Ipods+-+Camille+-+January+2012

= = = = = = =** How do we know we have been successful? **= = =

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When we envisioned this project, we believed that the iPods would be a great addition to help us teach curriculum through the apps that we chose. In reality, while this could be the case, the hunt for appropriate apps that would aid in teaching curriculum was difficult and not always fruitful. We discovered therefore that the use of iPods has been more of both a remedial and challenge support rather than a curriculum aid. We feel that the use of apps such as Edmodo, Socrative, Calculators, dictionaries, etc., are more effective in the classroom, and became more of a tool for management and learning, rather than curriculum support. In the future, we will continue with this mindset with the use of any technology we apply to our teaching. ======

5. What are some best practices?

 * ====== Use the ipods as a “treat” so that they don’t become “old” ======

OR

 * ====== have them all the time – student owned devices ======
 * ====== Ensure students know their own numbers ======
 * ====== Devices stay on tables, turn them over when “teaching” ======

6. How has student achievement improved because of the use of the equipment?

 * ====== For some – again, some reluctant learners now hand things in, practice basics in math that they should know already and work on their vocabulary ======
 * ====== Differentiation has improved ======
 * ====== Studying for midterms – students who chose appropriate apps saw an increase in marks and confidence levels! ======
 * ====== Band – using apps made students more independent learners – tuners, reading rhythm ======
 * ====== Students were less reliant on teachers and more resourceful to solve their own problems – definitions, calculators, tuners, ======
 * ====== Students have a respect for the technology – appreciation for acceptable use ======

Challenges:

 * ====== Charging all 40 ipods at the same time – connections weren’t always correct ======
 * ====== Syncing – took time which wasn’t necessarily scheduled into the day ======
 * ====== Locating appropriate, effective apps ======
 * ====== Getting stuff off the ipods (how to hand it in) ======
 * ====== Certain apps allow for email though division doesn’t ======
 * ====== Not great for a creation tool ======
 * ====== Sharing – fighting to use them ======
 * ====== Restrictions on the internet – can’t email off an ipod – students would do work on ipod and struggled to hand it in ======
 * ====== Keeping the ipods labelled – should be engraved ======
 * ====== School email rejected audio files therefore many students lost playing tests ======

Benefits:

 * ====== Students were 100% engaged ======
 * ====== Students who would otherwise “float” in class became a contributor ======
 * ====== Students could work at their level ======
 * ====== Students chose different apps with same skill development ======
 * ====== Great videos that students could watch as many times as necessary for comprehension ======
 * ====== Less stress for Band exams – recorded exam at home and handed it in ======
 * ====== Student access to edmodo aided in “reluctant learners” handing in work! ======
 * ====== Streamlined the process of some projects – video, upload, done – focus more on learning and outcomes and less on the technology ======
 * ====== Students take initiative in their own learning (finding apps) ======
 * ====== Students share their findings with each other – excited about learning ======
 * ====== Excited about teaching – brought energy into the staffroom ======

8. What was your personal growth as a learner?

 * ====== Realization of all the educational apps available ======
 * ====== Began to look in different places for inspiration ======
 * ====== Technology side – how to sync, charge etc ======
 * ====== Encouraged collaboration with other teachers ======

9. What are some tips for next time users?

 * ====== ***Schedule time to sync ======
 * ====== Get a list of apps from students, staff and friends ======
 * ====== Use PLNs to research apps ======
 * ====== Access list of previously downloaded apps from board office ======
 * ====== Consider the collection of data/projects/assignments prior to assigning it ======
 * ====== Work out a method of recording assignments prior to assigning it ======
 * ====== Ask for paid apps list (and descriptions) for that account ======
 * ====== Be flexible ======

=== 10. What is your legacy piece? How have you left a digital footprint to let other know about your important work with kids? (Video, digital storytelling, celebrations with parents, inviting senior administration, manual, collaborative place for yourself and your students) ===
 * ====== Quoting a grade 6 boy: I learned that ipods could be used for educational purposes. ======
 * ====== Quoting a mom: My son had never read a complete book until he put it on an ipod. ======
 * ====== Students are looking for alternative options when creating projects etc for school ======
 * ====== A number of staff have made personal purchases of ipads to use in the school ======
 * ====== Staff is excited to use technology and is now going to apply for the 3D initiative - (frustrated that they have to wait for next year) ======
 * ====== We will be putting these on the wiki to share, findings will also be shared with staff and in the April Camille Newsletter ======
 * ====== A list of apps will be added to class outlines, teacher websites ======

===11. Sample lessons - share 2 lessons that you taught using the equipment (short form – objective of the lesson, brief description of the activity, how did you assess it, and reflection on how the students responded) ===

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What: students travelled around the school, measuring circles found in our hallways, and used the iPods to capture images of their measurements. These images were immediately uploaded to Edmodo and handed in, as well as evaluated and shared with the class. All students (including those who are not typically onboard) were actively engaged in finding circles and accurately measuring, as well as improving their visual skills in photography. Taking turns with the iPod is the main reason for this engagement. ======

