Resource type – Page 48 – iLearn Technology

BBC: Magic Key

July 9, 2010Kelly Tenkely4 Comments3034 views

What it is: The BBC is a constant source of excellent classroom interactives and games. Today I ran across Magic Key while working on supplementing MacMillan Mcgraw Hill’s Treasures curriculum for first grade. Magic Key is based on a cartoon in the UK, even if your students aren’t familiar with the cartoon, they are sure to enjoy the website adventures. Magic Key has fun literacy games for kindergarten and first grade students. The games help students practice full stops (sentence endings), sentence order, questions, character characteristics, capital letters, seeing patterns, figuring out new words, descriptions, and words that make sounds. The games are age appropriate, include fun characters, and help students practice and understand important literacy skills. In each game, students enter an adventure where the goal is to collect the Magic Key.

How to integrate BBC: Magic Key into the classroom: The Magic Key games are short and sweet, they give students the opportunity to practice new skills independently. I like to use games like these as a center activity. These types of short games make a great center because they provide students with immediate feedback and are self leveling. Set Magic Key up on your classroom computers as a literacy center for students to visit independently or in small groups. Don’t forget that the interactive whiteboard or projector connected computer can also be a center station! These games are a great alternative to the worksheet (you didn’t really want to grade one of those anyway) and will provide your students with an opportunity to practice what they are learning.

Tips: Check out the teacher section of Magic Key for a description of each game, the curriculum tie in, and (I hesitate to mention) worksheets.

Please leave a comment and share how you are using BBC: Magic Key in your classroom.

Whiz Kids

July 8, 2010Kelly Tenkely5 Comments3974 views

What it is: Whiz Kids is a new site developed for autistic children. It was designed to give these kids a fun place to develop life skills. All of the games and videos have high production values, making them engaging and impressive, they feel as though you have stepped into a Pixar movie. Through this one portal, you get 16 interactive and therapeutic games. The games help kids develop essential life skills like empathy, recognizing emotion, making decisions, coping with change, transactions, non-verbal gestures, grouping, schedules, finding a route, and making eye contact. Although these games were specifically developed for children with autism, they are wonderful for primary elementary students and ELL students as well.

How to integrate Whiz Kids into the classroom: Whiz Kids has an incredible back story, the site was created by more 80 students 8 lecturers and 10 autism specialists, the project represents more than 16,000 hours of research and development. The games are tailored to fit the needs of autistic children. If you teach autistic children, these games will help them develop important life skills that will aid them when interacting with classmates. The games would be great for classroom computers as a center activity. Help other students in your classroom understand how they can help the autistic children in the classroom by having them play the Whiz Kids games as well. This will give your students a shared vocabulary and experience to draw on when they are working and playing together in the classroom. Because the games focus so much on character development, they are appropriate for any primary classroom. Help your students learn about complex human interactions like empathy, non-verbal communication, and coping with change through game play. The games can be played and discussed as a whole class using an interactive whiteboard or projector connected computer, or they can be played independently at a computer center, or a computer lab. After playing the game, practice the skill taught as a class. For example, if students play Robbie the Robot and are practicing recognizing emotion and facial expressions, follow up by asking students to work with a partner making faces and naming the emotion. ELL students can use Whiz Kids to develop character related vocabulary and understanding.

Tips: On the Whiz Kids sister site, Autism Games, teachers can get more information about individual games and how to use them with students. Each game is categorized based on the life skill that it teaches. The game descriptions and suggestions are fantastic.

Please leave a comment and share how you are using Whiz Kids in your classroom.

ISTE 10 Recap: From Add-on Technology to Essential Technology: Constructing a 1-to-1 Aware Curriculum

July 7, 2010Kelly Tenkely7 Comments4763 views

One of the sessions I attended at the ISTE 10 conference was Elliott Soloway and Cathie Norris’s entitled: “From Add-on Technology to Essential Technology: Constructing 1-to-1 Aware Curriculum”. It is hard to go wrong with a session by Elliott Soloway, his humor is contagious.

