Digital Classroom

I believe there are a lot of aspects to take into consideration when designing a digital classroom. Personally, I think the most important thing to consider is what technology will be available to your class as well as how you will utilize that technology. Also, another important thing to consider is how you, as the teacher, will play a role in the learning. With technology, pedagogy is really important.

The main things I considered when designing my classroom was what activities would be taken place and also how my classroom would be set up. It is important to provide students with rich learning activities so their learning is meaningful and they are engages. Also, it is important to set up the learning environment so it is positive for the students and the resources are accessible.

In my future classroom, I hope to be a 1:1 classroom with iPads. Although I believe computers are a great resource, in my experience students have had a more positive learning experience with iPads. I love iPads because there is a lot they can do. With millions of educational apps, students can create, present, and collaborate easily with other students in their classroom, or even around the world. Also, in my future classroom I would love to have the essentials like a smart board and elmo so presenting can be made easier. Any technology would be great in my future classroom, but this is what I wish for the most.

Here is a link to my digital classroom!

Toontastic

How can I access Toontastic?

ToonTastic is an App that can be downloaded to an iPad for FREE! Currently, it is just for iPad, but that may be changing. Here is the link: ToonTastic App

What is the purpose of Toontastic?

ToonTastic is an app that allows users to design their own stories with pictures, animations, voice, and sound effects. Also, they are able to save multiple stories and share them. This app also has many different story elements and is clearly laid out for the user to follow. This is a great way for students to show their creativity with their own stories. 

How do I use Toontastic? 

Toontastic is very user friendly. When you first open the app, you will be directed to the story arc page. This page has different sections with different parts of the story as shown below. You will click on the first section and follow the steps I have provided below. You will complete these steps for all of the sections. 

1. Choose a setting. This can either be a preset setting or you can make a custom one. After this is chosen, tap the arrow in the top right corner.
2. Now it is time to choose characters. Again, these can either be chosen from the preset ones, or you can create your own. 
3. Now it is time to record and animate the pictures. You will talk through the story while you click and move the characters around. Remember, this first box is only the setup and not the whole story. 
4. On the next screen you will choose the emotion. This is the music that will play in the background of that scene. 
5. Repeat all of these steps for each box of the story arch. 

How can I use this in my classroom?

One way to utilize Toontastic in your classroom is by doing a lesson on elements of a story. In 2nd grade, students begin to learn about the structure of the story including how the beginning sets up the story and the ending concludes it. Toontastic would be a great way to introduce this to students. On their story arc, there are sections for setup, conflict, challenge, climax, and resolution. When having students create a story, they are able to see how the different parts of the story flow and work together. 

Although we usually see Toontastic used in reading and writing, it can also be integrated into other subject areas as well. In a math class, at any grade level, students could use this app to talk about a story problem. Students would be able to write their problem as a background, and then use the slides to talk through it. They could also use the characters as a fun and engaging aspect. The students would probably not use the slides how they are intended (setting, conflict, etc) but they could use different slides to talk about each part of the problem. Students would be able to show their work on the background and also be able to talk through it. This could be used as a way to assess if students are understanding the whole problem and not just getting an answer. 

SAMR Levels

• Augmentation: Teachers could use this app to tell a story. Instead of having the students create their own, teachers could create on and present it to the students. This fits this level because the teachers are using the technology to tell a story. Although the story could be done without technology, teachers are enhancing it by making it visual and interactive. 
• Modification: Students could create a project retelling a story they are learning about. This would be a good modification to a book report. Students would be able to retell the story their own way and present it how they interpreted the story. Teachers could watch their stories to check their understanding. This would be a good way to conduct assessment in the classroom. 
• Substitution: Toontastic has a story arc with different story elements. Instead of just telling the students about the different elements, they could use this app to show them the different ones. This could be a way to present the information using technology. The same task is being performed, but it is using technology instead. 

ISTE Standards

Upon first look at these standards, I think they are very clear and beneficial. The standards focus more on the student using the technology. When reading them, they sound more student centered and less teacher focused. The main aspect missing from the old standards is having the students be able to trouble shoot technology. I did not see a section that specifically talked about the knowledge of how technology works, or what to do when it doesn't work.

Empowered Learner: This is a really well thought out standard because it focuses on students' goals and is using technology as a reflection. One suggestion I would make it more detailed when talking about the reflections

Knowledge Constructor: This standard is very specific for students to use technology to research. I would suggest to rewrite some of this standard and condense it more.

Innovative Designer: This standard is my favorite because it focuses on the creativity side of technology. This is really important for students to understand so they are able to make the learning interesting to them.

Computational Thinker: Personally, I think this standard is essential, but could probably be combined with knowledge constructor.

Creative Communicator: This standard is important because it is about students using their technology to show their work. Again, I believe this standard needs more work because it seems a little repetitive and can be combined with other standards.

Global Collaborator: I really like this standard because it is about using technology to work with peers. This is really important for learners because collaboration will be a huge part of their education and understanding how to use technology with this will be beneficial.

Digital Citizen: This standard is written well and is pretty straight forward. Students need to know how to use technology safely and responsibly.

• I like that the standards are broken up by how the learner should act. For example, empowered learner and knowledge constructor. When the standards are written like this, it shows what the student will be doing and how they will be acting within that standard. 
• I wish these standards were the original standards. Although I like the other standards, these new standards are easier to understand and they are more specific. 
• I wonder if this will be their final draft or if a lot of different changes will happen before it is published?

SAMR

"Teaching above the line" in regards to SAMR means using technology to transform the learning and not just enhance it. Although the sections below the line, substitution and augmentation, are important, we want to be creating lessons for modification and redefinition. It is essential that teachers are using technology in the most beneficial way.

I do believe SAMR is a good technology to use when talking to teachers about technology. However, for teachers who do not have a lot of experience with technology, SAMR may not be clear enough and may be a little confusing. In SAMR there are a lot of things that can overlap. With new technology teachers, it may be more clear to have the integration set out. On the other hand, it is nice that some of the topics overlap because that allows for flexibility. For example, one teacher may use a powerpoint for substitution, but for another teacher a powerpoint may be modification. I believe it all depends on the experience of the teacher using it. This is similar to the grounded integration approach because the learning goal is defined first and then the technology is used. With SAMR, the reason for using it, or the outcome, is defined first, then the technology is chosen after.

I evaluated the Arizona model. Like SAMR, the Arizona model had different domains to classify the technology, but I believe Arizona and SAMR are very different. SAMR leaves a lot of room for flexibility and some overlap, but in the Arizona model, it is very clear how and where the technology is used. Personally, I can see myself using the Arizona model more because it is more clear cut. Although I do like flexibility, the Arizona model is easier for me to follow and I also like that the matrix gives clear examples and definitions of how that technology is used in that domain.

Both of these models link back to TPACK. SAMR and Arizona use the content being taught and linking it with how the technology is being used. The pedagogy comes in when we talk about how we are using the technology to teach the content. Therefor, all aspects of TPACK are being represented and these models help the teacher incorporate all of them in the most beneficial way.