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Katie Gorman

LITR 630

June 29, 2017

Mary Morgan

#1 Web 2.0: Songbird

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Storybird is a free publishing platform focused on visual storytelling.

The site provides original art from illustrators that contribute to their library

of 10,000+ images, which inspire young writers to create picture books,

long-form chapter books, and poetry. The app can be used with students K-12

to develop their stories. One of the beginning assignments students will be

required to complete, before crafting their digital story, is reading

informational text (R.I.1.10). The area will be free for students to pick, but

they will be asked to provide illustrations and details to describe key ideas

(R.I.1.7 &SL.1.5). After they have collected a sufficient amount of information

they will outline their facts on a story map and storyboard (W.1.2). Their

goal will be to provide enough information that viewers will have their

questions answered throughout the video (SL.1.2).

App ILA ISTE KTS6

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Storybird is a This web 2.0 meets ILA Storybird represents KTS 6.2 (Uses
free publishing standard 1.2, ISTE standard 1b. available
platform focused Candidates understand The standard technology to
the historically shared address students implement
on visual
knowledge of the demonstrate instruction that
storytelling. profession and changes creative thinking, facilitates studen
over time in the construct learning) is
perceptions of reading knowledge, and represented as
and writing develop innovative students are able
development, products and use this web 2.0 t
processes, and processes using develop their
components. The technology. This reading, writing,
students will have the entails students and speaking skil
opportunity to work on a creating original
digital story for one of works as a means of
their writing pieces. The personal or group
students are already expression. The
comfortable working purpose of the digital
with technology, by story is to encourage
using technology to students to develop
enhance their writing a voice in their work.
will be changing with the
times.

#2 IPAD App: Hideout- Early Reading

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App ILA ISTE KTS6

Hideout Early This app meets ILA Hideout represents KTS 6.2 (Uses
Reading makes use standard 2.2, ISTE standard 1.a available
of blending and candidates us Students technology to
reading short vowel appropriate and demonstrate implement
words within varied instructional creative thinking, instruction that
meaningful approaches, construct facilitates student
contexts including those knowledge, and learning) is
that develop word develop innovative represented as
recognition, products and students will use
language processes using this app as an
comprehension, technology a. Apply extension activity
strategic existing knowledge to use demonstrate
knowledge, and to generate new their knowledge.
reading-writing ideas, products, or
connections. processes. Hideout
Students will allows students to
access this app explore their newly
after explicit learned knowledge
instruction in and apply their
phonics. Hideout phonics skills.
provides students a
time to work on
their skills and test
their knowledge in
a fun way.
Hideout Early Reading makes use of blending and reading short vowel words

within meaningful contexts. Interactive activities highlight a core of words

that share a phonic pattern, and they provide meaning and purpose for

reading and creating words. The app cost $2.99, but is a fun way to develop

phonics skills. As students continue to build their phonemic awareness and

explore phonics they will become more effective in using the app (RF.1.2).
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#3 IPAD App: BOB Books

BOB Books were created to lead children to the ah-ha moment when letters

first turn into words. This interactive app is $3.99, but provides early learners

and struggling readers a fun and engaging way to learn letter-sound

connections. BOB Books provide the foundational skills for students to begin

reading on-level texts with accuracy (RF.1.4).

App ILA ISTE KTS6

BOB Books were This app meets ILA BOB Books KTS 6.2 (Uses
created to lead standard 2.3, represents ISTE available technology
children to the ah- Candidates use a wide standard 1.a to implement
ha moment when range of texts (e.g., Students instruction that
letters first turn narrative, expository, demonstrate facilitates student
into words. and poetry) from creative thinking, learning) is
traditional print, digital construct represented as
print, and online knowledge, and students will use this
resources. Students develop innovative app as an extension
will have the products and activity to use
opportunity to work on processes using demonstrate their
their skills using a technology a. Apply knowledge.
variety of text types. existing knowledge
Aside from traditional to generate new
text in reading ideas, products, or
intervention groups, processes. BOB
students will use BOBs Books allows
digital print books. students to explore
their newly learned
knowledge and
apply their phonics
skills.

#4 Web 2.0: Teach Your Monster to Read

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Teach Your Monster to Read is a series of games thats helps students

learn to read through multiple levels of interactive challenges. The student

moves through different islands each focusing on a different skill. I use this

web 2.0 site inside my special education classroom. My students from grades

K-4 become engaged and eager to teach their monster. Each child begins on

the level that meets their skill set, as they become more knowledgeable they

move up levels. The website is free once the teacher creates a site and

inputs the class information. Teach Your Monster to Read provides the

opportunity for students to build their knowledge of reading in an interactive

way. The students are potentially gaining the skills to read with purpose and

accuracy (RF.1.4).