I was interested in this session because I am currently working on a proposal for a 1-to-1 iPad pilot program and study for next year. I came away with some new perspectives on mobile technologies that I will share at the end of the post. To begin, here is the gist of the session:

“Within 5 years every child in every grade will be learning with mobile technology, it will be bigger than the Internet”- Elliott Soloway
There are 7 billion people on the planet and 4 billion mobile devices.
The greatest challenge we face as educators is to teach ALL kids. We need to teach kids “brain jobs” not “back jobs”. This is 21st Century skills and content.
“Right now looking at all the school data is just like moving deck chairs around on the Titanic.” – Elliott Soloway
Mobile technology is the game changer.
In Singapore, Nan Chi Primary school saw a significant increase in tests scores after introducing smart phones in the 3rd grade science classroom.
In a classroom using 1 to 1 mobile devices, not a single child failed to turn in a single homework assignment all year. Why did that happen? Because they are engaged.
Time on task = success
The tools have to be used as essential tools, not supplementary. Supplementing with technology doesn’t move the needle. Essential means that technology is in hand 24/7 students have complete access to the tool. Essential means that students are actively engaged in doing and creating. That doesn’t mean that there aren’t other tools being used.
Most things can be done on a mobile phone device.
Mobile devices connect students to the real world. Learning doesn’t end when school does.
When you look closely at the studies that show that technology has no impact, you will see that it is because technology was used as a supplement.
Technology should be like oxygen, invisible but essential.
Mobile devices like the cell phone are ideal because the cost of the device is $0 and what you pay for is the connectivity. It is a cheap solution.
It is about the kids, not the technology. Let them use their own tools.
Mobile devices are growing at a rate of 50% a year, this is the fastest growing technology. We used to tell teachers to get on the technology bus, now we have to say get on the technology bullet train because it is moving!
Elliott mentioned that he doesn’t think that the iPad has a place as a learning device. His reasoning is that it isn’t what kids are using. He argues that kids are using cellphones and mobile devices, that the iPad isn’t natural for them.

Elliott was an excellent presenter. He made some great points about using cellphone technology in the classroom. I have to disagree with his assessment that the iPad isn’t a good device for kids. While I like the idea of using cellphone technology and just paying for connectivity, it isn’t what every classroom needs. The conclusion that I kept coming to is that no classroom situation is the same. While an inner city school with low access to technology and resources might benefit best from a smart phone for learning, it might not make the same sense in a suburban school with more ubiquitous technology access. In a poorer neighborhood you will find homes that lack wireless Internet access, putting an iPad in the hands of those kids might not be as successful as giving them a cellphone that they could use to access a cellular data network. But in a wealthier, suburban neighborhood where wireless Internet is around every corner, an iPad is the perfect device. What I realized is that there can be no one-size-fits-all approach to education. One solution isn’t going to solve the education problems of the world. We need to look at each population and each classroom and choose the solution that makes the most sense for that instance. Education has to be tailored to the individuals, not the masses.

Soloway is right, we keep trying to make the data tell us a new story. Policy makers implement new standards and tests as a way to save education. But that is like moving deck chairs around on the Titanic. Sure things look different, but it is still a sinking ship. We need to cut our losses and build a new ship all together. That new ship should be tailored to fit the needs of the students who are boarding it. For some that means mobile phone technology, for others iPads, and for some netbooks. I can argue all day long for the benefits of the iPad in learning but when we get right down to it, the reason I hold that view is because it is perfect for the student population I work with. It makes sense in our situation. That may or may not be true of you.

To learn more about the session visit here.

