Harnessing the iPad to Create a Learner Centered Science Classroom - - PowerPoint PPT Presentation

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Harnessing the iPad to Create a Learner Centered Science Classroom - - PowerPoint PPT Presentation

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Harnessing the iPad to Create a Learner Centered Science Classroom Presentation by Michael Sammartano Before we begin... Please locate and tap on the app called Scan in the productivity #1 folder. Introductions b Michael Sammartano

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Harnessing the iPad to Create a Learner Centered Science Classroom

Presentation by Michael Sammartano
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Before we begin...

Please locate and tap on the app called Scan in the productivity #1 folder.

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Introductions

b

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SLIDE 7 ★ Earth Science Teacher ★ Apple Distinguished Educator ★ Google Certified Teacher ★ AppoLearning Expert

Michael Sammartano

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SLIDE 9 ★ Why iPads in Education? ★ Educational Apps for Science ★ Teacher-Created Content ★ Student-Created Content ★ iPads as Assessment Tools ★ Planning and Brainstorming

Workshop Agenda

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Mirroring iPads

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Why iPads?

technology

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Papal Conclave 2005 Papal Conclave 2013

120,000 Pope-Related Tweets per minute

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“Proficiency with technology allows students to succeed in college and careers. The Common Core Standards include basic technology skills to help them succeed; but in the bigger picture, they call for students to use technology to help them learn in all areas.”

“Whether it be using tools to solve math problems, to

access information, or to promote literacy and communication skills, technology is part of the learning solution. It needs to be viewed that way rather than a separate competency.”

  • James Brock
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Why technology?

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Why technology?

  • 1. Engagement in education
  • 2. College and career-readiness
  • 3. New literacies
  • 4. Independent learning
  • 5. Communication and collaboration
  • 6. Real-world connections
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Why technology?

  • 1. Engagement in education
  • 2. College and career-readiness
  • 3. New literacies
  • 4. Independent learning
  • 5. Communication and collaboration
  • 6. Real-world connections
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Why technology?

  • 1. Engagement in education
  • 2. College and career-readiness
  • 3. New literacies
  • 4. Independent learning
  • 5. Communication and collaboration
  • 6. Real-world connections
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Why technology?

  • 1. Engagement in education
  • 2. College and career-readiness
  • 3. New literacies
  • 4. Independent learning
  • 5. Communication and collaboration
  • 6. Real-world connections
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Why technology?

  • 1. Engagement in education
  • 2. College and career-readiness
  • 3. New literacies
  • 4. Independent learning
  • 5. Communication and collaboration
  • 6. Real-world connections
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Why technology?

  • 1. Engagement in education
  • 2. College and career-readiness
  • 3. New literacies
  • 4. Independent learning
  • 5. Communication and collaboration
  • 6. Real-world connections
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“The need to know the capital of Florida died when my phone learned the answer.” “...The students of tomorrow need to be able to think creatively: they will need to learn on their own, adapt to new challenges and innovate on-the-fly.”

  • Anthony Chivetta
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Why technology?

  • 1. Engagement in education
  • 2. College and career-readiness
  • 3. New literacies
  • 4. Independent learning
  • 5. Communication and collaboration
  • 6. Real-world connections
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Why technology?

  • 1. Engagement in education
  • 2. College and career-readiness
  • 3. New literacies
  • 4. Independent learning
  • 5. Communication and collaboration
  • 6. Real-world connections
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Why technology?

  • 1. Engagement in education
  • 2. College and career-readiness
  • 3. New literacies
  • 4. Independent learning
  • 5. Communication and collaboration
  • 6. Real-world connections
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Why technology?

  • 1. Engagement in education
  • 2. College and career-readiness
  • 3. New literacies
  • 4. Independent learning
  • 5. Communication and collaboration
  • 6. Real-world connections
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Why technology?

  • 1. Engagement in education
  • 2. College and career-readiness
  • 3. New literacies
  • 4. Independent learning
  • 5. Communication and collaboration
  • 6. Real-world connections
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Why technology?

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Why iPads?

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It took...

...590 days to sell 1 million iPods.

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It took...

...74 days to sell 1 million iPhones.

