Mobile learning lesson plans by Наставничката Марија

Learning on the Go Lessons from ISTEâ&#x20AC;&#x2122;s Mobile Learning Contest

Learning on the Go Lessons from ISTE’s Mobile Learning Contest

Introduction This is a curated collection of lesson plans from ISTE’s Learning on the Go Contest. The following chapters include our favorite submissions, organized by grade level. You’ll find lessons using cell phones, iPads and tablets, as well as blended lessons. Regardless of the device used, the lessons teach students how to use mobile technology to do incredible things—share content through video production, connect with students outside of their school, create interactive résumés, and even develop their own apps. The hope is that students will not only learn the curriculum from these projects but will also learn that they have the tools to continue learning wherever and whenever. ISTE thrives because of the collaborative spirit of our members. We are proud and thankful that educators are willing to take the time and effort to share these lessons with the ISTE community. We hope you find them valuable and that you’ll consider sharing your knowledge in a future contest or within one of ISTE’s learning communities. A final note about this iBook: This resource was designed for optimal viewing in the landscape orientation, though the portrait orientation will provide a streamlined view of the lesson plans.

Chapter 1

Elementary Lessons (Ages 3â&#x20AC;&#x201C;11)

Lesson 1

Small Moment Writing with Little Bird Tales By Dan Gibson, Crown Point, Indiana

LENGTH OF LESSON: 10–12 DAYS

Objectives • While thinking of writing ideas, students will write a personal narrative that recounts a small memory with characters, setting, sequenced events, details, and personal reactions associated with the event. • Using a recording device, students will narrate their story with appropriate rate and expression. Common Core—English Language Arts • 1.W.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. • 1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

• 1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. NETS for Students • Creativity and Innovation • Digital Citizenship • Technology Operations and Concepts Materials and Preparation • Anchor texts related to "Small Moments" (Calkin & Oxenhorn, 2003) • iPad • InkFlow App • LittleBirdTales App • LittleBirdTales Website • MacBook with VGA adapter • SMART Board and Speakers • Document Camera • Apple TV connection (AirPlay) Classroom Arrangement and Management First, to manage the various instructional tasks throughout this lesson, the classroom will need a meeting/story area for the students to take part in literacy-related mini-lessons. Next, an area setup for conferring with the teacher in a small group setting will be needed. Last, the classroom will also need areas that are quiet enough for small groups of students to record audio on the iPad.

The Hook Initial Instruction (attention, prior knowledge and goals) D AY 1

• Call students to the “Authors Rug” or general whole group area. • Introduce the concept of “small moments” (Calkin & Oxenhorn, 2003) and ask students to think of small moments in their lives. • Make a chart with the terms: characters, settings, events, details, and personal reactions. • Read a mentor text that highlights small moments (e.g., Saturdays and Teacakes by Lester Laminack). • Recall the characters, settings, events, details, and personal reactions. • Invite students to “turn and talk” to neighbors about this small moment. Ask what they remember from the small moment in this book. • Make connections from the digital story to past mentor texts (e.g., The Paperboy by Dav Pilkey) that highlight the small moment concept. • Reread sections to highlight small moments features. • Students are asked to think about small moments in their lives and to list ideas with the InkFlow app. • Confer with small groups of students to discuss their writing ideas. • Share students’ ideas and work on InkFlow using a document camera or AirPlay. 4

• Highlight the ideas that students are planning on using. • Highlight examples of great thought. D AY 2

• Call students to the general whole group area. • Play a digital story as an example of a small moment from the teacher’s life. • This will act as the model for what the students create. • Recall the characters, settings, events, details, and personal reactions. • With an InkFlow list, model how to create a book from the list of ideas. For every idea add a new page to the book. Tell the students, “One idea for one page.”

The Body D AY S 2 − 3

• Students take the ideas they wrote using the InkFlow app and find an area to write about their favorite small moment and “Zoom” in on it. • Confer with students to decide on the best small moment. • When decided, point to a new page every time they state an event from their small moment. • Have students draw pictures for each idea in their book. D AY 4

• Call students over to the general whole group area.

• First pick your best small moment.

• Introduce students to a checklist by checking that everyone was sitting correctly in the whole group area. Use a student list.

• Then, start with what you did (one page).

• Demonstrate how to use a checklist with their small moment writing.

• Tell who was there (one page).

• Ask students to turn and talk about why they think its important to use a checklist.

• What happened first (one page). • What happened next (one page). • What happened last and how you felt (one page). • Last, staple the book and write what you just stated aloud with the students. • Ask students (aka “writers”) to turn and talk about what I just did.

• Students use checklist on their work. • Using Tech (present, guide, and perform). D AY S 5 − 6 Note: This could take longer than one day.

• Students are introduced to the app LittleBirdTales.

• Using the document camera or AirPlay, they are shown how to Create a New Tale. • Write the Title and the Author. • Teacher and Technology Integrationist walk around to assist students. • Using the SMART Board display, demonstrate how to take a picture of a page they decorated. • Then, show how to add a new page repeatedly. • Teacher and Technology Integrationist walk around to assist students. D AY S 7 − 9

• Discuss how to read with expression and with the appropriate rate. • Model fluent reading and model how to read into the microphone. • Discuss noise level during recordings. Demonstrate what background noise can do by having students talk while recording. Then, playback the audio and ask for students to turn and talk about how it sounded. • To remind students about how quiet it should be on a recording day, use the phrase, “Quiet on the set!” • Last, using the display with the whole groups, demonstrate how to add audio to each slide.

• Teacher and Technology Integrationist take small groups for recordings, while the rest of the students are given another task to complete. • Ask students to speak loudly enough for the microphone to hear them but not so loud that they can be heard on their friends’ recordings. • When recording, the teacher and/or technology integrationist will call out “quiet on the set.” if needed for recording purposes. • When completed the student and teacher/technology integrationist will preview the story. • If everything was recorded properly, teacher will type the username/ password for the classroom account and upload the tale. • Teacher or Technology Integrationist should check the LittleBirdTale’s website to see that tales loaded successfully. When we uploaded our tales, iOS 6 was fairly new and the audio from the tales was not uploading to the website. So, always double check—especially before the celebration day.

The Conclusion Continuation (feedback, assess and extend) D AY S 1 0 − 1 1

• Using the SMART Board to display the student tales. • Students, teacher, literacy coach, tech integrationist, parents, and principal enjoy a snack while watching the students’ digitally

conveyed small moments. Each student’s story is played through the SMART Board and attached speakers.

SMALL MOMENT WRITING WITH LITTLE BIRD TALES

• Extend the activity by asking guests to share a small moment. Assessment of Lessons Students’ written work would be assessed using an end-of-unit checklist. Student projects were assessed with a [digital story] checklist to determine whether the student demonstrated the listed skill effectively. Accommodations Students with special needs were given the following support: • Additional time for writing • Additional instructional time as needed • One-on-one time with teacher • Turn on Guided Access for students with cognitive or mobility needs

Watch all four videos to learn more about this project and view student work.

