Class 10: Teach with Book Creator

Featured image by Free-Photos from Pixabay 

In this class we will explore Book Creator – a simple tool for creating awesome digital books. Create your own teaching resources or have your students take the reins. Combine text, shapes, images, audio and video to make a book that can be viewed online or printed out. There is a paid iPad app, but you can also use the free online version in Safari or Chrome browser.

With a free account, you can get 1 library and create up to 40 books to use in your classroom. There’s no cost per student, and there’s no limit on the number of students that can join a teacher’s library. Also you can delete unused books and keep going.

For this lesson, you should log into Book Creator Online and sign up for a free Teacher Account.

It’s a very easy app to use. Start a new book. I recommend a Landscape 4:3 Comic book. Looks good on computer screen and you to get comic elements even if you don’t use a comic book grid. 

Here’s a quick intro to adding media, comic, shapes and backgrounds for your paper.


Assignment 10: Create a Book | Book Design 21-A10

Use Book Creator to make a book and embed in your post. Your book could either be a resource for students to use or a model for books students would make. Or you might want to make something to share with parents. 

Have fun with it. Tell a story or create a lesson or resource for students. You could convert your Google site or re-purpose some of you previous posts into a book.

  • Embed your finished book into a WordPress post that includes a written description of the audience and purpose of your book.  
  • As always, be sure to include a featured image and clever title for your post.

The book should be a minimum of 8-10 pages. Try a variety of content:

  • Text, shapes, sticker, backgrounds.
  • Photos: your own or from the built in public domain search
  • Google map, video and a recording
  • Embedded content from another source (for example a pre or post quiz on a Google form)

RESOURCES

The video below takes you through how to add content to book, how to “publish” and get an embed code to use with WordPress “Custom HTML” Block. 

Jump to 4:17 to see how to get embed code


Left: Screen shot of presentation settings


Below left: sample embedded book with lots of ideas. You’ll see how it displays online with page flips. Below right: Guide to embedding content from other sources.


For inspiration click image link below to go to a whole library
of books made with Book Creator

https://bookcreator.com/resources-for-teachers/

Class 9: Teach with Screencasts

Featured image by Free-Photos from Pixabay 

In today’s class we will look at using video to share content with students. As an in-class activity students will first look at two options for using existing video content. Then we will turn our attention to creating how-to video using screencasts and paper casting.


First – take a quick look at ViewPure – share video content with students without related sidebar video suggestions. This is a great tool to shelter your students from nasty YouTube content that may only be a few clicks away. Click here to “purify” a video. 


EdPuzzle is a free web-based tool that you can use to pick a video, add your magical touch and track your students’ understanding. It allows you to add questions, audio and notes to existing videos from Y ouTube, Khan Academy, Crash Course and more. If you’d rather record and upload your own video, go for it! 

Create a free teacher account at EdPuzzle
Find EdPuzzle Tutorials here

Follow these steps to create an account, a test class, and make content.



Creating Screencasts and PaperCasts

HERE’S A FEW TIPS FOR VIDEO CREATION:
  • Keep it simple. Think of audience and purpose. 
  • Keep it short. Why make students sit through a long how-to?
  • If you can, use a plug in mic (just a standard smartphone earbud mic works well). Do a quick test to check the volume level and mic position first to get sound level right.
  • Practice a few times to find efficient ways to demonstrate and describe what you’re doing.
  • If you will be entering much text as part of the task, I create a text document first so I can copy/paste text into what you’re demonstrating ( I hate watching videos of people typing).
Samples from last Spring here

Apps / Tools for Creating Screencasts

1. Mac users can make screencast use QuickTime Player – it’s built into Macs. You can easily capture your screen with narration.
How to Use on Mac Here.
You can upload your video to your YouTube account. You can then get the URL to embed in a WordPress “YouTube” block.

2. Make a screencast with  Loom – a free Chrome browser plug in.
To get Loom open your Chrome browser and get the Loom extension here.
How to Use Loom Here
Loom hosts your video. You can get an embed code from Loom and use it with a WordPress “Custom HTML” block to embed into your WordPress post.

