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Sunday, November 13, 2011

Design Project Materials and Unit Plan

 
Angelica Rossi
EME6609
Professor Erik Black

Design Project Materials and Unit Plans

INSTRUCTIONAL GOAL
Learners will create project-based classroom instructional activities using the following iPad apps: Sonic Pics, COMIC BOOK!, and Sock Puppets.

RATIONALE
This year Gulliver Schools has purchased over 60 iPads to use throughout its Lower School campus, Gulliver Academy. Each grade level has been provided with a class set of 20 iPads that will rotate from class to class for 2 weeks at a time. It is the vision of Gulliver Academy that the iPads will be used to construct projects rather than drill and practice activities. Three apps have been chosen that allow users to create very different types of projects.  The designer also seeks instill confidence and provide support throughout the learning process to my 3rd grade team. The ultimate goal of this unit is to enrich the learning experiences of 110 3rd graders of Gulliver Academy.

INSTRUCTIONAL OBJECTIVES
Objective 1: Create and share a 3 photo narrated slide show using Sonic Pics
  1. Import 3 photos from the photo album of the iPad.
  2. Record narration using the iPad microphone while transitioning photos.
  3. Save recording and share video.

Objective 2: Create and save a 4-frame comic using COMIC BOOK!
  1. Choose the preferred frame for comic.
  2. Import photos from library and take photos through camera tool.
  3. Manipulate photo filters using the FX tab.
  4. Add titles, captions, text, and stickers to the comic.
  5. Save photo to the iPad photo library.
  6. Send photo in an email to yourself.

Objective 3: Create and record a 30 second puppet show using Sock Puppets and upload to YouTube
  1. Select puppet characters, background, props and scenery of the project.
  2. Record narration and animate puppets and props.
  3. Save and title the puppet show project.
  4. Share by uploading to YouTube Account.

THEORETICAL FRAMEWORK
The theoretical framework of this design project would be categorized as “eclectic” because it borrows from different learning theories to meet the individual needs of learners. This "eclectic" approach includes the behavioral, social learning, and cognitive theories as described by Morrison, Ross, and Kemp in their book Designing Effective Instruction.

Learners will apply:

Objective 1: Create and share a 3 photo narrated slide show using Sonic Pics
  • Behavioral Theory: Instructor will provide continuous reinforcement when learner is creating project.
  • Social Learning Theory: Learners will model the instructor when constructing the project.

Objective 2: Create and save a 4-frame comic using COMIC BOOK!
  • Behavioral Theory: Instructor will provide continuous reinforcement when learner is creating project.
  • Social Learning Theory: Learners will model the instructor when constructing the project.
  • Cognitive Theory: Learners will be connecting memory from the previous unit to apply those learned tasks to the new project.

Objective 3: Create and record a 30 second puppet show using Sock Puppets and upload to YouTube
  • Behavioral Theory: Instructor will provide continuous reinforcement when learner is creating project.
  • Social Learning Theory: Learners will model the instructor when constructing the project.
  • Cognitive Theory: Learners will be connecting memory from the previous unit to apply those learned tasks to the new project.

SUMMARY OF STRATEGIES AND MATERIALS
Note: See Report 2 to review detailed strategies for each objective.

Objective 1: Sonic Pics
Learners will practice taking photos using the camera tool as well as uploading photos via the Photo Library.  Learners will practice adding and deleting photos.  They will also practice recording narration and have the ability to delete their work and try again. Immediate verbal feedback will be provided during discussions, as well as when the teacher circulates during individual work time as well as group sharing. The teacher will circulate to provide feedback and guidance.
video
Link for Objective 1:
http://www.sonicpics.com

Objective 2: COMIC BOOK!
Learners will practice taking photos using the camera tool as well as uploading photos via the Photo Library.  Learners will be given time to experiment with all of the frame layouts, FX options, and text additions.  Immediate verbal feedback will be provided during discussions, as well as when the teacher circulates during individual work time as well as group sharing. The teacher will circulate to provide feedback and guidance.
video


Links for Objective 2:
http://comicbookusers.com/

Objective 3: Sock Puppets
The learners will experiment with different set and prop combinations.  They will practice recording narration and can delete their recording if they are not pleased with it.  Immediate verbal feedback will be provided during discussions, as well as when the teacher circulates during individual work time as well as group sharing. The teacher will circulate to provide feedback and guidance.
video
Links for Objective 3:
http://itunes.apple.com/ve/app/sock-puppets/id394504903?mt=8

PERFORMANCE MEASURES
Learners will apply what they have learned about the apps by creating a project for each app.  Additionally, learners will be exporting each of their projects to share in the future.  Informal measures of performance will be based on observations made by the instructor during lessons, group discussions, and individual work. A pre-test and post-test interview will be administered and each project will be assessed with the previously created rubric (see attached rubric).



