Learning on the Go

Lessons from ISTEs Mobile Learning Contest

Introduction
This is a curated collection of lesson plans from ISTEs Learning on the
Go Contest. The following chapters include our favorite submissions,
organized by grade level. Youll nd lessons using cell phones, iPads and
tablets, as well as blended lessons. Regardless of the device used, the
lessons teach students how to use mobile technology to do incredible
thingsshare content through video production, connect with students
outside of their school, create interactive rsums, and even develop
their own apps. The hope is that students will not only learn the
curriculum from these projects but will also learn that they have the tools
to continue learning wherever and whenever.
ISTE thrives because of the collaborative spirit of our members. We are
proud and thankful that educators are willing to take the time and effort
to share these lessons with the ISTE community. We hope you nd them
valuable and that youll consider sharing your knowledge in a future
contest or within one of ISTEs learning communities.
A nal note about this iBook: This resource was designed for optimal viewing
in the landscape orientation, though the portrait orientation will provide a
streamlined view of the lesson plans.
Learning on the Go
i
Lessons from ISTEs Mobile Learning Contest
Elementary Lessons
Chapter 1
(Ages 311)
Small Moment Writing with
Little Bird Tales
LENGTH OF LESSON: 1012 DAYS
Objectives
While thinking of writing ideas, students will write a personal
narrative that recounts a small memory with characters, setting,
sequenced events, details, and personal reactions associated
with the event.
Using a recording device, students will narrate their story with
appropriate rate and expression.
Common CoreEnglish Language Arts
1.W.3 Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and
provide some sense of closure.
1.W.6 With guidance and support from adults, use a variety of
digital tools to produce and publish writing, including in
collaboration with peers.
3
Lesson 1
By Dan Gibson, Crown Point, Indiana
1.SL.5 Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
NETS for Students
Creativity and Innovation
Digital Citizenship
Technology Operations and Concepts
Materials and Preparation
Anchor texts related to "Small Moments" (Calkin & Oxenhorn, 2003)
iPad
InkFlow App
LittleBirdTales App
LittleBirdTales Website
MacBook with VGA adapter
SMART Board and Speakers
Document Camera
Apple TV connection (AirPlay)
Classroom Arrangement and Management
First, to manage the various instructional tasks throughout this lesson,
the classroom will need a meeting/story area for the students to take
part in literacy-related mini-lessons. Next, an area setup for conferring
with the teacher in a small group setting will be needed. Last, the
classroom will also need areas that are quiet enough for small groups
of students to record audio on the iPad.
The Hook
Initial Instruction (attention, prior knowledge and goals)
DAY 1
Call students to the Authors Rug or general whole group area.
Introduce the concept of small moments (Calkin & Oxenhorn,
2003) and ask students to think of small moments in their lives.
Make a chart with the terms: characters, settings, events, details,
and personal reactions.
Read a mentor text that highlights small moments (e.g., Saturdays
and Teacakes by Lester Laminack).
Recall the characters, settings, events, details, and personal
reactions.
Invite students to turn and talk to neighbors about this small
moment. Ask what they remember from the small moment in this
book.
Make connections from the digital story to past mentor texts (e.g.,
The Paperboy by Dav Pilkey) that highlight the small moment
concept.
Reread sections to highlight small moments features.
Students are asked to think about small moments in their lives and
to list ideas with the InkFlow app.
Confer with small groups of students to discuss their writing ideas.
Share students ideas and work on InkFlow using a document
camera or AirPlay.
4
Highlight the ideas that students are planning on using.
Highlight examples of great thought.
DAY 2
Call students to the general whole group area.
Play a digital story as an example of a small moment from the
teachers life.
This will act as the model for what the students create.
Recall the characters, settings, events, details, and personal
reactions.
With an InkFlow list, model how to create a book from the list of
ideas. For every idea add a new page to the book. Tell the students,
One idea for one page.
First pick your best small moment.
Then, start with what you did (one page).
Tell who was there (one page).
What happened rst (one page).
What happened next (one page).
What happened last and how you felt (one page).
Last, staple the book and write what you just stated aloud with the
students.
Ask students (aka writers) to turn and talk about what I just did.
The Body
DAYS 23
Students take the ideas they wrote using the InkFlow app and nd
an area to write about their favorite small moment and Zoom in on
it.
Confer with students to decide on the best small moment.
When decided, point to a new page every time they state an event
from their small moment.
Have students draw pictures for each idea in their book.
DAY 4
Call students over to the general whole group area.
Introduce students to a checklist by checking that everyone was
sitting correctly in the whole group area. Use a student list.
Demonstrate how to use a checklist with their small moment writing.
Ask students to turn and talk about why they think its important to
use a checklist.
Students use checklist on their work.
Using Tech (present, guide, and perform).
DAYS 56
Note: This could take longer than one day.
Students are introduced to the app LittleBirdTales.
5
Using the document camera or AirPlay, they are shown how to
Create a New Tale.
Write the Title and the Author.
Teacher and Technology Integrationist walk around to assist
students.
Using the SMART Board display, demonstrate how to take a picture
of a page they decorated.
Then, show how to add a new page repeatedly.
Teacher and Technology Integrationist walk around to assist
students.
DAYS 79
Discuss how to read with expression and with the appropriate rate.
Model uent reading and model how to read into the microphone.
Discuss noise level during recordings. Demonstrate what
background noise can do by having students talk while recording.
Then, playback the audio and ask for students to turn and talk about
how it sounded.
To remind students about how quiet it should be on a recording day,
use the phrase, Quiet on the set!
Last, using the display with the whole groups, demonstrate how to
add audio to each slide.
Teacher and Technology Integrationist take small groups for
recordings, while the rest of the students are given another task to
complete.
Ask students to speak loudly enough for the microphone to hear
them but not so loud that they can be heard on their friends
recordings.
When recording, the teacher and/or technology integrationist will call
out quiet on the set. if needed for recording purposes.
When completed the student and teacher/technology integrationist
will preview the story.
If everything was recorded properly, teacher will type the username/
password for the classroom account and upload the tale.
Teacher or Technology Integrationist should check the LittleBirdTales
website to see that tales loaded successfully. When we uploaded
our tales, iOS 6 was fairly new and the audio from the tales was not
uploading to the website. So, always double checkespecially
before the celebration day.
The Conclusion
Continuation (feedback, assess and extend)
DAYS 1011
Using the SMART Board to display the student tales.
Students, teacher, literacy coach, tech integrationist, parents, and
principal enjoy a snack while watching the students digitally
6
conveyed small moments. Each students story is played through the
SMART Board and attached speakers.
Extend the activity by asking guests to share a small moment.
Assessment of Lessons
Students written work would be assessed using an end-of-unit
checklist.
Student projects were assessed with a [digital story] checklist to
determine whether the student demonstrated the listed skill effectively.
Accommodations
Students with special needs were given the following support:
Additional time for writing
Additional instructional time as needed
One-on-one time with teacher
Turn on Guided Access for students with cognitive or mobility needs
SMART Board display used for students with visual needs
Speaker system used for students with hearing needs
Watch all four videos to learn more about this project and view student
work.
7
SMALL MOMENT WRITING WITH LITTLE BIRD TALES
Animal ResearchTour the
Zoo with K03
LENGTH OF LESSON: ONE WEEK, 3040 MINUTES PER DAY
Goals and Objectives
Students will be able to compare and contrast different animals.
