Sites...

GOOGLE Sites

  Is this really our LAST assignment?!?  This class has taught me so much, thank you Dr. Krug for teaching us :)

  Our last assignment was in Google Sites.  I have not had much experience in making websites, except through iWeb (which not longer exists).  I really liked the iWeb format, cause it already had everything formatted for me, and I just had to fill in what I wanted.  But, for me, learning how to do Google Sites, has been really good.  There were a few bumps, but nothing that AtomicLearning couldn't help me fix.  If you want to visit my Site, please go to: Ms. Johnson's Class.

  I decided that the theme of my Site would be for my pretend 2nd grade class.  I used pictures of my old English classes from Japan, and made up several fake pages.  

  To begin, I watched several of the AtomicLearning videos, and especially glancing through Mrs. Ardinger's Class Site.  Both of these sites helped me tremendously.  

  I started out by choosing the background and layout that I wanted.  I did try different formats, but stuck with the Horizontal look.  I liked the glitter background, because it fit my mood at the time :)  I decided I wanted to make the first thing you see on the Home screen, to be our class having fun.  I then added a page about myself, a page for our class schedule (including Specials), our class blog, our location, and a calendar.  Then, I wanted to have a  "Parent Resource" tab.  Under this tab, I put my contact information in a table format, along with a list of sites the parents can go to if they need homework help, and added a site for them to see the CCSS.  

  Now, here is how did in each of these:

• Home Page: I made this page as a welcoming page, and added a fun picture of my 'class'.  This was an easy task to do, after I watched a video.  I tried to add a newsreel at the bottom, but I have yet to see any news come up.
• About Your Teacher: I made changes to this page, several times.  I found that you could warp the text around the picture you inserted, and then I wanted to make it more personal, by adding my favorite things.  
• Class Blog: I used the "Announcement" tab for this, because they said that it was more for blog posts.  I would like to add a sheet that I made for my first lesson plan, but I did not buy the pictures, so I chose not to do that.  But, if I used this is real life, I would like for the parents to see what their child is doing with homework.
• Location and Calendar:  I found this a bit hard.  All of my calendars had personal information, so I used a Japanese calendar.  It was clear of personal information, but had some Japanese holidays.  I'm not sure how to get a clean calendar on there.  I also chose to use the JU address as our school address.  This is where I had problems moving tabs, because I would have preferred it be at the bottom of this list, but every time I tried to move them around it just got worse.
• Our Class Schedule:  I would have preferred this be up higher.  I used a regular page, but clicked into the layout and made it into two columns.
• Parent Resource Tab:  I wanted a tab that just my parents could click on and this did the job.  To do this, I made sure I put that page under the top heading, not 'Home'.
• CCSS: I used the Lists tab to make this list.  You can make your own, so I used a URL to add this to a list of websites (I just used one, but you can put several).
• Contact Info: I used a chart to list my fake contact info.  It was very easy, and I could move it around to fit the size I wanted.
• Parent Resources:  I used the List tab, again for this.  I wanted to add an area of URL's that parents could go to for homework help.
• On my sidebars, I really wanted something important and fun.  I chose to put a text of what we will be studying that week, along with a countdown to the start of school.  I really liked both of these features.  

 Working with the Calendar widget was easy, except that I could not figure out how to have a clean (American) calendar.  Working with the Maps widget was good, cause you set your location for anywhere.  The News Element widget has not worked, but I wanted to try it, so I kept it on my site.  

  I had a page for Class Projects, and I struggled with making it look more fluid.  I added two text boxes, but they just did not look like what I thought they would.  These were my biggest issues.

  I will say, that for this being a free service, there are so many things you can do.  But, the look is still a bit stale for me.  I really like the templates that iWeb had, because they were so neat and professional looking.  I'm sure there are more things that can be done in this program, too, but for this assignment, I will not dig to deep.  I really enjoyed the simplicity of the videos to help get me through this project, and I had a good time learning who to set my site up.

