1. Presented by Andrea Ouimette & Guy Larcom RELATe 2011 Rouen, France Presented by Andrea Ouimette & Guy Larcom RELATe 2011 Rouen, France TPACK: Producing and Sharing Authentic Student Thought

2. “As human interaction and the range of imagination changed over time, so have the methods that allow storytelling to reach a wider audience and allow us to preserve a voice, an image and a moment in time... in a way that was never possible before” Silvia Rosenthal Tolisano, M. Ed Technology Integration Facilitator

3. do digital stories promote literacy and creativity? allow students to focus on writing process students can incorporate pictures, drawings, and audio into their stories focus can be content or language specific students can publish their work to be shared by friends and family

4. Reading Standards for Literature Gr 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings... with guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Writing Standards for Literature Gr 2

5. Student produced digital storybooks Voicethread Mixbook (great for collaboration, repurposed for educ.) StoryKit (open source app; easily adaptable) iMovie or other film-making software

6. Collaborative, Powerful Tools

7. A digital book to practice shapes (appropriate for age 5 - 7) How does it work?

8. StoryKit developed by the ICDLICDL open source easily adaptable to different ages and content areas

9. ICDL - International children’s digital library

10. Dima by Safa Ameer. Illustrated by Dima by Safa Ameer. Illustrated by Mohmmad Amous

11. Student produced digital storybooks can be used... to create dual language projects (ESL students, fostering Mother Tongue) for language learning at all levels to produce fictional texts for content areas (science, social studies, etc) to expain how or why something happens to collaborate and publish work

12. moving into the field of secondary education...

13. creating critical readers: Taking advantage of Online study guides

14. 2 problems Getting students to read Online “study guides” give kids the bare minimum they need to pass our classes

15. What are we asked to do? Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

16. how do students get around reading?

17. comprehension Do Sparknotes and other study guides encourage deep thinking or comprehension? Does forbidding students from using these study guides work? How can we solve this problem?

18. Make online study guides part of our pedagogy!

19. what happens when we ask students to use sparknotes and other online resources to analyze class texts?

20. pedagogically speaking Building a framework Repurposing Adding value to the resources we have and students use

21. possibilities students have a guideline of literary analysis can be asked to find holes in online resources find and catalogue deeper, richer resources that help them go beyond Sparknotes create better resources or supplementary ones find out the difference between summary and literary analysis Why was something written? What is it representing? reacting to?

22. students can create new resources!

23. popplet.com

24. students catalogue their resources you know where they are getting information from students to find better resources more in depth more specific Students create a library, share

25. publishing student work

26. questions, kiosk, how-to use the tools

27. got something to say? Conference hashtag: #relate11 Guy Larcom on Twitter: @GuyCLarcom Andrea Ouimette on Twitter: @AndreaOuimette