• SMART Board display used for students with visual needs • Speaker system used for students with hearing needs

Lesson 2

Animal Research—Tour the Zoo with K03 By Kristi Watters, Greenwood, Indiana

LENGTH OF LESSON: ONE WEEK, 30–40 MINUTES PER DAY

Goals and Objectives • Students will be able to compare and contrast different animals. • They will research animal habits, diet, and life expectancy. Students will be able to discuss differences in animals. • Students will put their information into an illustration and writing. • Students will conduct research using iPads and create a class book using Scribble Press. NETS for Students • Communication and Collaboration • Research and Information Fluency • Critical Thinking, Problem Solving, and Decision Making • Digital Citizenship • Technology Operations and Concepts

Materials and Preparation • Classroom set of iPads with access to internet • Pocket Zoo app • Doodle Buddy app • Scribble Press app • iBooks app

Assessment of Lessons The class will create a book using Scribble Press. Students will need to illustrate their animal and formulate a sentence that will give information about the animal habit, diet, and life expectancy. Students will be assessed for completion and participation. The class book will be published using Scribble Press, then sent to students via iBooks. ANIMAL RESEARCH

• Email accounts set up for each iPad

The Hook Students will be introduced to the Pocket Zoo app. Teacher will give tour of the app to demonstrate use of webcams, videos, and information finding. Teacher will also review the Doodle Buddy app, which students will use to illustrate and describe their chosen animal.

The Body Teacher will introduce class to Pocket Zoo app and review Doodle Buddy app. Students will pick one animal to research and be given time to research via webcams, videos, and information given in Pocket Zoo app. Students will illustrate chosen animal in Doodle Buddy and type at least one sentence stating information about chosen animal, such as habit, diet, or life expectancy. Students will email finished product to teacher, return to Pocket Zoo and take a screen shot photo of chosen animal, and email a photo to teacher.

Watch the video to learn more about this project and view student work.

The Conclusion Teacher will add all photos to “Tour the Zoo with K03” book in Scribble Press and send final product to students. Students will open and read book via iBooks and discuss information with a partner. 9

Lesson 3

Corps of Discovery By Ryan Hoxie, Beaverton, Oregon

LENGTH OF LESSON: 5–7 DAYS, 1 HOUR PER DAY

Goals and Objectives The goal of this lesson was to have students demonstrate their understanding of Lewis and Clark's journey to the Pacific Ocean through the use of video production. NETS for Students • Creativity and Innovation • Critical Thinking, Problem Solving, and Decision Making • Digital Citizenship • Technology Operations and Concepts Materials and Preparation • This lesson compliments a 4th grade unit of study focused on Lewis and Clark's journey to the Pacific Ocean. Students’ understanding of Lewis and Clark is necessary. The quality of their film will reflect their understanding.

• Students also need to be familiar with using an iPad in a classroom setting. They need to understand this is a tool for their learning. • For this project only 5 iPads were needed as the students were grouped into teams of 5. • The teacher should also be familiar with an iPad and using iMovie for iPad. Classroom Arrangement and Management Students should have had some time before this project to use iPads in the classroom. I believe this is helpful so students see the iPad as a tool for learning or creative expression in the classroom. Teams of students should be selected with teacher discretion so there is a good balance of student talents on each team.

1. Plants and Animals 2. Landmarks 3. Encounters with native peoples 4. Important People on the Expedition 5. Writing on the Expedition The teams are assigned a topic and then must begin to plan. The first step is to storyboard their ideas for what their one-minute segment will look like. It is helpful to show several real storyboards and model the creation of a storyboard for the students. Once the teams are ready let them story board. D AY S 2 – 3

The Hook After studying the journey of Lewis and Clark, our class will divide up into 5 groups. These groups are then going to storyboard, write a script, film and edit a one-minute movie describing one part of Lewis and Clark's journey to the Pacific Ocean. Filming and editing will all be done using an iPad.

The Body D AY S 1 – 2

Introduce the project. I usually begin by showing a student-created movie of the same project or similar, such as the Oregon Trail. After showing the movie I explain that the movie is the final product and there is a lot of work ahead. At this point I have the students split into their teams. Once the teams are grouped I give students 5 choices of movies to create.

Finish storyboards and begin scriptwriting. The teams will all be working at different speeds. Some will finish story boards very quickly and will be ready to write their scripts. Usually once the first team finishes their storyboard, it is time to model script writing for the whole class. The script can be written in a writing journal or on a official script document. Students should keep in mind that they are narrating their one-minute segment. They must explain what the audience is watching so everyone understands what the movie is about. This is a group project and everyone must work together to create the script. Remind the teams that a high-quality finished script is their ticket to filming with the iPads. D AY S 3 – 5

Finish storyboards and scripts; begin filming with iPads. Once a group is ready to film, stop the whole class and teach how to use the video camera on the iPad. Have the teams open the app and practice filming. Show them where the video goes and stress not to delete 11

anything. Other video tips include to begin filming before the action starts and to stop filming after the action ends. Use lots of light and try to keep the light source behind the camera person. Remind them not to worry about the sound. Everything will be muted and replaced with the narrator.

CORPS OF DISCOVERY

D AY S 5 – 7

Filming, editing and narration. Once a group is ready to edit, model editing on the iPad for the whole class. Students should use iMovie for iPad. Students should drag in the videos they want to use in the order they want them to appear. The video should also be muted. A title should appear at the beginning of their segment. iMovie is also where the narrator will record the audio script.

The Conclusion Once each group is finished, the teacher should export all movies to his/her computer to combine them into one final project. Adding a background song is the final step. The class votes for which song to use.

Watch the video to learn more about this project and view student work.

Assessment of Lessons Each segment/group must complete the following: • One-minute long segment • Video images that express what topic was being addressed • Narration explaining the topic • A title at the beginning • A completed storyboard • A completed script 12

Lesson 4

Endangered vs. Extinct By Stefanie Latimer, DeWitt, Iowa

LENGTH OF LESSON: 1 MONTH, 20–30 MINUTES PER DAY Goals and Objectives: • Through this lesson I wanted students to take on the role of an archaeologist, discovering information about two endangered animals and two types of dinosaurs. Students researched two differing endangered animals and a herbivore and a carnivore of their choice by browsing student-friendly websites set up by our high school collaborators. • Google sites, internet browsing, Skype, and endangered/extinct animals are new areas for second grade students. I wanted my second graders to be inquisitive and raise questions about the animals/dinosaurs of their choice. My second grade students were able to focus on their questioning and problem solving, because they were receiving tech support the entire time. • Exposure was the main focus. Students today are equipped with the ingenuity to solve problems they are faced with; all they need are the tools. Technology was a way to not only present our information, but gather, store, and share it with a real audience.