Forms...

   Forms

To start out this GAIN, I went back and worked on the first Form I did with the TN trivia.  The packet  Dr. Krug gave us was very helpful in this task.  I added several things to the Form I started, including a pict of the state and flag of TN.  To see my form, you can go here: Elisabeth's Form.  I also, took a simple picture of it, here:

  To set my Form up to self-grade itself, I used help from the rpollack.net file.  I went into the grade book I made in last class, and added this quiz as a self-grading quiz on one of my lines.  Once I had my 'student's submit their responses, I saw what grade they had made, by highlighting the correct column.  Since, I was pretending to be all of the students, I made a variety of grades for them.  I had some students miss several questions, one get them all right, and another get most of them wrong.  From this, I could continue to see the averages of my students and the grades popped up.  

  A couple of things that really made this easier for me, were the video tutorials and the packet that Dr. Krug gave us.  To 'go live' with the spreadsheet, really amazed me.  Because, then I see the timestamp of when every student takes their tests, and the way the scores come in immediately to me.  To have these two separate features, collaborate together to make grading easier, is a great tool.  To check out my self-grading Spreadsheet, you can look here: Ms. Johnson's Gradebook.

  Not only is this a great tool for a self-grading quiz, it is also a great tool for reaching other objectives.  In Grahams book, some of the ways we can integrate Forms in our classroom is to have students use it to make surveys, enter student information, it can send emails to other faculty or parents, and be a great tool during faculty meetings.  Some of the CCSS that can be met are the following:

• Present information, findings and supporting evidence such that listeners can follow the line of reasoning and the organization of process. (p.117)
• Make strategic use of digital media and visual displays of data. (p.117)
• Conduct short as well as more sustained research projects to answer a question or solve a problem. (p.117)

As you continue to create and use forms, you are able to email them, share links, and have them ready to be evaluated and looked over by not only yourself as a teacher, but also by the administration.  I found that this would be a great tool when you are grading.  One example that Dr. Krug talked about in class, was that a teacher did not have the grades for a certain student ready when the principle asked for them.  I can see, now, that using Forms would make that an easy task, by just the click of the button.  And, having it linked to the principle or school drive, could make it easy for them to have access to the students grades, too.  

  I was able to make this Form, send it to my partner, and even fill it out as if I were my students.  After that process, I was able to receive their responses and then went immediately into my 'grade book'.  Working with Google, has taught be a lot about organizing and connecting all of my data into one drive.  If the future school I work in does not have this easy of a process, I would like to adopt Google Docs into my class.  

Augmented Reality

  This was by far my favorite TECH :)  I super enjoyed our time in class together, learning the many uses for AG's in our classes.
   From the Readings, there are 3 important lessons I took away from it, on how to use AR in the classroom:
1)  Make sure my students learning is the center of my work.
     - Meaning, while AR can be fun and interactive, I need to make sure my use for them is meeting my standards and objectives for my class.  I also need to make sure that they are learning from these AR apps.  The reading talked about having a balance between fun and implementing your lesson in the plans of using AR.
2)  Prepare your AR lesson well.
    - Don't open an AR app at the same time as your students.  There could be time consuming set-ups that take away the time of teaching and learning.  Make sure you have the app set up, the targets printed out, and the lessons ready to go.  If a teacher chooses to create their own AR target, etc..., they need to have that ready and set to go, before class begins.  This will take more energy and planning time, than an already planned out AR target.
3)  It's important to work in teams.
   -AR apps are a good tool to have your students work in groups.  Having students collaborate, will not only help in including their ideas, but will also help them to grow in the way they learn.  They can use their groups input in creating and growing their ideas.

So, now I want to talk about some of the AR apps that I enjoyed in class...and took home with me to enjoy :)

Augmented Reality Apps:

Live Butterflies:

This 'Live Butterflies' app was one of my favorites.  In this app, you can either play a game, where you touch the butterflies as they virtually fly around the room, or you can touch the screen and a butterfly will land on your finger.  It amazes me that you can be looking through your camera at you room, and there are beautiful butterflies, snow, bunnies, or dinosaurs all around you.  

