Leah M.

Schrenger
LITR 630-01 Mary Morgan
Bellarmine University
June 30, 2017

Tablet/Web Based Activities

Trello
Trello can be used among all grade levels; however, this tool would be used in my second

grade classroom. In second grade, students are required to participate in shared research and

writing projects (CCSS.ELA- LITERACY.2.7). Students are also required to recall information

from experiences or gather information from provided sources to answer a question (CCSS.ELA.

LITERACY.2.8). In my classroom, I would use this app as a tool for gathering information on a

research project. Students can access the Trello and go to the board that has information about

their topic. Trello is free to access through a web 2.0 browser or iOS app on iPhone and iPad.

Google Play also offers the app for access on an Android device.

App/Webpage ILA ISTE KTS

Trello is a 2.0 1.2 Candidates 3. Research and 6.1 Uses available
website that allows understand the information fluency technology to design
you to create boards historically shared a. Plan strategies to and plan instruction.
to organize knowledge of the guide inquiry.
information. In order profession and This webpage
to get started, you changes over time in This webpage gives requires the teacher
will need to create a the perceptions of students the to plan ahead of time.
free account with an reading and writing opportunity to Student boards will
email address. Once development, explore and inquire need to be set up in
your account in set processes, and about multiple advance. The teacher
up, the possibilities components. resources and also needs to be
are endless. If your organize them in one prepared to model
students are This webpage gives place. how to use the
conducting research students a digital webpage.
on a particular topic, platform to conduct b. Locate, organize,
Trello is a great way research. This analyze, evaluate,
 to help them organize reflects the changes synthesize, and 6.2 Use available
their resources. For that have been made ethically use technology to
example, if students over time to the information from a implement instruction
are working in groups research process. variety of sources and that facilitates student
to research animals, media. learning.
you can create a 2.3 Candidates use a
board for each wide range of texts Through this This webpage should
animal. In each (e.g. narrative, webpage, students be used to implement
board, students can expository, and have the opportunity instruction that
find links to various poetry) from to locate information, facilitates student
articles, videos, and traditional print, and go on to evaluate learning involving
pictures relating to digital, and online and synthesize that research.
their research. There resources. information.
is also an iOS version 6.5 Demonstrates
of Trello for iPhone This webpage gives ethical and legal use
and iPad, and there is students an online of technology.
a version of Trello for option when
Android users. conducting research The teacher must
allowing them to use teach students about
traditional print, obtaining information
digital, and online legally and ethically.
resources as they Teach students that
conduct their the information the
research. find from articles
must be cited
appropriately.

Pocket
Pocket is another webpage/app that can be used among all grade levels. Pocket can be

used similarly to Trello; however, you cannot make boards about specific topics. Pocket is a tool

I would use in the classroom, when initially gathering information for students to research. This

will give students the opportunity to read through articles online before they narrow down a

topic. Similar to Trello, Pocket supports a couple of important Common Core State Standards in

writing. In second grade, students are required to participate in shared research and writing

projects (CCSS.ELA- LITERACY.2.7). Students are also required to recall information from

experiences or gather information from provided sources to answer a question (CCSS.ELA.

LITERACY.2.8). Pocket is a free Google Chrome extension which can be accessed through the

Chrome browser or an app on the iPhone, iPad, or Android.

App/Webpage ILA ISTE KTS

You will never lose 1.2 Candidates 3. Research and 6.1 Uses available
track of your favorite understand the information fluency technology to design
online content with historically shared a. Plan strategies to and plan instruction.
Pocket! Pocket is a knowledge of the guide inquiry.
free Google Chrome profession and The teacher must
extension that allows changes over time in This Chrome plan ahead of time in
you to save articles, the perceptions of extension gives order for students to
videos, pictures, etc. reading and writing students the get the most out of
to a pocket on your development, opportunity to using this resource.
Chrome. In order to processes, and explore and inquire The teacher will also
get Pocket, you will components. multiple topics in one have to model how to
need to sign up for a place. access information on
Google account and This Chrome the webpage.
you will need to extension gives b. Locate, organize,
download the students a digital analyze, evaluate, 6.2 Use available
extension. Once you platform to conduct synthesize, and technology to
have done this, a research which ethically use implement instruction
small pocket icon reflects the changes information from a that facilitates student
will appear in the top that have been made variety of sources and learning.
right hand corner of over time to the media.
your screen. Anytime research process. This Chrome
you come across an Through this Chrome extension should be
article, simply click 2.3 Candidates use a extension, students used to implement
the picket icon and it wide range of texts are able to locate instruction that
will save the article. (e.g. narrative, information, and go facilitates student
Pocket can also be expository, and on to evaluate and learning involving
used as an app on the poetry) from synthesize that research.
iPad, iPhone, and traditional print, information.
Android. digital, and online 6.5 Demonstrates
resources. ethical and legal use
of technology.
This Chrome
extension gives The teacher must
students an online teach students about
option when obtaining information
conducting research legally and ethically.
allowing them to use Teach students that
traditional print, the information the
digital, and online find from articles
resources as they must be cited
appropriately.
 conduct their
research.

