Book creator has probably been the app I have used most, in my teaching, with pupils and in my training. The blank canvas aspect means it can be used across the whole curriculum and the addition of the pen tool in the last few weeks has added to that.
We use Showbie at school for pupils to share their work, including books made with Book Creator from the iPads and home to the teachers for assessment. Recently, we have used both the Pen Tool and Record feature to give feedback on the pupils' eBooks. The pupils send their books using Showbie and the teacher opens them up on his/her iPad. They can then annotate with their voice, pen and text. The book can then be sent back to the pupils using Showbie. The pupil can either change the original book and delete the annotated one or change the annotated book and delete the original.
The screenshot shows a book of a Science experiment. The teacher can annotate with arrows but also add audio feedback. All elements of Book Creator can be deleted so the pupil can restore any annotated book to the original.
This is obviously not a new idea but the pen tool has certainly made this quicker in a widely used app such as Book Creator.
With thirteen stimulating papers covering a wide range of geographical areas and educational contexts, this publication will interest anyone involved in the continuing professional development of English language teachers wishing to reflect on and refresh their practice.
Via Nik Peachey
"SAMR model is a conceptual framework developed by Dr. Ruben Puentedura to help you better integrate technology in your instruction. SAMR stands for Substitution, Augmentation, Modification and Redefinition. Each of these four levels correspond with a set of tech-based activities and learning tasks. The strength of SAMR model is that it provides teachers with a robust method to gauge and assess the efficacy of the technology they and their students use in class. Check out this section for more resources on SAMR."
...For some, it does. It’s become commonplace to argue that everyone is better off learning at least basic programming skills—that coding itself is the new, necessary literacy. We’ve seen online courses, games, new programming languages, and even children’s books pushing kids and their parents in this direction.
But “learning to code” is an exceedingly broad concept, and one which without more specifics risks oversimplifying conversations about what digital literacy really means. And how digital literacy is defined is important. This isn’t just about filling Silicon Valley jobs. It’s about educators, policy makers, and parents understanding how to give the rising generations of digital natives the tools they need to define the future of technology for themselves...
"Today as I was wading through my Twitter feeds I came across a link to the periodic table of iPad apps created by ICTEvangelist.Upon checking this work I learned that it is inspired by a relatively similar work done by Sean Junkins which I have featured in an earlier post in this blog. Different as they are, both of these periodic tables provide an interesting collection of educational iPad apps you could probably consider using with your students.These apps are arranged under different categories and each of these categories has a unique colour code to help you identify apps belonging it. The labelling of the categories in these two periodic tables slightly differ from one another with ICTEvangelist tending to repurpose his work for UK-based educational settings."
The results of the project have been published in a form of a magazine "Designing the future classroom" Nº2, available in five languages. The articles include stories from teachers and project partners, as well as a preview to the iTEC school pilot results and training activities, including the Future Classroom Scenarios course.
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