  What I experienced when I was using this app in the room, was pure joy :)  I really love butterflies, and I could not believe that they were just flying around the room with me.  I could see students finding this very entertaining.  Not only was it an easy app to set up, it was very clear on how to work the app.  So, I believe my students would not have a problem with it.  

  If I were to use this in my classroom, I would first do a study on butterflies.  From that study on the life of butterflies, I would have students pay with this app, and take time trying to catch them and having them fly around the room.

AR House:

  The AR House, was very interesting to me.  This app, basically lets you see what a 3D building would look like in the planning stages and the built stages.  As you point at an area on the building it take you to several places, including: inside of a floor being built, the outside of the building, surrounding area, and the roof.  What was interesting about this app, is that as I moved the iPad around, it looked like I was in real-time at the place of the building, looking all over, like I was there. I couldn't explain it.  This app was impressive, because it left me feeling, "how did that happen?".  I could not understand how the screen would move around me and I could see all angles.

  To use this in a classroom would be neat, because of that feature.  I'm wondering if they could do that with famous buildings and have the experience of the students looking all around the building or famous location, while just moving around with their iPad.  I think it would be neat to show students the different phases of building a large building.

Quiver:

  

  Quiver was so fun for me :)  I can't believe that the bunny I am looking at in 3D, is the actually bunny that I colored.  It was so funny to see that.  In this app, you not only get to see the bunny that you just colored on a coloring sheet, but you also get to play a game where she shoots bad robots with her carrots.  It was a cute way to see your creation take shape...literally :)  

  In this app, you first have to print the target sheet, then you color it, and then you scan that target on your iPad.  From there, it's very easy to manipulate and play with your drawing.  I could see my future class really enjoying this.  Mostly, because, seeing the their own creation in action would be shocking and fun at the same time.  If I used this sin the classroom, I would have a lesson one of the target topics, and then use this as a way for them to play with that.  I really think the students would enjoy the game part, also.

Guinness World Record Book:

  This was a fun one to experience with my classmates.  There were so many choices in the book for each of us to try, and I kept being amazed by what we found.  My favorite was the 'Worlds Largest Man"...he was huge.  Lily kept moving her iPad up to see him, it felt like we were really in the same room as him.  Even the spider seemed a bit too real for me :) 

  To use this in my class, would be really amazing.  I mean, I am in my 30's, and I thought it was so cool and exciting.  It would be great to pick a topic for my class and then have them check out one of these targets in the book.  Even if we did not have a specific topic, I would like them to experience something fun, like seeing a hand come out of a book at them.  

  In conclusion, I see so many ways for AR to be implemented in my classroom.  If we were studying anatomy or something that has to do with our bodies, it would be great to use the Anatomy AR to have the students see how our organs function.  They have the opportunity to not only see a picture, but interact with that picture, as if it were sitting in front of them.  They get to go to space, into the heart, watch dinosaurs roam their classrooms, and even race a car around the room.  Not every AR is super 'educating', but it is a new dimension to their learning, and to me that is always 'education'.  I think it is important to think outside the box when it comes to teaching.  To implement AR in some of my lesson plans would benefit the kids in teaching them to not only create, but also use 3D technology to explore new lessons.  I can say, I am a big fan of Augmented Reality Learning, now :)

Documents

Google Documents

(Sorry, I should have done this assignment a long time ago.  But, I will show my completed work now.  )