Ten Ways to Boost Learning with Technology

Rags to Riches

July 5, 2010Kelly Tenkely8 Comments3707 views

What it is: Rags to Riches takes Lemonade Tycoon to a whole new level with simulated business. In Rags to Riches, students are working to make their band a success. Students play the part of a new band going on tour with a few new songs. As they play the Rags to Riches game simulation, students must make decisions about what the band should do. They have to decide which cities are best for them to play in, what venues to play, how much money to spend on publicity and how much to charge for tickets. Students start out with $100 and must make wise decisions to continue in the simulation. When they run out of money, the game ends and they must start again.

How to integrate Rags to Riches into the classroom: If you teach students like mine, breaking out Lemonade Tycoon in the classroom is met by cheers from some and with eye rolls by others who are “way too cool” for a lemonade stand. For those students, Rags to Riches is in order. The premise of the game is the same, but instead of selling lemonade, students are working to take their band to super star status. This is a great game for teaching students about business, economics, and money. This game is really best played in a computer lab setting where each student has access to their own computer, but if you don’t have that luxury, it could also be played as a class with an interactive whiteboard or projector-connected computer. If you are playing as a class, give each student a roll in the band and set up rules together about how business decisions will be made. After the simulation, come together as a class and talk about what decisions had the best outcomes and which led to downfalls.

Tips: Don’t hit your back button while you are in the simulation or your game will start over. This is an important tip to pass on to students!

Please leave a comment and share how you are using Rags to Riches in your classroom.

ISTE 10 Videos

July 1, 2010July 3, 2010Kelly Tenkely8 Comments3703 views

ISTE 10 was an incredible conference and experience. Learning didn’t only occur during the sessions, it happened in the conversations and collaboration between the sessions. As I mentioned in my last post, it was so much fun to meet members of my PLN in person. We seemed to fall into conversation and joking like old friends (which I suppose is what we are). Edublogger Alliance member Buzz Garwood orchestrated some excellent conversations that can be viewed in the following videos:

I was honored that Buzz included me in these videos, but absolutely floored that I got to be in a video with David Warlick. David’s blog, 2Cents Worth, is the first educational blog that I read. Corey, Amy, and I got a mini keynote right there while we listened to Buzz interview David. Once again, as I listened to my peers speak about teaching, learning, and technology I was overwhelmed by the greatness I am surrounded by daily in my PLN. You guys are amazing!

There are two parts to our video: 21st Century Classroom. In part one we share our insights on teaching and learning in a digital age. In part two, we discuss the challenge of using IT to make the classroom relevant and engage students in a learning lifestyle. (As a side note, I love the idea of ditching the phrase life-long learner for learning lifestyle.)

Personal Learning Networks is another video that Buzz took during the conference, in it he interviews some of the members of my PLN as well as members of the iLearn Technology blogging alliance.

Thank you Buzz for collecting all of this on video, it was a pleasure to meet you and work with you in person!

And Now for something completely different, take a look at this ISTE10 fashion video that my colleague Amy and I got roped into. Good for a laugh anyway!

Aviary Education

June 25, 2010Kelly Tenkely3 Comments4378 views

Great news! Aviary has come out with a special education edition! In the Education version, teachers can create private student accounts, manage assignments and projects, use the image editor, vector editor, audio editor, and music creator. All content and images will be 100% school safe! Right now the Education site is in Beta, you can request an invitation to test the site with your students. If you aren’t familiar with the Aviary tools, check out my previous posts HERE. Aviary is a fabulous online alternative to those expensive Adobe creativity suites.

Hot Shot Business

June 25, 2010Kelly Tenkely5 Comments7468 views

What it is: The Disney website has a lot of engaging and fun content for kids, unfortunately, not all of it is educational. Hot Shot Business is one of the better Disney games I have seen for the classroom. It teaches kids about business and entrepreneurship through a fun simulation game. Students are introduced to the idea of entrepreneurship and franchising by their virtual business hosts, Kate and Jack. Kate and Jack offer advice and recommendations throughout the game. The decisions that students will make throughout the game will have consequences that extend beyond profits and losses alone. They will have to deal with environmental factors, as well as finding ways to provide jobs for members of the community. Students can choose to start a pet spa, a candy factory, a comic shop, custom skateboard shop, professional landscaping, or a magic shop. Kids are sure to find a business that they are interested in! The entire game is narrated which is great for all levels of readers. As students play the game, they will be exposed to the nuts and bolts of running their own business, they will have to make decisions about how to respond to market trends, how to respond to customer preferences, how to respond to fast breaking news reports that may affect their business, and how to respond to ethical dilemmas. Students even have access to a Hot Shot Business kit where they can download and print out business cards and fliers.