Post-it Plus
Post-it Plus is an iOS app that can be accessed through the iPhone or iPad for free.

Common Core State Standards requires students to use a variety of digital tools to produce and

publish writing, including in collaboration with peers (CCSS.ELA.LITERACY.2.6). The Post-it

Plus app allows students to produce writing through a digital platform. In addition, the app helps

students organize the information they have gathered. In my classroom, I would use this app as a

tool for students to use as they gather information for their research projects. This app would also

support the standard CCSS.ELA.LITERACY.2.7, which requires to participate in shared

research and writing projects.

App/Webpage ILA ISTE KTS

Post-it Plus is a fun 5.1 Candidates design 3. Research and 6.2 Use available
and simple way to the physical information fluency technology to
capture and organize environment to d. Process data and implement instruction
notes. Post-it Plus is a optimize students report results. that facilitates student
free iOS application use of traditional learning.
that can be used on print, digital, and This app allows
the iPhone or iPad. online resources in students to report and This app gives the
Take notes you have reading and writing collect notes taken teacher an additional
previously written on instruction. throughout the tool that assists them
a paper post-it note research process. in gathering and
and immediately save This app provides organizing
them on a digital students with a way information
platform. Simply to transform their throughout the
place the notes you notes into traditional research process.
wish to capture on a print to a digital
clean and solid format. Students are
surface (a different encouraged to use
color than the post- both traditional and
it), put the app into digital resources in
capture mode, and the classroom.
hold over the sticky
notes. Once the notes
 have been captured, a
green square will
appear around each
sticky note. Take the
picture and voila! All
your notes are in one
place! This app could
be particularly useful
for students working
on research projects.
As students gather
information, they can
write their notes and
then capture then into
the app. The days of
lost sticky notes are
over thanks to Post-it
Plus.

Story Creator
Story Creator provides a host of opportunities for the primary classroom. This free iOS

and Android app is recommended for grades K-2; however, it would still be a good tool to use

with older emerging readers. This application is supported through

CCSS.ELA.LITERACY.RF.2.4, which requires students to read with sufficient accuracy and

fluency to support comprehension. In my classroom, this application would give students the

opportunity to create stories into the app and play the stories back to practice their fluency. The

app could also be used in the writing workshop. Students could use Story Creator as a digital tool

to produce and publish their writing (CCSS.ELA-LITERACY.W.2.6).

App/Webpage ILA ISTE KTS

Story Creator is an 1.2 Candidates 1. Creativity and 6.2 Use available
iOS app for iPhone understand the Innovation technology to
and iPad designed to historically shared b. Create original implement instruction
create story books knowledge of the works as a means of that facilitates student
containing pictures, profession and personal or group learning.
videos, text, and changes over time in expression.
audio. Students will the perceptions of
enjoy creating their reading and writing This app gives When using this app,
own story, and development, students the teachers will need
playing the story processes, and opportunity to create have a purpose in
back to see their components. their own stories, mind. Teachers will
creation. In the app, which allows them to need to have a plan
students can add This app provides express themselves in advance for
audio and text to their students with a tool to through a digital students using the
story which is a great assist them as they platform. app. Explicit
app for students learn to read and instruction on how to
learning to read. write. This displays a use the app will also
Students can add shift in how students be necessary.
pictures, but they can learn to read and
also draw their own. write. Students have
The stories can be more resources than
shared to email, or print text.
save the stories to
your video collection 2.2 Candidates use
and upload to appropriate and
YouTube. varied instructional
approaches, including
those that develop
word recognition,
language
comprehension,
strategic knowledge,
and reading-writing
connections.