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It took...

...28 days to sell 1 million iPads.

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900,000

apps available

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50,000,000,000

app downloads

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iPads 82%

Other Tablets 18%

Web Browsing

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65%

  • f schools are either piloting
  • r deploying iPads
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  • 1. Apps, apps, apps!
  • 2. Content Consumption/Creation
  • 3. Constantly Connected
  • 4. Modern Textbook
  • 5. Intuitive and user-friendly
  • 6. Endless possibilities

Why iPads?

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  • 1. Apps, apps, apps!
  • 2. Content Consumption/Creation
  • 3. Constantly Connected
  • 4. Modern Textbook
  • 5. Intuitive and user-friendly
  • 6. Endless possibilities

Why iPads?

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  • 1. Apps, apps, apps!
  • 2. Content Consumption/Creation
  • 3. Constantly Connected
  • 4. Modern Textbook
  • 5. Intuitive and user-friendly
  • 6. Endless possibilities

Why iPads?

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  • 1. Apps, apps, apps!
  • 2. Content Consumption/Creation
  • 3. Constantly Connected
  • 4. Modern Textbook
  • 5. Intuitive and user-friendly
  • 6. Endless possibilities

Why iPads?

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  • 1. Apps, apps, apps!
  • 2. Content Consumption/Creation
  • 3. Constantly Connected
  • 4. Modern Textbook
  • 5. Intuitive and user-friendly
  • 6. Endless possibilities

Why iPads?

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  • 1. Apps, apps, apps!
  • 2. Content Consumption/Creation
  • 3. Constantly Connected
  • 4. Modern Textbook
  • 5. Intuitive and user-friendly
  • 6. Endless possibilities

Why iPads?

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  • 1. Apps, apps, apps!
  • 2. Content Consumption/Creation
  • 3. Constantly Connected
  • 4. Modern Textbook
  • 5. Intuitive and user-friendly
  • 6. Endless possibilities

Why iPads?

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Why iPads?

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Why iPads?

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iPad Apps for Science

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  • Mr. Sun
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SolarWalk

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StarWalk

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SeeLevel

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Hurricane HD

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Spacecraft 3D

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How do I find and evaluate apps?

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How do I find and evaluate apps?

  • 1. Online resources
  • 2. Explore and experiment
  • 3. Have students write app reviews
  • 4. Hold an “Appy Hour” at work
  • 5. Use an evaluation rubric
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  • 1. Online resources
  • 2. Explore and experiment
  • 3. Have students write app reviews
  • 4. Hold an “Appy Hour” at work
  • 5. Use an evaluation rubric

How do I find and evaluate apps?

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  • 1. Online resources
  • 2. Explore and experiment
  • 3. Have students write app reviews
  • 4. Hold an “Appy Hour” at work
  • 5. Use an evaluation rubric

How do I find and evaluate apps?

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  • 1. Online resources
  • 2. Explore and experiment
  • 3. Have students write app reviews
  • 4. Hold an “Appy Hour” at work
  • 5. Use an evaluation rubric

How do I find and evaluate apps?

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  • 1. Online resources
  • 2. Explore and experiment
  • 3. Have students write app reviews
  • 4. Hold an “Appy Hour” at work
  • 5. Use an evaluation rubric

How do I find and evaluate apps?

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  • 1. Online resources
  • 2. Explore and experiment
  • 3. Have students write app reviews
  • 4. Hold an “Appy Hour” at work
  • 5. Use an evaluation rubric

How do I find and evaluate apps?

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Bloom’s Taxonomy

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Knowledge Comprehension Application Analysis Synthesis Evaluation

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Remembering Understanding Applying Analyzing Evaluating Creating

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Remembering Understanding Applying Analyzing Evaluating Creating

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Creating

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Student-Created Content

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How can I have my students express their learning through iPad content creation?

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How We Learn...

10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we SEE and HEAR 70% of what is DISCUSSED with OTHERS 80% of what is EXPERIENCED PERSONALLY

95% of what we TEACH TO SOMEONE ELSE

  • William Glasser
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How can my students become teachers?