They will research animal habits, diet, and life expectancy.
Students will be able to discuss differences in animals.
Students will put their information into an illustration and writing.
Students will conduct research using iPads and create a class
book using Scribble Press.
NETS for Students
Communication and Collaboration
Research and Information Fluency
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Technology Operations and Concepts
8
Lesson 2
By Kristi Watters, Greenwood, Indiana
Materials and Preparation
Classroom set of iPads with access to internet
Pocket Zoo app
Doodle Buddy app
Scribble Press app
iBooks app
Email accounts set up for each iPad
The Hook
Students will be introduced to the Pocket Zoo app. Teacher will give
tour of the app to demonstrate use of webcams, videos, and
information nding. Teacher will also review the Doodle Buddy app,
which students will use to illustrate and describe their chosen animal.
The Body
Teacher will introduce class to Pocket Zoo app and review Doodle
Buddy app. Students will pick one animal to research and be given
time to research via webcams, videos, and information given in Pocket
Zoo app. Students will illustrate chosen animal in Doodle Buddy and
type at least one sentence stating information about chosen animal,
such as habit, diet, or life expectancy. Students will email nished
product to teacher, return to Pocket Zoo and take a screen shot photo
of chosen animal, and email a photo to teacher.
The Conclusion
Teacher will add all photos to Tour the Zoo with K03 book in Scribble
Press and send nal product to students. Students will open and read
book via iBooks and discuss information with a partner.
Assessment of Lessons
The class will create a book using Scribble Press. Students will need to
illustrate their animal and formulate a sentence that will give information
about the animal habit, diet, and life expectancy. Students will be
assessed for completion and participation. The class book will be
published using Scribble Press, then sent to students via iBooks.
Watch the video to learn more about this project and view student work.
9
ANIMAL RESEARCH
Corps of Discovery
LENGTH OF LESSON: 57 DAYS, 1 HOUR PER DAY
Goals and Objectives
The goal of this lesson was to have students demonstrate their
understanding of Lewis and Clark's journey to the Pacic Ocean
through the use of video production.
NETS for Students
Creativity and Innovation
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Technology Operations and Concepts
Materials and Preparation
This lesson compliments a 4th grade unit of study focused on
Lewis and Clark's journey to the Pacic Ocean. Students
understanding of Lewis and Clark is necessary. The quality of
their lm will reect their understanding.
10
Lesson 3
By Ryan Hoxie, Beaverton, Oregon
Students also need to be familiar with using an iPad in a classroom
setting. They need to understand this is a tool for their learning.
For this project only 5 iPads were needed as the students were
grouped into teams of 5.
The teacher should also be familiar with an iPad and using iMovie for
iPad.
Classroom Arrangement and Management
Students should have had some time before this project to use iPads in
the classroom. I believe this is helpful so students see the iPad as a
tool for learning or creative expression in the classroom. Teams of
students should be selected with teacher discretion so there is a good
balance of student talents on each team.
The Hook
After studying the journey of Lewis and Clark, our class will divide up
into 5 groups. These groups are then going to storyboard, write a
script, lm and edit a one-minute movie describing one part of Lewis
and Clark's journey to the Pacic Ocean. Filming and editing will all be
done using an iPad.
The Body
DAYS 12
Introduce the project. I usually begin by showing a student-created
movie of the same project or similar, such as the Oregon Trail. After
showing the movie I explain that the movie is the nal product and
there is a lot of work ahead. At this point I have the students split into
their teams. Once the teams are grouped I give students 5 choices of
movies to create.
1. Plants and Animals
2. Landmarks
3. Encounters with native peoples
4. Important People on the Expedition
5. Writing on the Expedition
The teams are assigned a topic and then must begin to plan. The rst
step is to storyboard their ideas for what their one-minute segment will
look like. It is helpful to show several real storyboards and model the
creation of a storyboard for the students. Once the teams are ready let
them story board.
DAYS 23
Finish storyboards and begin scriptwriting. The teams will all be
working at different speeds. Some will nish story boards very quickly
and will be ready to write their scripts. Usually once the rst team
nishes their storyboard, it is time to model script writing for the whole
class. The script can be written in a writing journal or on a ofcial script
document. Students should keep in mind that they are narrating their
one-minute segment. They must explain what the audience is watching
so everyone understands what the movie is about. This is a group
project and everyone must work together to create the script. Remind
the teams that a high-quality nished script is their ticket to lming with
the iPads.
DAYS 35
Finish storyboards and scripts; begin lming with iPads. Once a group
is ready to lm, stop the whole class and teach how to use the video
camera on the iPad. Have the teams open the app and practice
lming. Show them where the video goes and stress not to delete
11
anything. Other video tips include to begin lming before the action
starts and to stop lming after the action ends. Use lots of light and try
to keep the light source behind the camera person. Remind them not
to worry about the sound. Everything will be muted and replaced with
the narrator.
DAYS 57
Filming, editing and narration. Once a group is ready to edit, model
editing on the iPad for the whole class. Students should use iMovie for
iPad. Students should drag in the videos they want to use in the order
they want them to appear. The video should also be muted. A title
should appear at the beginning of their segment. iMovie is also where
the narrator will record the audio script.
The Conclusion
Once each group is nished, the teacher should export all movies to
his/her computer to combine them into one nal project. Adding a
background song is the nal step. The class votes for which song to
use.
Assessment of Lessons
Each segment/group must complete the following:
One-minute long segment
Video images that express what topic was being addressed
Narration explaining the topic
A title at the beginning
A completed storyboard
A completed script
Watch the video to learn more about this project and view student work.
12
CORPS OF DISCOVERY
Endangered vs. Extinct
LENGTH OF LESSON: 1 MONTH, 2030 MINUTES PER DAY
Goals and Objectives:
Through this lesson I wanted students to take on the role of an
archaeologist, discovering information about two endangered
animals and two types of dinosaurs. Students researched two
differing endangered animals and a herbivore and a carnivore of
their choice by browsing student-friendly websites set up by our
high school collaborators.
Google sites, internet browsing, Skype, and endangered/extinct
animals are new areas for second grade students. I wanted my
second graders to be inquisitive and raise questions about the
animals/dinosaurs of their choice. My second grade students
were able to focus on their questioning and problem solving,
because they were receiving tech support the entire time.
Exposure was the main focus. Students today are equipped with
the ingenuity to solve problems they are faced with; all they need
are the tools. Technology was a way to not only present our
information, but gather, store, and share it with a real audience.
13
Lesson 4
By Stefanie Latimer, DeWitt, Iowa
NETS for Students
Communication and Collaboration Research and Information
Fluency
Critical Thinking, Problem Solving, and Decision Making
Materials and Preparation:
First, I needed a collaborator. I utilized a high school teacher (my
mother) and her students to help be our tech support. We rst
Skyped to give the high school students the information we needed
so they could help set up our websites.
Next, I requested Google accounts be set up for my second grade
students so they could access their websites from our classroom
iPads.
Last, I had a template of research information and questions to help
guide my students as they dug up information about their specic
animals/dinosaurs.
Classroom Arrangement and Management
It was very time intensive. I strongly suggest having high school
collaborators to help as tech support. When using this lesson again, I
would create more opportunities to Skype so students can be more
accountable for their technology questions.
The Hook
We SKYPED!! My students were very excited to use Skype to tell high
schoolers what they needed. They were in charge of their learning and
they had to develop the questions to guide their dinosaur inquiry, and
they also had to form questions to problem solve any tech questions
they needed support with.