NETS for Students • Communication and Collaboration Research and Information Fluency • Critical Thinking, Problem Solving, and Decision Making Materials and Preparation: • First, I needed a collaborator. I utilized a high school teacher (my mother) and her students to help be our tech support. We first Skyped to give the high school students the information we needed so they could help set up our websites. • Next, I requested Google accounts be set up for my second grade students so they could access their websites from our classroom iPads. • Last, I had a template of research information and questions to help guide my students as they dug up information about their specific animals/dinosaurs. Classroom Arrangement and Management It was very time intensive. I strongly suggest having high school collaborators to help as tech support. When using this lesson again, I would create more opportunities to Skype so students can be more accountable for their technology questions.

The Hook We SKYPED!! My students were very excited to use Skype to tell high schoolers what they needed. They were in charge of their learning and they had to develop the questions to guide their dinosaur inquiry, and they also had to form questions to problem solve any tech questions they needed support with.

The Body During Writer's Workshop, my students would take time to research their different animals/dinosaurs. We would utilize iPads to search the links our high school collaborators had provided on our Google Sites. As students uncovered the answers to specific questions they would write them down on a graphic organizer. Either during computer lab time, or with the iPads, students would input information into their Google Site. Here we learned how to edit, keyboard, use tabs, and do basic computer/iPad manipulations. We focused on the writing process and were always thoughtful of the audience that would be able to see our work when we were finished.

The Conclusion To wrap up the lesson, we had a Skype date with our high school collaborators in order to share our presentations. We were able to debrief about what went well and what was difficult to help with future second graders. The high schoolers also gave a lot of input about using appropriate language, analyzing sources for second grade reading levels and how to be a better support system for their second graders. Second grade websites were also posted on our private class blog. This is a place where parents could periodically check what's new in our second grade classroom. Students were also able to log into their emails at home to share their sites with parents and friends. Assessment of Lessons Using a rubric that I developed, I made sure the students' investigations helped them uncover our key questions.

Through the site development, I also took anecdotal notes that helped me create mini lessons geared to what my students needed most... both in technology, writing, and science. Accommodations All students were put into pairs. If a student was having a difficult time typing or manipulating the iPad, they had a partner who was able to help them out. There was also a written document where students could outline their thinking as they were inserting the information into the Google site. ENDANGERED VS. EXTINCT

Visit Mrs. Latimerâ&#x20AC;&#x2122;s 2nd Grade blog to learn more about this project and view student work.

Chapter 2

Middle School Lessons (Ages 11â&#x20AC;&#x201C;14)

Lesson 1

QR Codes in School Libraries By Linda Mondol, Beirut, Lebanon

LENGTH OF LESSON: 2 CLASS PERIODS Note: Class periods must be separated with enough time to read a book.

Goals and Objectives • Appreciation of literature • Promotion of reading • Excitement about books • Integration of technology • Improve presentation/speaking skills • Demonstrate mobile devices are not "evil" in school settings. Common Core State Standards (CCSS) ELA Literature "By the end of the year, read and comprehend literature, including stories, dramas, and poems,..." for each of the grades 6, 7, 8, 9, 10, 11, and 12. Also CCSS ELA Speaking and Listening across grades 6–12

NETS for Students • Communication and Collaboration NETS for Teachers • Facilitate and Inspire Student Learning and Creativity Materials and Preparation • English Language Arts classroom in collaboration with the library media specialist. • The students will need to go to the library and choose a book to read. It could be connected to a genre being taught in class or a free choice. • The students should read the book and prepare a written book recommendation, complete with hook, at the start and one or two details, student’s own recommendation and a cliffhanger to encourage another to pick it up to read it. (Important to not give away the ending of the story.) • Classroom set of iPads or enough to work in pairs. Classroom Arrangement and Management Will need to spread out as all will be recording their own videos. Depending on class size and availablility ask to use the library for more space.

The Hook Show the students a QR Code. Ask what they may already know about QR Codes, how they work, what they do, etc. Model how you use the QR Code Reader to scan the code and see where it takes them. I scan

one that I have already created showing a book chat/recommendation from another student. I have also made a large QR Code for a bulletin board display to help promote the concept—they could scan that as well. Since we're in the library the big QR code goes to the "Dewey Decimal Rap" by Scott "Scooter" Hayes, named a Mover & Shaker by Library Journal 2012. It's usually good for some toe-tapping, head bobbing, and/or at least smiles. We then download the QR Code Reader on their mobile devices, if not already there.

The Body Once the students have downloaded the QR code reader, have them scan some books with QR Codes on them already. Next gather them and let them know it will be their turn to create a book recommendation based on their next novel they read. Have the students browse and check out their own library book for reading. This may be a recommended genre from the ELA teacher (Newbery Award Winners, Science Fiction, Historical Fiction, etc.) or it may be a "free choice" for the students. Time has passed, books are completed and they have written a book recommendation that has a good hook, a body with one or two details and a good cliffhanger to entice a peer to read the book. With a classroom set of iPads on hand (or enough for pairs) the students should practice reading what they have written to improve their presentation style/technique. When ready have them record their book recommendation. Next they will upload this to YouTube, using one classroom logon you have created. Make sure to demonstrate how to do this first and to make the "settings" as unlisted so that the only 18

way that the video can be accessed is through the QR Code, also I uncheck all the other boxes there, so they're not leaving comments, etc. As the video is uploading there is a unique address for the YouTube video. Copy this link and open a new tab in your browser. Go to a QR Code Generator (Kaywa works well for me), paste your address from the video here and press "Generate.â&#x20AC;? Then a QR Code is created. Right click on this QR Code and email the image to the librarian with the name of the book as the subject for the email. She/he will need to print them out and affix to the books.

The Conclusion Share a couple of the book recommendations with the whole class from a projector in the library. Assessment of Lessons Did they get their video posted to YouTube and fix the settings correctly? Did the QR Code actually go to the correct spot? Will they be able to do it again for the next book they read for English? Or even better, just do it again for fun from a pleasure read? How is the quality of the book recommendation, including presentation/speaking? Does it get a buzz about books, an interest in students to look for QR codes or to use their mobile devices as a tool for literature appreciation in the library? Accommodations "Just right" reading level book for each student. Guidance from Librarian and ELA teacher. Assistance with written portion as needed.

Lesson 2

Mythology Animations By Liz B. Davis, Belmont, Massachusetts

LENGTH OF LESSON: FIVE TO SIX 40-MINUTE PERIODS

Goals and Objectives: At the end of the lesson students will • Understand how to summarize a story. • Understand the important elements of several myths. • Understand how to illustrate and tell a story. • Understand how to use the Explain Everything (or other screencasting) iPad App. • Understand how to use video editing software. NETS for Students • Creativity and Innovation • Communication and Collaboration • Critical Thinking, Problem Solving, and Decision Making • Technology Operations and Concepts

Materials and Preparation Students each read a different Myth story. (We were studying Greek Mythology and used the book Heroes, Gods and Monsters of the Greek Myths by Bernard Evslin. However, you could do this lesson with any set of stories.) Classroom Arrangement and Management • Make sure students know the correct pronunciation of the characters in their stories before they record their voice-overs.

