Glide Into App Creation

Purpose & objective

Students do not always have the prerequisite knowledge needed to understand settings beyond their own experiences. By introducing a variety of virtual reality resources students are granted access to worlds beyond the classroom. This activity allows the students to take advantage of all of the tools available and merge them into one learning app for themselves and to help others learn as well. Each app created integrates experiences that each student felt was meaningful to them and becomes a personalized learning tool. The activities promote a hands-on experience that might not be possible if it were not virtual; making it the highest level on the SAMR model (Dr. Ruben R. Puentedura). Because iPads and apps are becoming more popular and accessible, administrators, teachers, technology integration coaches, and others who attend ISTE are often seeking model lessons for how to use technology they have in more meaningful ways or to enrich the learning environment with content specific examples of how it can be authentically (5 components of authenticity, Newmann) used in the classroom.
Task Cards used for the activity with student and teacher directions will be available for download via QR code.
Students do not always have the prerequisite knowledge needed to understand settings beyond their own experiences. By introducing a variety of virtual reality resources students are granted access to worlds beyond the classroom. This activity allows the students to take advantage of all of the tools available and merge them into one learning app for themselves and to help others learn as well. Each app created integrates experiences that each student felt was meaningful to them and becomes a personalized learning tool. The activities promote a hands-on experience that might not be possible if it were not virtual; making it the highest level on the SAMR model (Dr. Ruben R. Puentedura). Because iPads and apps are becoming more popular and accessible, administrators, teachers, technology integration coaches, and others who attend ISTE are often seeking model lessons for how to use technology they have in more meaningful ways or to enrich the learning environment with content specific examples of how it can be authentically (5 components of authenticity, Newmann) used in the classroom.
Task Cards used for the activity with student and teacher directions will be available for download via QR code.

Objectives:
Using the Glide app with content areas, participants in this session will discover how these can be integrated together to meet a deeper understanding with authentic instruction.

Participants will see and experience the use of Glide Apps. Students interact with the content in the app which will stimulate a connection with what they already know about the content from personal experiences and new knowledge. The personal experience of the virtual resources allows them to immerse themselves and discover interesting ideas to explore further.

Using Glide, participants will go broad and deep within the subject as they find connections and gain personal understanding through the virtual interactions. With the ability to explore without fear, students can work at the appropriate pace for their own personalized context creation.

Participants will be provided with specific ideas for the use of Glide apps to foster creativity and cross curricular connections between language arts, science, and social studies.

Supporting research

Mainstream:
Education Week "Personalized Learning What Does the Research Say?"https://www.edweek.org/ew/articles/2016/10/19/personalized-learning-what-does-the-research-say.html
Education Week "Students Create Apps to Help Communities" http://blogs.edweek.org/edweek/DigitalEducation/2012/03/students_learn_to_create_apps.html
Edutopia "The Impact of Student Created Apps" https://www.edutopia.org/article/impact-student-created-apps

Academia:
Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 280-312. http://www.jstor.org/stable/1085433?seq=1#page_scan_tab_contents
Puentadura, Ruben SAMR model, An Introduction (2013)
http://hippasus.com/blog/archives/227