Mobile Learning K-3 Resources

http://www.apptivities.org/?p=228#more-228

This is a great, simple example of how to use mobile learning in kindergarten.  In this example the students used their iPod touches to watch short videos on American symbols. The teacher then created a template which she used to scaffold the students’ drawings of the symbols and their research of three important facts. This apptivity is hosted by the website by the same name, apptivities.  The note taking could also be done digitally on an app such as Simple Mind. With this lesson plan, students work on NETS*S 3b. Locating and analyzing information from a variety of sources. They also are working on NETS*S 5b. by having a positive attitude towards using technology for learning. The teacher is addressing NETS*T2a. by adapting a learning experience (note-taking) with digital tools (videos on iPod touch) to promote learning. NETS*T 2b-d are also addressed as the teacher is giving students a technology-enriched learning environment, customizing it, and using formative assessment to determine if they need to review the information.  I found this interesting because it is an example of using technology at a young age, but in an age-appropriate way.  If I were teaching kindergarten, I think this would be a great way to bring in technology and teach a life-long skill.

http://www.apptivities.org/?p=109

This lesson plan shows a use for a class set of iPads/iPods within a math center structure.  It could be used in second or third grade.  The students rotate every fifteen minutes to one of four apps to practice basic math skills of addition, subtraction, multiplication and division. The apps used are Flash Racer, Mental Math, Twentyfour and Math Kingdom.  NETS*S 2a. is addressed by having the students working in small groups. NETS*S 6b&d are addressed by the productive use of new technology to practice basic math facts in a different way. NETS*T 2a. is addressed by the teacher’s use of a digital tool to design a learning experience that will promote student learning.  If I were teaching second or third grade, I think this would be an engaging way to use technology to make a rote task a little more engaging.

http://www.apptivities.org/?p=6#more-6

This lesson plan shows an innovative way to pair an iPad literature app, (Lit2go), with an app (Puppet Pals), that students can use to respond to a story. Students work together in groups addressing NETS*S 2a. by collaborating with an iPad to retell a story or using the story as a mentor text. They are also addressing NETS*S 4b. by following the teacher’s modeling of Puppet Pals to plan and complete their own project. NETS*T 1c. & 2a. are addressed when the teacher uses these apps as a collaborative tool to clarify their concepts from the story and incorporates digital tools to promote student learning and creativity.  I think this is an interesting way to assess a group’s comprehension of a story by analyzing their retelling of the story.  I have seen this done with a paper graphic organizer, but this is an engaging digital format.

http://voicethread.com/about/library/2nd_graders_play_ISpy/

This is a great example of second-graders responding to a literature set of I Spy books by creating their own using technology.  Students each bring in 10 small items, lay them out on colored construction paper and take pictures. They upload the pictures, their writing and voice to Voice Thread. The students also uploaded a self-portrait avatar made with Kidpix software.  Other students and the teacher can respond with text or audio.  NETS*S 1a. & b. is addressed by the fact that the students use their knowledge of the I Spy books to create their own, original I Spy.  NETS*S 2a. is addressed in that students interact, collaborate, and publish with their peers.  NETS*S 4b. is addressed when they plan and manage their activities to complete a project. They have to take digital photos, upload, add text and narrate. NETS*T 2a. – c.  are addressed by the teacher as they have designed an activity which uses digital tools, have a technology enriched environment in which students can pursue individual projects and customize it. Voice Thread seems like it really lends itself to individual creation, and collaboration as well.

http://langwitches.org/blog/2013/01/31/first-grade-ipad-fluency/

In this lesson plan the teacher guides students through the process of creating a collage with the iPad app called Pic Collage. In this example, students are creating a collage of a butterfly’s life cycle. This app could be used to create a collage for just about any concept in any discipline.  I found this to be a very personalized, and thus engaging way to use an iPad or iPod in the classroom. It is a great way for students to create a visual example of their learning and understanding of a concept.  This example comes from the blogsite of LangwitchesNETS*S 1a. & b.  are addressed by the students applying what they have learned from other presentations of information ( for example, a Natl. Geographic video) to generate an original work of their own expression.  NETS*S 3b. & 4. Are addressed when students locate and organize digital photos to complete their project. NETS*T  1a., 2a. & 2c. are addressed as the teacher supports and models student creativity using digital tools to personalize their learning experience. Each student ends up with a creative product of their learning for their portfolio.  I think this would be really neat to try, and would certainly be more meaningful for students than a copy of a life cycle just set before them.

http://literacyspark.wordpress.com/2013/01/03/croak-it-its-so-amazing-i-cant-imagine-life-without-it/

This blog post details a free website called Croak.it, which can be used to record 30 second audio clips, which can then be uploaded to a website and linked to a QR code.  The teacher uses this to differentiate instruction for individual students who may need an audio support before an assessment. She also uses it to have students do short book reviews. These book reviews are then linked to a QR code, which is placed on the book. Students can listen to the audio book review by their classmates and decide if it is a book they would like to read during independent reading time. NETS*S 1a. & b. are addressed as the student applies existing knowledge of a book they have read to generate a new product in the book  review.  It is a personal expression of their thoughts on the book that can be listened to by their peers. NETS 2 a. & b. are addressed as students collaborate and communicate with peers through their book reviews.  NETS*T 2a.- c. are addressed as the teacher uses a digital tool to help student manage their own learning in a personalized way.  I think this would be another great way to add personalized book reviews to the classroom.  I would also use Animoto  to create video book trailers.

http://www.teacherseeds.com/augmented-reality.html

This website called Teacher Seeds has many helpful links for technology. One that I experimented with and hope that the author will keep adding to is the Augmented Reality link I have included here. It was really easy to follow the steps and make this work. I tried out the math shapes. I think this would be particularly helpful since I have been in classrooms hunting around for those wooden shape models, which seem to disappear. I am sure they are expensive to purchase for classrooms as well. This is a way to make math, science, history and other lessons more engaging.  NETS*T 1a., 2a. – c.  are addressed with the modeling of this creative tool that enriches the learning environment and keys into spatial learning styles.

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