How to integrate Hot Shot Business into the classroom: Hot Shot Business was designed to meet national standards in both language arts and math, making it fit easily into any curriculum. The ideal setup for Hot Shot Business is a few days in the computer lab for a 1-to-1 setting where each student can work individually on setting up their own store. Game play could extend for several days depending on the unit that you are teaching. The Disney site has some excellent lesson plans and suggestions for implementation, I highly recommend them. I like the idea of connecting with entrepreneurs in the community during this unit so that as students are working through the game, they can get advice and recommendations from those who do it every day.

If you can’t make it happen in a computer lab setting over several days, choose a business to start as a class and make decisions as a team. You can do this using an interactive whiteboard or projector connected computer. In this scenario, students will have to discuss their decisions and reason with each other to decide on a course of action.

Hot Shot Business is a really well designed game, it would be a great addition for the 3rd-6th grade classroom. I suspect that it ties into several of the curricula already being used in schools, I know that Treasures (MacMillan McGraw Hill) has units that it fits nicely into. This is great hands on learning, a definite step up from Lemonade Stand. 🙂

Tips: This is a really great site, but I must warn you that it eats up the bandwidth!

Please leave a comment and share how you are using Hot Shot Business in your classroom.

Meet Me at Midnight

June 24, 2010June 25, 2010Kelly Tenkely5 Comments1488 views

What it is: As I said yesterday, the Smithsonian is a wealth of outstanding online activities and interactives. Meet Me at Midnight is an interactive adventure/comic book that takes place in the Smithsonian Art Museum. Through this fun mystery adventure, students are introduced to American art and Artists from the Smithsonian collection. Students are taken on adventures as they explore each item in the Root Monster’s treasure chest. The coyote teaches about sculpture, the headless horseman about landscape, and the ballerina about light. As students go through the adventures they will pick up art terminology. Each story takes place in five galleries: media, technique, design, purpose, and culture. Students will play art games and puzzles to find clues about where the artwork in the treasure chest should be returned to.

How to integrate Meet Me at Midnight into the classroom: Meet Me at Midnight is a fantastic interactive game for third to fifth grade students. The reading throughout the interactive is appropriate for 8-11 year old readers. To me, Meet Me at Midnight feels like a fun graphic novel/comic book adventure that students can interact in. The interactive takes time to get all the way through, once students get to certain points in the interactive, they can stop and get a code that they can plug in the next time they visit the site. They will pick up right where they left off. Meet Me at Midnight is a good way to pique students interest in art. There is a lot of good learning embedded in the games and puzzles. Because there is so much reading on this site, it would make a good reading center/thinking activity on classroom computers. Meet Me at Midnight is really best played individually in a computer lab setting, but I think students would also enjoy playing together in a whole class setting using a projector-connected computer or interactive whiteboard.

If your class takes a field trip to your local art museum, this site is a must visit prior to the field trip. It will give students common language about what they see at the museum and students can complete the accompanying Kids Activity guide. If a field trip to the art museum is out of the question, use this site as part of a virtual field trip experience for your students.

Tips: Are you taking your family on a trip to the art museum this summer; start your art adventure by visiting Meet Me at Midnight!

Please leave a comment and share how you are using Meet Me at Midnight in your classroom.