The Body
During Writer's Workshop, my students would take time to research
their different animals/dinosaurs. We would utilize iPads to search the
links our high school collaborators had provided on our Google Sites.
As students uncovered the answers to specic questions they would
write them down on a graphic organizer. Either during computer lab
time, or with the iPads, students would input information into their
Google Site. Here we learned how to edit, keyboard, use tabs, and do
basic computer/iPad manipulations. We focused on the writing process
and were always thoughtful of the audience that would be able to see
our work when we were nished.
The Conclusion
To wrap up the lesson, we had a Skype date with our high school
collaborators in order to share our presentations. We were able to
debrief about what went well and what was difcult to help with future
second graders. The high schoolers also gave a lot of input about
using appropriate language, analyzing sources for second grade
reading levels and how to be a better support system for their second
graders.
Second grade websites were also posted on our private class blog.
This is a place where parents could periodically check what's new in
our second grade classroom. Students were also able to log into their
emails at home to share their sites with parents and friends.
Assessment of Lessons
Using a rubric that I developed, I made sure the students'
investigations helped them uncover our key questions.
14
Through the site development, I also took anecdotal notes that helped
me create mini lessons geared to what my students needed most...
both in technology, writing, and science.
Accommodations
All students were put into pairs. If a student was having a difcult time
typing or manipulating the iPad, they had a partner who was able to
help them out. There was also a written document where students
could outline their thinking as they were inserting the information into
the Google site.
Visit Mrs. Latimers 2nd Grade blog to learn more about this project and
view student work.
15
ENDANGERED VS. EXTINCT
Middle School Lessons
Chapter 2
(Ages 1114)
QR Codes in School
Libraries
LENGTH OF LESSON: 2 CLASS PERIODS
Note: Class periods must be separated with enough time to read a book.
Goals and Objectives
Appreciation of literature
Promotion of reading
Excitement about books
Integration of technology
Improve presentation/speaking skills
Demonstrate mobile devices are not "evil" in school settings.
Common Core State Standards (CCSS) ELA Literature "By the end
of the year, read and comprehend literature, including stories,
dramas, and poems,..." for each of the grades 6, 7, 8, 9, 10, 11,
and 12.
Also CCSS ELA Speaking and Listening across grades 612
17
Lesson 1
By Linda Mondol, Beirut, Lebanon
NETS for Students
Communication and Collaboration
NETS for Teachers
Facilitate and Inspire Student Learning and Creativity
Materials and Preparation
English Language Arts classroom in collaboration with the library
media specialist.
The students will need to go to the library and choose a book to
read. It could be connected to a genre being taught in class or a free
choice.
The students should read the book and prepare a written book
recommendation, complete with hook, at the start and one or two
details, students own recommendation and a cliffhanger to
encourage another to pick it up to read it. (Important to not give
away the ending of the story.)
Classroom set of iPads or enough to work in pairs.
Classroom Arrangement and Management
Will need to spread out as all will be recording their own videos.
Depending on class size and availablility ask to use the library for more
space.
The Hook
Show the students a QR Code. Ask what they may already know about
QR Codes, how they work, what they do, etc. Model how you use the
QR Code Reader to scan the code and see where it takes them. I scan
one that I have already created showing a book chat/recommendation
from another student.
I have also made a large QR Code for a bulletin board display to help
promote the conceptthey could scan that as well. Since we're in the
library the big QR code goes to the "Dewey Decimal Rap" by Scott
"Scooter" Hayes, named a Mover & Shaker by Library Journal 2012.
It's usually good for some toe-tapping, head bobbing, and/or at least
smiles. We then download the QR Code Reader on their mobile
devices, if not already there.
The Body
Once the students have downloaded the QR code reader, have them
scan some books with QR Codes on them already. Next gather them
and let them know it will be their turn to create a book recommendation
based on their next novel they read.
Have the students browse and check out their own library book for
reading. This may be a recommended genre from the ELA teacher
(Newbery Award Winners, Science Fiction, Historical Fiction, etc.) or it
may be a "free choice" for the students.
Time has passed, books are completed and they have written a book
recommendation that has a good hook, a body with one or two details
and a good cliffhanger to entice a peer to read the book.
With a classroom set of iPads on hand (or enough for pairs) the
students should practice reading what they have written to improve
their presentation style/technique. When ready have them record their
book recommendation. Next they will upload this to YouTube, using
one classroom logon you have created. Make sure to demonstrate how
to do this rst and to make the "settings" as unlisted so that the only
18
way that the video can be accessed is through the QR Code, also I
uncheck all the other boxes there, so they're not leaving comments,
etc.
As the video is uploading there is a unique address for the YouTube
video. Copy this link and open a new tab in your browser. Go to a QR
Code Generator (Kaywa works well for me), paste your address from
the video here and press "Generate. Then a QR Code is created.
Right click on this QR Code and email the image to the librarian with
the name of the book as the subject for the email. She/he will need to
print them out and afx to the books.
The Conclusion
Share a couple of the book recommendations with the whole class
from a projector in the library.
Assessment of Lessons
Did they get their video posted to YouTube and x the settings
correctly? Did the QR Code actually go to the correct spot? Will they
be able to do it again for the next book they read for English? Or even
better, just do it again for fun from a pleasure read? How is the quality
of the book recommendation, including presentation/speaking? Does it
get a buzz about books, an interest in students to look for QR codes or
to use their mobile devices as a tool for literature appreciation in the
library?
Accommodations
"Just right" reading level book for each student. Guidance from
Librarian and ELA teacher. Assistance with written portion as needed.
19
Mythology Animations
LENGTH OF LESSON: FIVE TO SIX 40-MINUTE PERIODS
Goals and Objectives:
At the end of the lesson students will
Understand how to summarize a story.
Understand the important elements of several myths.
Understand how to illustrate and tell a story.
Understand how to use the Explain Everything (or other
screencasting) iPad App.
Understand how to use video editing software.
NETS for Students
Creativity and Innovation
Communication and Collaboration
Critical Thinking, Problem Solving, and Decision Making
Technology Operations and Concepts
20
Lesson 2
By Liz B. Davis, Belmont, Massachusetts
Materials and Preparation
Students each read a different Myth story. (We were studying Greek
Mythology and used the book Heroes, Gods and Monsters of the
Greek Myths by Bernard Evslin. However, you could do this lesson with
any set of stories.)
Classroom Arrangement and Management
Make sure students know the correct pronunciation of the
characters in their stories before they record their voice-overs.
Assign different stories to each student.
Stories should be 810 pages long.
Videos should be 25 minutes long.
The Hook
Explain that they will be illustrating and retelling a myth. When they are
done, they will know X number of myths (X=number of students in the
class) but only have read one of them.
The Body
1. Students each read a different myth or story.
2. Students write a summary of their myth or story.
3. Students use the Explain Everything (or other screen-capture App)
to illustrate their myth or story.
4. Students upload the Explain Everything video le to a computer and
use video editing software to add a voice-over track and to speed
up sections of the video to match the voice-over. They also add
video and sound effects.
The Conclusion
Students show their Myth movies to the class. We discuss each myth
and critique/praise the quality of the videos.
Assessment of Lessons
Students will be tested on the basic facts of all of the myths or stories.
Students will write their own myth story based on what they learned
from all of the stories.
Accommodations
Assign myths/stories with attention to special needsshorter/simpler
myths for some students, longer/more complex myths for others.
