This past fall I experimented with expanding the use of
iPads with my 7th grade English class. We used the iPads in a number of ways: as a
communication tool within the class, as a reading/annotating tool, as a tool to
share ideas during class, and as a tool for creating projects. The students each borrowed a school iPad and
during our study of Before We Were Free
and our Myth/eReader project. Students
borrowed a single iPad, which they used in school and at home.
Communication tool:
I posted
class assignments, handouts, and other resources on our class website. Having the iPad at their fingertips allowed
students to access these materials at anytime at home, in class, study hall,
etc. Aside from saving trees, the iPads
proved to be a great way for seventh graders to keep these materials on hand
and organized.
Reading/ annotating/classroom sharing tool:
Active reading
and annotating are skills central to our English teaching in the Middle School. Students had always practiced these skills in
their traditional paper texts. With this
novel, however, students had both the paper copy and eReader on the iPad. I asked the students to read at least
the first two assignments in the novel, complete with their active reading,
before they chose which form of text to use for the unit. They did their active reading using the tools
available on the eReader itself. Without
exception, students chose to read and take notes on the iPad. After the initial “Cool” phase, followed by
the “Wait, this takes more steps than on paper” phase, they saw real benefit to
notating on the iPad. The active reading
“sticky notes” could be as long and detailed as they chose, and they invariably
wrote much more; they could easily highlight in a range of colors, thereby
color-coding the topics (yellow is characterization, pink is foreshadowing,
etc.), and the page remained neat and easily readable. In addition, the iPad allows them to list and
search their notes for easy reference later.
Perhaps the best benefit, from my point of view, was that the students
could project their annotations on the Smartboard, and we could discuss their
note-taking strategies and ideas as a class.
We used Notability
as their tool for taking notes in class.
Again, students loved the easy organization. And again, we could project their class notes
on the Smartboard to discuss note-taking skills as a class. During one particular lesson, students used
Notability to make a character chart illustrating the complex relationships
between characters. They were creative
with the app and projecting their work on the Smartboard made sharing and
refinement of ideas much easier.
Projects:
We did
three projects using the iPad: Trujillo
research/Timeline using Timeline Maker), Flyers using Infographics, and
illustrated myths using Book Creator.
The students conducted research online and illustrated with Drawing Pad,
Scratch, and other online tools. With
few exceptions in converting online illustrations onto Book Creator, students
found the process for these projects pretty easy to master.
Betsy Canaday
English, Department Head