The Conclusion Students show their Myth movies to the class. We discuss each myth and critique/praise the quality of the videos. Assessment of Lessons Students will be tested on the basic facts of all of the myths or stories. Students will write their own myth story based on what they learned from all of the stories.

• Stories should be 8–10 pages long.

Accommodations Assign myths/stories with attention to special needs—shorter/simpler myths for some students, longer/more complex myths for others.

• Videos should be 2–5 minutes long.

Allowing students to use speech-to-text Apps to write their summaries.

• Assign different stories to each student.

The Hook Explain that they will be illustrating and retelling a myth. When they are done, they will know X number of myths (X=number of students in the class) but only have read one of them.

Allow students to use text-to-speech Apps to read the myths. MYTHOLOGY ANIMATIONS

The Body 1. Students each read a different myth or story. 2. Students write a summary of their myth or story. 3. Students use the Explain Everything (or other screen-capture App) to illustrate their myth or story. 4. Students upload the Explain Everything video file to a computer and use video editing software to add a voice-over track and to speed up sections of the video to match the voice-over. They also add video and sound effects.

View all 14 YouTube videos to learn more about this project and view student work. 21

Lesson 3

Social Studies, Grade 7 By Mehmet Ali Dogan, Istanbul, Turkey

LENGTH OF LESSON: 2 HOURS

Goals and Objectives: • Students are supposed to criticize political conflicts and cultural conditions in Anatolia. • This lesson gets students to use mobile devices effectively and indicates the significance of games in teaching History. NETS for Students • Communication and Collaboration • Critical Thinking, Problem Solving, and Decision Making • Digital Citizenship Materials and Preparation: • Computer • Projection • Students’ iOS or Android operating devices • Pencil, sheet and eraser • Questions integrating QR codes

The Hook Students examine the states in Anatolia in the Middle Ages after they receive colored maps showing various periods. Then they account for changes on the maps in the different periods. After expressing their own comments they exchange the maps with their classmates and start discussing. In the meantime they are asked why a variety of groups decided to live in Anatolia, and they are encouraged to deduce. Taking their thoughts they are enlightened that Anatolia would be a culturally prosperous region where a great number of conflicts and battles took place. The region was also convenient in terms of climate, agriculture, trade and transportation. After that they watch a video displaying historical ruins and artifacts dating back to Medieval Anatolia. Acquiring this information the students are divided into groups whose leaders are given worksheets. QR barcodes are on each paper and include some useful and practical information. The information could be a map, video, picture or text .They fulfill the worksheets in cooperation with group members by discussing and using their mobile devices. In the other session students take the podium and get to the schoolyard to play the game “Hidden History in Barcode.”

following the clue. To be successful the groups must find 10 QR codes and answer 8 of 10 questions correctly.

The Conclusion After completing scanning all the barcodes they begin to discuss the answers for 10–15 minutes. Assessment of Lessons The groups completing all these steps present the answers orally and verbally. If eight questions are answered correctly it means mission is completed. And the group answering more questions than the others becomes on the first rank. SOCIAL STUDIES, GRADE 7

The Body Activity Name: Hidden History in Barcode The teacher prepares 10 QR codes into which are integrated 10 questions. These codes must be hung somewhere in the schoolyard earlier. Each code includes one question and a clue for the location of the next code. The teacher announces the location of the first barcode. The students scan the code using their mobile devices and the game begins. In this process they endeavor to find next code

Watch the video to learn more about this project.

Chapter 3

High School and â&#x20AC;¨ Higher Ed Lessons Ages 14+

Lesson 1

The Equity Game: A BYOD-QR Code Driven Activity By Jackie Gerstein, Boise, Idaho

LENGTH OF LESSON: 2–3 HOURS IN ONE SESSION OR SPLIT INTO TWO SESSIONS

General Goals: • To explore issues related to unequal distribution of resources. • To explore principles related to cross-cultural communication, non-verbal behavior, emotions, listening, and conflict. Multicultural Education Standards Addressed • Students should engage in activities that address social justice issues and be encouraged to develop and implement strategies to respond to such issues in their school and their community. • Students should learn to be critical thinkers able to analyze historical and contemporary issues in order to make intelligent decisions about problems and conflicts. List of Benchmarks for Working With Others • Demonstrates appropriate behaviors for relating well with others (e.g., empathy, caring, respect, helping, friendliness, politeness). • Uses nonverbal communication such as eye contact, body position, and gestures effectively.

• Demonstrates attentive listening by clarifying messages received (e.g., paraphrasing, questioning). • Responds to speaker appropriately (e.g., does not react to a speaker’s inflammatory deliverance, maintains objectivity, reacts to ideas rather than to the person presenting the ideas). • Adjusts tone, content, and delivery of information to accommodate the likes of others. • Attends to both verbal and nonverbal messages. • Uses emotions appropriately in personal dialogues. • Makes use of confrontation when appropriate. • Demonstrates sensitivity to cultural diversity (e.g., personal space, use of eye contact, gestures, bias-free language). NETS for Students Note: The intent of this activity is to use technology to increase awareness of diversity issues not to teach technology. So loosely/tangentially, the following NETS S are addressed.

• Communication and Collaboration Materials and Preparation • The intent of the activity is for three groups to build a city within the boundaries and materials provided. Prior to the activity, the facilitator sets up the room by taping off three areas—a large, roomy area for the upper class, a medium sized area for the middle class and a small, cramped area for the lower class.

• The community resources are provided to each group via QR Codes on Index cards. The QR codes lead to Creative Commons Flickr photos of city structures. These include houses, schools, recreational buildings, etc. The reasons QR codes are used is twofold: (1) It increases the realism by linking into real images, and (2) Because groups can trade with each other, it adds an element of trust. • Popsicle sticks are also distributed to represent roads. The upper class is given a huge pile, the middle class about a dozen, and the lower class a few broken ones. • The resources represent those typically (and stereotypically) found in the neighbor of that social class. The upper class gets nice homes, several schools, high class recreation center and golf course, and high-end shopping. The middle class receives housing, some strip mall shopping centers, basic schools and recreational areas. The lower class receives low income housing, a liquor store, a waste disposal center. Download sample QR Code cards.

The Hook The hook becomes how the activity is introduced to the students. The group is split into three sub-groups of equal numbers. There needs to be one or two mobile devices per group to serve two functions: scanning the QR codes and communicating via text with the other groups. The facilitator takes the groups one by one into the set up room and are told to build a city with the materials provided. The upper class is taken first and given directions that they are to build a city, that they can request additional resources. The middle class goes next with 26

most of the same directions omitting that they can request additional resources. The lower class is taken in last and given short directions, “Build a city with materials provided. The QR Codes lead to pictures of resources.” They are told that they can text the other groups with questions and requests (text numbers of classmates were exchanged earlier in the course). This is intentionally left vague with the hopes that some trading and deals will occur.

