Ms.+Smith

=**__//Ms. Smith's iPad Page//__**=

Education has changed over the past decade in regards to integrating technology into the classroom to improve student learning. The iPAD is an exciting a great way for students to learn, especially in a foreign language classroom.

This year in Spanish class, students will be able to utilize the iPAD and different applications in many different ways. For example, students will have access to their textbooks online and Spanish-English/English-Spanish dictionaries to use as references. They will also be able to record themselves talking in Spanish, as well as, record a conversation they are having with a partner and immediately play the audio-segment of them talking.

I look forward to integrating the iPAD into the classroom and within the school. It is going to be exciting to see just what our students are capable of doing.

I do not have the iPad class until the 3rd marking period. I will have the class for one entire semester (3rd and 4th marking period). I am anxiously awaiting their arrival!
 * October 31, 2011 **

There are only two more weeks until the iPad group arrives! Here are some of the Spanish-related apps that will be used in class:
 * January 13, 2012 **

It has been about one week since the iPAD group has arrived to class. So far, the students have learned vocabulary for asking for peoples' names, asking how people feel, stating their names, stating how they feel and saying different greetings/goodbyes. In order to help the students learn this different vocabulary, they accessed their textbooks online by using the //**Qrafter app**// and scanning a //**QR code**// on the smartboard. In addition to //**Qrafter**//, students used the //**PuppetPals app**// and worked with a partner to create a mini play where they created different characters and recorded their voices for the characters using the new vocabulary they just learned in Spanish. Lastly, students worked in pairs to play a "dice" game where they had to translate sentences from English to Spanish and record their answers using the app of their choice such as //**DoodleBuddy**// app or //**Whiteboard.**// Students use the //**Notability**// app everyday to annotate worksheets I have scanned for them using the //**Genius Scan**// app which allows me to scan just about anything and everything as a PDF and email it to the students. Also, students complete daily exercises/warm-ups using //**Notability**// and at the end of the week they send their exercises via email for me to open in //**Notability**//, annotate and send back to them graded and with corrections.
 * February 8, 2012 **

//** QR Code for online textbook **// //** PuppetPals student creation **//

So far this marking period students have been practicing how to ask for someone's name, say their name/other people's names, ask how someone is doing, say how they are doing, ask where someone is from, say where they are from, say different greetings/farewells and how to introduce people such as classmates, best friends, teachers and more. The hardest part of learning a second language is to be able to do what is listed above in a converstion. In order for students to practice spoken Spanish, they used apps such as //**Skype, OooVoo **// and //**FaceTime **// to talk to one another. Students chose their partners and one partner stayed in the classroom and the other partner went in the hallway. Students had a lot of fun seeing their friends' faces on the iPAD screen. However, a lot of students ran in to trouble with particular video chat apps not working, their phone calls not going through and dropped calls. This issue may be due in part to so many students trying to log-on and use wi-fi all at once. In addition to using the video chat apps, students also had the opportunity to use the //**ComicStrip **// app. Their assignment was to find 3-4 pictures of friends, family, famous people or famous characters from books, movies etc. and use these pictures in //**ComicStrip**//. From there, students had to introduce all of the people. They wrote three sentences for each person. They had to state the person’s name, who they are (classmate, friend, student, teacher, etc.) and say where the person is from. Here are some of the end results.
 * February 21, 2012 **

// ComicStrip // The third marking period is coming towards an end soon. the students had the opportunity to create dialogues in Spanish to demonstrate all of the vocabulary they have learned throughout the marking period. The main purpose of the project was to create a dialog between two people who have met for the first time and in order to find more information about each other they needed to ask and respond to questions. Student began this //project by creating a typed rough draft in **Notability**// or //**Pages**.// When students were finished, they emailed me their rough drafts. I made necessary corrections using Notability and emailed the students their rough drafts back. The graded rubric for the rough draft was attached. Once students wrote their dialogues, they had the opportunity to create a final draft of the dialog using an application of their choice. The students needed to create a visual to go along with their dialog. Many students chose //**iMOVIE**// for their project and recorded their classmates having a conversation. Other student used //**ComicStrip**//, wrote the dialog out in Spanish in //**ComicStrip**,// inserted it into //**iMOVIE**// and recorded either their voice and a friend's voice having a conversation aloud. Another popular application students used was //**Keynote**//. Students also were curious how to say cethings rods in Spanish they have not learned before so they used the //**iTRANSLATE**// (English-Spanish/Spanish-English dictionary with audio) app to look up new vocabulary words they could use on their dialogues. Student also learned grammatical concepts such as locating subjects and verbs in sentences and replacing subjects with a corresponding pronoun in sentences in Spanish. Students were also given a pre-quizzes using //**EdModo**// to see how well they were comprehending the grammatical concepts taught. Also, students were able to post questions pertaining to the pre-quizzes from home before taking the actual quiz in class.
 * March 9, 2012 **

Spanish Dialogues 1.[] 2.[] 3.[]

// Example of EdModo Pre-Quiz Question //

// EdModo Pre-Quiz Results //

For the fourth marking period, students divulged into the second half of the first chapter. The second half of the chapter consisted of expressing time, giving the date/day of the week, asking/giving the spelling of words, asking/giving an e-mail and conjugating the verb “ser”. Students used multiple apps on the iPAD to practice and become efficient on these specific topics. Students used **//Notability//**, **//Doodle Buddy//**, **//Whiteboard//**, **//ScreenChomp//** and **//Annotate//**. Students also created a seasons/months/days of the week project using **//iMOVIE//**. The purpose of the project was to create a visually appealing project that included all of the seasons and months in Spanish but the months had to correspond with the correct season. The requirements for the project wereas follows: include at least 5 “slides”, pictures that represent the seasons, the months and seasons written in Spanish and music/sound/voice recordings. A lot of the students chose to draw their own pictures using **//Doodle Buddy//** or they found pictures using **//Mobicip//** and inserted their pictures into **//iMOVIE//**. Examples of the final product will be listed below.
 * April 27, 2012 **

1.[] 2.[] 3.[] 4.[]

The fourth marking period is slowly coming to an end. One of the last concepts that was introduced in the second part of chapter one was conjugating the verb "ser". This was one of the more difficult concepts to understand this year. Students often practiced conjgating the verb using a pre-made chart in //**Pages**//. Students either opened the chart in //**Pages**// or //**Notabiliaty**// and filled in the chart with the six correct conjugations. An example of the chart will be listed. Students also worked with a partner or a small group to create a mini tutorial on how to conjugate the verb "ser". The majority of the groups used //**ScreenChomp**// or //**VoiceThread**// to complete this task. The students created a mini tutorial that explained how to conjugate the verb "ser" and showed the six different verb conjugations. The mini tutorial included step-by-step pictures and was accompanied by voice which pronounce the conjugations.
 * May 21, 2012 **

Example of "ser" conjugation chart

ScreenChomp/VoiceThread "ser" conjugation tutorial [|https://voicethread.com/#q.b3114078.i16513711]

This is the end of the school year. I asked the students to create a post card that they could send to the incoming 6th grade iPAD class for the 2012-2013 school year. The students used the //**PhotoCard**// app to create the post card. I asked the students to include the following information for the new 6th grade iPAD class: their own personal experiences using the iPAD (both positive and negative), apps they used most (including games), apps they found most helpful, suggestions/advice for using the iPAD and more.
 * June 4, 2012 **