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Lauren Pfeifer

LITR 630/Dr. Thomas

Tablet Assignment

6-6-13

App One: Bluster

Bluster is an App that helps students with grammar and vocabulary. It is age appropriate for grades 3-5 and meets the Core Content standard L.5.4 for 5th grade. Standard L.5.4 specifically asks students to “determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies”. This App helps with B. “Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word”. I would use this App in my classroom after a mini-lesson and intentional modeling of what these skills are. The App can help to support students in understanding what prefixes, roots, and suffixes are and then it could be used to apply their understanding as an extension activitity or as an assessment.

App Two: Fluency Timer Pro

Fluency Timer Pro is an App that helps students oral reading flunecy. It is age appropriate for all grades and meets the Core Content standard RF.5.4 for 5th grade. Standard RF.5.4 specifically asks students to “read with sufficient accuracy and fluency to support comprehension”. This App helps with B. “read grade-level texts orally with accuracy, appropriate rate, and expression”. This App is used by both my students and by me. I use it for intervention and recording students for progress monitoring during conferring time. Students use it independently during intervention time to record themselves reading passages and using it to listen and self-assess for oral reading fluency.

App Three: Subtext

Subtext is an App that helps students with monitoring comprehension and collaborating with peers. It is age appropriate for all grades and meets the Core Content standard RL.5.10 and SL.5.1 for 5th grade. Standard RL.5.10 specifically asks students to “read and comprehend literature at then high end of the grades 4-5 complexity band independently and proficiently”. Standard SL.5.1 specifically asks students to “engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others ideas and expression their own clearly”. This App is used by both my students and by me. We use it within all content areas for reading both literary and informational texts to gain new learning. I am able to let students read articles, books, or sites while asking them to comprehend and discuss their thinking with their peers.

App Four: Educreations/ShowMe

Educations and ShowMe are interactive whiteboard Apps that let students demonstrate their learning or gain new learning in all content areas. They are age appropriate for all grades and can meet a variety of Core Content standards 5th grade. A specific standard I have used it for is RL.5.4 that specifically asks students to “determine the meaning of words and phrases as they are used in text, including figurative language such as metaphors and similes”. This App is used by both my students to demonstrate literacy standards as well as a research tool to acquire new learning by using the library of already created whiteboard shows.

App Five: PaperHelper

PaperHelper is an App that helps students to easily gather, evaluate, synthesize, and take notes over their research in all content areas. It is age appropriate for grades 3-12 and can meet a variety of Core Content standards for 5th grade. A specific standard I have used it for is W.5.6 that specifically asks students to “use technology to product and publish writing as well as to interact and collaborate with others”. This App was used by my students to use as a research tool to acquire new learning for researching opinion topics for a future writing piece. It could also be used in all other content areas for research on any topic.

|App: |IRA: |NETS*S: |KTS6: |

|Bluster- Building |Standard One: Foundational Knowledge (1.1- major |2. Communication and Collaboration- |6.2 Uses available |

|vocabulary knowledge. |theories and empirical research that describe the |(D. Contribute to project teams to |technology to implement |

| |cognitive, linguistic, motivational, and |produce original works or solve |instruction that facilitates|

| |sociocultural foundations of reading and writing |problems). |student learning. |

| |development). | | |

| | |5.Digital Citizenship- |6.3 Integrates student use |

| |Standard Five: Literate Environment- (5.2- |(A. Advocate and practice safe, |of available technology into|

| |Candidates design a social environment that is low|legal, and responsible use of |instruction. |

| |risk and includes choice, motivation, and |information and technology). | |

| |scaffolded support to optimize students' | | |

| |opportunities for learning to read and write). | | |

|Fluency Timer Pro- Oral |Standard Three: Assessment and Evaluation (3.2- |2. Communication and Collaboration- |6.3 Integrates student use |

|reading fluency. |Candidates select, develop, administer, and |(A. Interact, collaborate, and |of available technology into|

| |interpret assessments, both traditional print and |publish with peers, experts, or |instruction. |

| |electronic, for specific purposes). |others employing a variety of digital| |

| | |environments and media). |6.4 Uses available |

| |Standard Five: Literate Environment- (5.3- | |technology to assess and |

| |Candidates use routines to support reading and |6. Technology Operations and |communicate student |