Allowing students to use speech-to-text Apps to write their summaries.
Allow students to use text-to-speech Apps to read the myths.
View all 14 YouTube videos to learn more about this project and view
student work.
21
MYTHOLOGY ANIMATIONS
Social Studies, Grade 7
LENGTH OF LESSON: 2 HOURS
Goals and Objectives:
Students are supposed to criticize political conicts and cultural
conditions in Anatolia.
This lesson gets students to use mobile devices effectively and
indicates the signicance of games in teaching History.
NETS for Students
Communication and Collaboration
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Materials and Preparation:
Computer
Projection
Students iOS or Android operating devices
Pencil, sheet and eraser
Questions integrating QR codes
22
Lesson 3
By Mehmet Ali Dogan, Istanbul, Turkey
The Hook
Students examine the states in Anatolia in the Middle Ages after they
receive colored maps showing various periods. Then they account for
changes on the maps in the different periods. After expressing their
own comments they exchange the maps with their classmates and
start discussing.
In the meantime they are asked why a variety of groups decided to live
in Anatolia, and they are encouraged to deduce. Taking their thoughts
they are enlightened that Anatolia would be a culturally prosperous
region where a great number of conicts and battles took place. The
region was also convenient in terms of climate, agriculture, trade and
transportation. After that they watch a video displaying historical ruins
and artifacts dating back to Medieval Anatolia. Acquiring this
information the students are divided into groups whose leaders are
given worksheets. QR barcodes are on each paper and include some
useful and practical information. The information could be a map,
video, picture or text .They fulll the worksheets in cooperation with
group members by discussing and using their mobile devices. In the
other session students take the podium and get to the schoolyard to
play the game Hidden History in Barcode.
The Body
Activity Name: Hidden History in Barcode
The teacher prepares 10 QR codes into which are integrated 10
questions. These codes must be hung somewhere in the schoolyard
earlier. Each code includes one question and a clue for the location of
the next code. The teacher announces the location of the rst
barcode. The students scan the code using their mobile devices and
the game begins. In this process they endeavor to nd next code
following the clue. To be successful the groups must nd 10 QR codes
and answer 8 of 10 questions correctly.
The Conclusion
After completing scanning all the barcodes they begin to discuss the
answers for 1015 minutes.
Assessment of Lessons
The groups completing all these steps present the answers orally and
verbally. If eight questions are answered correctly it means mission is
completed. And the group answering more questions than the others
becomes on the rst rank.
Watch the video to learn more about this project.
23
SOCIAL STUDIES, GRADE 7
High School and
Higher Ed Lessons
Chapter 3
Ages 14+
The Equity Game: A
BYOD-QR Code Driven
Activity
LENGTH OF LESSON: 23 HOURS IN ONE SESSION OR SPLIT
INTO TWO SESSIONS
General Goals:
To explore issues related to unequal distribution of resources.
To explore principles related to cross-cultural communication,
non-verbal behavior, emotions, listening, and conict.
Multicultural Education Standards Addressed
Students should engage in activities that address social justice
issues and be encouraged to develop and implement strategies
to respond to such issues in their school and their community.
Students should learn to be critical thinkers able to analyze
historical and contemporary issues in order to make intelligent
decisions about problems and conicts.
List of Benchmarks for Working With Others
Demonstrates appropriate behaviors for relating well with others
(e.g., empathy, caring, respect, helping, friendliness, politeness).
Uses nonverbal communication such as eye contact, body
position, and gestures effectively.
25
Lesson 1
By Jackie Gerstein, Boise, Idaho
Demonstrates attentive listening by clarifying messages received
(e.g., paraphrasing, questioning).
Responds to speaker appropriately (e.g., does not react to a
speakers inammatory deliverance, maintains objectivity, reacts to
ideas rather than to the person presenting the ideas).
Adjusts tone, content, and delivery of information to accommodate
the likes of others.
Attends to both verbal and nonverbal messages.
Uses emotions appropriately in personal dialogues.
Makes use of confrontation when appropriate.
Demonstrates sensitivity to cultural diversity (e.g., personal space,
use of eye contact, gestures, bias-free language).
NETS for Students
Note: The intent of this activity is to use technology to increase awareness
of diversity issues not to teach technology. So loosely/tangentially, the
following NETS!S are addressed.
Communication and Collaboration
Materials and Preparation
The intent of the activity is for three groups to build a city within the
boundaries and materials provided. Prior to the activity, the facilitator
sets up the room by taping off three areasa large, roomy area for
the upper class, a medium sized area for the middle class and a
small, cramped area for the lower class.
The community resources are provided to each group via QR Codes
on Index cards. The QR codes lead to Creative Commons Flickr
photos of city structures. These include houses, schools,
recreational buildings, etc. The reasons QR codes are used is
twofold: (1) It increases the realism by linking into real images, and
(2) Because groups can trade with each other, it adds an element of
trust.
Popsicle sticks are also distributed to represent roads. The upper
class is given a huge pile, the middle class about a dozen, and the
lower class a few broken ones.
The resources represent those typically (and stereotypically) found in
the neighbor of that social class. The upper class gets nice homes,
several schools, high class recreation center and golf course, and
high-end shopping. The middle class receives housing, some strip
mall shopping centers, basic schools and recreational areas. The
lower class receives low income housing, a liquor store, a waste
disposal center. Download sample QR Code cards.
The Hook
The hook becomes how the activity is introduced to the students.
The group is split into three sub-groups of equal numbers. There needs
to be one or two mobile devices per group to serve two functions:
scanning the QR codes and communicating via text with the other
groups.
The facilitator takes the groups one by one into the set up room and
are told to build a city with the materials provided. The upper class is
taken rst and given directions that they are to build a city, that they
can request additional resources. The middle class goes next with
26
most of the same directions omitting that they can request additional
resources. The lower class is taken in last and given short directions,
Build a city with materials provided. The QR Codes lead to pictures of
resources.
They are told that they can text the other groups with questions and
requests (text numbers of classmates were exchanged earlier in the
course). This is intentionally left vague with the hopes that some trading
and deals will occur.
The Body
The unspoken rules that the facilitator follows during the activity: (1)
Upper Class can go outside of their boundaries, lower class cannot. If
the lower class member goes out of their boundary, they are warned. If
they get more than two warnings, the member causing the infraction is
taken to jaila corner of the room. (2) The facilitator continues to
check in with the Upper Class group if they need anything. If another
group has an item requested, then the facilitator takes it and gives it to
the Upper Class. (3) The Upper Class can communicate with the other
groups in any manner they choose. The Middle and Lower Class can
only communicate via texting.
When the three groups decide that they nished building their cities,
they give tours of what they built. The upper class begins, then the
middle class, and ending with the lower class.
The Conclusion
Post-activity reections occur via a group discussion and a
VoiceThread using photos from the activity. The Voicethread allows for
opinions to be shared that might not be shared face-to-face. Students
use their mobile devices to record their post-activity reections via the
Voicethread.
Assessment of Lessons
Assessment occurred through student written reections on the
activity. It was a subjective measure with the only requirement being
that students submitted a multiparagraph reection of the activity to the
class Facebook page; and responded to two other students'
reections.
Watch the video to learn more about this project.
27
THE EQUITY GAME: A BYOD-QR CODE DRIVEN ACTIVITY
Infographic Digital Rsum
LENGTH OF LESSON: 34 HOURS OVER A WEEKS TIME
Goals and Objectives
Students are creating an alternative to the standard rsum.
