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"Reading Buddies" GH 5's are put into pairs. Previously, one child read to the other child and then they switched roles. When they finished reading,  they reported on the stories.  This year, I'd like to try to have them use iPads to report (either with videos or with Book Creator or both). 

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"Reading Buddies" GH 5's are put into pairs. Previously, one child read to the other child and then they switched roles. When they finished reading,  they reported on the stories.  This year, I'd like to try to have them use iPads to report (either with videos or with Book Creator or both). 

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Audra

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Lesson plans/Record-keeping: I want to try  doing more with SeeSaw, Padlet, Google Classroom, Sycamore.

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Lesson plans/Record-keeping: I want to try  doing more with SeeSaw, Padlet, Google Classroom, Sycamore.

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Audra

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GH 5's wrote a play/puppet show about wildlife friends. They made hand puppets and acted out scenes for their classmates and their parents. With Lindsey's help, they used photos, videos, narration, drawings and text (any or all of the above) to "tell" the story on the iPads with the Book Creator app.

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GH 5's wrote a play/puppet show about wildlife friends. They made hand puppets and acted out scenes for their classmates and their parents. With Lindsey's help, they used photos, videos, narration, drawings and text (any or all of the above) to "tell" the story on the iPads with the Book Creator app.

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Students use Google images on iPads for reference for their map work. Audra

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Students use Google images on iPads for reference for their map work. Audra

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Collaborate with Prayer Partners to create digital journals  

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Collaborate with Prayer Partners to create digital journals  

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-Sally

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Create video presentations, podcasts, etc. on research topic

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Wind Turbine collaborative work with upper class.
Research
skying with research experts
other schools
gather materials using tech finding
Carole

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After writing their individual Christmas stories, cultural, historical or geographical reports, the GH 5's could compile their individual work into a large group collaborative digital presentation that may include children in various roles: reading ideas from their reports, acting out ideas, playing music for the background, etc. Audra

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After writing their individual Christmas stories, cultural, historical or geographical reports, the GH 5's could compile their individual work into a large group collaborative digital presentation that may include children in various roles: reading ideas from their reports, acting out ideas, playing music for the background, etc. Audra

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Creating book trailers instead of basic book reports

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Instead of using art materials to create mittens for our Mitten theme, we could design them on the computer. 

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Instead of using art materials to create mittens for our Mitten theme, we could design them on the computer. 

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-Sally

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After writing their Christmas story, the GH 5's could record their dramatic play and make it into a video to share. Audra

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After writing their Christmas story, the GH 5's could record their dramatic play and make it into a video to share. Audra

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CH 5's can begin a weekly journal and drawings of FUZZY the Hamster. See if possible to use photos as a sub for drawing. 

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CH 5's can begin a weekly journal and drawings of FUZZY the Hamster. See if possible to use photos as a sub for drawing. 

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Regina

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GH 5's took photos of leaves at Morris Arboretum with their iPads then Lindsey uploaded them into an app which turned them into a matching work. This supplemented and modified their work with the Botany cabinet and the leaf matching cards (which are simple drawings). Audra

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GH 5's took photos of leaves at Morris Arboretum with their iPads then Lindsey uploaded them into an app which turned them into a matching work. This supplemented and modified their work with the Botany cabinet and the leaf matching cards (which are simple drawings). Audra

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Offering E-books to children who can't read yet.
-Ally

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Instead just writing down how my student's feel on the first day, I could record them using the iPads. I can revisit the videos at the end of the school year to compare and contrast how they felt on first day versus last day of school. 

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Instead just writing down how my student's feel on the first day, I could record them using the iPads. I can revisit the videos at the end of the school year to compare and contrast how they felt on first day versus last day of school. 

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-Courtney

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Tech allows for the creation of new tasks, previously inconceivable

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Tech allows for significant task redesign

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Tech acts as a direct tool substitute, with functional improvement

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Tech acts as a direct tool substitute, with no functional change