Elizabeth Griffin

Assignment 1

IST 611 | Professor Arnone

Canva
http://www.canva.com
Canva is an online graphic design tool that can be used by teachers and librarians
to facilitate learning for various grade levels. Below are two possible learning
activities for students using Canva. These activities can be adjusted for specific
learning needs. Each activity addresses various standards for both Common Core
and the American Association of School Librarians Standards for the 21 st Century
Learner.

Activity One Wanted Poster

Subject Area: English/Language Arts
Grade Level: 9th Grade
For this activity, students will first be introduced to Canva. There will be a brief
instruction in how students use Canva. Students will then begin designing their own
wanted poster for a literary character of their choosing, though there are some
parameters that need to be met. The characters must face a conflict and advance
the plot. Students will need to include the following information on their wanted
posters: the characters name, a brief description of the character, where the
character was last seen, known allies of the character, and the crime. For this
activity, the last place the character was seen would be the setting of the book and
the crime would be the conflict the character faces. Students will present their
wanted posters and explain how they met each of the requirements.
This activity incorporates different aspects of academic language. Students will be
expected to have prior understanding of the terms: protagonist, antagonist, setting,
conflict, theme, point-of-view, and characterization. Students will use these terms
while presenting their designs, which will demonstrate their academic vocabulary.
The following standards will be met through this activity:
Common Core Standards:

RL.9.3 Analyze how complex characters (e.g., those with multiple or

conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.

AASL Standards:

3.1.4 Use technology and other information to organize and display

knowledge and understanding in ways that others can view, use, and asses.
4.1.8 Use creative and artistic formats to express personal learning.

IFC Standards:

Standard 1 Identifies key words, concepts, and synonyms, both stated and
implied, for topic and uses them to further research.

Activity Two Founding Father Fact Sheet

Elizabeth Griffin

Assignment 1

IST 611 | Professor Arnone

Subject Area: History

Grade Level: 7th Grade
For this activity, students will first be introduced to Canva. There will be a brief
instruction where students are taught how to use Canva. This topic focuses on the
founding fathers in American history and will be done in collaboration with the
history teacher. Students will be asked to pick one of the founding fathers and
research them. They will then create a fact sheet about that individual using Canva.
Students will have creative freedom, but must include the name of the founding
father, his date of birth and death, where he was from, and why he was historically
significant. Students will also need to include a picture of the founding father.
Additionally, students will be expected to cite their information in accordance with
classroom policy. Students will be asked to present their Founding Father Fact Sheet.
This activity incorporates academic language in various ways. At this point, students
will have used vocabulary like ratify, rebellion, legislation, colonial life, democracy,
monarchy, taxation, and representation. They will be expected to use these words in
their fact sheet. Through designing the fact sheet and presenting that information to
the class, students will be meeting the language demand.
The following standards will be met through this activity:
Common Core Standards:

WHST.7.2. Write informative/explanatory texts, including the narration of

historical events, scientific procedures/experiments, or technical processes.
WHST.7.6. Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas clearly
and efficiently.

AASL Standards:

2.1.6 Use the writing process, media and visual literacy, and technology
skills to create products that express new understandings.

IFC Standards:

Standard 1 Evaluates quality of electronic and print information for

usefulness, currency, authority and accuracy.
Standard 1 Cites all sources used according to local style formats.

Conclusion
Web 2.0 tools offer unique learning experiences for students that cannot be
achieved using more traditional methods. By using Web 2.0 tools, educators can
approach teaching in new ways which can help students gain a new or different
understanding about various subjects. It allows for more creative thinking for both
the educator and the student. Going beyond traditional papers and reports can
make students more prepared for what they will do in their futures. Donna
Alvermann said, Being raised in the 'always on' world of interactive media, the
Internet, digital messaging technologies, and online social networking
environments, today's students value their ability to use the Web to create a self-

Elizabeth Griffin

Assignment 1

IST 611 | Professor Arnone

paced, customized, on-demand learning path that includes multiple forms of

interactive, social, and self-publishing media tools (2012). Rather than being
consumers, students are now producing content through Web 2.0, which gives more
meaning to what they are doing. These technologies also allow for collaboration and
team work, which can add a new layer of understanding for students. Tools such as
Canva allow students more freedom to showcase their knowledge, which can help
students achieve a variety of learning goals. By using new web technologies,
students will no longer have to write papers and reports to demonstrate their
understanding of the subject matter and they will have more fun doing it.
__________________________
Alvermann, D. E., Hutchins, R. J., & McDevitt, R. (2012). Adolescents' engagement
with web 2.0 and
social media: Research, theory, and practice. Research in the Schools, 19(1),
33-44. Retrieved
from http://search.proquest.com/docview/1284528481?accountid=14214.