Assessment for Introduction to Project-Based Apps for iPad


Objective 1: Sonic Pics

Task
Complete
Incomplete
Project is titled


Project contains 3 images


Project is narrated


Project’s narration corresponds to transitioned images


Project is saved to iPad


Project is shared to computer and link is retrievable by desktop computer




Objective 2: COMIC BOOK!

Task
Complete
Incomplete
Learner has selected a 4 photo comic layout


Learner has inserted 2 photos from Photo Library


Learner had inserted 3 photos using the camera tool


All 4 images have been altered using the FX tab


Comic contains a title


Comic has stickers


Comic has captions


Comic is saved to Photo Library


Comic is successfully emailed to user with the Mail application




Objective 3: Sock Puppets

Task
Complete
Incomplete
Learner has selected at least one character


Learner has selected background


Learner has selected at least 1 stationary prop


Learner has selected at least 1 moveable prop


Learner has recorded 30-second narration


Project has been titled


Project is saved to iPad


Project is uploaded to YouTube account




CONSIDERATIONS FOR IMPLEMENTATION
The following are considerations for the implementation of this unit based on the CLER model:

Configuration and Linkages
  • Collaboration between the instructor and the 3rd grade teachers will enhance the instructional value of this unit. Additional practice with the iPads will help the teaching team feel more comfortable with the technology that they in turn have to teach tot heir own classes.
  • Opportunities for cooperative group work will help the teaching team collaborate to create unit lessons for the 3rd grade students. Cross-curricular linkages can be made using the iPads.  It is possible for the 3rd grade teachers to collaborate with the Science, Art, and Technology teachers to create meaningful iPad lessons.

Environment
The setting of the computer lab or classroom with several computers supports implementation of the unit. Each learner will use an iPad 2 provided by the school and has access to a computer with an Internet connection. In addition, the labs are equipped with a SmartBoard to facilitate instruction.

Resources
  • The success of this unit relies upon the iPads functioning correctly as well as dependable Internet access. In-house IT support can help troubleshoot unexpected issues that may arise.



REFERENCES
Kemp, Jerrold E., Morrison, Gary R., and Ross, Steven M. (2011). Designing Effective Instruction, 6th ed. Wiley.

 

Saturday, November 12, 2011

Responding to Critics of Educational Technology



Angelica Rossi
EME5504
Professor Kara Dawson

Responding to Critics
Shift of pedagogy:
·      The infatuation with technological devices will point educators in the wrong direction (Amiel, 2006). 
·      “By focusing on literacy, students will be encouraged to understand the process of technology, rather than simply being affected by it,” (Amiel, 2006).
Teachers use computers as an instructivist tool rather than a constructivist tool (Amiel, 2006).
·      Computers are used to teach mostly about applications like word processing rather than core subject area knowledge (Amiel, 2006).
·      Some educators rank computer skills and media technology as more "essential" than core subject matter, dealing with social, learning practical job skills; and than reading modern classics (Oppenheimer, 1997).
·      “A mental shift is required of teacher, schooling administrative culture must change, new pedagogical practices must be incorporated, and many other intangibles much be transformed for the computing revolution to occur,” (Amiel, 2006).  
·      Computers are not necessary to promote pedagogical change toward a student-centered classroom or project-based learning (Amiel, 2006).
My Response:
The critics of educational technology are apprehensive to accept educational technology because they believe that computer-based instruction is one-sided and ineffective. There must be a pedagogical base to build an understanding of how students learn and how technology can support and assess learning (Honey, Mandinach, & McMillian Culp, 2003).  Additionally, here is a need to emphasize content and pedagogy, not just hardware requirements (Honey, Mandinach, & McMillian Culp, 2003). Despite the critics concerns, computer-based instruction does have the ability to individualize the educational process to accommodate the need, interests, proclivities, current knowledge, and learning styles of the student (Schacter, 1999).  Technology is not the final destination; discovering new ways of teaching with technology is the goal.  By paying attention to the learner, the learning environment, professional competency, systems capacity, community connections, technology capacities, and accountability, technology will be kept in service to learning (Schacter, 1999).  Critics fear that technology in the classroom will teach children to process sequentially like a computer rather than construct knowledge creatively.  On the contrary, technology is triggering changes away from lecture-driven instruction and toward constructivist, inquiry-oriented classrooms (Honey, Mandinach, & McMillian Culp, 2003). 
To cope with the demands of the 21st century, learners need to know more than just core subjects.  We need to know how to use and apply our skills such as: thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, and making decisions (Honey, Mandinach, & McMillian Culp, 2003).  Technology is no longer being taught in isolation, it can be seen within classroom amongst several disciplines.  Technology is increasingly seen as not an isolated addition to curriculum, but as one of a number of tools that might be used to support a process of comprehensive curricular reform (Honey, Mandinach, & McMillian Culp, 2003).

