1. info@appedreview.com www.appedreview.com "Insert Session Title Here" November 13-14, 2015 Educational App Integration: Creating Tablet-Enhanced Instruction

2. info@appedreview.com www.appedreview.com Introduction Presenter: Todd Cherner Co-Founder of App Ed Review: www.appedreview.com/app www.appedreview.com/app Assistant Professor of Education: Coastal Carolina University

3. info@appedreview.com www.appedreview.com Objectives By the end of this presentation, attendees will be familiar with: 1.Identifying apps by purpose and function 2.Online resources for finding educational apps 3.The “Backwards Planning” technique 4. The major principles for designing app enhanced lessons and instruction

4. info@appedreview.com www.appedreview.com Technology’s Purpose Understanding SAMR Substitution: Copying a “sloppy copy” handwritten draft on a typewriter Augmentation: Typing a paper in MS Word and using the spelling and grammar checkers Enhancement Modification: Using MS Word to add images, hyperlinks, track changes, templates and different font colors and styles to a document Redefinition: Using technology to recreate the traditional paper into a video or presentation Transformation

5. info@appedreview.com www.appedreview.com SAMR & Apps RedefinitionModification SubstitutionAugmentation

6. info@appedreview.com www.appedreview.com App Classifications Framework adopted from Cherner, Dix, & Lee (2014)

7. info@appedreview.com www.appedreview.com Is the App Any Good? Using Research to Rate Apps Using Research to Rate Apps Instruction Design Engagement

8. info@appedreview.com www.appedreview.com A. Instruction What is the app’s educational value? A1. Rigor: Which level of Webb’s Depth of Knowledge must students engage to meet the app’s learning objective? A2. 21st Century Skills: Does the app require users to engage "21st Century" skills, which includes the ability to collaborate, make data-driven decisions, and solve complex problems? A3. Connections to Future Learning: Does the app’s content build users’ literacy or numeracy skills so they are more prepared to engage future content area learning and are on track to become “college and career” ready? A4. Value of Errors: If users answer a question incorrectly, does the app use the incorrect answer to advance learning? A5. Feedback to Teacher: How does the app allow teachers to monitor their students’ progress? A6. Level of Material: Is the app’s content for specific grade-levels appropriate for its target audience? A7. Cooperative Learning: Does the app allow users to communicate, share learning artifacts and collaborate with other users? A8. Accommodation of Individual Differences: Does the presentation of the app’s content recognize that users learn in uniquely different ways?

9. info@appedreview.com www.appedreview.com B. Design How is the app’s overall functionality? B1: Ability to Save Progress: Does the app allow users to return to the content they were last engaging after exiting the app? B2. Integration: Is the app enhanced by how it connects to (1) other apps, (2) online communities, (3) independent websites, and (4) users’ email? B3. Screen Design: Is the app’s text, graphics, videos, sound, and speech well- organized? B4. Ease of Use: Is the app intuitive and are users able to engage it with minimal guidance? B5. Navigation: How easily can users move through the app’s content and options? B6. Goal Orientation: Does each component of the app contribute to users learning the intended objective? B7. Information Presentation: Is the app’s content presented in a logical manner? B8. Media Integration: Are the app’s texts, graphics, videos, sounds, and speech integrated effectively so each of the app’s media components complements each other and forms a cohesive program? B9. Cultural Sensitivity: Does the app use culturally responsive teaching methods to represent diverse populations?

10. info@appedreview.com www.appedreview.com C. Engagement What is the app’s motivation potential? C1. Learner Control: Does the app allow users to select the level where they will begin engaging content? C2. Interactivity: Does the app only present content to users, or does the app allow users to make decisions, answer questions, or actively engage it in some other manner? C3. Pace: Does the app allow users to control the rate at which they are presented content? C4. Flexibility: Can users personalize the app by setting individual preferences? C5. Interest: Will the app’s content likely appeal to its targeted audience? C6. Aesthetics: Will the app’s graphics and interface likely motivate users to engage it? C7. Utility: Will users be motivated to engage the app because they see it as being valuable to their academic, professional, and personal lives?

11. info@appedreview.com www.appedreview.com Rubric Considerations 1.Experience and deep understanding of the rubric 2. Experience and deep understanding of the product 3. An app may not be designed for a certain functionality, and that my affect its score (e.g., a content-based app will score lower in terms of Rigor than a creation-based app.) 4. A rubric rating is the not the final word about the app.

12. info@appedreview.com www.appedreview.com Online Resources “What Teachers Want”

13. info@appedreview.com www.appedreview.com Online Resources “What Teachers Want”

14. info@appedreview.com www.appedreview.com Online Resources “Log onto App Ed Review” https://appedreview.com/app/c heckout/?level=1 Access App Ed Review Discount Code tlipad2015 “Let’s Take a Tour”

15. info@appedreview.com www.appedreview.com Backwards Planning Tip: Plan with the destination in mind and then sort out how to get there

16. info@appedreview.com www.appedreview.com Backwards Planning “Major Considerations” 1.What do you want students to know or be able to do at the end of the lesson? 2.How will students demonstrate that knowledge or skill? 3.Which creation-based or skill-based app will allow for that demonstration?

17. info@appedreview.com www.appedreview.com Backwards Planning “Essential Elements” Content-Area Knowledge Rigor of Skill Demonstration of Knowledge or Skill Key Vocabulary, People, & Events “Big Ideas” Foundational Concepts Abstract Theories Procedures & Processes Graphic Organizers Pieces of Writings Presentations & Performances Tests & Quizzes Discussions & Activities

18. info@appedreview.com www.appedreview.com Backwards Planning “A Design Template” IntroductionEngagementDemonstration of Knowledge or Skill Activating Background Knowledge, Pre-Assess Students, or Introducing New Concept Guided Practice or Scaffolded Instruction Learning Artifact

19. info@appedreview.com www.appedreview.com Backwards Planning

20. info@appedreview.com www.appedreview.com Backwards Planning

21. info@appedreview.com www.appedreview.com Backwards Planning

22. info@appedreview.com www.appedreview.com Backwards Planning

23. info@appedreview.com www.appedreview.com Questions or Comments? Todd Cherner, Ph.D. info@appedreview.com