ipads+and+Application+sharing

= ipads =

RTC 4 8 9
**Context for Learning** toc The introduction of ipads has added another dimension into the learning and development of the tamariki in Room 2. There are many applications that can help in all areas of holistic growth and learning. The children readily absorb and extend all new knowledge in a positive and progressive way, learning many new skills and processes, as well as basic curriculum skills and knowledge in all areas.

Hurae, Alex and Tapsell using ipads July 2012. Mrs B guiding Gabrielle and Nesta on an ipad application July 2012

Mrs B and Ebony working together on an ipad. July 2012

An example of an ipad application- ** Puppet Pals **
Children are able to choose from 14 different senarios from Fairy Tales to Pirates and Monsters to Wild West and Space. They are then able to choose from 8 charcters to be included in the oral language play. These characters are entered (all at once or introduced one at a time),into a chosen scene and speech is recorded.
 * Puppet Pals HD ** is an oral language application that can be used in many ways by children individually or in groups.

I explored the application so that I knew how it worked and what was involved. I practised it myself. The first time I tried it with the class I guided them and prompted them to speak. I showed them how set up the application, how to choose the characters and scene and then move the characters about on the screen. I further prompted the children to speak and gave them examples when they were silent while recording. I then let them experiment themselves to promote independence.
 * What I did **

The children tried with teacher guidance the first time. The children were then able to try, mostly independently with teacher guidance if needed.. We have since covered the Fairy Tale, Farm animals, Monsters, A princess and Dragon, and Pirates. Some children are now working independently with this application and can record their own plays with out teacher help.
 * What we did **

This application not only covers oral language and drama but many other areas of learning as well. The children are using mainly the key competency of **language symbols and text** by developing the play they wish ,adding the characters they want and manipulating them onto and around the ipad screen. They are building up oral language skills and confidence as well as turn taking, organisation skills, role playing and development and student engagement. Aspects of other key competencies are also incorporated such as **thinking**- what they want to be and what they will say and do next and **managing self** as they contribute as part of a group and express themselves and join in appropriately. They also are using **relating to others**,some by guiding others in their roles and supporting them, as well as **participating and contributing** in the senario. I have found two children that have poor oral language skills are keen to participate and their attempts are accepted readily by the group. Also a child that is quiet in class is speaking out and using a range of voices to express himself on the application. Aspects such as co-operative learning and leadership are also included, as are characterisation skills and imagination. We have shared these plays with parents and whanau and have received very positive feedback.
 * Learning Involved and Impact of that learning (Evaluation) **

I will extend these oral language plays to written and visual language situations as well as extend ICT ipad skills of independence and using language symbols and text. I will use recounts as well as Imaginative story writing, encouraging descriptive language and adjectives in written form. I will also use visual language in art.
 * Where to next? **

Children worked in groups of 2 or 3 without teacher assistance to record their own oral puppet show. The results have been saved on their group ipads.
 * Update-Where to next? **
 * September 2012 **

=** Teacher pedagogy **= Children were able to enhance the relevance of their new learning, make connections across learning areas and further extend, modify and adapt their learning. They were able to further enhance that learning by experimenting and practising that learning and extending it with continual new knowledge.
 * Enhancing the relevance of new learning **

Children were provided with sufficient opportunites to learn, reinforce and extend that learning as well as teach other peers what they had learnt and how. They were given time not only to practise new skills but to transfer new learning to other contexts.
 * Providing sufficient opportunities to learn **

Video- Pirates ( Puppet Pals application)
media type="custom" key="20529516" **Pirates ( Puppet Pals application)**


 * Student Voice ( Evidence) **

Kawiti and Mrs B looking at Puppet Pals July 2012

Follow up-Storywriting ( Where to next)
The class did some follow up storywriting based on the Puppet pals play on pirates. I reintroduced the theme and played the app back to the children. We did a class plan with teacher modelling and class contributions. The children were encouraged to think of imaginative and descriptive words about pirates. I then sent some children off to work independently while I worked with a small group of children on the whiteboards, developing their ideas as well as using a starter idea, "My Pirate is ...." The results were very pleasing. I edited each child's work with them individually and highlighted "gold" words. (Words that were imaginative or attempts at spelling that were great.) Cheyden dictated his own story and copied underneath captions.The children published their work, with guidance and illustrated it. Below are some examples of drafts and published work.
 * 6/8/12**