Teaching teachers:
·      Teachers are still teaching in a traditional way and do not know how to translate this to the Internet.  This is why course platforms have taken off but true e-learning has not emerged (Massy & Zemsky, 2004).
·      Teacher themselves may be infrequent users of new technologies (Amiel, 2006). 
·      Some educators worry that children will concentrate on how to manipulate software instead of on the subject at hand. For example, simulations are built on hidden, oversimplified, questionable assumptions (Oppenheimer, 1997).
·      Computerized learning forces teachers to adjust their teaching style and critics believe that sometimes it can be worsened by these changes (Oppenheimer, 1997).
·      Despite an abundance of new technology equipment and financial support teachers will still struggle with technology (Oppenheimer, 1997).

My Response:
A major and valid concern of critics of educational technology is the lack of experience, support, and professional development that teachers using technology possess.  Both positive and negative teacher attitudes toward technology can affect the success of educational technology implementation in the classroom. Professional development is a crucial element in any coordinated approach to improving technology uses in schools. Students whose teachers received professional development on computers showed gains in math scores of up to 13 weeks above grade level (Schacter, 1999). “Educators implementing technology in the classroom have redefined the boundaries of the school building and the school day, improved the quality and accessibility of the administrative data that informs their work, and fostered the learning of core content and the development of students’ skills as communicators, researchers, and critical consumers,” (Honey, Mandinach, & McMillian Culp, 2003).  Honey, Mandinach, & McMillian Culp (2003) recommend that schools must provide more sustained high quality professional development and overall support for teachers seeking to innovate and grow in this domain.  They also ascertain that there is a strong need for new teacher training methods to be developed and the need to attract more able candidates to the teaching profession (Honey, Mandinach, & McMillian Culp, 2003).

Money Problems:
·      Great amounts of money have been invested in e-learning yet a viable market has not emerged (Massy & Zemsky, 2004).
·      Money saved in employing adjuncts is put into a significant investment in developing, maintaining, and upgrading the IT department.  This includes the hardware, software, and staff (Goode, 2004).
·      The majority of distance learning courses are being taught by adjunct professors rather than permanent faculty members.  These adjuncts cost 15-20% of what a full time faculty member would (Goode, 2004).
·      Even in the richest of nations, computers are oversold yet underused (Amiel, 2006).
·      This extra IT growth contributes to a new level of bureaucracy that manages the IT infrastructure. IT staff is the “gate-keeper” of distance learning in universities (Goode, 2004).
·      The cost of the new IT infrastructure is driving up the costs of tuition.  The technology most often shifts the cost from faculty lines to IT and bureaucracy rather than cutting costs as predicted (Goode, 2004).
·       School systems are cutting arts programs and shifting resources into computers.  (Oppenheimer, 1997).
·      Classrooms are now the site of business lobbyist. These tech business lobbyists are often guided by labor-market needs that turn out to be transitory. “This is one reason that school traditionalists push for broad liberal-arts curricula, which they feel develop students' values and intellect, instead of focusing on today's idea about what tomorrow's jobs will be,” (Oppenheimer, 1997).

My Response:
The critics of educational technology believe that too much money has been invested in technology while other programs suffer unwarranted budget cuts.  More than $40 billion dollar has been invested in infrastructure, professional development, and technical support (Honey, Mandinach, & McMillian Culp, 2003).  According to Honey, Mandinach, and McMillian Culp (2003) there is a strong need to create additional funding to establish an adequate level of technology and training in schools.  In addition, technological literacy has been of great importance in recent legislation.  This literacy includes the ability to use computers to communicate, locate and manage information, and use these tools to support the learning content of “other basics,” (Honey, Mandinach, & McMillian Culp, 2003).  An investment in educational technology is an investment in our future.  “Technology is the embodiment and the means of much of the social and economic change in the past century,” (Honey, Mandinach, & McMillian Culp, 2003).  However, there is a great need to develop long-range plans for sustainable technology investment, which can only come from a collaboration with the private sector and the local community (Honey, Mandinach, & McMillian Culp, 2003).

Efficacy:
·      No real research can be done on the effect of e-learning because no agency counts how many online courses are offered as a part of a regular institution’s curriculum or how much is spent on e-learning (Massy & Zemsky, 2004).
·      The computer is seen as an “amplifier” because it encourages enlightened study practices as well as thoughtless ones.  Critics fear that thoughtless practices will dominate and slowly dumb down many of today’s youth (Oppenheimer, 1997).