The Body

use their mobile devices to record their post-activity reflections via the Voicethread. Assessment of Lessons Assessment occurred through student written reflections on the activity. It was a subjective measure with the only requirement being that students submitted a multiparagraph reflection of the activity to the class Facebook page; and responded to two other students' reflections. THE EQUITY GAME: A BYOD-QR CODE DRIVEN ACTIVITY

The unspoken rules that the facilitator follows during the activity: (1) Upper Class can go outside of their boundaries, lower class cannot. If the lower class member goes out of their boundary, they are warned. If they get more than two warnings, the member causing the infraction is taken to “jail”—a corner of the room. (2) The facilitator continues to check in with the Upper Class group if they need anything. If another group has an item requested, then the facilitator takes it and gives it to the Upper Class. (3) The Upper Class can communicate with the other groups in any manner they choose. The Middle and Lower Class can only communicate via texting. When the three groups decide that they finished building their cities, they give tours of what they built. The upper class begins, then the middle class, and ending with the lower class.

Watch the video to learn more about this project.

The Conclusion Post-activity reflections occur via a group discussion and a VoiceThread using photos from the activity. The Voicethread allows for opinions to be shared that might not be shared face-to-face. Students

Lesson 2

Infographic Digital Résumé By Taylor Deatherage, Tulsa, Oklahoma

LENGTH OF LESSON: 3–4 HOURS OVER A WEEK’S TIME

Goals and Objectives • Students are creating an alternative to the standard résumé. • The infographic résumé provides a digital representation of themselves that they are able to share with potential employers and their online communities. • Utilizing Grovo to obtain the lesson material requires students to gather the information from another site/learning tool and then demonstrate the information obtained to create the résumé through the online tool. NETS for Students • Creativity and Innovation • Research and Information Fluency • Digital Citizenship • Technology Operations and Concepts

NETS for Teachers • Facilitate and Inspire Student Learning and Creativity • Design and Develop Digital Age Learning Experiences and Assessments • Model Digital Age Work and Learning • Promote and Model Digital Citizenship and Responsibility

the digital résumé through many options that include Twitter, Facebook, Google+, LinkedIn, etc.

The Body

Classroom Arrangement and Management Vizualize.me needs to be accessed through Chrome, Firefox, or Safari because the browser must support the standard graphic display technologies.

Once students have created their Grovo account and joined the classroom they were first assigned an introduction to Grovo lesson. Grovo is a site that provides short lessons with quizzes on websites, mobile apps and online tools. Once students complete the lessons and successfully pass the quiz they earn certifications to share with potential employers. Students completed the introduction to Grovo lesson, Managing Your Online Reputation, What is Google Chrome, and Vizualize.me. (The background of the Vizualize.me digital resume assignment is important to understand the entire process.) Students were able to complete the lessons and show proficiency by gaining the individual course certificates. Students downloaded Google Chrome and utilized their corresponding Google+ account. After Google Chrome was successfully installed, students were then able to access Vizualize.me. Because the students had completed the Vizualize.me Grovo lesson, they already knew the steps to take to create the digital résumé. As an instructor of adult students in an individualized/selfpaced environment, this learning activity was self-taught and was applicable to all students of varying levels in the program.

The Hook

The Conclusion

Materials and Preparation • Instructor needs to create a free Grovo account. • Once the instructor has an account a class must be created by inviting students to join Grovo. • Students are sent an email with step-by-step instructions on how to create a Grovo account. • Internet access and Google Chrome are also needed. • A Vizualize.me account will also be created.

Students were sent an email to join Grovo.com. An online classroom had been created by the instructor. In a classroom where I constantly compete with Facebook, I found the online community atmosphere of Grovo to be beneficial when creating interest. The availability to create a digitally stimulating résumé was a buy-in for my students almost immediately. Students are able to instantly share

The Vizualize.me digital résumé is best accessed through an iPad. Students gathered together and were able to see the interactive ability of a digital résumé. The résumé was both visually stimulating but also allowed for easy delivery through their online communities. Assessment of Lessons The instructors Grovo account provides detailed updates of each student’s completed lessons, quiz scores, and certifications earned. 29

Students were required to share with the instructor their digital résumé link and then this link was shared with the class through the iPad. Accommodations Increased time allotment or individualized instruction. INFOGRAPHIC DIGITAL RÉSUMÉ

View the digital résumé to learn more about this project and view student work. Please view on an iPad if possible. The infographic résumé is interactive and requires you to touch the screen to view additional content.

Lesson 3

Thinking Historically Organizer By Greg Zorbas, Kenai, Alaska, and Rob Sparks, Soldotna, Alaska

LENGTH OF LESSON: FOUR WEEKS FOR 45 MINUTES PER DAY IN CLASS Note: Additional time needed for self-study and project completion.

Goals and Objectives • The overriding objective is for students to connect current events with events or examples from the medieval period and in the process make history more relevant to them. Using the Thinking Historically Organizer, they can explore the events from different angles to find the connections that resonate most with them. • They’ll use 21st century technology, including small group videoconferencing technology, Google Docs and other cloud applications, to collaborate with partners from another school. • To demonstrate their understanding of the connection, they can choose from a variety of final products, including visual presentations, live demonstrations that might range from song and dance performances to cooking demos, videoconferences with interested third parties, traditional research papers or unique ideas conjured up by students with the approval of the teaching team. • The final product is also the semester final. 31

This unit is part of our groundbreaking Classroom WithOut Walls (CWOW) program. CWOW makes history come alive for students scattered across the Kenai Peninsula Borough School District, which spans more than 25,000 square miles—an area larger than West Virginia—and includes schools that are separated by wilderness or seawater. Using the digital devices and mobile technologies that are already an integral part of young peoples’ daily lives, we create an environment that enables and encourages students to regularly collaborate with their counterparts in other high schools, and even participate in classes and presentations from home, while on vacation or a school trip, from the bus, or from the district’s remote, one-room schoolhouse. The CWOW initiative has allowed us to enhance our teaching of Orwell’s “Animal Farm” with a virtual field trip to visit a survivor of a Soviet gulag, or forced labor camp. Other programs have included face-to-face meetings with a South African freedom fighter and a participant in the Mau Mau uprising in Kenya. The program has proven so popular that some students have asked to participate in classes and presentations while they’re away on vacation. In fact, one student in Rob Sparks’ classroom moved to Texas over the winter holiday, and still wanted to participate remotely in a yearlong collaboration with students in Sana’a, Yemen (coordinated via Global Nomads Group). In progressing through the Thinking Historically Organizer and in preparing the final product, students consistently must demonstrate creative thinking, develop questions that help them construct knowledge, and use technologies (including mobile devices and video conferencing) to develop innovative products and processes.

