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APPlication to Creation

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Tammy Austin

on 6 February 2014

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Transcript of APPlication to Creation

APPlication to Creation
Why we are here
To show teachers how apps can be used to develop the four Cs of learning - critical thinking, communication, collaboration, and creativity – as a way to move from the basic to the advanced levels of the SAM-R Model of Technology Integration.

Four Cs of Learning
Critical thinking

SAMR Model
Taking technology integration from the Substitution and Augmentation stages to the Modification and Redefinition stages

Project 1: PicCollage/Thinglink
Learning Activities - Students will:
research two chosen scientific discoveries/technology innovations using multiple sources, including Britannica or World Book app and Google app.
take notes using the Google Drive or Evernote app.
identify two major discoveries/innovations and their impact on American society by analyzing notes and creating a Simple Mind+ thinking map.
choose pictures of the discoveries/inventions and save to Photos on iPads.
import photos into Pic Collage app.
design a Pic Collage according to the Simple Mind+ thinking map and save image to Photos.
create a short video on Tellagami discussing the positive/negative impacts of the scientific discovery/technology innovation.
create a ThingLink poster from ThingLink app and import the Pic Collage from Photos and the video from Tellagami.



Learning Activities:
• Students will brainstorm goals for procedural text writing using the Popplet app.
• Students will write and revise a draft using the Evernote app.
• Students will choose the apps that they will use to visually present each step of their method, such as the iPad camera app or Doodle Buddy.
• Students will create an image for each step of their procedural method using the appropriate apps. Snapshots should be taken and saved to the camera roll on the iPad.
• Students will create Snapguides under the instructor’s account.
• Students will import photos, snapshots, and videos into their Snapguides in chronological order.
• Students will utilize their Evernote drafts to type or copy and paste text into their Snapguides.
• After checking for all steps and proofreading text, students will publish Snapguides. (*If you do not want your student Snapguides to be viewable by the public, you may maintain the “draft” status and view only through your Snapguide account in the classroom.)

Project 2: Snapguide
Project 3: Phoster
Learning Activities:
Students will research chosen scientist/inventor using print and electronic sources, including Britannica or World Book app.
Students will take notes using the Evernote app.
Students will identify three major contributions of chosen scientist/inventor and impact on American society by analyzing notes and creating Popplet thinking maps.
Students will choose pictures of scientist/inventors and save to Photos on iPads.
Students will import photos into Face on Stamp app.
Students will design Face on Stamp according to Popplet thinking map and save image to Photos.
Students will choose a Phoster template from Phoster app and import Face on Stamp from Photos.
Students will design promotional Phosters according to Popplet thinking maps

English Language Arts, grade 2:
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
(B) develop drafts by sequencing ideas through writing sentences;
(C) revise drafts by adding or deleting words, phrases, or sentences;
(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and
(E) publish and share writing with others.
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A) write brief compositions about topics of interest to the student;
Technology Applications, grades K-2:
Knowledge and skills.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to:
(A) apply prior knowledge to develop new ideas, products, and processes;
(B) create original products using a variety of resources;
(D) create and execute steps to accomplish a task; and
(E) evaluate and modify steps to accomplish a task.
Social Studies, grade 8:
Compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history [8.28.A]
Technology Applications, grade 8:
Identify, create, and use files in various formats, including text, raster and vector graphics, video, and audio files. [8.1.A]
Create a research plan to guide inquiry [8.3.A]
Plan, use, and evaluate various search strategies, including keyword(s) and Boolean operators [8.3.B]
Select and evaluate various types of digital resources for accuracy and validity [8.3.C]
Plan and manage activities to develop a solution, design a computer program, or complete a project [8.4.B]

English Language Arts and Reading:
Research/Gathering Sources. Follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies [8.23.A]
Narrow or broaden the major research question, if necessary, based on further research and investigation [8.24.A]
Presents the findings in a meaningful format [8.25.C]
Social Studies, grade 5:
Students will understand the impact of science and technology on society in the United States. Students will identify the accomplishments of notable individuals in the fields of science and technology including Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong. [5.23A]
Technology Applications, grades 3-5:
Create original products using a variety of resources. [1A]
Evaluate the product for relevance to the assignment or task. [2E]
Collect and organize information from a variety of formats including text, audio, video, and graphics. [3B]
Validate and evaluate the relevance and appropriateness of information. [3C]
Acquire information appropriate to specific tasks. [3D]
English Language Arts and Reading:
Research/Gathering Resources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to collect data from a range of print and electronic resources [5.24A]
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information [5.25A]
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students synthesize research into a written or an oral presentation that presents findings in a consistent format. [5.26C]
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