My Response:
The efficacy of educational technology has been criticized in recent literature.  The critics believe that not enough research has been done on the efficacy of educational technology.  According to Schacter (1999), “On average students who used computer based-instruction scored at the 64th percentiles on tests of achievement compared to students in the control condition without computers who scored in the 50th percentile.”  Students with computer-based instruction like their classes more and develop more positive attitudes when their classes include computer-based instruction (Schacter, 1999).  Honey, Mandinach, and McMillian Culp (2003) recommend that more empirical studies be designed to determine which approaches to the use of technology are in fact more effective.  They also see a need to increase and diversify research, evaluation, and assessment as well as review, revise, and update regulations and policy that affect in-school use of technology (Honey, Mandinach, & McMillian Culp, 2003).
Improving Interaction and Educational Gains:
·      Students want human interaction and the self-expression that distance learning cannot provide (Massy & Zemsky, 2004).
·      E-learning has become word processing and Internet searches (Amiel, 2006).
·      Word-processing programs encourage students to haphazardly place together sentences using cut-and-paste as well as research without thinking (Oppenheimer, 1997).
·      Students may end up utilizing "procedural thinking," similar to the way a computer processes information (Oppenheimer, 1997).
·      Computers suffer frequent breakdowns.  Even if they do work, computers will distract students with their imagery and make it difficult for teachers to make connections with students (Oppenheimer, 1997).
·      Computers will direct students’ away from social interactions.  Computers will never be able to accurately show students what experience or sensation is (Oppenheimer, 1997).
·      Enthusiasm for the computer sends the message that the virtual world is more important than the real world (Oppenheimer, 1997). 
·      Interacting with the computer may mean missed opportunities for be detrimental to the development of the young plastic brain. “Fundamental neural substrates for reasoning may be jeopardized for children who lack proper physical, intellectual, or emotional nurturance,” (Oppenheimer, 1997).

My Response:
The critics of educational technology propose that technology in the classroom distracts from face-to-face interaction.  They also believe that students will be unable to create connections with teachers while their social development and educational gains will be stifled.  However, according Schacter (1999) students in technology rich environments experience a positive effect on achievement in all major subject areas.  Further more, higher order uses of computers and professional development are positively related to students’ academic achievement in mathematics for both 4th and 8th grade students (Schacter, 1999).  With technology, students learn more in less time (Schacter, 1999).  Additionally, Schacter (1999) states that, “Students’ attitudes toward learning and their own self-concept improved consistently when computers were used for instruction.”  Despite the critics’ claims, new learning experiences require higher-level reasoning and problem solving skills (Schacter, 1999).


Digital Divide and Equity:
·      Diffusion of technology creates disparities in access and ownership; hence, the digital divide (Amiel, 2006).
·      Integration of computing technologies is not an effective way to promote equality (Amiel, 2006).
·      As a new generation of technology rolls through, another age of technologically “unfortunate” citizens is crated with each wave (Amiel, 2006).
·      Even with access to the Internet, digital disparities will not disappear (Amiel, 2006).

My Response:
The last criticism of educational technology is that the increasing technologies in the classroom create a world of technology-haves and have-nots.  According to Honey, Mandinach, and McMillian Culp (2003) having enough technology infused in schools would be the first step toward the widespread and effective use of educational technology hence, slowly bridging the digital divide.  Technology accessibility is at the heart of closing the digital divide. “Accessibility not only refers to physical accessibility but also to access to relevant and appropriate content, to adequate support and training, and the ability to make use of technology to create and consume information and ideas,” (Honey, Mandinach, & McMillian Culp, 2003).  The critics argue that hardware will not solve the technological inequalities; only technology literacy can be a long-term solution. Increasing the technological literacy of the public would improve decision making, increase citizen participation, support a modern workforce, enhancing social well-being, and narrow the digital divide (Honey, Mandinach, & McMillian Culp, 2003).  The world that we inhabit is rapidly changing and our students will be entering a job force that not even we can foresee.  “The ability to expect and adapt to change is fundamental to success in the job market and to active citizenship,” (Honey, Mandinach, & McMillian Culp, 2003).

References

Amiel, T. (2006). Mistaking computers for technology: Technology literacy and the digital divide. AACE Journal, 14(3), 235-256.
Goode, B. (2004). Unintended consequences: Distance learning and the structure of the university. Distance Education Report. Madison, WI.
Honey, M. Mandinach, E. & McMillian Culp, K. (2003). A retrospective on twenty years of education technology policy. U.S. Department of Education.

Massy, W. & Zemsky, R. (2004). Thwarted innovation: What happened to e-learning and why. Philadelphia, PA: University of Pennsylvania.
Oppenheimer, T. (1997). The computer delusion. The Atlantic Monthly, 280(1) 45-62.
Schacter, J. (1999). The impact of education technology on student development: What the most current research has to say. Milken Exchange: Santa Monica, CA.

Here is a video I made to personally respond to the critics of educational technology.  Enjoy!
http://www.youtube.com/watch?v=6FaMy5ohqSY















Sunday, November 6, 2011

Design Project Three


Angelica Rossi
University of Florida
EME6609
Professor Erik Black

Revisions Since Report 2:

No revisions have been made since Report 2.

Goals, Objectives, and Task Analysis, and Report 2:


See (REPORT 2)

Plan for Formative Evaluation:


Purpose
To determine the efficiency of the instructional design in terms of the time required for the learner to meet the unit objectives, specifically with regards to the creation of three projects made with the iPad.

Audience
Third grade teachers who are using the iPads for the first time.

