing, stamping, and annotating on a clean slate or a picture (including a screen shot).

As an example, here's a graphic I made with Doodle Buddy to help me synthesize and focus a professional development on formative assessments:

Students can also take a photo of their solution, their science experiment, their vocabulary word, their math problem, their literature story, their art, their timeline, their ... and annotate their thoughts, significant points, their questions, ... Annotations are part of the close reading process, which supports the Common Core.

Narrating photos

Students can use their photos, especially those annotated in Doodle Buddy, and add narration to them. There are several apps that allow this. Here are a few simple ones to use:

• Fotobabble app or desktop site is currently free. It makes narrating and editing a single photo easy. Note: It's recommended that teachers of students under the age 13 create a class account.

• Sonic Pics app is currently priced at $2.99. It's great for digital storytelling and putting presentations together. (Note: the Sonic Pics Lite is not currently offered on iTunes.)

Interactive whiteboard with narration

The apps listed in this section are fabulous for teachers and students to narrate concepts through video. What's being written/shown on the whiteboard plus the narration are recorded as a video and uploaded online.

This is fabulous for students to share their thinking, their reflection, their understanding at deeper and higher levels.

• The ShowMe app or desktop account is easy to use. Click here to see how teachers and students are using it. Note: Teachers of students under the age 13 should create a class account. Please read the Terms of Service.

• Educreations is similar to ShowMe because it too functions as an interactive whiteboard and is easy to use. However, Educreations allows you to add pages to the presentation and different types of paper, but it does not have an erasor (it uses "undo" instead). It is an iPad app that can also be accessed from your browser.

For beginners, I recommend picking one of the two, instead of trying to learn both. I also recommend creating an account to log into from the device. By doing so, all videos created by students will be saved to that account, allowing the teacher to view from his/her browser.

Sticky Notes

Sticky Notes are a fabulous way for students to collaborate in real time. There are endless possibilities for this, such as sharing claims and evidence, exit or entrance cards, etc.

• Corkboard.me is a website that is easy to use with the iPad as well as a desktop computer. In order to collaborate on the same corkboard, a QR Code can be created for quick navigation.

• LinoIt is another website and app that is easy to use. In order to use the app, an account must be created to log into. Therefore, I recommend the teacher create a class account and log into the iPads with that account if students are younger than 13. 

• WallWisher/Padlet's recent update makes it easy to use with an iPad. It is a website that can be used with or without an account created. WallWisher/Padlet's Terms of Service discusses use of services by students under the age of 13. I credit Kathy Schrock for sharing this update.

Animoto

Animoto Lite is an app and runs on a desktop computer. It allows students to create unlimited 30 second videos of up to 12 photos. I can see this as an excellent way to share photos of science experiments, geometry/math in the real world, photos of projects, etc. Note: Students must be 13 to create an account, therefore it's recommended that teachers create education or class accounts.

Creating with audio (and some visual)

• Puppet Pals 1 and Puppet Pals 2 are puppet shows with a few settings and characters to choose from, and records the narrations and movement of the characters. Students can use the puppets to share what they've learned. This can be exported and saved in the Photo Album.

• There are a series of talking animals such as Talking Gina the Giraffe, Talking Tom the Cat, Talking Pierre the Parrot, etc. While the animals can be played with, they also record what they hear, and will say it in their own voices and personalities. If students have a task of recording something such as key vocabulary used in context, the main idea or theme of the story, or how they solved the problem, then they are moving up Bloom's Taxonomy in thinking.  Their videos can be saved in the Photo Album. Note: Settings can be adjusted for the animals for mild violence, longer listening time, and user recorded videos. (Geared more towards primary/elementary).

• Audioboo records three minute narrations. When published, others can record audio responses. This can be used as an app and on a browser. Click here to see how Em used it on her blog. Note: Students must be 13 to sign up for this app, therefore a teacher account for classrooms with students under 13 is recommended.

• Toontastic is a cartoon storyboard for recording a drama or narrative. This as a great app to apply creativity, speaking and listening, with narrative elements. Joan Young has students use this app to build social emotional skills.

Final thoughts

The apps in this post are not content specific; however, they allow students to connect to their learning through higher level thinking on Bloom's Taxonomy.

• What are some ways you would use the apps listed in your classroom?

• What easy apps or sites would you add to this list for teachers just starting to integrate the iPads in the classroom?

• What questions do you have about integrating iPads in your classroom?

• How else does this post connect with you?