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What: students used the QR code reader app to travel around the school on an amazing race, receiving questions and then having to find the correct answer in order to move on. Each answer would lead to a new location, and a new question. An incorrect answer would lead to a new location where they would be directed to return and try again. All students participated in the travel, and in the discovered of answers. ======

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What: students were introduced to the apps during a mini lesson, and then were provided with the remainder of the class to utilize whichever apps best applied to their learning needs. Some used Khan Academy videos to review a concept, some used Math 7, others Number Line, etc. Midterm marks reflected an increase in the areas of study each student focused on in their review (based on comparisons with unit test scores). ======

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What: ten minutes of every lesson was devote to rhythm reader on the iPods. Students capacity for rhythm improved, especially upon sight reading. Students also became more independent in their learning through using the pitch apps in order to check their own tuning. ======

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What: students used the Songify app to read the ten commandments and then turn their audio into a song. Students had to complete this several times, as it was not always to their liking, and thus their learning and memorization of the Ten Commandments was increased. Some students have heard this reading at Mass and have comments to their teach that they knew them! ======

12. Websites, tools, or apps that you used with your students
Fingering Charts Pro ||  || Hurry Forward Scott Rundell || $1.99 $2.99 ||
 * STARTING POINT: **
 * || General ||  ||   ||
 * *Brainpop Featured Movie4 ||  || Brainpop || Free ||
 * *Edmodo4 ||  || FusionProjects || Free ||
 * *QRReader4 ||  || TapMedia || Free ||
 * || Math ||  ||   ||
 * *Long Multiplication ||  || Esa Helttula || $3.99 ||
 * *Long Division Mathematics ||  || Esa Helttula || $3.99 ||
 * Khan Academy: Geometry ||  || Ximarc Studios || Free ||
 * *Khan Academy: Arithmetic ||  || Ximarc Studios || Free ||
 * *Number Line ||  || Todd Bowden || Free ||
 * Fraction Basics ||  || Ng Wei Chong || Free ||
 * Algebra Intro ||  || Regular BerrySoftware || Free ||
 * Free Graphing Calculator ||  || William Jockusch || Free ||
 * Factor Samurai ||  || Third Rail || Free ||
 * Math Kid ||  || Alexander Drel || Free ||
 * Sudoku2 ||  || Finger Arts || $0.99 ||
 * Math Ninja ||  || Razeware || Free ||
 * *Middle School Math 7th Grade || Monkey in the Middle || Free1 ||
 * || Band2 ||  ||   ||
 * *Rhythm Sight Reading Trainer || Rolf Steenge || $2.99 ||
 * Voice Memo ||  || Apple || incl. ||
 * Free Chromatic Tuner: Pano Tuner || Jung Gun Lim || Free ||
 * SilverDial Metronome Lite ||  || Kevin Fitch || Free ||
 * iEar Trainer ||  || Derek Kam || Free ||
 * Music Dictionary
 * iEar Trainer ||  || Derek Kam || Free ||
 * Music Dictionary
 * |||| Language Arts3 ||  ||
 * StoryKit ||  ||   ||   ||
 * Merriam-Webster Dictionary || Merriam-Webster || Free ||
 * myLanguage Free Translator4 || myLanguage || Free ||
 * Scrabble Free ||  || Electronic Arts || Free ||
 * Chicktionary 300 ||  || Blockdot || Free ||
 * FreeSaurus ||  || Joseph Wee || Free ||
 * Dictionary.com - Dictionary & Thesaurus || Dictionary.com || Free ||
 * Poetry Creator - Verses ||  || Tiny Mobile || Free ||
 * Poetry Creator - Verses ||  || Tiny Mobile || Free ||

We added:

 * ====== Vocibo – synonyms ======
 * ====== Songify – create a song with the spoken word ======
 * ====== Moxie – create words with given letters ======
 * ====== Bible ======
 * ====== Simcity – worked well for Social Studies – city government (management) ======
 * ====== King of Math – EXCELLENT ======
 * ====== Submarine – basic math facts ======
 * ====== Socrative – replaces senteo ======
 * ====== Algerbratouch – ======
 * ====== Memory cards ======
 * ====== 24 – math – use all 4 cards to equate 24 ======
 * ====== Feedme – early learning vocabulary ======
 * ====== Mathematris – like tetris but uses integers ======

13. Other unexpected findings from your project

 * ====== Pilot projects proved to be expensive – Teacher now purchased an iphone! ======
 * ====== More work – hiccups along the way ======
 * ====== Enthusiasm from the peripheral groups ======
 * ====== Energized students ======
 * ====== Students tired of the ipods quickly – was best to use for shorter time periods ======
 * ====== Too short a time to utilize fully – to figure out where we wanted to go, lots of dead ends, just now discovering new ideas for use ======

14. Final thoughts about your project.

 * ====== Be careful that you don’t use this as a “St Gabe’s” lesson – traditional teaching isn’t all bad ======
 * ====== Many apps are free – quality ones cost money – not nearly the value in free ones ======
 * ====== Tim “Donated” $15 in itunes ======

15. Would you recommend the use of this equipment?

 * ====== Yes, it was great adventure and something worthwhile to explore. It can change how you teach and your outlook of technology in education. ======