  I did a simple document and sent it to Chelsea.  Here is the link to the document I did: Out Dated, but FINALLY complete GAIN document.  I just gave a few ideas to Chelsea on an outing we can do as a class in Pigeon Forge, then I asked her to edit the page if she wants to add or take away some ideas.  This was an easy process for me, because I have been building on the other information I've been learning from Spreadsheets and Presentations.  I should have done this assignment first, because I see now how it would have helped me with some confusion...sorry about that Dr. Krug.
  Personally, I normally use Word, when I am in need of a word processor.  It's always been my go to for times when I need to type stuff out.  My first experience with this was when Dr. Krug asked our class to sign up for the presentations we wanted to do in class.  I had never 'edited' a paper like that and saved it to be shared with a group. I was confused and wondering if I was even doing it right.  That first experience, opened me up to how many possibilities lie within Google.  The biggest plus of using Google as my new word processor, is the fact that you can share and link what you are writing to others.  I don't even know if you can do that with Word, but I will use Docs for that purpose now.  I would like to continue blogging, and I think this would be a great tool of that.

  One way that Graham says to use Documents, is to "use the publishing features to share student work through social media websites." (p.53).  This would be a great outlet to let parents see their child's work and display it as a way of 'showing off' how great they are doing.  Many of the CCSS in this chapter are focused on 5th grade and up.  And, include using Documents for the following:

• Use technology to produce, publish, and update individual or shared writing products. (p.60)
• Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (p.60)
• Include multimedia components and visual display sin presentations. (p.63)
• Introduce a topic and organize complex ideas, concepts, and information. (p.64)

These are just a few of the ones in this chapter.  There are loads of ways to have your students use documents in collaboration with each other and the class as a whole.  If I used documents in my future classes, I would start the document on a topic, and ask my students to expand on that topic (using the editing-shared link) by inserting comments, images, drawings, graphs, etc... After that,  would post it to a page/website/blog that is for my class.

  I did do receive a document from Luke East.  At first, I did not know what it was or why he was sending it.  But, it was easy to open and easy to edit.  This would be a great way to collaborate with my classmates in the future.  I would like to try out the chat feature a little more, but it's hard to get on the same schedule as others to do so.  

5 Apps that will be useful during teaching...

App #1: Rat Dissection

  I can't believe I chose this, but I think it is important.  I know that dissection of animals may not start as early as K-2, but I do know that from 3rd and up, it gets real serious.  I am NOT a huge fan of dissecting animals in class, mostly due to the smell and touching the dead animal, but I think this app is amazing.  To have an app that is so interactive, would be a great tool in a classroom of squirmy kids.

  Some specs of the app that I think were great, was the fact that it looks like you are really doing the dissecting with the tools.  You are cutting the rat open, pinning it down, and it's like you are making the incision on your own.  It also has a feature where you touch the organ you want to know more about.  For example, you can click on the heart and see how it functions within the animal.  You can get a close up view of what it would look like.  I know in my experience, after I have (not so perfectly) cut an animal open, the heart is so small, it's hard to see the details.  This feature shows you details of each organ, and gives it's functions.

  The app also has another section that shows the step by step process of dissecting, as if it was an instruction manual, before you did the actual cutting.  That would be a great tool to show, if the class was going to use live animals.  You could play that and have the students see the detailed instructions before you began.

  Overall, this app would be of great use in a classroom.  It's easy to understand, would take out the 'willies' of actually cutting up a live animal, and really describes with more detail what I student is seeing as they learn.  

App Review #2: Air Sketch

  This is a super technically cool app.  I'm sure that makes me sound like I am 12, but I really like new apps, that make me go wow!  

  I feel like this app is similar to the ShowMe app, because you can write on it.  But, this app is so much more.  Not only can you be writing or drawing on this app, but you can link anyone else to what your drawing, by simply sharing the URL from any HTML-5 compatible browser.  All the other person needs to know is what URL to punch in and then they are in real-time with you as you draw or in this case Air Sketch.  You can connect your iPad to a smart board or a regular projector, and as you are drawing, everyone can see what you are doing at the same time.  The difference, still, is that it can be on several devices at once.  You can import pictures, graphs, charts, etc..., and then record yourself going over those items.