How to get Loom Embed Code

3. Sketch out a lesson and videotape it. Shoot a video using your smartphone. You can use little slips of paper or you could draw. If you’re not an artist, you could also shoot a video of you reading a picture book. You can upload your video to your YouTube account. You can then get the URL to embed in a WordPress “YouTube” block.

by Madi Ohashi and Lauryn Nakashima
By Emma Cromwell

Assignment 9: Explain with a Screencast | Screencast 21-A9

Students will design and record a screencast as an element of a lesson. If you have already made a screencast as part of a lesson from your placement, feel free to use it here. Note: It does not need to be a full lesson via the screencast – just one of the tools you might use in a larger lesson.

Your post should include:

  • Embedded screencast
  • Lesson context, audience and purpose.
  • How the screencast might assist you with the lesson or your communications goal. For example, is this to help parents with homework? Or to provide students background for a new unit. Or an explanation to students on how to do something.
  • Featured image and title.

If you use Quicktime Player, you should plan to load it up to your YouTube account and embed using the YouTube block built into WordPress. If you use Loom, then you should get the embed code from Loom and embed in WordPress with “Custom HTML” block.

If you shoot a sketch video on your phone, you can transfer it to a computer and then upload to YouTube from there. Embed using the YouTube block built into WordPress.

Note: Feel free to use another screen casting tool if you like.

Class 8: Design with Google Sites

Featured image by HalGatewood.com on Unsplash

Our course has been hosted on our WordPress site. But here’s another option to design learning via Google Sites. This is a free tool that is especially useful when you want to showcase more content than what “fits” into a WordPress post.

Google sites are free and become part of your content stored in Google Drive. Sites can easily feature text / images and showcase content you have created using Google docs, slides, forms, Google Drawing, MyMaps or YouTube videos. 


As a follow up to last week’s geography focus, we will take a look at a few geo- related sites: Landlines | Timelapse | True Size Of

Next we will introduce Hyperdocs (collection of learning activities designed using the Google Suite.) Then we will have some basic instruction on creating a Google site and importing content from a variety of sources.

Assignment 8: Google Website Lesson | Google Site 21-A8

Working solo or with a partner, design a learning activity that is supported by a multipage Google site. Note: Partners should include their names prominently on start page of Google Site and on the WordPress Post. They can upload one post and notify Peter to make them co-authors.

1. Google site – Start Page (Home Page)
Be sure to include:

  • Unique header image
  • Title of the lesson
  • Author (s) of the lesson
  • Target student group. Grade, course
  • Lesson context? – for example – introduction, pre-assessment, part of bigger unit, etc
  • Goal for lesson and how the site helps you meet the goal.

2. Google site – At least 5 additional pages that provide resources and activities for the students 
Be sure to include:

  • Unique header image for each of the pages
  • A scored pre-assessment and exit ticket using a Google form
  • At least 10 content elements: Images, Slides, Forms, Docs, MyMaps, Google Drawings, YouTube Videos (made by someone else?) 
  • NOTE: Feel free to use content from Hyperdocs or other sources.

3. A WordPress post that showcases the site.
Be sure to include: 

  • Fun title and featured image
  • An image of the site that serves as hyperlink
  • Repeat the material from your start page (#1) above

Resources

Google Sites Tutorials

https://resources.mrpiercey.com/google-sites/beginner

Class 7: Exploring Place – MyMaps vs Google Earth

Featured image by Free-Photos from Pixabay

“Places are locations having distinctive features that give them meaning and character that differs from other locations. Therefore, places are human creations, and people’s lives are grounded in particular places. We come from a place, we live in a place, and we preserve and exhibit fierce pride over places.” ~ National Geography Standard 4: Place

Today’s class will explore interactive images with Google MyMaps and Google Earth. Both apps provide tools for teachers and students to create and share interactive maps that tell a story of place.


Google MyMaps is a great tool for visualizing place with a variety of content and locational tools. You can easily add photos, video, text, routes and shapes. You can collaborate and share your maps via email. It can be easily embedded in WordPress. MyMaps gets saved in your Google Drive account for easy cataloging.

Sample MyMap Projects

MyMaps Tutorials


Google Earth is now a web-based tool that can easily create engaging stories maps that tell a story. With creation tools, you can draw on the map, add your photos and videos, customize your view, and share and collaborate with others. You cannot embed in WordPress. Use a screenshot of you map as a hyperlink from your WordPress post to your map project.