Issues
  • Does the lesson require too much time to complete?
  • Are all of the necessary steps included in the instructional design plan?
  • Is the designer able to collaborate effectively with classroom teachers in order to create meaningful iPad projects?
  • Will the learners be able to in turn teach their own students how to create projects using these applications?
Resources
  • Learners (six 3rd grade teachers)
  • Designer (Technology teacher)
  • Computers with Internet access for each learner
  • SmartBoard Interactive Whiteboard
  • iPads for each learner
  • The appropriate apps for the lesson
Evidence
  • Small group evaluation
  • One-on-one evaluation
Data-Gathering Techniques
  • Observations of learners as they follow the steps to complete projects
  • Interviews with learners after completion of the lesson
  • Assessment Checklist (see below for attached rubric)

Analysis
  • Keep track questions asked by learners as they create their projects
  • Record responses to interview questions
  • Analyze the rubric to see what objectives were accomplished

Reporting
Results of the small group and one-to-one evaluations will be reviewed by the designer, and findings will be shared here. Following the report interpretation, necessary revisions to the unit design will be made.

Purpose for One-to-One Evaluation:

The purpose of the one-to-one evaluation was to estimate and determine an appropriate time frame for completion of the instructional unit.  The other purpose of the one-on-one evaluation is to see if the instructional unit presentation is clear and if the instructor can accurately answer all learner questions.

Characteristics of Learners in One-to-One Evaluation:

Two learners who self-assessed and identified themselves to be at differing levels of technology literacy.  These two learners were identified in an effort to address different levels of technology experience and to meet the needs of different types of learners.

Materials for One-to-One Evaluation:
  • Instructional Unit directions
  • Computer with internet access
  • SmartBoard Interactive White Board
  • Paper
  • Pen
  • iPad
  • Sonic Pics Lite, COMIC BOOK!, Sock Puppets apps

Procedures for One-to-One Formative Evaluation:
The designer will:
    • Introduce the 3 apps we will be using for the instructional unit
    • Explain the types of projects that can be created with Sonic Pics Lite, COMIC BOOK!, and Sock Puppets.
    • Instructor will demonstrate quickly how to use each of these apps.
    • Instructor will demonstrate how to save and export project made with all of these apps.

The learners will:
  • Open up each app and explore the functions of the apps
  • Create sample projects that do not have to be as specific at the final instructional design unit project.  A brief exploration of the app is only necessary.
  • Ask questions about any issues they may have during the process.

As a part of the interview, the designer will ask each learner the following questions at the end of the lesson:
  1. Do you see the value of using these apps in your classroom?
  2. How can these apps be applied to project in the core subject areas in your classroom?
  3. What was difficult for you to understand about the instructions?
  4. Is the wording of the instructions easy to understand?
  5. How much time is appropriate to complete a full instructional unit on these apps?

Results of One-to-One Evaluation:
The one-to-one evaluation was conducted face-to-face in the school computer lab after school on a Wednesday for an hour during professional development time.

In observing learner #1, the lower technology literate learner, the designer noticed that she has very eager to learn and asked many questions.  A slower pace was required for her to complete the directed tasks.  She still does not necessarily know the basics of the iPad so discerning and locating icons as well as knowing the buttons of the iPad and their functions may be an issue for her.  She will require more guidance from the instructor.  It should be noted that this learner does not have an iPhone or and iPad at home and does not have much experience with it outside of the computer lab. 

In observing learner #2, the higher technology literate learner, the designer noticed that she followed the direction with much ease and went ahead of the directions.  This learner was very open to exploring the apps further than what was directed, adding multiple stickers to the comic project and rerecording her narration on Sonic Pics and Sock Puppets if she was not satisfied.  This learner has an iPad in her home but does not have these specific apps on her personal iPad.  She is familiar with all of the basic functions and operations on the iPad.

Both learners asked questions when they were behind in the instruction.  Learner #1 needed many locations pointed out to her as to where a certain icon or button was on the screen.  Learner #2 went through the instruction with ease and began to brainstorm with learner #1 as to how they could incorporate these apps into their classrooms.  Both learners felt that these apps would be appropriate for their classes.  Learner #2 said she would be very comfortable teaching her students how to use the apps while learner #1 said she needed more practice before teaching others.

As part of the one-to-one formative evaluation, the designer learned:
  • There is a need to provide easy step-by-step directions for the learners to follow.  These directions need to be demonstrated on the SmartBoard at the same time that learners are working or in the form of a video.  Visual representation of directions will be best received.
  • The learners will need to see the assessment checklist for the creation of the final project.
  • Both learners enjoyed the apps and feel that they will be useful to their students in the subjects of language arts or social sciences.
  • Learners feel they may require at least an hour to embark on this unit.