NETS for Students • Creativity and Innovation • Communication and Collaboration • Research and Information Fluency • Critical Thinking, Problem Solving, and Decision Making • Digital Citizenship • Technology Operations and Concepts • Creativity and Innovation Communication and Collaboration We ensure students make regular use of digital and mobile media to communicate and work collaboratively with learning partners at other schools. Their final products require that they interact, collaborate and “publish” their products with their peers. Research and Information Fluency Using WWW research, Google Docs and other digital tools, students plan strategies to guide their inquiries, synthesize information based on established ethical use practices, and process their data and present the results in the form of the final product. Critical Thinking, Problem Solving, and Decision Making In this unit, students employ critical thinking skills to plan and conduct their research (such as evaluating and selecting a historical event), manage and develop their final product, solve problems, and make informed decisions using the digital tools and resources available to them. Digital Citizenship We make a special effort to ensure students understand the cultural and societal impact of technology use. All students engage in digital

etiquette best practices, including videoconferencing etiquette. These experiences are designed to make them better digital citizens. Technology Operations and Concepts Throughout the unit, students make continuous use of technology systems, from mobile videoconferencing and instant messaging to tools like Prezi and video editing platforms. They’re expected and encouraged to select and employ the technologies they find most helpful and attuned to their learning styles. Frequently, students troubleshoot the technologies to enable anytime, anywhere access to content and learning partners. NETS for Teachers • Facilitate and Inspire Student Learning and Creativity • Design and Develop Digital Age Learning Experiences and Assessments • Model Digital Age Work and Learning • Promote and Model Digital Citizenship and Responsibility • Engage in Professional Growth and Leadership Facilitate and Inspire Student Learning and Creativity This unit is part of the CWOW program, which is designed specifically to use technology to facilitate effective teaching and inspired learning. In both face-to-face and virtual environments, we’re motivating students to be creative, collaborative and innovative, and to use technology to explore history by connecting it with the world they know today.

Design and Develop Digital Age Learning Experiences and Assessments This unit is representative of a long history of CWOW units that incorporate the tools and platforms students already are using to engage them in the learning process and excite them about the content. Technology is not “bolted on” to this curriculum; it’s integral and essential to the experience of exploring and developing knowledge about history. As the lesson plan and Thinking Historically Organizer show, the unit is designed to allow all students to explore medieval history in ways that address their interests and curiosities. Model Digital Age Work and Learning By creating and leading the CWOW program, we have developed an intimate working knowledge of the technology systems we use, and we apply them to multiple lessons and situations. As stated before, collaboration with students, peers and others is a core part of this effort, and communicating and demonstrating the potential of digital tools to facilitate learning and research is a natural and vital outcome of the CWOW initiative. Promote and Model Digital Citizenship and Responsibility Throughout this unit and all others taught via the CWOW initiative, we take pains to teach students to be careful and responsible digital citizens. This includes respecting copyrights and intellectual property by requiring proper citations for all research. We also teach digital etiquette, including videoconferencing etiquette and guidelines for interacting with people from different cultures or geographies. Engage in Professional Growth and Leadership We were 20-year teachers accustomed to collaborating in person by team teaching history classes when a transfer relocated us to different schools. We didn’t want to miss out on the benefits of collaborative teaching, so when videoconferencing became available, we developed 33

the CWOW program. Talk about growth: This experience has transformed how we teach. We now use digital and mobile technologies to team teach 75 percent of our classes, and we are even able to bring lessons to students who attend school in a one-room schoolhouse out in the Alaskan wilderness. We work to continuously improve our teaching methods and have been pleased to be recognized as leaders in the use of digital tools and resources for education. With the excellent response we have received from our students, it’s hard to imagine ever returning to our pre-digital teaching days. Materials and Preparation • Thinking Historically Organizer—From the Google docs template menu • Laptop computers/notebooks:– Laptops are equipped with Polycom m100 videoconferencing technology or Microsoft Lync; notebooks are used for research using WWW in general (students were presented a lesson on research techniques/resources/website validity by districtwide librarian and local school librarians via videoconferencing). • Small group videoconferencing: These Polycom units will be crucial for group meetings and two lessons on medieval music designed specifically for us and taught remotely by the Manhattan School of Music. • Class Textbook Classroom Arrangement and Management This unit requires a variety of teaching modes—team teaching by instructors at two high schools, interactive remote instruction from the Manhattan School of Music, one-on-one guidance and collaborative learning with student partners in other high schools. Classrooms are

set up for group videoconferencing, although students can also participate from their notebook PCs or mobile devices. Part of our approach is to ensure the technology is reliable and accessible to all students when they want to learn and collaborate, even if they’re working from home. To that end, we ensure they are equipped with the Polycom and Microsoft personal and mobile video collaboration technologies they need.

The Hook We’ve built in multiple “draws” for students. In the first week, students are treated to two virtual field trips to the Manhattan School of Music, with each session lasting 75 minutes and designed especially for us. Students then are able to work with others across the district with the technologies they already use all day, every day, so the experience is natural and easy. And we’ve built extraordinary flexibility into the final product—which is also the semester final for students. Students get excited when they find that they can present what they’ve learned in ways that fit their strengths and passions: a research paper, a short play, a video or interactive web presentation, even a cooking demonstration.

The Body During the 1st week Mr. Sparks and Mr. Zorbas will use a variety of methods to introduce and deliver the base content for the historical time period of the Renaissance and Reformation. Methods will include: Manhattan School of Music remote lessons, and Powerpoint and Prezi lessons modeling the thinking historically process. We follow this model anytime we deliver content so students see the expected outcomes every time.

In addition, students are given class time to work through the entire Thinking Historically Organizer. We have found that students are using multiple ways to communicate outside of class including: Texting, phone, FaceTime, Skype, Facebook and email.

The Conclusion Students have a variety of products to choose from. This enables students to demonstrate the connections they have made and show the relevance of history. This is our final assessment for each unit or historical time period. And for this particular course, the final product also serves as the semester final. Assessment of Lessons We evaluate students at four checkpoints during the unit, and then again when final products are presented. Using a detailed evaluation rubric, we assign points across progressively complex criteria, starting with essential content (such as the stated issue or current event), and graduating to factors such as inclusion of historical event data and demonstration of cause and effect relationships. At every checkpoint, we gauge each criterion on its own merits, rating it Not Done (0 points), Emerging (2 points), Developing (3 points), Proficient (4 points), or Exemplary (5 points). Final products are rated Not Done (0 points), Not complete (40 points), Partially done or very basic (60 points), Met discussed expectations (80 points), and Above discussed expectations (100 points). Points are tallied to determine an overall score. Accommodations This unit and the CWOW approach on which it’s based is ideal for students with a wide range of learning styles. Our approach makes it possible for students to use the tools and resources they need to conduct research, collaborate with learning partners, secure guidance, and develop their final product. Students who are ill at home or away

from school can still participate via the Polycom RealPresence Mobile client for iPhones and iPads or from virtually any mobile device. Others who don’t have video capabilities at home or in transit can still access Google Docs or use instant messaging to collaborate with their partners. The point is to accommodate all learning styles by embracing and providing a wide variety of technology capabilities. There is never one “right” recipe. Some students may require special resource time or need extra help from teachers. Others simply need extra time to work on their projects, so we’ll make that time for them during lunch or before or after school. And for all students—those with special needs and others—we always have some sort of student engagement that provides an opportunity for us to ensure students understand the content and the purpose of the lesson. In addition, the fact that the final product is also the semester final illustrates how even students who aren’t strong test takers can still excel in the class by presenting a final product built using their creativity, innovation, interests and talents. THINKING HISTORICALLY ORGANIZER PART 1

