Professional Learning Goals

• We learned which tools are effective for helping our students to develop their literacy skills
• We learned how to effectively use the tools in the Makerspace
• We learned how to better integrate the Makerspace into each and every classroom
• We learned how to effectively integrate technology into teaching reading
• We learned to implement and program for our board’s Empowering Modern Learners initiative

Activities and Resources

Initial Planning and Meetings

After receiving the grant, the team got together to discuss what our reading program would officially look like on a daily basis. We decided that it would be beneficial to involve members from our board who are “experts” when it comes to technology and the various options that are available.  We contacted Amit Mehrotra (an Emerging Modern Learners Resource Teacher from our board) and Simon Ford (an Assistive Technology Itinerant) to come in and share some ideas with us. Amit and Simon were able to talk to us about various programs and apps that was could use on the iPads to connect reading to technology with our young modern learners. Specifically, some of the key apps/computer programs they shared with us were:

• Draw Your Game – students can draw their own game boards based on a book they are reading to help re-tell the setting of the story. This can also be used as a re-tell of the plot as students can insert characters into their games and have them work through various problems in order to pass the level.
• Stop Motion
• Little Book Creator
• Draft Builder
• Mindomo
• Bloxels
• MindPlay (costly)
• TinyTap – comprehension
• Shadow Puppet Edu
• Apple Clips
• Explain Everything
• Adobe Spark Video
• Osmo Words

We also talked about the importance of implementing low-tech options for students to engage them in reading, such as the use of Stikbots and Lego figures to make stop-motion videos and do re-tells, as well as using things like storyboard game or re-tell dice to make sure the learning was well-rounded, all encompassing and matched all of our learning styles.

Day 1 (with students)

• Students came down and were greeted by teacher – it was important to me that we start with positivity. I realized how much students respond to a warm smile and a happy welcome. Students were immediately excited and sat down ready to learn.
• We continued with a community circle. We used a speaker power tool (a stuffed animal) to ensure that everyone felt as though their voice was heard and had a chance to share. Students introduced themselves and shared their favourite book – most students were willing to share – all were given the option to pass and some did just that – reminds me of the importance of choice in creating a warm and welcoming learning environment.
• Students then logged onto the Chromebooks. This was an interesting process and a definite learning experience for me. I realized that students have minimal skills when it comes to using anything other than iPads at this age and it was a challenge to get them all logged in.  For our next session, I am going to prepare login cards (see Appendix) so that each student has the information they need at hand to login.
• Once logged in, we explored the Peel BYOD webpage and the resources is has to offer such as Bookflix. Students discovered the large variety of books that were at their fingertips and learned how to watch the video of the book, read it online and have it read to them. Students have been encouraged to go home and access this resource tonight at home to read at least one book.

Day 2-11

• These days were focused on doing centres that involved building engagement in reading. As stated in our pre-survey observations, it was clear to us that many of these students who were struggling readers had a distaste for reading. We spent the first week using technology and tools associated with technology to enhance understanding of text and a love of reading. Students were put in groups based on reading ability, which we have realized was extremely beneficial as they can all read the same text and support each other when working through it.  Peer teaching is a strategy that allows students to excel and work in a co-operative environment with one another. The following activities were used:
• Reading with a teacher
• Creating a stop motion animation video to re-tell the story they read with the teacher
• Using QR Codes to read and watch various books online (this helps to enhance comprehension)
• Osmo Words
• Teach Your Monster to Read video game – each student was provided with their own log-in

A huge realization for me during this process was the lack of knowledge our younger students have with technology. I was under the impression that many of our students knew and understood how to use the various technologies available to them, however, students really struggled to get onto the tech (i.e., logging in). The iPads were easier for the students in the younger grades to use because it does not require logging in, however the Chromebooks were a challenge and took up a lot of the time we had just getting onto the appropriate site. I have realized that simplifying the technology that we are using with the younger students is essential. The students in Grade 3 and up had no issue using and accessing a variety of sites on the Chromebooks. In the future, I would focus all my tech-based learning for the primary grades on iPads and simpler programs, and use activities and sites on the Chromebooks with the junior grades to provide a junior reading program.

To end each session, we played a video/song from YouTube that helped students to continue building their phonemic awareness, while making the learning fun. Here is a list of some of the videos we used:

• Letter Factory Alphabet Sounds Song (Leap Frog)
• Leap Frog Letter Factory
• The Letter Sounds Song
• Alphabet Song

Once the students were on the programs, they were engaged and showed a passion for participating in the program. Each morning, I have students running up to ask me what time of the day we will be doing our program.

Day 11-25

At this point in the program, we introduced the students to different apps on the iPad that would help to build their word recognition and phonemic awareness. It was interesting that this week the students involved in the program were coming to the Library Learning Commons first thing every morning to ask when we were doing our Reading Program – they were having fun and didn’t want to miss it! The apps we used were as follows:

• Reading Raven
• Find the Words
• Super Why ABC Adventure
• Grabby Word
• Super Why Phonics Fair
• Super Why
• Starfall
• Word Magic
• Word Bubbles
• Sight Words

Students were each put into groups and taught how to work on the apps. Students utilized these apps for a few weeks. While doing this, they were also pulled individually to work on site words with us and to read. As time went on, it was clear that students’ phonemic awareness was improving and with this so was their confidence. Again, students were consistently coming down to the Library Learning Commons to ask when the reading group was taking place. They were engaged and excited.