Sample Project: Jane Goodall story 

Google Earth Video Tutorials
Google Earth “How To” in text and images


Students will work in teams during class time to explore both apps, compare instructional use and brainstorm ideas for use.

Assignment 7: Design a Map-based Lesson | Map Lessons 21-A7

Students will one of the apps to design a map-based learning activity. Be sure to have multiple locations and some text or visual content at each location. Try these prompts:

  • A community tour around school.
  • A real or fictional journey.
  • Explore the setting of a story.
  • Plot locations of habitats / geographic features.
  • Share an interactive map of a field trip with parents.
  • Make a map of authors you’ve read
  • Any other good idea

Your post should include:

  1. Title and featured image
  2. Target student group for lesson – grade level or subject
  3. Instructions for students
  4. Goal for lesson and how the map helps you meet the goal.
  5. Be sure to include student feedback via correct answers / differentiated path. 
  6. MyMaps can be embedded in WordPress. Get an embed code and use with Custom HTML block Also include a direct link to your MyMap in your post.
  7. Google Earth cannot be embedded. So pick an area of your map to use for a screenshot and hyperlink.

Resources

How to set sharing and get embed code from MyMaps

How to set Sharing in Google Earth – use a Screenshot of a portion of your map with a hyperlink in WordPress

Class 6. Individualize Learning with Google Slides and Forms

Featured Photo by Anne Nygård on Unsplash

Overview

Today’s class will be a deep dive into using Google Slides and Forms to individualize learning. We will explore techniques to use both formats to create learning experiences that allow student responses to direct students to new content. With modification they can be used to create quizzes that give students immediate feedback and remediation. Similar techniques can be used to give students a chance to choose their own path through content.


Differentiated Google Slides

1. Interactive quizzes via slides

Sample Interactive Quiz Link
Interactive Quiz Template Link

2. “Choose your own path” slides (also called “If /Then Adventures”)

The Secret Village Link
African Safari Link
Go for a Ride Link | Here’s how it was made Link

More detailed info on making “interactive” Google slides
Make a copy of a Planning Guide

How to Create a Choose Your Own Adventure Slide set


Differentiated Google Forms

Basics on making a Google Form

3. Self grading form – students will see how they did on each question. And you can provide feedback and “reteaching” for questions they missed.

Sample Self Graded Quiz Link
How to make Self Graded Quiz Link

Here’s a good how to on created a self-grading form

4. Differentiated form – it is self graded, except if as they get correct or wrong answers they follow different paths. For example if they miss question 1, they go to instructional info and then retake the question. If they get question 1 correct, they go directly to question 2. 

Sample differentiated quiz Link
Here’s one that adds images Link
Here’s one in French Link (scroll down)
Here’s a good planning tool for “choose your own path” Link

How to use Google Forms so students can choose their own path through content.

Assignment 6: Design an Interactive Lesson Using Google Forms | Form Lesson 21-A6

Design an interactive lesson for your next post – using Google Forms. It could be a self-graded form or a differentiated form. Your post should include:

  1. Title and featured image
  2. Target student group for lesson – grade level or subject
  3. Instructions for students
  4. Goal for lesson and how the form helps you meet the goal.
  5. Be sure to include student feedback via correct answers / differentiated path.
  6. Google Form can be embedded in WordPress. See instructions below for how to embed your Form in your post. 
  7. Also include a direct link to your Google Form in your post.

Resources

You will need to get an embed code from your Google form to use with the “Custom HTML” block in WordPress and embed in your post.

To get an embed code for Google Forms:

Class 5: Teacher’s Guide: Google Drawings or Jamboard?

Featured image by Canva

Last week, we explored Google Jamboard. This class will introduce Google Drawings – which can be used as a browser version or as a Chrome plugin. Student will learn Drawings basics and explore examples of how it can be used in the classroom. These are showcased in the introductory Google Drawing below:


Team project: Then students will break into teams to explore Google Drawings independently and consider how it compares to Google Jamboard. Teams will be tasked with designing a teachers’ guide to that compares the two apps from the perspective of their grade level / disciplinary team. Students should check back with our criteria for judging tech tools.

Task: Each team should design a Google Drawing that compares the two apps with a focus on use in your grade level / discipline. Audience / purpose? Other teachers who might consider using either or both apps. Those Drawings will later be embedded in this post.

Grade Level Comparisons Google Drawings or Jamboard?