THINKING HISTORICALLY ORGANIZER PART 2

Watch each video (part 1 and part 2) to learn more about this project. 35

Lesson 4

Getting to Know the Weather, or is it Climate? By Joshua Strate, Coconut Creek, Florida

LENGTH OF LESSON: 4 DAYS 4 hours total, 1 hour per day

Goals and Objectives My goal for students is that they understand the utility of the various programs that can be employed to predict weather, and the impact of understanding the destructive nature of weather. NETS for Students • Creativity and Innovation • Communication and Collaboration • Research and Information Fluency • Critical Thinking, Problem Solving, and Decision Making • Digital Citizenship Materials and Preparation • Weather Bug, National Weather Service Website • Use the Weather Bug Application to choose a location for your hourly observations. • You need to utilize Polaris office, an application that works well with Microsoft Powerpoint programs. 36

â&#x20AC;˘ All 24 hours are already recorded and data can be transferred into chart. Classroom Arrangement and Management None associated, because students are learning online in their own time.

The Hook

Accommodations ELL Instructional Strategies A3, A10, A15, B8, C4, C8, E4, F5, F7, F10, F14, G7, G10, H1 Gifted Learning Strategies A1, A9, B4, B11, B14, C6, C9, E1 GETTING TO KNOW THE WEATHER, OR IS IT CLIMATE?

Students are enticed through allowing them to collaborate and turn in single project after deciding what content and how certain parts of the activity will be completed. Students will utilize their smart phones, tablets, and labtops to converse via the skype, email, and instant messaging.

The Body The learning activity is asynchronous, with aspects of technology and collaboration done through various means of communication. Students are in charge of determining the weather, evaluating data, and presenting the most viable means of being prepared for the predicted weather.

The Conclusion After students complete a thorough worksheet that covers and accumulates data for their home town, they have to create a collaborative Powerpoint presentation that advises others of the weather forecast and of the necessary things to wear for the upcoming days.

Visit the website to learn more about this project and view student work.

Assessment of Lessons The worksheet and the Powerpoint each have a detailed rubric as well as a rubric for students to evaluate each other. 37

Chapter 4

Additional Activities/ Resources

Lesson 1

Introduction to Mobile App Development By Brian G. Burton, West Plains, Missouri

LENGTH OF LESSON: 3 HOURS, OVER 3 DAYS

Goals and Objectives • This is an introduction lesson to mobile application development. • Students setup the software and create their first mobile app, a basic "Hello World" project. NETS for Students • Technology Operations and Concepts Materials and Preparation • Students will need computers (either MacIntosh Lion or Mountain Lion) or Windows 7/XP computer stations with Internet access. • For younger students, the teacher may want to install the Corona SDK and select an appropriate editor. Classroom Arrangement and Management Students will be completing a programming project by the end of the lesson and will need appropriate computer access. At this point, access to a mobile device is not necessary since the project can be demonstrated in the simulator. 39

The Hook "How many of you have an idea for a great app?" Show examples of high school and college students who have successfully developed apps such as Robert Nay who created "Bubble Ball" at 14.

The Body Introduce the process of making an app for Apple iOS or Android devices. Over the 3 hours of instruction, students will learn about the process of how to create a successful app and create an introductory app with the basic software.

The Conclusion After all students have successfully created the example app, they are challenged to augment or personalize their app and submit it to the teacher for evaluation. To learn more, read "Learning Mobile Application Development with Corona SDKâ&#x20AC;? by Brian G. Burtion, EdD (PDF). Assessment of Lessons The first project is pass/fail with the expectation that all students will pass the assignment. If they successfully complete the assignment to modify the example project, then they will have passed the project. The first project is designed to give the students confidence in creating apps so that they can see it is possible for them to successfully make their own application. Accommodations Additional time might be required for students with special needs.

Lesson 2

Daily Lesson Outline By Marty Brandl, Marshall, Minnesota

LENGTH OF LESSON: DAILY

Goals and Objectives My goal is to use technology tools to improve my students’ understanding of math. I choose to use these things because they do things that I cannot do as efficiently without technology, if at all. NETS for Students • Communication and Collaboration • Research and Information Fluency • Critical Thinking, Problem Solving, and Decision Making • Digital Citizenship • Technology Operations and Concepts Materials and Preparation • I have two PollEverywhere polls that I reuse each day. One for questions during class and one for feedback on how the class went. • I set up a Prezi with the problem pages from the textbook. • I have created YouTube videos for extra help outside of class. 41

â&#x20AC;˘ I have created PowerPoints with problems covering all the objectives for a given chapter. Classroom Arrangement and Management Make sure students understand appropriate uses for the PollEverywhere live poll. Also, encourage the students to take advantage of the opportunities presented via the technology.

The Hook Students are able to make use of their devices to interact. They also learn how to ignore the buzz in their pocket until appropriate times. One of the most powerful things I've ever done is show students my phone from my pocket with a text message sitting in the notification bar. Then I put it back in my pocket for the remainder of the class period. This encourages them to be present, and I provide a positive example of technology use.

The Body I place the problem pages from the textbook in a Prezi presentation. This allows me to easily project them on the SMARTBoard. We can reference tables of data and diagrams and tear problems apart together as a class or in smaller groups. I use PollEverywhere to allow students to text their questions without having to raise their hands and feel like they are the only one with a question. Many times a particular problem might come up several times, which helps me as a teacher know what I really need to focus on. I also use PollEverywhere at the end of class each day to allow students to provide immediate anonymous feedback on our class activities. It really helps me to know what they like and areas that I can work to improve.

I don't use the YouTube videos I've created in class, but they are available as a support for students who are absent, will be absent in the future, or would like to review or preview topics from the class. The Daily PowerPoints contain objectives from the current chapter. We choose 6 random problems each day to preview, review and learn as an ungraded formative assessment. Students can use the results to "know what they know" and also know the areas they need to spend some time on or ask questions about.

The Conclusion I always end with a slide asking for student feedback via PollEverywhere to help me know what went well and things to improve. I encourage the students to "let me know if I sucked," because I want to be the best I can possibly be for them. I also ask them to let me know if there was something they really liked, so I can make sure we do that more often. I have gotten some very useful feedback that I am able to export to a spreadsheet and archive for reference. I also encourage them to make use of the results of their PowerPoint quiz to brush up on the areas they need to work on using things such as the YouTube videos. Assessment of Lessons We record the class results from the Daily PowerPoint quiz and celebrate when the class improves their score. Over the course of a chapter the learning is clearly demonstrated as the score rises. After the chapter test, we compare the Daily PowerPoint quiz results with the test results and notice that there is a very clear relationship between success on the Daily PowerPoint quizzes and success on the test. Students also learn to self-regulate their use of technology with their cellphones, iPod Touches and iPads available to them all during class. 42

Natural consequences of not understanding or missing something from class follow those who aren't able to set them aside when need be. A lesson I believe is essential to learn in the classroom when the consequences aren't possibly losing a job or conflicts with their spouse. Accommodations The YouTube videos are especially helpful because they can watch and review concepts. The PollEverywhere allows students to ask questions anonymously without others knowing who is asking. DAILY LESSON OUTLINE

View the slides to learn more about this project.