Learning and Resources from the Connect Conference in Niagara Falls

The Connect Conference was a great opportunity to network with other educators and develop ideas. It’s where many of the concepts for our Teaching Cards came from (see PowerPoint) and many resources were shared. Here is a list of concepts, ideas and resources collected and generated at the conference:

https://docs.google.com/presentation/d/1DVYjWcxzhatVow-yyWOihUXykSty_weqjuG10dQak9I/mobilepresent?slide=id.g34db2c2339_0_0

bit.ly/GamifyConnect2018

Classcraft

Passport with missions to complete (great for geography)

iMovie trailers

App.bookreader.com – on Chromebooks

Kahoot

Quizizz

Goo.gl/slides/sw32cs

Getmattsstuff.com

www.canadianclassroom.com

https://docs.google.com/presentation/d/1oLmqp-LHI7V1SSxmvUempFEA3lihSUqhRMudzPwWVlk/mobilepresent?slide=id.g38aa48c46b_0_0

https://drive.google.com/file/d/1YPvmHoqjAw1jPRyZ2CToUEQ6kx0ANTn9/view

GooseChase

https://padlet.com/lboluk/gwucs5n1tm6w

https://goo.gl/VzSLwZ

Clips

One note
https://edu.sphero.com/cwists/category

http://tiny.cc/k-3STEAM

http://ceeo.tufts.edu/documents/researchPlayfulReport.pdf

http://bit.ly/cancode18

bit.ly/scottmckenzie27

One of the main take-aways from the conference was the idea that literacy programs using technology don’t necessarily have to be taught in an isolated format. With this in mind, we decided to integrate more stations and activities that include reading, but aren’t necessarily specific to reading comprehension and phonemic awareness. Again, this can be seen in the Teaching Cards that we created and are still using as a part of this program (see attachment).

Day 26-Present

Students are still participating in the reading program, but only three days a week. When they come down, they independently select the learning activity they want to complete, and sometimes they work on the same activity for multiple days in a row. Students know that the expectation is that they complete all cards before they repeat a certain activity. We are also still taking the time to read independently with students.

To expand on our program, we have also been inviting all of our primary classes to come down to the Library Learning Commons to work on the different tasks that are included in the Teaching Cards. When classes come down, we have been demonstrating different tasks and activities to teachers and providing them with some technology and a set of their own cards that they can use in their classrooms (all of our classrooms now have their own iPad, an Osmo and some materials for shooting stop-motion and green screen videos). By doing this, we have noticed that students are engaged in these activities more consistently and frequently, and teachers are integrating concepts and ideas into their program that align with the modern learners’ philosophy that our board has adapted.

Unexpected Challenges

• Scheduling – Trying to find a time that we could work with each of the struggling readers from our primary classes was quite challenging, especially because they all have gym, art, music, etc. at different times. Because of this, it would be important if all teachers could integrate these activities as a part of their daily program so that all students are provided the same and equal opportunities regardless of their schedule.
• Getting everyone on-board – It took time to get all staff members on-board and even more time to get them to start integrating the suggestions we were providing. By taking the time to show them what we were doing and how it was working, we were able to hook them and get them to integrate a Makerspace-style reading program in their classrooms.
• Technology aspect – The technology aspect can be very challenging for students, particularly the younger ones. If you are wanting to do an integrated technology approach to your reading program, spend some time beforehand teaching students that basics of using the computers and iPads (i.e., logging in, accessing websites, etc.). This was a major roadblock for us at the beginning of the program as we assumed students already had the knowledge to do this. Pre-teaching these concepts will save students a large amount of stress and frustration.

Enhancing Student Learning and Development

• We have seen a huge increase in overall engagement in reading. The students are excited to do it, especially when it involves the use of technology. All of the reluctant readers in our program showed an increase in their interest in the post-survey we conducted. In conversations with them, they also shared things like: “I enjoy reading when I can make a stop-motion video about the book” and “I know my letter sounds because of the Osmo – it made it fun and easy to learn.”
• Students involved in the program showed a minimum increase of two to five reading levels in a two-month period and we are due to check in on their reading levels again soon
• Teachers in our school are utilizing technology more in their literacy programs
• We have put more technology in the classrooms making access for the students much easier
• We have put more technology in the Library Learning Commons for students

Sharing

• We have been going into classrooms at the school I work in to model the use of centres and the online computer programs and apps that have been discussed earlier
• We have created a PowerPoint of task cards that have been shared with all of the schools in our family so that teachers can integrate this Makerspace-style reading program into their classrooms
• A list of resources has been generated to provide teachers with apps and online programs they can use (this has again been shared with our family and with this project for those teachers reading it)
• Lunch-and-Learns will be provided for teachers from our family of schools about the programs and strategies/ideas for implementing it
• We are considering signing up to lead a session on integrating a Makerspace-style reading program in classrooms at the next Connect Conference

Project Evaluation

As per the surveys we conducted with the students, our comparison between the pre- and post-surveys showed:

• A huge increase in overall engagement in reading. In the pre-survey, many of our struggling readers showed a lack of interest in both academic and personal texts. After our post-survey, we noted a slight increase in students’ overall interest in academic texts, but a dramatic increase in personal texts.
• Students involved in the program showed a minimum increase of two to five reading levels in a two-month period and we are due to check in on their reading levels again soon
• Students also showed an overall attitude shift in reading as the program went on – our reluctant readers started asking first thing every morning when they were going to go to the reading group and often reminded their teachers when it was time for them to come down to participate

Based on these results, we, thus far, feel as though as program has been successful.

What we would have done differently:

• Spend more time focusing on how to use the technology before jumping right into the apps or programs that we wanted to use – the younger students had a lot of difficulty logging in to the programs and computers
• We would probably choose to focus on the junior division if we were to do this again as the older students would be able to make more use of the various apps and programs we have recommended and able to log into the computers and programs independently