The infographic rsum provides a digital representation of
themselves that they are able to share with potential employers
and their online communities.
Utilizing Grovo to obtain the lesson material requires students to
gather the information from another site/learning tool and then
demonstrate the information obtained to create the rsum
through the online tool.
NETS for Students
Creativity and Innovation
Research and Information Fluency
Digital Citizenship
Technology Operations and Concepts
28
Lesson 2
By Taylor Deatherage, Tulsa, Oklahoma
NETS for Teachers
Facilitate and Inspire Student Learning and Creativity
Design and Develop Digital Age Learning Experiences and
Assessments
Model Digital Age Work and Learning
Promote and Model Digital Citizenship and Responsibility
Materials and Preparation
Instructor needs to create a free Grovo account.
Once the instructor has an account a class must be created by
inviting students to join Grovo.
Students are sent an email with step-by-step instructions on how to
create a Grovo account.
Internet access and Google Chrome are also needed.
A Vizualize.me account will also be created.
Classroom Arrangement and Management
Vizualize.me needs to be accessed through Chrome, Firefox, or Safari
because the browser must support the standard graphic display
technologies.
The Hook
Students were sent an email to join Grovo.com. An online classroom
had been created by the instructor. In a classroom where I constantly
compete with Facebook, I found the online community atmosphere of
Grovo to be benecial when creating interest.
The availability to create a digitally stimulating rsum was a buy-in for
my students almost immediately. Students are able to instantly share
the digital rsum through many options that include Twitter, Facebook,
Google+, LinkedIn, etc.
The Body
Once students have created their Grovo account and joined the
classroom they were rst assigned an introduction to Grovo lesson.
Grovo is a site that provides short lessons with quizzes on websites,
mobile apps and online tools. Once students complete the lessons and
successfully pass the quiz they earn certications to share with
potential employers. Students completed the introduction to Grovo
lesson, Managing Your Online Reputation, What is Google Chrome,
and Vizualize.me. (The background of the Vizualize.me digital resume
assignment is important to understand the entire process.) Students
were able to complete the lessons and show prociency by gaining the
individual course certicates. Students downloaded Google Chrome
and utilized their corresponding Google+ account. After Google
Chrome was successfully installed, students were then able to access
Vizualize.me. Because the students had completed the Vizualize.me
Grovo lesson, they already knew the steps to take to create the digital
rsum. As an instructor of adult students in an individualized/self-
paced environment, this learning activity was self-taught and was
applicable to all students of varying levels in the program.
The Conclusion
The Vizualize.me digital rsum is best accessed through an iPad.
Students gathered together and were able to see the interactive ability
of a digital rsum. The rsum was both visually stimulating but also
allowed for easy delivery through their online communities.
Assessment of Lessons
The instructors Grovo account provides detailed updates of each
students completed lessons, quiz scores, and certications earned.
29
Students were required to share with the instructor their digital rsum
link and then this link was shared with the class through the iPad.
Accommodations
Increased time allotment or individualized instruction.
View the digital rsum to learn more about this project and view student
work. Please view on an iPad if possible. The infographic rsum is
interactive and requires you to touch the screen to view additional content.
30
INFOGRAPHIC DIGITAL RSUM
Thinking Historically
Organizer
LENGTH OF LESSON: FOUR WEEKS FOR 45 MINUTES PER DAY IN
CLASS
Note: Additional time needed for self-study and project completion.
Goals and Objectives
The overriding objective is for students to connect current events
with events or examples from the medieval period and in the
process make history more relevant to them. Using the Thinking
Historically Organizer, they can explore the events from different
angles to nd the connections that resonate most with them.
Theyll use 21st century technology, including small group
videoconferencing technology, Google Docs and other cloud
applications, to collaborate with partners from another school.
To demonstrate their understanding of the connection, they can
choose from a variety of nal products, including visual
presentations, live demonstrations that might range from song
and dance performances to cooking demos, videoconferences
with interested third parties, traditional research papers or unique
ideas conjured up by students with the approval of the teaching
team.
The nal product is also the semester nal.
31
Lesson 3
By Greg Zorbas, Kenai, Alaska, and Rob Sparks, Soldotna, Alaska
This unit is part of our groundbreaking Classroom WithOut Walls
(CWOW) program. CWOW makes history come alive for students
scattered across the Kenai Peninsula Borough School District, which
spans more than 25,000 square milesan area larger than West
Virginiaand includes schools that are separated by wilderness or
seawater. Using the digital devices and mobile technologies that are
already an integral part of young peoples daily lives, we create an
environment that enables and encourages students to regularly
collaborate with their counterparts in other high schools, and even
participate in classes and presentations from home, while on vacation
or a school trip, from the bus, or from the districts remote, one-room
schoolhouse. The CWOW initiative has allowed us to enhance our
teaching of Orwells Animal Farm with a virtual eld trip to visit a
survivor of a Soviet gulag, or forced labor camp. Other programs have
included face-to-face meetings with a South African freedom ghter
and a participant in the Mau Mau uprising in Kenya. The program has
proven so popular that some students have asked to participate in
classes and presentations while theyre away on vacation. In fact, one
student in Rob Sparks classroom moved to Texas over the winter
holiday, and still wanted to participate remotely in a yearlong
collaboration with students in Sanaa, Yemen (coordinated via Global
Nomads Group).
In progressing through the Thinking Historically Organizer and in
preparing the nal product, students consistently must demonstrate
creative thinking, develop questions that help them construct
knowledge, and use technologies (including mobile devices and video
conferencing) to develop innovative products and processes.
NETS for Students
Creativity and Innovation
Communication and Collaboration
Research and Information Fluency
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Technology Operations and Concepts
Creativity and Innovation
Communication and Collaboration
We ensure students make regular use of digital and mobile media to
communicate and work collaboratively with learning partners at other
schools. Their nal products require that they interact, collaborate and
publish their products with their peers.
Research and Information Fluency
Using WWW research, Google Docs and other digital tools, students
plan strategies to guide their inquiries, synthesize information based on
established ethical use practices, and process their data and present
the results in the form of the nal product.
Critical Thinking, Problem Solving, and Decision Making
In this unit, students employ critical thinking skills to plan and conduct
their research (such as evaluating and selecting a historical event),
manage and develop their nal product, solve problems, and make
informed decisions using the digital tools and resources available to
them.
Digital Citizenship
We make a special effort to ensure students understand the cultural
and societal impact of technology use. All students engage in digital
32
etiquette best practices, including videoconferencing etiquette. These
experiences are designed to make them better digital citizens.
Technology Operations and Concepts
Throughout the unit, students make continuous use of technology
systems, from mobile videoconferencing and instant messaging to
tools like Prezi and video editing platforms. Theyre expected and
encouraged to select and employ the technologies they nd most
helpful and attuned to their learning styles. Frequently, students
troubleshoot the technologies to enable anytime, anywhere access to
content and learning partners.
NETS for Teachers
Facilitate and Inspire Student Learning and Creativity
Design and Develop Digital Age Learning Experiences and
Assessments
Model Digital Age Work and Learning
Promote and Model Digital Citizenship and Responsibility
Engage in Professional Growth and Leadership
Facilitate and Inspire Student Learning and Creativity
This unit is part of the CWOW program, which is designed specically
to use technology to facilitate effective teaching and inspired learning.