Lesson 3

Voices of Vietnam—A Radio Show By Stephanie Shebert, Folsom, California

LENGTH OF LESSON: 7–8 DAYS

Goals and Objectives • Students will learn how various people in different careers cope with the effects of the Vietnam War. • Students will create podcasts via our mobile computer lab. • Students, as group members, will use strong vocabulary and speaking skills to create their talk radio skit. • Students will use proper grammar and conventions in their written script. NETS for Students • Creativity and Innovation • Communication and Collaboration • Critical Thinking, Problem Solving, and Decision Making • Technology Operations and Concepts

Materials and Preparation • Technology needed: the mobile mini-computer lab, classroom smart board (or similar board), printer—preferably in my room and networked to the mini-laptops • Sample script written by teacher from a different reading and war • Article at students reading level about how various people were effected by the Vietnam War. • Large space for students to record unhindered by ambient noise Classroom Arrangement and Management I needed a space for 12 groups to spread out far enough away so their computer microphones would not pick up ambient voices and noise. I still had to be able to see and help these groups. Outside was our best option. I had to make clear to my students what could and could not be recorded on Vocaroo.

The Hook We talked about starting a new book, but in order to really get into the "nitty gritty" we had to have some background knowledge about the time period and the Vietnam War. I then let the students pepper me with what they knew, thought they knew, or wanted to know about the Vietnam War. Many students had family members who are/were in some type of war, so stories flowed easily.

The Body 1. Providing a sample: Students will read and discuss with the teacher a poem about the Korean War. Students will then read a sample radio skit based on the information found or inferred in the poem.

2. Students will read together and discuss “Voices of Vietnam,” an article by Alexandra Hanson-Harding in Junior Scholastic 05/10/99, Vol. 101, Issue 18, p12. 3. Students will then break into groups of two to four with the mobile mini-computers and write/type a talk show radio script of an interview with one of the characters listed in the article. 4. Students will then use the mobile lab (spread out in the lunch area, so they can record without voice interference from other students) to record a podcast of their interviews using Vocaroo. 5. Students will hand in a typed script, following the correct script format of their interview. 6. In class, we will listen to all the podcasts on the smartboard and discuss speaking skills

The Conclusion We listened to the podcasts and talked about whether or not the students represented their characters accurately. We also discussed how I could improve the assignment for next year. Assessment of Lessons 1. Speaking score for podcast 2. Two grades for written script: one for understanding of the character the students chose to "be" in the podcast, one for grammar, conventions and writing style Accommodations I had an aide who worked with a group of two students who are not strong in writing or comprehension. She guided the students through the readings and helped them develop key ideas that needed to be 45

included in the podcast. Once the script was written, she helped with basic conventions. None of my students needed help using the basic technology. VOICES OF VIETNAMâ&#x20AC;&#x201D;A RADIO SHOW

Visit the website to learn more about this project and view student work.

Mobile Learning Resources from ISTE ISTE recognizes the importance of mobile learning in the digital classroom and strives to provide you with the resources you need to help your students learn on the go. From books and webinars, to articles, to an entire special interest group, ISTE is constantly adding new mobile learning resources, so check back often. Books These ISTE titles will help you use mobile technology in and out of the classroom. • Cell Phones in the Classroom: A Practical Guide for Educators by Liz Kolb • Toys to Tools: Connecting Student Cell Phones to Education by Liz Kolb • Help Your Child Learn with Cell Phones and Web 2.0 by Liz Kolb Learning & Leading with Technology Articles Get practical ideas on how to teach and learn with mobile technology. Here are just a few of the many articles on mobile learning from ISTE’s membership magazine: • “Accelerate Your Mobile Devices” by Jared Mader and Ben Smith 47

• “Inventing the Connected Future” by Glen Bull • “Get Real: Augmented Reality for the Classroom” by Rebecca Mitchell and Dennis DeBay Special Interest Group ISTE’s Special Interest Group for Mobile Learning, SIGML, is an advocate for mobile learning worldwide that promotes meaningful integration of mobile devices in learning and teaching in formal and informal learning environments. Join SIGML to gain access to a wealth of mobile learning resources and to be a part of the discussion around mobile learning in our schools. Don’t miss these valuable resources: • SIGML Lightning Webinar Series • Mobile Learning Whitepapers • Mobilist Nation Wikispace • Follow SIGML on Facebook and Twitter. Webinars Check out the current webinar season as well as these archived webinars that members can watch anytime: • Best Educational Apps for iPads, iPhones, and other Mobile Devices • Flippin' for Video: How Mobile Video Can be Used Across the Curriculum • iPads in Science • iPad Apps to Support Learners Who Struggle with Reading and/or Writing 48

NETS for Students Advancing Digital Age Learning

ISTEâ&#x20AC;&#x2122;s NETS for Students (NETSâ&#x20AC;˘S) are the standards for evaluating the skills and knowledge students need to learn effectively and live productively in an increasingly global and digital world. 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.

b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions 5. Digital Citizenship Students understand human, cultural, and societal issues related   to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use   of information and technology b. Exhibit a positive attitude   toward using technology that supports collaboration, learning, and productivity

a. Plan strategies to guide inquiry

c. Demonstrate personal responsibility for lifelong learning

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

d. Exhibit leadership for digital citizenship

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies NETS·S © 2007 International Society for Technology in Education.   ISTE® is a registered trademark of the International Society for Technology in Education.

NETS for Teachers Advancing Digital Age Teaching

Effective teachers model and apply the NETSâ&#x20AC;˘S as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources 51

c. Promote student reflection using collaborative tools to reveal and clarify studentsâ&#x20AC;&#x2122; conceptual understanding and thinking, planning, and creative processes

3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSÂˇS. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address studentsâ&#x20AC;&#x2122; diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. Address the diverse needs of all learners by using learnercentered strategies providing equitable access to appropriate digital tools and resources

c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. a. Participate in local and global learning communities to explore creative applications of technology to improve student learning b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and community NETS·T © 2008 International Society for Technology in Education.   ISTE® is a registered trademark of the International Society for Technology in Education.

Acknowledgements

Lessons from the Learning on the Go Contest are available for ISTE members to adapt for use in their classrooms. Special thanks to the lesson plan authors and students who provided the rich materials and examples contained throughout this collection. Please note that the submissions were edited for style and consistency only, and the voices and views expressed are those of the educators who submitted them. ISTE cannot be responsible for the external links, tools or resources mentioned in the lesson plans. This collection is a benefit of ISTE membership. To learn more, visit iste.org/join.