After reading Kathy Schrock's Guide to Everything: Bloomin' Apps, and Teach With Your Ipad, I felt rest assured that I could use iPad Apps to provide a great spectrum of digital educational resources that traditional classroom settings lack. I was pleasantly surprised to see that lots of educational apps display the important characteristics found in Bloom’s Taxonomy. For example, some Apps can be used to create or innovate such as Animoto. Animoto takes music and photos that are uploaded to create videos that can be shared. For evaluating, apps such as Science 360 contain lots of videos or graphics that students can benefit from. I utilize this website on a frequent basis to get really cool videos of complex science concepts. I checked out this cool video iPad App Teaches Students Key Skill for Success in Math, Science, Engineering that shows how iPad apps can make learning fun, especially science!! In addition, some apps can be used to help students analyze or apply thoughts such as Diigo, which I recently learned about it benefits. Lastly, apps such as Screen Chomp or Autorap helps teach students how to create and even remember content material.
After searching through my iPhone, I found two great apps that I can use. One is called Monster’s Physics and the other is called Angry Birds. I hope to challenge and engage my at-risk students when using apps to not only get them intrinsically motivated, but to understand and love science, especially Physics. These students are smart and are capable of learning, even when presented with a challenge or new technology. When I teach projectile motion and gravity, I can show examples of a trajectory path from the Angry Birds app, versus drawing pictures on the board. I can also use the app Monster Physics to teach students about Newton's Laws of Motion and Conservation of Momentum. Our students rarely get the opportunity to go on field trips or work with real projectiles, so having an iPad will help students to not only grasp concepts better in class, but it will give them hands-on learning that they can experience and manipulate for themselves. I hope my students will be able to use educational apps to create, innovate, think critically , analyze, and synthesize what they learn, until they reach all learning goals.
I would manage the use of this tool with my students by either allowing only one student to use the iPad at a time, or project the ipad app on the board. Furthermore, if I only use the educational apps when they are needed, or to best explain a difficult concept or problem, it would eliminate technology abuse. If I am able to have one iPad for every student, then I would let the students work in groups and constantly monitor what they are doing. Most students will not be able to download apps without the protected password, so that gives me some comfort in security and fair use of technology in my classroom Lastly, challenges I believe I may face is abuse of the iPads, such as students surfing the internet, taking photos or videos without permission, or not using the iPad in the manner instructed. I would handle these challenges by teaching and modeling technology expectations, constantly monitoring what they are doing and encourage students to self-police themselves. This ensures that the iPads are used for the intended purpose. I really enjoy using Web 2.0 tools, and as a transforming technology coach I hope to inspire all teachers from novice to veteran, to use 21st century internet tools to change the way students learn and grasp curriculum material as 21st century digital pioneers of the future.
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. (3rd ed.).Thousand Oak, California: Corwin