  Good for me that one of the links was with Japanese speakers, and I enjoyed listening to their enthusiasm about the app, and how they started from an iPad, connected it to a PC, then to another iPad, and then finally to an iPhone. 

  I think this app would serve amazingly in class, especially if I want all the class to use their iPads and not an smart board.  For example: say I had a set of math problems on the smart board, then I shared my URL with my class, that would give them a chance to see me give help on certain problems, instead of having to write it over the smart board. It would be a great tool.  

App #3: 

  This app is a Language Arts app.  The goal of this app is to get children reading, by setting up a new book everyday for them to read.  When you open the app, there is a list of books you can pick from and some same "new" on the top.  When you open a book, will not only be able to read for yourself, but you will also hear the voices of the characters reading to you.  The pictures do not move, but you do hear difference character voices.  The student can flip to the next page, by swiping the screen.  The reviews seem very positive on this app.  

  I think it would be a good app for students to use while reading, but I do not like that the characters have silly voices.  I just feel like several times, it was hard to hear the pronunciation of the proper word.  I think it was just a regular voice, it would help with the child's phonics better.  Also, this app is rated for 5 and under, but I could see it being used as a tool for students who are struggling to read.

  Overall, it does not seem like the most useful in a class, unless I am teaching a Kindergarten or First Grade class.  It seem entertaining, which may prompt kids to want to use it more.  And, for me, anything that gets kids reading, is a good thing.

App #4: MathBoard

  Oh yeah, this is my kind of math board :)  This app seems really helpful in the math department.  For someone, like me, I need scratch paper...just ask my Praxis test administrators ;)  In this app, not only is the teacher able to set up the problems for the class, but there is also a bottom area, where the student can scratch out the problem to solve it before they choose the correct answer.  This is also the main setting, that already has a set of questions, so you don't have to make up your own.  The student fills out the answers, saves it, and then can send it to their teacher.  

  One way this could be help, is that everyone can be working on a quiz on their iPad.  No, paper has to be taken up, and it all can be sent directly to the teacher.  The quizzes on the app are customized for each individual student, so that it fits their level and needs.

  Overall, I think this is a good app.  The woman on the video, did say that she wished the 'scratch sheet' was able to be made larger, so there is more space to write.  I do see students taking up a lot of room, but it should not be that hard to navigate around that.  

App #5: Stack the States

  I really like interactive, educational games like this.  My niece was able to learn her where certain states were, by using a similar app.  This app, seems really fun, and would be a good way for kids to dive into American geography.  

  In this app, the student has a chance to learn where states are located, what boarders them, and how to connect them together. You can do mini-games, puzzlers, find the capitols, etc..., all while learning the geography of American.

  The important tool of this app, is getting students to enjoy learning about states.  I would take this a bit farther, and have them play a game in the clasroom, where they teach the other students how to find an locate where states are.  This could be by placing a large map on the floor, or having students draw up different states, and label them.  

  Some draw backs of the app, is that you can not control the content of the questions in the quiz.  So, there is no way to only quiz on certain area, if you have not taught over that area yet.  So, it in tat sense, you may be to wait to teach on all of the states, before you start quizzing them. 

Spreadsheets

I want to start out by posting a picture of me trying to do this assignment...LOL!

HAHA!  I felt like my mind was going to explode, but it did not, so I am ok :)  But, seriously, let me dive into some thoughts on this topic, how I worked through the tough stuff, how I embraced the 'easy' stuff, and how I survived my first attempt at making a gradesheet.

