Weekly+Journal+Entries

5-29-2012 by Mark Olsen

For my 4th quarter project, I had students teach a concept from the novel //1984//. One of the days I was absent for my 6th grade daughter's field trip to the Getty Malibou so I had my substitute video tape the presentations on my iPad. Videotaping the students made their assignment more valid because they knew I was going to see and grade it, and it helped them focus because they were aware other people could/would watch them. I would like to take more advantage of the video component of the iPad and maybe create more video assignments that could be edited.

I also have a student who does all of his assignments exclusively on his iPad. He emails me what he has done. Other students use their iPad but don't have the 3G capability to instantly send assignments; although, they can use the WiFi at home.

5-22-12 **Group Meeting** Jon is seeing administrators use iPads for assessment, but is not seeing the tie into writing there.

Camille is using the iPad for the "teaching" side of class- administrative tasks, assessment. She's a firm believer in buy in; if teachers know/love the technology, the kids can too. Camille has found a need to pre-assess technology skills and do foundational instruction of these skills. They can explore, but they miss some of the basics. She's moving cautiously through Notability to be able to "do something and do it well."

In Chelsea, MI, bond money is being used for iPads.

Jan has planned to put 3 iPads in the hands of intervention students. She wants this to be a composing tool for them, letting them explore. Jan's students do seem to have the basic skills of technology. Her lab starts teaching students in kindergarten. She's looking for recommendations and suggestions to integrate iPad instruction. She's particularly interested in things like ebooks. Macul.org conference

Perhaps our panel is focused on our journey...of the paths we each take to making the iPad an effective tool for writing. Especially since we are each in different fields/levels of education, it would be interesting to see how our different paths converge (or diverge). Something like- I have an iPad...what now?

Administrator perspective on supporting teachers in implementing iPads; we could each have an administrator do a 2 min clip of an admin talking to this. What is student growth, and can it be defined outside standardized testing.

We're all open to trying tumbler as a platform. Another option is to use the NWP Connect Platform to create a group... the benefit of this would be greater visibility of/accessibility to our work by other writing project fellows.

**4-24-12 by Mary Lourdes Silva** Yesterday, I taught a student how to provide feedback on her draft, which was uploaded to Notability. At first she was a little disoriented because the best way to take notes is to use the magnifying tool at the bottom right-hand corner of the app. One can write comfortably in a text box that is then being mirrored in the actual location on the draft. There are automatic functions that allow the writing process to be seamless, but at times a user has to click on the right arrow to move the text box to continue writing. She enjoyed the experience. I was at my computer, so I provided feedback on her paper while she took notes on her version. Afterward, I emailed both copies so that she could work on her revision. Since she was in my office, I could have also turned on the audio recording option, if she needed more feedback since a lot of what happens in a student conference is lost in translation. But I've never found the right moment to actually do that, but if I were working with an LD student, then I would just turn it on at the beginning if the student needed that additional support.

6/17/12 by Jan M. Sabin, Title One Teacher, Marquette, Michigan (Upper Peninsula Writing Project)

 * Title One Intervention - Week One**
 * Kindergarten** - Three students walked into my room their last week of support services to find 3 iPad2s on their group table. Smiling, they asked if they could play games. I responded that the iPads were learning tools, and yes, they had games on them. Their first assignment was learning to turn their new tool on and off. We discussed each button and practiced finding it. We talked about the touch screen and how to slide to unlock the screen. They loved turning the screen from vertical to horizontal. Together we located the free app, //Pocket Phonics//. Immediately they began choose correct letter sounds and practice writing each letter. After a few tries with their fingers I handed each a stylus. "Jason" needed practice writing lower case letters. Most of his looked drawn and were not distinguishable. He began following the arrow prompts in writing a "k" stroke by stroke. I worked with "Jenny", who finished ahead of the others, search for a new app. The 40 minute session flew by. Their exit ticket was to shut down the iPad completely. It took a couple of tries before they understood the difference between sleep mode and off. Two of the students commented that someone they knew had an iPad, but they had not used it.
 * First Grade** - After a similar introduction I guided this group of three through //Timmy's Kindergarten Adventure//, a free app with simple math and beginning reading prompts. Volume was an issue. They searched for the control button and practiced turning the sounds up and down. They discovered mute. "Jessica" wanted headphones. Our next lesson became how to plug them in. "Johnny" could resize an image and began teaching his neighbor how to stretch the screen. They chatted about who had one at home and what they knew about certain games.
 * Second Grade** - I repeated the lessons on proper use and respect for the tool. My three second graders thought iPads probably cost "$70.00". I assured them the school invested much more to purchase these tools. We used //Booksy//. Each student read an informational text, with support of the app. It helped them with individual words or it would read the whole page. This seems like a great app, but does require the purchase of the books after the two samples. I will need to request additional financial support in order to have enough reading materials available for my various levels.
 * Third Grade -** Again, I repeated the introduction. We also discussed the opportunity iPads presented for journaling about our reading. Each of my three students confessed that they could not word process using all fingers. I want to use the wireless keyboards and see if it is easier than the keyboard on the iPad. Increased opportunities to practice should result in stronger skills and leave more time for thinking, reflecting and composing. We used the //Boosky// text, //Humpback Whales,// for our reading. Third graders took the comprehension quiz, which was too easy. Still, this gave them a successful entry level for learning the process. Next, we tried to use the app, //iDiary// for reflecting about the story. Each made their way trying register as a new user and open to a new journal page. While this was frustrating, it does have appeal. It allows a journal title, color choice, and has a daily calendar. I had difficulty scrolling to stay on the same page. We need more time to trouble shoot the features. I am not convinced this is the best app for responding to texts. I can tell I will need focus questions and a protocol for responding if I want to increase high level comprehension skills and help guide students in becoming stronger writers. One step at a time...
 * My Reflections** - Students naturally take to this digital technology (as captured in photos of their first moments using the iPads.) I suspect focused engagement will remain strong as long as tasks vary and have value to our discussions and long term goals. I will need more apps and may find I cannot get them for free. I am not sure how this will be funded but I will continue to write mini grants to our parent organization for local support. We are at a disadvantage in multiple ways because we do not have wireless access. It will be my burden to bring the iPads home for updating, etc. I need to follow up with our local library for ebooks and continue seeking advise from teachers currently using iPads in their elementary classrooms I am excited about this new tool and see huge potential for motivating my struggling learners. Fall of 2012 will begin with an open mind and a digital direction.