| |writing instruction). |Concepts- (A. |learning. |

| | |Understand and use technology | |

| | |systems). | |

|Subtext- Access to |Standard Five: Literate Environment- (5.1- |1. Creativity and Innovation - (A. |6.3 Integrates student use |

|grade-appropriate text |Candidates design the physical environment to |Apply existing knowledge to generate |of available technology into|

|for comprehension and |optimize students' use of traditional print, |new ideas, |instruction. |

|collaboration. |digital, and online resources in reading and |products, or processes). | |

| |writing instruction). |2. Communication and Collaboration- |6.4 Uses available |

| | |(A. |technology to assess and |

| |Standard Two: Curriculum and Instruction- (2.3- |Interact, collaborate, and publish |communicate student |

| |Candidates use a wide range of texts (e.g., |with peers, |learning. |

| |narrative, expository, and poetry) from |experts, or others employing a | |

| |traditional print, digital, and online resources).|variety of digital | |

| | |environments and media). | |

|Educreations/ |Standard One: Foundational Knowledge (1.1- major |3. Research and Information Fluency |6.4 Uses available |

|ShowMe- Interactive |theories and empirical research that describe the |(C. Evaluate and select information |technology to assess and |

|whiteboards for |cognitive, linguistic, motivational, and |sources and digital tools based on |communicate student |

|demonstrating learning in|sociocultural foundations of reading and writing |the appropriateness to specific |learning. |

|all content areas and |development). |tasks). | |

|acquiring new learning. | | |6.5 Demonstrates ethical and|

| |Standard Two: Curriculum and Instruction (2.2- |5.Digital Citizenship- |legal use of technology. |

| |Candidates use appropriate and varied |(A. Advocate and practice safe, | |

| |instructional approaches, including those that |legal, and responsible use of | |

| |develop word recognition, language comprehension, |information and technology). | |

| |strategic knowledge, and reading-writing | | |

| |connections). | | |

|PaperHelper- helps |Standard Two: Curriculum and Instruction- (2.3- |3. Research and Information Fluency |6.3 Integrates student use |

|students to easily |Candidates use a wide range of texts (e.g., |(B. Locate, organize, analyze, |of available technology into|

|gather, evaluate, |narrative, expository, and poetry) from |evaluate, synthesize, and ethically |instruction. |

|synthesize, and take |traditional print, digital, and online resources).|use information from a variety of | |

|notes over their research| |sources and media). |6.5 Demonstrates ethical and|

|in all content areas. |Standard Five: Literate Environment- (5.1- | |legal use of technology. |

| |Candidates design the physical environment to |(C. Evaluate and select information | |

| |optimize students' use of traditional print, |sources and digital tools based on | |

| |digital, and online resources in reading and |the appropriateness to specific | |

| |writing instruction). |tasks). | |

Ties to Research:

According to the IRA (2009), “to become fully literate in today’s world, students must become proficent in the new literacies of 21st century technologies. Literacy educators have the responsibility to integrate information and communication technologies into curriculum, to prepare students for the futures they deserve”. By using tablet technology within a classroom, like an iPad, we can help support student learning while using this technology. Intentionally selecting educational Apps on iPads directly supports this claim by the IRA. iPads have many other advantages as well. They can be a high motivator for students who usually are not motivated by reading or writing. They can also be great for many styles of learning. iPads can meet the needs of visual, auditory, and kinesthetic learners all at once. This can help engage students within all content areas. Some additional benefits for using iPads within a classroom are “applying prior knowlede of digital literacy skills to navigate new features (ebooks), working collaboratiely with peers, using Apps to differientiate for all students, they are easy fix when technological issues arise, easy storage, and they can be programmed to display in many different languages” (Beschorner, Hutchinson, Schmidt-Crawford, 2012).

TPACK:

Through these educational Apps, I show technological pedagogy and knowledge because I appropriately and effectively integrate technology within the classroom. I feel like these Apps can be used in both literacy and in other content areas to support learning. They are all Apps that are intentional and purposeful. It is important as educators that we know the “why” behind the technology that we are implementing and see the gains of the program or App we are using. I have the content knowledge with the Core Content Standards in literacy and these Apps help to support many of them. I know that by using these Apps, it will lead to overall student achievement.

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