This app as a strong

reading and writing
connection. The app
can be used for either
type of instruction.
Students can also use
the app to help
develop word
recognition skills and
language
comprehension.
Making Words for Kindergarten and First Grade
Making Words for Kindergarten and First Grade is an app designed for iPhone and iPad.

The initial download and first three lessons are free; however, the full version costs $2.99. This

app would be used as a word work literacy station. Although this app says it is for kindergarten

and first grade, I would have multiple second graders that would benefit from this app. Second

graders are required to know and apply grade-level phonics and word analysis skills in decoding

words (CCSS.ELA-LITERACY.RF.2.3).

App/Webpage ILA ISTE KTS

Making words for 2.2 Candidates use 1. Creativity and 6.2 Use available
Kindergarten and appropriate and Innovation technology to
First Grade is an iOS varied instructional a. Apply existing implement instruction
app designed for both approaches, including knowledge to that facilitates student
iPad and iPhone. The those that develop generate new ideas, learning.
full version of the app word recognition, products, or
includes 50 lessons language processes. Before assigning
that were developed comprehension, students to use this
for students to work strategic knowledge, Although this app dos app, the teacher must
on their phonic and reading-writing not allow students to refer to their literacy
knowledge The connections. produce their own profile to ensure that
lessons were product, by the appropriate
designed by Patricia This app allows strengthening their students are using the
Cunningham, who students to develop skills in making app. By reviewing the
has paved the way for their phonic words, students will literacy profile, the
Making Words knowledge, which is be ready to generate teacher can also see
instruction. Each directly related to new ideas and exactly which skill
lesson on the app reading and writing. products as a result. students need to work
focuses on a primary on.
letter pattern.
Students place the
letters in the letter
spaces by dragging
the letters from the
bottom of the page.
Students can hear the
directions by clicking
the audio button.
Once students have
spelled the targeted
word, the app
 prompts students to
the next word. The
app automatically
tracks students errors
and progress in the
app.

Research
In an effort to use technology to facilitate student learning, teachers are in need of

additional knowledge and skills to build on (Ertmer & Ottenbreit-Leftwich, 2010, p. 259). Peggy

Ertmer and Anne Ottenbreit-Leftwich (2010) explains that technology in education is no longer

used to simply support lecture-based instruction (p. 257). Devices, such as the iPad are now

available to promote anytime and anywhere learning in which the student can be flexible where

they are located with their technology (Hutchinson, Beschorner, Schmidt-Crawford, 2012, p. 15).

Digital and interactive books are some of the opportunities available on the iPad for the literacy

classroom (Hutchinson, Beschorner, Schmidt-Crawford, 2012, p. 16). An example of an app

where students can create digital and interactive books is Story Creator. This is an example of

the change Ertmer and Ottenbreit-Leftwich may be referring to in their research. According to

Hutchinson, Beschorner, and Schmidt-Crawford (2012), digital texts require students to use a

different set of skills and strategies (p.16).

TPACK
As I researched each of the apps and webpages, I demonstrated my knowledge of content

in the areas that the apps address. The first three apps, Trello, Pocket, and Post-it Plus were apps

that I would use in writing instruction. I was aware of the standards that needed to be addressed

for expository writing and conducting research. These three apps go along very well with the

research component of writing. The other two apps I presented were apps that would be used to

help students with their foundational skills in reading. I used the standards to ensure that these
apps would support the content of foundational reading. I used my pedagogical knowledge to

plan how I would use these apps most effectively in my classroom. Since the first three apps had

a lot to do with research in my classroom, I stayed aware of the various learning styles in my

classroom, and constantly asked myself if it would be appropriate for certain students. The

instruction planned for the apps involves student collaboration and mixed ability grouping. Since

the other two apps would likely be used for my emerging readers and writers, I paid close

attention to the literacy profiles of students. This helped me ensure that students were working on

the skills they needed to enhance. As I researched the apps, I stayed aware of the technology

available in my classroom. I have eight iPads and two Chromebooks in my classroom. Two of

the webpages I researched can be used on the Chromebooks; however, the other apps will have

to be used on the iPads. This will take planning to ensure that the devices in my classroom are at

their optimum use.

 References

Ertmer, P.A., Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge,
confidence, beliefs, and cultural intersect. Journal of Research on Technology in
Education. 42(3). 255-284.

Hutchinson, A., Beschorner, B., Schmidt-Crawford, D. (2012). Exploring the use of the ipad for
literacy learning. The Reading Teacher. 66(1). 15-23.