In both face-to-face and virtual environments, were motivating
students to be creative, collaborative and innovative, and to use
technology to explore history by connecting it with the world they know
today.
Design and Develop Digital Age Learning Experiences and
Assessments
This unit is representative of a long history of CWOW units that
incorporate the tools and platforms students already are using to
engage them in the learning process and excite them about the
content. Technology is not bolted on to this curriculum; its integral
and essential to the experience of exploring and developing knowledge
about history. As the lesson plan and Thinking Historically Organizer
show, the unit is designed to allow all students to explore medieval
history in ways that address their interests and curiosities.
Model Digital Age Work and Learning
By creating and leading the CWOW program, we have developed an
intimate working knowledge of the technology systems we use, and we
apply them to multiple lessons and situations. As stated before,
collaboration with students, peers and others is a core part of this
effort, and communicating and demonstrating the potential of digital
tools to facilitate learning and research is a natural and vital outcome of
the CWOW initiative.
Promote and Model Digital Citizenship and Responsibility
Throughout this unit and all others taught via the CWOW initiative, we
take pains to teach students to be careful and responsible digital
citizens. This includes respecting copyrights and intellectual property
by requiring proper citations for all research. We also teach digital
etiquette, including videoconferencing etiquette and guidelines for
interacting with people from different cultures or geographies.
Engage in Professional Growth and Leadership
We were 20-year teachers accustomed to collaborating in person by
team teaching history classes when a transfer relocated us to different
schools. We didnt want to miss out on the benets of collaborative
teaching, so when videoconferencing became available, we developed
33
the CWOW program. Talk about growth: This experience has
transformed how we teach. We now use digital and mobile
technologies to team teach 75 percent of our classes, and we are even
able to bring lessons to students who attend school in a one-room
schoolhouse out in the Alaskan wilderness. We work to continuously
improve our teaching methods and have been pleased to be
recognized as leaders in the use of digital tools and resources for
education. With the excellent response we have received from our
students, its hard to imagine ever returning to our pre-digital teaching
days.
Materials and Preparation
Thinking Historically OrganizerFrom the Google docs template
menu
Laptop computers/notebooks: Laptops are equipped with Polycom
m100 videoconferencing technology or Microsoft Lync; notebooks
are used for research using WWW in general (students were
presented a lesson on research techniques/resources/website
validity by districtwide librarian and local school librarians via
videoconferencing).
Small group videoconferencing: These Polycom units will be crucial
for group meetings and two lessons on medieval music designed
specically for us and taught remotely by the Manhattan School of
Music.
Class Textbook
Classroom Arrangement and Management
This unit requires a variety of teaching modesteam teaching by
instructors at two high schools, interactive remote instruction from the
Manhattan School of Music, one-on-one guidance and collaborative
learning with student partners in other high schools. Classrooms are
set up for group videoconferencing, although students can also
participate from their notebook PCs or mobile devices.
Part of our approach is to ensure the technology is reliable and
accessible to all students when they want to learn and collaborate,
even if theyre working from home. To that end, we ensure they are
equipped with the Polycom and Microsoft personal and mobile video
collaboration technologies they need.
The Hook
Weve built in multiple draws for students. In the rst week, students
are treated to two virtual eld trips to the Manhattan School of Music,
with each session lasting 75 minutes and designed especially for us.
Students then are able to work with others across the district with the
technologies they already use all day, every day, so the experience is
natural and easy. And weve built extraordinary exibility into the nal
productwhich is also the semester nal for students. Students get
excited when they nd that they can present what theyve learned in
ways that t their strengths and passions: a research paper, a short
play, a video or interactive web presentation, even a cooking
demonstration.
The Body
During the 1st week Mr. Sparks and Mr. Zorbas will use a variety of
methods to introduce and deliver the base content for the historical
time period of the Renaissance and Reformation. Methods will include:
Manhattan School of Music remote lessons, and Powerpoint and Prezi
lessons modeling the thinking historically process. We follow this model
anytime we deliver content so students see the expected outcomes
every time.
34
In addition, students are given class time to work through the entire
Thinking Historically Organizer. We have found that students are using
multiple ways to communicate outside of class including: Texting,
phone, FaceTime, Skype, Facebook and email.
The Conclusion
Students have a variety of products to choose from. This enables
students to demonstrate the connections they have made and show
the relevance of history. This is our nal assessment for each unit or
historical time period. And for this particular course, the nal product
also serves as the semester nal.
Assessment of Lessons
We evaluate students at four checkpoints during the unit, and then
again when nal products are presented. Using a detailed evaluation
rubric, we assign points across progressively complex criteria, starting
with essential content (such as the stated issue or current event), and
graduating to factors such as inclusion of historical event data and
demonstration of cause and effect relationships. At every checkpoint,
we gauge each criterion on its own merits, rating it Not Done (0 points),
Emerging (2 points), Developing (3 points), Procient (4 points), or
Exemplary (5 points). Final products are rated Not Done (0 points), Not
complete (40 points), Partially done or very basic (60 points), Met
discussed expectations (80 points), and Above discussed expectations
(100 points). Points are tallied to determine an overall score.
Accommodations
This unit and the CWOW approach on which its based is ideal for
students with a wide range of learning styles. Our approach makes it
possible for students to use the tools and resources they need to
conduct research, collaborate with learning partners, secure guidance,
and develop their nal product. Students who are ill at home or away
from school can still participate via the Polycom RealPresence Mobile
client for iPhones and iPads or from virtually any mobile device. Others
who dont have video capabilities at home or in transit can still access
Google Docs or use instant messaging to collaborate with their
partners.
The point is to accommodate all learning styles by embracing and
providing a wide variety of technology capabilities. There is never one
right recipe. Some students may require special resource time or
need extra help from teachers. Others simply need extra time to work
on their projects, so well make that time for them during lunch or
before or after school. And for all studentsthose with special needs
and otherswe always have some sort of student engagement that
provides an opportunity for us to ensure students understand the
content and the purpose of the lesson.
In addition, the fact that the nal product is also the semester nal
illustrates how even students who arent strong test takers can still
excel in the class by presenting a nal product built using their
creativity, innovation, interests and talents.
Watch each video (part 1 and part 2) to learn more about this project.
35
THINKING HISTORICALLY
ORGANIZER PART 1
THINKING HISTORICALLY
ORGANIZER PART 2
Getting to Know the
Weather, or is it Climate?
LENGTH OF LESSON: 4 DAYS
4 hours total, 1 hour per day
Goals and Objectives
My goal for students is that they understand the utility of the various
programs that can be employed to predict weather, and the impact
of understanding the destructive nature of weather.
NETS for Students
Creativity and Innovation
Communication and Collaboration
Research and Information Fluency
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Materials and Preparation
Weather Bug, National Weather Service Website
Use the Weather Bug Application to choose a location for your
hourly observations.
You need to utilize Polaris ofce, an application that works well
with Microsoft Powerpoint programs.
36
Lesson 4
By Joshua Strate, Coconut Creek, Florida
All 24 hours are already recorded and data can be transferred into
chart.
Classroom Arrangement and Management
None associated, because students are learning online in their own
time.
The Hook
Students are enticed through allowing them to collaborate and turn in
single project after deciding what content and how certain parts of the
activity will be completed. Students will utilize their smart phones,
tablets, and labtops to converse via the skype, email, and instant
messaging.