Materials and Assessments for Small-Group Evaluation:
Materials
  • Instructional Unit directions
  • Project Assessment Checklist (see below)
  • Computer with internet access
  • SmartBoard Interactive White Board
  • Paper
  • Pen
  • iPad 2 for each learner
  • Sonic Pics Lite, COMIC BOOK!, Sock Puppets apps

Assessment
  • Learner participation in whole-group discussion
  • Observation
  • Checklist of requirements for 3 projects made with the 3 apps
*See the project assessment checklist attached below

Characteristics of Small-Group Learners:

The small group is comprised of six 3rd grade teachers. This is a heterogeneous grouping of female teachers with at least 10 years of teaching experience.  Of the 6 learners, only one has an iPad in her home.  Two of the learners use the iPhone.
Instruments for Small-Group Evaluation:
  • Designer’s observations
  • Learner interviews
  • Project Assessment Checklist

Procedures for Small-Group Evaluation:
The designer will:
·       Introduce the 3 apps we will but using for the instructional unit.
·       Explain the types of projects that can be created with Sonic Pics Lite, COMIC BOOK!, and Sock Puppets
·       Demonstrate step-by-step how to use each of these apps according to the instructional design materials
·       Demonstrate how to save and export project made with all of these apps

 The learners will:
  • Follow the instruction step-by-step in the creation of a project for each app
  • Follow the directions to export each of their projects to the internet or computer
  • Participate in a post-instruction interview

Summary of Small-Group Evaluation:

Pre-instructional Activities
The learners have participated in an all-staff professional development conference about iPad 101 taught by Mr. Tony Vincent.  The session included the basic functions of the iPad, the buttons on the iPad and what they do, and how to use Mail, Camera, Photo Library, Notes, Maps, and other apps that come standard with the iPad.  

Lesson Introduction
The designer will begin the lesson by introducing the project based app activity and ask the teachers what kind of projects they do with their students.  The designer will ask the following questions:
    • What kind of projects do you usually create with your students?
    • What materials do you usually use to have them create projects?
    • What core subject areas do you usually do projects for?
    • How have you used technology in the past to create these projects?

The learners listed off several large units that they do with their students each year.  They have used the computers to create PowerPoint slides for their pioneer unit.  They create word processed poetry and letters several times a year with their classes.  They are excited that the iPad may offer a new level of engagement for their students.  The learners biggest concern is being able to perform the designated tasks associated with each app before returning to class and teaching their own students.


Instructional and Evaluation Activities
The instructor began with the Sonic Pics Lite app.  The instructor showed the learners where the app icon was located and then instructed them to click it.  Next they created a new project and gave it a title.  The learners imported photos from the library into their project.  Next they separated from the group and recorded a sample narration in different parts of the room as to not pick up too much outside noise interference.  The instructor circulated around the room and assessed if everyone was on track.  After the narration the instructor showed the learners how to save and share a final copy.  The instructor asked one of the learners to share their URL to their project so it could be played out loud on the SmartBoard.  The learners then discussed how they could use this app with their students and what projects would be appropriate.

Next the instructor began the portion about COMIC BOOK!.  The learners and instructor located the app and created a new project.  They created a 4-framed comic strip and added 2 photos from the library and 2 using the camera tool.  The instructor demonstrated how to change the color effects (or FX) within each image.  The instructor encouraged the learners to try out 4 different FX.  The instructor then demonstrated and assisted the learners is adding stickers, captions, and titles.  The learners then saved their finished comics to the Photo Library. The learners then discussed how they could use this app with their students and what projects would be appropriate.

The instructor then began the final portion of the instructional unit on Sock Puppets. The instructor located the icon on the iPad and then showed the learners how to create a new project.  The learners chose up to 4 characters, a background, at least 1 moveable prop, and at least 1 stationary prop.  The learners moved to different areas of the room to record their puppet show narration.  They practiced recording, playing, and rerecording their narration.  The learners then uploaded the puppet show to YouTube using the instructor’s sample account that was created for the instructional unit. 

Upon completion of the instructional lessons, the learners were informally interviewed as a group to determine whether they believed that the instruction was sufficient, if the apps were useful, if they would be comfortable teaching others what they had just experienced, and what they felt they needed in addition to the information presented.  The learners were dismissed and the designer assessed each project that they made via the 3 apps using the checklist.


Discussion of Small-Group Data:

Observations made by the teacher during the lesson as well as informal interviews with the learners suggest that learners had a decent grasp of the sequencing to create a project with each of these apps.  Learners listened intently and followed along to the steps being demonstrated on the board.  They enjoyed taking pictures using the camera tool and importing other photos that had been previously saved to the photo library.  The learners began to work together to help one another when someone did not understand exactly what was happening.  The instructor had to be very careful of the pacing to not lose those who required more time or allow those who understood to skip too far ahead.  There were moments when the instructor had to point out specific locations of buttons in the COMIC BOOK! app.  The learners were very open to discussing how they could apply these apps to their instructional units in the classroom.  The instructor provided additional explanations of several functions of the apps that we were not utilizing during the instruction as the request of some of the learners.  It is possible that these additional options offered within each app could be included in a further instructional unit. 