K-5 | Direct Link

6-8 | Direct Link

9-12 | Direct Link


Assignment 5: Design a Google Draw Lesson | Google Draw Lesson 21-A5

Design a Google Drawings based lesson for your next post. Your post should include:

  1. Title and featured image
  2. Target student group for lesson – grade level or subject
  3. Instructions for students
  4. Goal for lesson and how the Google Drawing helps you meet the goal.
  5. Google Drawings can be embedded in WordPress. See instructions below for how to embed your Drawing in your post.
  6. Include a direct link to your Google Drawing in your post. Use the “Make a Copy” trick.

Resources

How to publish your Google Drawing to the web and get an embed code to use with WordPress’s “Custom HTML” block

Class 4: Teaching With Jamboard

Teaching With Jamboard

Featured image by Canva

Activity 1: Review our experience using KumoSpace.

How we might use it? And how it fit our criteria for judging edtech tools?

Our working list – criteria for judging a tech tool
Ease of use / set up  Reliability / tech support
Connectivity – among students, with teacher, to other platformsFunctionality – meets our instructional goals. Tools for teachers and students
User experience  – audio, graphics, toolsRequirements – cost, bandwidth, devices, platforms
Ethical considerations / privacyAccessibility for all

Activity 2: Jamboard Overview

Working with your group – answer the following on our collaborative Jamboard.

  • What does Jamboard do best?
  • How do you manage use with students?
  • What technical requirements need to be met?

Activity 3: How would you set up and run Jamboard to do the following?

Answer question above – working in groups of two on this Jamboard on the slide that matches your group number. What does teacher do? What do students do?

  1. Brainstorm
  2. Graphic organizer
  3. Storyboard
  4. Showcase student work
  5. Timeline / diagram
  6. Concept (mind) map
  7. Entrance / exit ticket

Activity 4: Jamboard Scavenger Hunt

Working in a teams find FOUR good examples of how teachers effectively use Jamboard. Share to this Wakelet and be prepared to explain your selection and reasons for choosing with class.


Jamboard Examples


Assignment 4: Design a Jamboard Learning Activity | Jamboard Lesson 21A-4

Design a Jamboard based lesson as the basis of your next post. Your post should include:

  1. Title and featured image
  2. Context of the activity – see our list #3 above (ex. Brainstorm, etc)
  3. Target student group for lesson – grade level or subject
  4. Instructions for students
  5. Goal for lesson and how the Jamboard help you meet the goal.
  6. Be sure to set the “Sharing” setting of your Jamboard to “anyone on the internet with this link CAN VIEW.”
  7. A screenshot of the Jamboard (Jamboard cannot be embedded into another site)
  8. Use the screenshot with text hyperlink to Jamboard (like I did below)

Resources

Class 3: Life with Technology

Life with Technology

Featured image by Werner Du plessis on Unsplash

In today’s class we will explore the role of technology in our lives – how do we use it, how does it impact us, what works (what doesn’t) and how can it add value to our lives?

Students will work in teams to interview one another and distill some answers to our questions. We will work through a consensus building process to develop shared class point of view (POV) on the role of tech in our lives. Students will first meet in eight groups of two. Each student will interview the other and then the group of two will try to find some commonalities in their ideas. Those will be recorded on a Google slide. Then students will regroup in four groups of four to share their initial ideas and work for consensus among the larger group.

Finally the full class will meet and discuss their responses the role of technology in our lives. This shared class point of view (with a short list of criteria) will serve as the basis for future examinations of the intersection of technology and education.

Assignment 3: Our Tech Lives| Tech Life 21-A3

Students will develop a web post that responds to ONE of the following prompts. Don’t forget your clever title and featured image.

  1. What is your personal relationship with the technology in your life? Use our class POV to reflect on how tech impacts your life. Here’s a chance to reflect on a personal level. Are you addicted to social media? Does tech improve your life? And it’s a chance to be creative – instead of an essay – why not write a poem or record a TikTok?
  2. Interview people from other age groups (younger siblings, parents, grandparents?) What role does technology play in their lives? How is it similar / different from our class POV?
  3. Use our class POV as a springboard to “design” a new device, technology, app or platform. Be creative – have fun. Drone dog walker? Covid dating app? How would that satisfy our class POV?
  4. Another prompt to explore the role of tech in our lives

If you want to add poetry or formatted text use the “Verse Block”


There was a farmer who had a dog,
And Bingo was his name-O.
B-I-N-G-O!
B-I-N-G-O!
B-I-N-G-O!
And Bingo was his name-O!