App ILA ISTE KTS6

Teach Your Monster This web 2.0 meets Teach Your Monster KTS 6.2 (Uses
to Read is a series ILA standards 2.2, to Read represents available
of games thats candidates us ISTE standards 1.a technology to
helps students appropriate and Students implement
learn to read varied instructional demonstrate instruction that
through multiple approaches, creative thinking, facilitates student
levels of interactive including those construct learning) is
challenges. The that develop word knowledge, and demonstrated
student moves recognition, develop innovative through student
through different language products and use of the app to
islands each comprehension, processes using manipulate and
focusing on a strategic technology a. Apply organize the
different skill. knowledge, and existing knowledge written ideas in a
reading-writing to generate new format that is
connections. The ideas, products, or mobile. This tool
students are given processes. This web enhances learning
this enrichment 2.0 provides that is already
opportunity to students the taking place by
develop their opportunity to adding
matching letters to demonstrate their engagement,
sounds, blending, reading skills. convenience, and
segmenting, and opportunities to
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reading full collaborate.

sentence skills.

#5 IPAD Apps: Classroom 2.0

Classroom 2.0 is an iPad app that helps the teacher guide learning,

share work, and manage student devices. It supports both shared and one-

to-one environments. The teacher can launch a specific app, website, or

textbook page on any device in the class, share documents between teacher

and students, or share student work on a TV, monitor, or projector using

Apple TV. The teacher can even see which apps students are working in,

mute student devices, assign a specific Shared iPad for each student, and

reset a students password. There are numerous CCSS standards Classroom

2.0 can align with because of the many capabilities the app has. Through

the Classroom 2.0 app students have the ability to ask and answer questions

about key details in a text read aloud or information presented orally or

through other media (SL.1.2).

App ILA ISTE KTS

Classroom 2.0 is an This app meets ILA Classroom 2.0 KTS 6.3 is clearly
iPad app that helps standard 5.1, represents ISTE evident in the use
the teacher guide Candidates design standards 2.a of classroom 2.0
learning, share the physical Students use digital The teacher is
work, and manage environment to media and integrating student
student devices. optimize students environments to use of available
use of traditional communicate and technology into
print, digital, and work instruction. If Ipads
online resources in collaboratively, are available to the
reading and writing including at a classroom, teachers
instruction. The distance, to can use this app to
teacher use of the support individual manage the
app is to develop a learning and classroom in a
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technologically contribute to the collaborative way.

literate classroom. learning of others.
With the use of a. Interact,
classroom 2.0 collaborate, and
students have the publish with peers,
opportunity to use experts, or others
technology in a employing a variety
very collaborative of digital
way. environments and
media. Classroom
2.0 allows students
to interact within
the classroom and
teachers to manage
the classroom in a
few clicks.

TPACK Model

It will be essential for any teacher considering the TPACK Model to

understand the importance of balancing the three components. In my

previous experience of technology in the classroom I have seen digital

resources being misused, in the sense that students are not fully gaining

anything from the experience. The students are working on the interactive

iPad, but are simply engaging with it because it is fun, it is a device that is

relevant to their daily life. According to Laura Northrop and Erin Killeen, there

is an effective framework for teaching with apps. They have outlined four

easy steps that any new TPACK teacher attempting to implement technology

should consider following. Step 1: Teach the targeted literacy skill without

the app, Step 2: Explain and model the app, Step 3: Guided practice with the

app and with the targeted literacy skill, Step 4: Independent practice with
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the app (Killeen, E. & Northrop, L. 2013). The article continues to outline the

guidelines for each step of the framework. When thinking about which apps

or web 2.0 sites could be implemented into my resource classroom I always

need to consider my students needs first. For this particular assignment I

must think about content, pedagogy, then consider which technology source

would allow for the most effective lesson. The TPACK Model is a new way of

thinking about my everyday lesson structure, through this course it has been

very interesting to see how different each approach to the model has been

for me.

Works Cited

Killeen, E. & Northrop, L. 2013. A framework for using ipads to build

early literacy skills. The Reading Teacher 66(7) 531-537.

DOI:10.1002/TRTR.1155