*See attachment below to view the learner interview findings.


Revisions for Instruction and Assessment:

Based on the results of the one-to-one and small group evaluations, minor revisions will be made to the instructional unit.  The 1 hour to 1.5 hour time limit would be appropriate for the final instructional unit.  The learners enjoyed being able to follow along and would like to share these apps with other grade level teachers.  The designer has decided to create a step-by-step video to creating projects on each of these apps so it may be used again in the future.  The designer feels that the objectives do not need to be modified.  However, it may be beneficial to instruct learners how to share their work over multiple mediums based upon the sharing capabilities of each app (email, YouTube, Facebook, Twitter, etc.).  This instructional unit could be beneficial to several grade levels.  Each app chosen produces a different type of project.  Each objective of this app could also be a “micro-unit” that could be taught to different learners depending on their classroom needs.  


Resources:

Gliksman, Sam.  (2011, April 19). Assessing the impact of iPads on education one year later. Retrieved from: https://edutechdebate.org/tablet-computers-in-education/assessing-the-impact-of-ipads-on-education-one-year-later/
Kalman, H., Kemp, J., Morrison, G., & Ross, S. (2010). Designing effective instruction Hoboken, NJ: Wiley Publishing.



Instructional Materials
Step-by-Step Instruction for Project Based Apps on the iPad

Objective 1: Create and share a 3 photo narrated slide show using Sonic Pics.
1.   Open the Sonic Pics app.
2.    Press the plus sign button on the top left corner to create a new project.
3.    Add a title by touching the Title bar at the top.
4.    Use the keyboard function to type the title.
5.    Press the done button when finished with title.
6.    Add images using the Add button on the middle of the screen on the right side of the display.
7.    Press the Photo Library button.
8.    Choose the Camera Roll album and select 3 images.
9.    Press the Done button on the bottom right corner when 3 images are selected.
10. Press the red Record button at the bottom of the screen.
11. Tap the red circle record button at the bottom of the screen to record.
12. Record narration to the first image.
13. Slide the photo to the left to transition image while recording narration for the second image.
14. Slide the photo to the left to transition image while recording narration for the third image.
15. Press the pause button at the bottom of the screen to end recording.
16. If pleased with narration press the export icon on the bottom right corner to end recording.
17. Select Save if pleased with video.
18. Review video by pressing the Play icon that is on top of the video.
19. Press the Share button on the bottom right side beneath the video.
20. Press the Create Video button.
21. Press the Send to my computer selection at the top.
22. Slide the Sharing Status slider to the ON position.
23. Retrieve the Internet link at the bottom of screen.
24. Go to the desktop computer and open the Internet Explorer browser.
25. Type the Internet address into the address bar at the top of the browser and press enter.
26. Press the Download button below your video.
27. Select Save File and click Save or OK (depending whether you use a Mac or PC)


Objective 2: Create and save a 4-frame comic using COMIC BOOK!
  1. Open the COMIC BOOK! app.
  2. Locate the CREATE tab at the bottom left corner and click it.
  3. Go to the first tab of the 4 inner tabs displayed, the layout tab.
  4. Choose a layout that has 4 images within it.
  5. Press OK when prompted to continue with a new layout.
  6. Locate the top photo of the layout and click the blue button that looks like a photo of a person.
  7. Select Camera Roll when prompted.
  8. Select one picture from the photo album.
  9. Adjust the size and view of image by moving the image with finger.
  10. Repeat steps 7-9 for another frame within the comic layout.
  11.  Move to the 3rd photo cell and select the bottom of the 2 small buttons within the frame; the one that looks like a camera.
  12.  Frame the picture you want to take and press the camera button at the bottom.
  13.  Press Use if satisfied.
  14.  Repeat steps 11-13 for the last photo frame within the comic layout.
  15.  Locate and press the small FX icon at the top right corner of each image.
  16.  Locate the Halftone button on the top left portion of the FX bar.
  17.  Press the button once for small, twice for medium, or three times for large.
  18. Choose one of the eight different FX options.
  19.  Repeat steps 15-18 for the other 3 images.
  20.  Press the CREATE tab and locate the CAPTIONS tab.
  21.  Choose a thought bubble caption and press it.
  22.  Touch inside the caption bubble and type your caption using the keyboard function.
  23.  Touch outside of the caption when finished to deselect the keyboard function.
  24.  Use your finger to touch the caption and move the stem of the caption to the appropriate location.
  25.  Place finger on caption bubble and move to caption particular photo.
  26.  Click on the CREATE tab again and go to the CAPTIONS tab.
  27.  Scroll to the right with your finger and find the last caption that says TITLE in bright red and press.
  28.  Tap on the text where it says TAP HERE and type the title using the keyboard function.
  29.  Touch outside of the title when finished to deselect the keyboard function.
  30.  Place finger on top of title and move to correct location.
  31.  Click on the CREATE tab again and go to the STICKERS tab.
  32.  Select a sticker to use.
  33.  Place finger on top of sticker and move around screen to place in correct location.
  34.  Double tap on the sticker to adjust the rotation and size of sticker.
  35.  When pleased with size and angle press AWESOME. 
  36.  Locate the CREATE tab at the bottom left corner.
  37.  Click on the sharing tab that appears as the Twitter bird, Facebook icon, and a wrench on the far right.
  38.  Click the SAVE IMAGE icon on the far left side of the tool bar.
  39.  Click on the EMAIL icon that is the second icon from the left.
  40.  Locate the To: box at the very top of the email draft.
  41.  Enter the email address you wish to send the comic to using the keyboard function.
  42.  Press the Send button at the top right corner once you have listed the proper recipients.