The Body
The learning activity is asynchronous, with aspects of technology and
collaboration done through various means of communication. Students
are in charge of determining the weather, evaluating data, and
presenting the most viable means of being prepared for the predicted
weather.
The Conclusion
After students complete a thorough worksheet that covers and
accumulates data for their home town, they have to create a
collaborative Powerpoint presentation that advises others of the
weather forecast and of the necessary things to wear for the upcoming
days.
Assessment of Lessons
The worksheet and the Powerpoint each have a detailed rubric as well
as a rubric for students to evaluate each other.
Accommodations
ELL Instructional Strategies
A3, A10, A15, B8, C4, C8, E4, F5, F7, F10, F14, G7, G10, H1
Gifted Learning Strategies
A1, A9, B4, B11, B14, C6, C9, E1
Visit the website to learn more about this project and view student work.
37
GETTING TO KNOW THE WEATHER, OR IS IT CLIMATE?
Additional Activities/
Resources
Chapter 4
Introduction to Mobile App
Development
LENGTH OF LESSON: 3 HOURS, OVER 3 DAYS
Goals and Objectives
This is an introduction lesson to mobile application development.
Students setup the software and create their rst mobile app, a
basic "Hello World" project.
NETS for Students
Technology Operations and Concepts
Materials and Preparation
Students will need computers (either MacIntosh Lion or Mountain
Lion) or Windows 7/XP computer stations with Internet access.
For younger students, the teacher may want to install the Corona
SDK and select an appropriate editor.
Classroom Arrangement and Management
Students will be completing a programming project by the end of
the lesson and will need appropriate computer access. At this point,
access to a mobile device is not necessary since the project can be
demonstrated in the simulator.
39
Lesson 1
By Brian G. Burton, West Plains, Missouri
The Hook
"How many of you have an idea for a great app?"
Show examples of high school and college students who have
successfully developed apps such as Robert Nay who created
"Bubble Ball" at 14.
The Body
Introduce the process of making an app for Apple iOS or Android
devices. Over the 3 hours of instruction, students will learn about the
process of how to create a successful app and create an introductory
app with the basic software.
The Conclusion
After all students have successfully created the example app, they are
challenged to augment or personalize their app and submit it to the
teacher for evaluation.
To learn more, read "Learning Mobile Application Development with
Corona SDK by Brian G. Burtion, EdD (PDF).
Assessment of Lessons
The rst project is pass/fail with the expectation that all students will
pass the assignment. If they successfully complete the assignment to
modify the example project, then they will have passed the project.
The rst project is designed to give the students condence in creating
apps so that they can see it is possible for them to successfully make
their own application.
Accommodations
Additional time might be required for students with special needs.
40
Daily Lesson Outline
LENGTH OF LESSON: DAILY
Goals and Objectives
My goal is to use technology tools to improve my students
understanding of math. I choose to use these things because they
do things that I cannot do as efciently without technology, if at all.
NETS for Students
Communication and Collaboration
Research and Information Fluency
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Technology Operations and Concepts
Materials and Preparation
I have two PollEverywhere polls that I reuse each day. One for
questions during class and one for feedback on how the class
went.
I set up a Prezi with the problem pages from the textbook.
I have created YouTube videos for extra help outside of class.
41
Lesson 2
By Marty Brandl, Marshall, Minnesota
I have created PowerPoints with problems covering all the objectives
for a given chapter.
Classroom Arrangement and Management
Make sure students understand appropriate uses for the
PollEverywhere live poll. Also, encourage the students to take
advantage of the opportunities presented via the technology.
The Hook
Students are able to make use of their devices to interact. They also
learn how to ignore the buzz in their pocket until appropriate times.
One of the most powerful things I've ever done is show students my
phone from my pocket with a text message sitting in the notication
bar. Then I put it back in my pocket for the remainder of the class
period. This encourages them to be present, and I provide a positive
example of technology use.
The Body
I place the problem pages from the textbook in a Prezi presentation.
This allows me to easily project them on the SMARTBoard. We can
reference tables of data and diagrams and tear problems apart
together as a class or in smaller groups.
I use PollEverywhere to allow students to text their questions without
having to raise their hands and feel like they are the only one with a
question. Many times a particular problem might come up several
times, which helps me as a teacher know what I really need to focus
on. I also use PollEverywhere at the end of class each day to allow
students to provide immediate anonymous feedback on our class
activities. It really helps me to know what they like and areas that I can
work to improve.
I don't use the YouTube videos I've created in class, but they are
available as a support for students who are absent, will be absent in
the future, or would like to review or preview topics from the class.
The Daily PowerPoints contain objectives from the current chapter. We
choose 6 random problems each day to preview, review and learn as
an ungraded formative assessment. Students can use the results to
"know what they know" and also know the areas they need to spend
some time on or ask questions about.
The Conclusion
I always end with a slide asking for student feedback via PollEverywhere
to help me know what went well and things to improve. I encourage the
students to "let me know if I sucked," because I want to be the best I
can possibly be for them. I also ask them to let me know if there was
something they really liked, so I can make sure we do that more often. I
have gotten some very useful feedback that I am able to export to a
spreadsheet and archive for reference.
I also encourage them to make use of the results of their PowerPoint
quiz to brush up on the areas they need to work on using things such
as the YouTube videos.
Assessment of Lessons
We record the class results from the Daily PowerPoint quiz and
celebrate when the class improves their score. Over the course of a
chapter the learning is clearly demonstrated as the score rises. After
the chapter test, we compare the Daily PowerPoint quiz results with the
test results and notice that there is a very clear relationship between
success on the Daily PowerPoint quizzes and success on the test.
Students also learn to self-regulate their use of technology with their
cellphones, iPod Touches and iPads available to them all during class.
42
Natural consequences of not understanding or missing something from
class follow those who aren't able to set them aside when need be. A
lesson I believe is essential to learn in the classroom when the
consequences aren't possibly losing a job or conicts with their
spouse.
Accommodations
The YouTube videos are especially helpful because they can watch and
review concepts. The PollEverywhere allows students to ask questions
anonymously without others knowing who is asking.
View the slides to learn more about this project.
43
DAILY LESSON OUTLINE
Voices of VietnamA
Radio Show
LENGTH OF LESSON: 78 DAYS
Goals and Objectives
Students will learn how various people in different careers cope
with the effects of the Vietnam War.
Students will create podcasts via our mobile computer lab.
Students, as group members, will use strong vocabulary and
speaking skills to create their talk radio skit.
Students will use proper grammar and conventions in their
written script.
NETS for Students
Creativity and Innovation
Communication and Collaboration
Critical Thinking, Problem Solving, and Decision Making
Technology Operations and Concepts
44
Lesson 3
By Stephanie Shebert, Folsom, California
Materials and Preparation
Technology needed: the mobile mini-computer lab, classroom smart
board (or similar board), printerpreferably in my room and
networked to the mini-laptops
Sample script written by teacher from a different reading and war
Article at students reading level about how various people were
effected by the Vietnam War.
Large space for students to record unhindered by ambient noise
Classroom Arrangement and Management
I needed a space for 12 groups to spread out far enough away so their
computer microphones would not pick up ambient voices and noise. I
still had to be able to see and help these groups. Outside was our best
option.
I had to make clear to my students what could and could not be
recorded on Vocaroo.
The Hook
We talked about starting a new book, but in order to really get into the
"nitty gritty" we had to have some background knowledge about the
time period and the Vietnam War. I then let the students pepper me
with what they knew, thought they knew, or wanted to know about the
Vietnam War. Many students had family members who are/were in
some type of war, so stories owed easily.