Class 2: Working with Public Domain Images

Working with Public Domain Images

Featured Image by Simon from Pixabay

Class Session

This class will lead off with a  discussion of our first class and assignment. Then we will focus on how to find public domain / copyright free image and how to add images to a WordPress post.

Finding Public Domain / Copyright free images

We will explore search techniques with a focus on finding public domain / copyright free content. For more information on public domain searches visit our Copyright Free Content page.

Featured Images in WordPress

Students will learn how to make a “Featured Image” for their WordPress posts. Then they will create one to add to last week’s post. A WordPress “Featured Image” should have a portrait format image. It appears in the top of the post and serves as an “icon” for the post on WordPress and social media.

Option: Students MAY add text “over” the featured post image using a variety of apps – Canva, Adobe Spark Post, or any other app like PowerPoint or Keynote that lets you add text over images and save as a JPG or PNG file.


WordPress Image blocks

Students will be introduced to WordPress image block styles and how to work with each one.

Image, Cover and Media and Text use a single image.

Image compare uses two images

The other blocks use multiple images.


Assignment 2: Design Two Image-based Learning Activities | Image Activities 21A-2

We will use this assignment as a chance to practice our public domain search skills. It will also involve a bit of curation to decide which images to use. Plus we can explore ways to use images to support instruction.

Students should design a post that features at least two image-based learning activities. (they can be related – but don’t have to be).

Here’s some posts from last spring (but I did not assign the different image blocks).

Post guidelines:

  1. Students should use two different image blocks styles to design two short image-based learning activities.
  2. For example:  vocabulary, pre-reading activity, close reading of image, compare / contrast, continuity / change, activate prior knowledge etc.
  3. Context of lesson – target students (grade, course)
  4. Add an explanation for each activity that would help a student or another teacher would know what to do.
  5. All images should be in the public domain.
  6. All images should have an active hyperlink back to the source. (Always be sure to check your links.)
  7. Interesting title for the post
  8. Featured image for the post

Resources

What does an “Image Compare” look like? More on how to work with image compares.

1897 topographic map of Portland, OR compared to Google Maps


Search for Public Domain Image and add to WordPress Post



Class 1: Publish with WordPress

Publish with WordPress

Featured image: Canva

Overview / Goals

We will open with a introductory exercise using Jamboard, then turn our attention to some essential questions for students of ed tech:

How will this tech tool add value to learning?
How do we use tools that support student comprehension?
How do we use tools that turn students from
consumers of information into creators?
How can we provide students opportunities to
share their learning with others?


Intro to WordPress web publishing

All classes and student work will be published to this site. We do this to motivate both the instructor and students to do their best work – since “the world is watching.” WordPress is a simple and popular way to create a website or blog. And it’s a great skill to have – because it’s used by roughly 1 out of every 3 websites in the world.


Assignment 1: “Tell a Story with Web Content” | Embed Stories 21-A1

Students will create their first web post and have a chance to get familiar with WordPress platform. Guided practice time will be provided during class, so that students can get personalized assistance.

Since the goal is learning to work with WordPress Blocks, students should feel free to choose a prompt that inspires them …. like:

  • “2020 time capsule”
  • “Scrapbook for my future self”
  • “Things that make me smile”
  • Tell a story or fairytale
  • Any other prompt that supports the task

Use at least 10 WordPress embeds from other sources. – Such as:

  • GIFs from Giphy
  • Posts from Facebook, TikTok, Instagram, Twitter, Reddit, Imgur, Pinterest
  • Videos from YouTube, Vimeo, TED
  • Audio from Spotify or MixCloud
  • Other embeds supported by WordPress

Note: Only GIFs have a built in search by topic. All others require first finding the content on the destination platform and then copy the URL into the appropriate WordPress embed block. Most platforms have a share button that leads to a URL you can copy.

Your post should include:

  1. Clever title – be creative with this.
  2. At least 10 embeds from list above (use as many as you want from any one source)
  3. Use blocks like: Paragraph text, Heading and Separator to improve layout.
  4. NO IMAGES for now – next week we will learn how to find public domain images.

Resources