Objective 3: Create and record a 30 second puppet show using Sock Puppets and upload to YouTube.

  1. Open the Sock Puppet App.
  2. Choose the icon that says NEW and press it.
  3. Select up to 4 characters by touching them with finger.
  4. Press the NEXT button at the bottom left corner of the screen.
  5. Select the background by touching the choice.
  6. Press the NEXT button at the bottom left corner of the screen.
  7. Select the movable props for the show that are in the yellow boxes.
  8. Select the stationary props for the show that are in the red boxes.
  9. Press the NEXT button at the bottom left corner of the screen.
  10.  Arrange the puppets and props in the places you would like them.
  11.  Press the red circle Record button at the top on the far left of the task bar.
  12.  Speak into the microphone located at the top of the iPad right above the camera eyesight.
  13.  Move the puppet or movable props as you record narration.
  14.  Let the narration run for 30 second (countdown at the top) or press the STOP button, the yellow square on the far left of the task bar.
  15.  Press the save button, the 3rd icon, a floppy disc icon, if pleased with narration.
  16.  Type the title of puppet show using the keyboard function.
  17.  Press OK if done or Cancel if rerecording is necessary.
  18.  Press the Share icon on the top task bar.  It is the middle icon with the person and the wireless symbol.
  19.  Select to share on YouTube.
  20.  Enter YouTube username and password.
  21.  Press OK.


Instructional Unit Project Assessment

Learner Name: _________________________

Sonic Pics Lite:

  • Learner has created a new project
  • Project has title and description
  • Project has 3 images that transition
  • Presentation has audio for each image
  • Recording has been shared to the SonicPics sharing site
  •  Project has been saved as an .m4v video file to the computer.


COMIC BOOK!:

  • Learner has created a new project
  • Comic has a 4 frame layout
  • 2 images are from the Photo Library
  • 2 images were taken with the camera tool
  • All photos have FX changes
  • Comic has at least 1 title
  • Comic has at least 1 caption
  • Comic has at least 1 sticker
  • Comic is saved to Photo Library
  • Comic is successfully sent by email


Sock Puppets:


  • Learner has created a new project
  • Project has 4 or less characters
  • Learner has selected background
  • Project has at least one movable prop
  • Project has at least one stationary prop
  • Project has 30 seconds of narration
  • Project is successfully uploaded to YouTube account










Learner Interview Findings
Interview Questions
General Responses
What kind of projects do you usually create with your students?

-        Pioneer unit PowerPoint.
-        Animal habitat group presentation project.
-        Friendship unit project.
-        Pioneer Day is the biggest project of the year.
What would help you and I collaborate effectively in order to create meaningful iPad projects for our students?

-        More Tech Wednesday sessions to learn about these things would help.
-        Just being available to collaborate before or after school would be good.
Would you feel comfortable teaching your own students how to create projects using these applications?

-        Yes.
-        Not quite yet.
-        I will if I can play with it a little more.
-        The kids are so used to this technology already, they could teach us!
Are all of the necessary steps included in the instructional design plan?

-        Yes
-        It was already quite a bit.  No need to add more.

Do you see the value of using these apps in your classroom?  If yes, how can these apps be applied to project in the core subject areas in your classroom?


-        I think the kids will love these apps.  They already love the iPad because it is a treat.
-        These apps could be used for reading nit projects or social studies maybe. 
-        The Sock Puppet app would be good for storytelling.  Have them write stories and narrate them.
-        Sonic Pics would be great for giving information.  The animal research could be more than a poster.  It could be a real presentation.
-        I think parents will really like how we can share these projects on the website portal.

Was anything unclear or difficult in the instructional design instructions?

-        Everything was very clear. The step by step helped.
-        I would like to explore these apps on my own though too and just play around.
-        The design was very clear and thorough.

Do you have any suggestions for improving the unit?  If so what are they?
-        Maybe make the overall time longer. 
-        Add more parts about the other ways to share the final products.
-        Explain all of the FX in COMIC BOOK and how to create other layouts.
-        Show us how to take this to the next level of sharing on our websites.
-        Help all of us set up video sharing accounts so we don’t have to use just this one.