** RTC 7 8 9 **
Basic words and letters, shaped as eggs, are moved across the ipad screen and the children or child can touch or swipe the correct word with their finger. By doing this they are recognising (and saying) the word and building up their basic sight vocabulary and alphabet knowledge.The child can build up points as well and the application praises their correct achievements as they correctly recognise a word several times and swipe or touch it. They then move onto new words and letters (or levels which the children equate with). A fun element is added in whereby if a child touches the wrong word it collapses like a fried egg. Potatoes also turn into chips and a pig grunts at them, as well as other fun things that the children enjoy.
 * Eggy Words ** is an oral language and reading application that can be used in many ways by children individually or in groups.

I explored the application so that I knew how it worked and what was involved. I practised it myself. The first time I tried it with the class I demonstrated it,guided them and prompted them to use it. I watched children when they used it independently and gave advice if needed. I then let them experiment themselves to promote independence.I was available if help was needed. A new group of 5 children (with 4 more to come) had entered the class, so I reintroduced it to the new children.
 * What I did **


 * Below** are pictures and a video of a child that had been at school 2 days learning how to use the application and in turn building up learning and knowledge

The children tried with teacher guidance the first time. The children were then able to try, mostly independently with teacher guidance if needed.. They all enjoy the application because of the fun aspects,eg the egg breaking and potatoes turning into chips etc. Many children use it at Literacy time. They are now independent in their use in moving around the application and onto the next words (levels), including the new children.
 * What we did **

This application covers many areas of learning. Children are not only building up a basic sight word vocabulary knowledge but alphabet, letter and word sound knowledge as well. This is a great application for children beginning school, as well as children with special needs that are below in literacy. At present I have 4 children who fit into the latter category,including 2 who have just transferred from another school. The children are using the key competency of **language symbols and text** by developing their sight word and alphabet and sound knowledge. Aspects of another key competency, **thinking,** is also incorporated into their use of this application.Children are expected to decide which is the correct word and react accordingly by touching it.
 * Learning Involved and Impact of that learning (Evaluation) **

I will extend these literacy applications as the children's basic word knowledge and alphabet knowledge increases. I will encourage the children to use their learning in other areas such as Story writing and Reading.I will still keep the ipad application on their ipads for reinforcement and revision, as well as for new children starting school.By extending ICT ipad skills of independence and using language symbols and text the children are gaining confidence and being successful. They can apply this to other applications which I have installed which are more challenging.
 * Where to next? **

=** Teacher pedagogy **= Children were encouraged, by the teacher, to be reflective learners who assimilate new learning,relate it to what they already know, adapt it to their own purposes and learning and translate thought into action. Children were encouraged to apply this learning to other curriculum areas such as Storywriting and Reading.
 * Encourage reflective thought and action **

Children were able to enhance the relevance of their new learning, make connections across learning areas and further extend, modify and adapt their learning. They were able to further enhance that learning by experimenting and practising that learning and extending it with continual new knowledge. They were able to assist and guide others as well as work independently to learn and reinforce new knowledge and learning.
 * Enhancing the relevance of new learning **

** Evidence- Video and photos **

 * Video **

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 * Soul and Eggy Words application ( Been at school 2 days).**


 * Photos of children using other literacy applications. **

Huare and Crysire Jade Ebony

Anaru


 * New children that have been at Riverslea school less than a week using various applications on ipads, working independently or with a peer. **
 * Other children working together. **

Khan Anaru, Alex, Tapsell  Shontae, Crysire Jade


 * This also includes a child that does not start school for 3 weeks using an ipad independently, after 2 Preschool visits. **




 * I am about to guide Anahera with a Maths application that she is keen on trying. **
 * She starts school in 3 weeks and is on her 2nd Preschool visit. **

Term 4 Examples

 * Examples (videos) of children independently constructing stories and movies on ipads. **


 * Alex constructing his own story Book Creator, "In the Garden." (Dec 2012). **

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 * Noah, Cheyden, Ebony and Shy-lamour creating an iMovie called Transformers (Dec 2012). **

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