The Body
1. Providing a sample: Students will read and discuss with the teacher
a poem about the Korean War. Students will then read a sample
radio skit based on the information found or inferred in the poem.
2. Students will read together and discuss Voices of Vietnam, an
article by Alexandra Hanson-Harding in Junior Scholastic 05/10/99,
Vol. 101, Issue 18, p12.
3. Students will then break into groups of two to four with the mobile
mini-computers and write/type a talk show radio script of an
interview with one of the characters listed in the article.
4. Students will then use the mobile lab (spread out in the lunch area,
so they can record without voice interference from other students) to
record a podcast of their interviews using Vocaroo.
5. Students will hand in a typed script, following the correct script
format of their interview.
6. In class, we will listen to all the podcasts on the smartboard and
discuss speaking skills
The Conclusion
We listened to the podcasts and talked about whether or not the
students represented their characters accurately.
We also discussed how I could improve the assignment for next year.
Assessment of Lessons
1. Speaking score for podcast
2. Two grades for written script: one for understanding of the character
the students chose to "be" in the podcast, one for grammar,
conventions and writing style
Accommodations
I had an aide who worked with a group of two students who are not
strong in writing or comprehension. She guided the students through
the readings and helped them develop key ideas that needed to be
45
included in the podcast. Once the script was written, she helped with
basic conventions. None of my students needed help using the basic
technology.
Visit the website to learn more about this project and view student work.
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VOICES OF VIETNAMA RADIO SHOW
Mobile Learning Resources
from ISTE
ISTE recognizes the importance of mobile learning in the digital
classroom and strives to provide you with the resources you need to
help your students learn on the go. From books and webinars, to
articles, to an entire special interest group, ISTE is constantly adding
new mobile learning resources, so check back often.
Books
These ISTE titles will help you use mobile technology in and out of
the classroom.
Cell Phones in the Classroom: A Practical Guide for Educators by
Liz Kolb
Toys to Tools: Connecting Student Cell Phones to Education by
Liz Kolb
Help Your Child Learn with Cell Phones and Web 2.0 by Liz Kolb
Learning & Leading with Technology Articles
Get practical ideas on how to teach and learn with mobile
technology. Here are just a few of the many articles on mobile
learning from ISTEs membership magazine:
Accelerate Your Mobile Devices by Jared Mader and Ben Smith
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Inventing the Connected Future by Glen Bull
Get Real: Augmented Reality for the Classroom by Rebecca
Mitchell and Dennis DeBay
Special Interest Group
ISTEs Special Interest Group for Mobile Learning, SIGML, is an
advocate for mobile learning worldwide that promotes meaningful
integration of mobile devices in learning and teaching in formal and
informal learning environments. Join SIGML to gain access to a wealth
of mobile learning resources and to be a part of the discussion around
mobile learning in our schools.
Dont miss these valuable resources:
SIGML Lightning Webinar Series
Mobile Learning Whitepapers
Mobilist Nation Wikispace
Follow SIGML on Facebook and Twitter.
Webinars
Check out the current webinar season as well as these archived
webinars that members can watch anytime:
Best Educational Apps for iPads, iPhones, and other Mobile Devices
Flippin' for Video: How Mobile Video Can be Used Across the
Curriculum
iPads in Science
iPad Apps to Support Learners Who Struggle with Reading and/or
Writing
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NETS for Students
ISTEs NETS for Students (NETSS) are the standards for evaluating
the skills and knowledge students need to learn effectively and live
productively in an increasingly global and digital world.
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or
processes
b. Create original works as a means of personal or group
expression
c. Use models and simulations to explore complex systems and
issues
d. Identify trends and forecast possibilities
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Advancing Digital Age Learning
2. Communication and Collaboration
Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple
audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by
engaging with learners of other cultures
d. Contribute to project teams to produce original works or solve
problems
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
c. Evaluate and select information sources and digital tools based
on the appropriateness to specic tasks
d. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
a. Identify and dene authentic problems and signicant questions
for investigation
b. Plan and manage activities to develop a solution or complete a
project
c. Collect and analyze data to identify solutions and/or make
informed decisions
d. Use multiple processes and diverse perspectives to explore
alternative solutions
5. Digital Citizenship
Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use
of information and technology
b. Exhibit a positive attitude
toward using technology that supports collaboration, learning,
and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts,
systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
NETSS 2007 International Society for Technology in Education.
ISTE

is a registered trademark of the International Society for Technology in Education.

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NETS for Teachers
Effective teachers model and apply the NETSS as they design,
implement, and assess learning experiences to engage students
and improve learning; enrich professional practice; and provide
positive models for students, colleagues, and the community. All
teachers should meet the following standards and performance
indicators.
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and
learning, and technology to facilitate experiences that advance
student learning, creativity, and innovation in both face-to-face and
virtual environments.
a. Promote, support, and model creative and innovative thinking
and inventiveness
b. Engage students in exploring real-world issues and solving
authentic problems using digital tools and resources
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Advancing Digital Age Teaching
c. Promote student reection using collaborative tools to reveal and
clarify students conceptual understanding and thinking, planning,
and creative processes
d. Model collaborative knowledge construction by engaging in
learning with students, colleagues, and others in face-to-face and
virtual environments
2. Design and Develop Digital Age Learning Experiences and
Assessments
Teachers design, develop, and evaluate authentic learning experiences
and assessment incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge,
skills, and attitudes identied in the NETSS.
a. Design or adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and
creativity
b. Develop technology-enriched learning environments that enable
all students to pursue their individual curiosities and become
active participants in setting their own educational goals,
managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address
students diverse learning styles, working strategies, and abilities
using digital tools and resources
d. Provide students with multiple and varied formative and
summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative
of an innovative professional in a global and digital society.
a. Demonstrate uency in technology systems and the transfer of
current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community
members using digital tools and resources to support student
success and innovation
c. Communicate relevant information and ideas effectively to
students, parents, and peers using a variety of digital age media
and formats
d. Model and facilitate effective use of current and emerging digital
tools to locate, analyze, evaluate, and use information resources
to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and
responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital
information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of
sources
b. Address the diverse needs of all learners by using learner-
centered strategies providing equitable access to appropriate
digital tools and resources
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c. Promote and model digital etiquette and responsible social
interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness
by engaging with colleagues and students of other cultures using
digital age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model
lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital
tools and resources.
a. Participate in local and global learning communities to explore
creative applications of technology to improve student learning
b. Exhibit leadership by demonstrating a vision of technology
infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of
others
c. Evaluate and reect on current research and professional practice
on a regular basis to make effective use of existing and emerging
digital tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self renewal of the
teaching profession and of their school and community
NETST 2008 International Society for Technology in Education.
ISTE

is a registered trademark of the International Society for Technology in Education.

53
Lessons from the Learning on the Go Contest are available for ISTE
members to adapt for use in their classrooms. Special thanks to the
lesson plan authors and students who provided the rich materials and
examples contained throughout this collection.
Please note that the submissions were edited for style and consistency
only, and the voices and views expressed are those of the educators
who submitted them. ISTE cannot be responsible for the external links,
tools or resources mentioned in the lesson plans.
This collection is a benet of ISTE membership. To learn more, visit
iste.org/join.
Acknowledgements
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