A Walk in the Forest

June 23, 2010Kelly Tenkely4 Comments15189 views

What it is: The Smithsonian site is a wealth of outstanding activities and interactives. In the Walk in the Forest interactives, students are guided through a virtual forest where they do field research using the same scientific methods and tools that Smithsonian scientists use to monitor forest biodiversity. Students can act as dirt detectives, predicting which trees will thrive in each type of soil; learn about forest layers and the plants and animals that take up residence in each; identify a tree; observe seasonal changes; map the forest; and use amphibians as an indicator of the forest. Each of the interactives has the option of narration (audio) or non-narrated (students read through the interactive).

How to integrate A Walk in the Forest into the classroom: The interactive activities on A Walk in the Forest are very well made. They will have your students working and thinking like a scientist. The activities are meant to be completed by individual students, but if you don’t have access to a computer lab, they would also be excellent as a center on classroom computers or on the interactive whiteboard or projector connected computer. For whole class participation, send a team of scientists (your students) into the forest to investigate and collect data. Give each student a job to do on the forest adventure. For the students not at the board, create a field guide that they can fill out while they observe. As an extension activity, students can create an Animoto or Prezi about what they learned in the forest. They could also create a comic book style field guide about walking through a forest.

A Walk in the Forest is well suited to all elementary students. Independent readers can complete the activities without narration while emerging or struggling readers could have the interactive narrated.

Every year, we have an outdoor education program for our 5th graders. They spend a week in the mountains, in a forest, learning outside. If you do something similar, A Walk in the Forest is a great preparation activity for students. They can learn about the processes of collecting and analyzing data virtually before they do it in real life.

Tips: If you and your family are visiting national parks this summer, these are fun activities to do before hand that will transform your kids into scientists when they are exploring outdoors.

Please leave a comment and share how you are using A Walk in the Forest in your classroom.

TED Talk Tuesday: Tom Wujec Build a Tower, Build a Team

June 22, 2010Kelly Tenkely4 Comments2904 views

The group that consistently fails at the marshmallow task: recent graduates of business school.
Business students are trained to find the single right plan and then execute it. The problem with this strategy is that they wait for the last minute to add their marshmallow to the top of the structure and when their plan fails, it is a crisis.
The group that consistently succeeds at the marshmallow task: recent graduates of kindergarten.
Kindergarten students start with a model and they build successive prototypes of their structure. They always keep their marshmallow on top. They have multiple opportunities to refine their structure until it is working. With each version of the prototype, students are getting instant feedback about what works and what doesn’t and they can adjust accordingly.
Kids don’t spend time trying to be CEO of Spaghetti Inc. They aren’t jockeying for power, they are working together creatively and having fun.

What stands out to me about the data that Tom Wujec shares, is not that architects and engineers build the best towers (as he says, we would expect that), but that kindergartners are not very far behind. This makes me wonder about what important things we are deprogramming kids to do as we send them through the education system. If the education system was really working, I would expect that adults would be able to construct the best, highest towers. I would expect that those with the most education would build the best towers. But as we see, this isn’t the case. In school we teach students that everything has a correct answer. Sometimes that answer means filling in the “c” on a bubble test, and sometimes it means getting your teacher to nod and say “that’s right”. School has become a game of “guess what the teacher is thinking”. As a result, we have students who can come up with one correct solution to any problem. In the real world, we often need more than one right solution. Many times we need several solutions and creative thinking applied to the problem. Our most recent example of this is the BP oil spill. I can’t help but wonder what great solutions kindergartners would come up with that adults aren’t even considering because we have been deprogrammed to think that way.
What does this mean for schools? It means that we need more opportunities for students to explore multiple solutions to a problem, it means that we offer kids the chance to discuss and stop asking the one answer questions all the time. Sometimes there is one correct answer, but in life that isn’t always the case. Students need to be given the chance to explore both options.

(As a side note, it is interesting to me that when the incentive of a prize was offered, not one team had a standing structure. I am working my way through Daniel Pink’s book Drive right now and it mirrors what he says in the book.)