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iPad Apps for Creation

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Keynote

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iStopMotion

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Videolicious

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Teacher-Created Content

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How can I easily create content that students can explore on the iPad?

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The iBooks Workflow

Create interactive textbooks for students to explore on the iPads.

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The LinkViewer Workflow

Create linked pdf documents for students to explore on the iPads.

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The Keynote Workflow

Create linked presentations for students to explore on the iPads.

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SLIDE 120 Bay of Fundy Bay of Fundy, Canada Bay of Fundy, Canada Date Time Tidal Height (ft) 3:55 AM 38.1 Dec 1, 2007 10:23 AM 7.5 Dec 1, 2007 4:19 PM 38.1 10:52 PM 6.9 4:54 AM 37.1 Dec 2, 2007 11:21 AM 8.5 Dec 2, 2007 5:19 PM 36.7 11:50 PM 8.2 5:52 AM 36.4 Dec 3, 2007 12:21 PM 8.9 6:19 PM 35.8 12:47 AM 8.9 Dec 4, 2007 6:48 AM 36.1 Dec 4, 2007 1:19 PM 9.2 7:15 PM 35.4 1:43 AM 9.5 Dec 5, 2007 7:39 AM 36.1 Dec 5, 2007 2:14 PM 8.9 8:07 PM 35.1 Mamaroneck Harbor Mamaroneck Harbor
  • neck Harbor, USA
Date Time Tidal Height (ft) 5:06 AM 7 Dec 1, 2007 11:23 AM 0.8 Dec 1, 2007 5:34 PM 6.8 11:51 PM 0.7 6:07 AM 7.1 Dec 2, 2007 12:24 PM 0.8 6:36 PM 6.7 12:46 AM 0.8 Dec 3, 2007 7:02 AM 7.2 Dec 3, 2007 1:20 PM 0.6 7:32 PM 6.7 1:38 AM 0.8 Dec 4, 2007 7:53 AM 7.3 Dec 4, 2007 2:13 PM 0.4 8:23 PM 6.7 2:25 AM 0.8 Dec 5, 2007 8:40 AM 7.4 Dec 5, 2007 3:01 PM 0.2 9:10 PM 6.7 INSTRUCTIONS: Draw two line graphs on the axis provided on the next
  • page. Using one color graph
the tidal height for the Bay of Fundy and with another color, plot the tidal heights at
  • Mamaroneck. Be sure to
write in the axis labels using the appropriate scale. Mark the colors of each line in the key on the bottom right corner of the graph. When your graph is complete, work
  • n the questions on the
following page. Name: ___________________________________________________ Date: ___________________ Period: _____ Lab #: _______
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Differentiation

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How did the iPads change how you learned science this year?

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iPads as Assessment Tools

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iPads as Assessment Tools

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Sample Multiple Choice Question

Which of the following objects does the Earth revolve around?

  • A. Mars
  • B. The Moon
  • C. A Black Hole
  • D. The Sun
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Sample Multiple Choice Question

Which part of the cell controls the activities inside the cell?

  • A. Cytoplasm
  • B. Nucleus
  • C. Cell membrane
  • D. Cell wall
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iPads as Assessment Tools

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iPads as Assessment Tools

Please launch Safari and type the following url into the address bar: student.infuselearning.com

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iPads as Assessment Tools

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The SAMR Model

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The SAMR Model

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The SAMR Model SUBSTITUTION

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The SAMR Model AUGMENTATION SUBSTITUTION

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The SAMR Model MODIFICATION AUGMENTATION SUBSTITUTION

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  • The SAMR Model
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  • Google Earth
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  • Use Google Earth to locate a place
  • n Earth (instead of using an atlas).
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  • Use the Google Earth ruler tools

to measure the distance between two locations.

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  • Use the Google Earth layers to

gather research on earthquake and volcano locations.

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  • Create a narrated Google Earth

tour of major tectonic landmarks and share the tour online.

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Brainstorming and Planning

J

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Mike Sammartano

★ MikeSammartano.com ★ iPadClassroom.com ★ KeynoteClassroom.com ★ HMXEarthScience.com ★ Twitter: @MikeSammartano ★ Email: Sammartano@me.com
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Thanks

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