  Here is the link to my Spreadsheet: Ms. Johnson's Gradebook.  Actually, I am just noticing on this link that the it does not bring up immediately the tab that has my gradesheet on it, but that is a simple fix.  Just scroll down to the bottom and click the "Student Grades" tab.  That will take you to the page that looks like this:

Continuing...I first did the step by step procedure from the Forms-Sheets: Self-grading test, Analysis, Posting. I was doing really good on this, until the Help Sheet 5 ("Posting to a Grade Sheet"). I could not figure out how to get those grades onto my grade sheets.  This was really frustrating/confusing.   To see my progress, you can go to the link: Sad Day in Spreadsheetville.  For all of it, I posted the questions and Students names, exactly how the Sheet said to do it.  But, again, when it came to the part of Posting the Grade, I was at a loss.  I worked on this project for 3 hours, alone.  But, no matter what I tried to do, I really struggled to get the last part done. I may need to help on this :)

 Now, when it came to making my Gradebook spreadsheet, the 'Forms-Sheet' packet really helped me out a lot, mostly to get a base for how to put formulas in, spacing, how to work on getting the grades in, etc...  I have only used spreadsheets to make budgets, categories for lessons, and a packing list.   Compared to those simple tasks, this was way more complexed for me.  To those who have used spreadsheets for bigger projects, this would look simple to them.  But, I found it challenging, in a good way.  I really feel like I learned a TON of new ways to use spreadsheets, and also found myself feeling like I had a accomplished a big task (taking into consideration that I did not finish the packet portion at 100%, yet).  

  I felt like the most challenging parts for me, was learning how to write the formulas.  But, as I looked through several videos on AtomicLearning.com, I was amazed by how quickly I started picking it up.  I do get nervous when it comes to mathematical work, but after learning what I needed to ender into each section, it came very easily.  Your info in the packet on how to add the grades together and the formula you used, really helped me understand how to get it all together.  And, the fact that you can copy that formula down rows and across columns was amazing, and shortcut many areas for me.  I think this was a great lesson and made me feel like I could do it.

  I would not say much came easy to me.  I mean, once I got the hang of it, I could do the formula's without having to check back at the paper or another video to helped.  I did like how after I put a formula in, and had to change a grade, it changed ALL the numbers.  That was nice, because I did not have to go back manually and do it myself.  I was shocked by how much easier it got over time, but I know I need more practice and need to dive into it a bit further.  With that said, I think if my brain can do it, then most others should be able to do it also :) One 

  

 Some Questions I have:

1) A couple of things that are still not clear to me have to do with the "Grading Scale" bar I made.  I could not figure out how to link it to anything, or if I was suppose to link it to anything.  So, I ended up just using Dr. Krug's Scale as my scale and just checking what grade they would have made by the numbers listed.  So, I wonder if there is an easier way to do that, or is that normal (how I did it)?  

2) Also, how I set my spreadsheet up for grading, was that I had all the parameters in, but in different sections.  Then, I put their grade there.  Was that the best way for me to do it?

3) Lastly, I would love some helping getting past "Help Sheet 5" in the packet you gave us.  I just don't understand what I'm doing wrong, and where I should place it.

Using Presentations within the Common Core State Standards

  The more I read into Graham's book, the more I am amazed by how much use the Google app will have and does have on students.  This chapter did a great job on breaking down a chunk of what one can expect when working with Google Presentations.  It throughly explained how I could not only make a usable spreadsheet, but also how I can add stuff like charts, Drawings, and scripts.  The helpful discussion on how to format easily and even auto-fill, helped me when I was making my own spreadsheet.

  But, what I'm most impressed with is how great of a tool it will be to help my future students reach their CCSS.  Here are a few of the State Standards that Graham talks about meeting, while using Presentations:

• A 6th Grade CCSS: "Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center, spread, and overall shape. (p.96)
• A 3rd Grade CCSS: "Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.  Show the data by making a line plot, where the horizontal scale is marked off in appropriate units--whole numbers, halves, or quarters." (p. 101)

Graham said it well, "Google Spreadsheets is the most complex program in Google Docs." (p. 113).  Yet, I feel like it could be used in so many areas, and especially math.  In the 3rd Grade CCSS, I had an idea to add a spreadsheet to the first Lesson Plan I did for Dr. Votaw's class.  My lesson plan was for a 2nd grade class, and measuring in Inches and Feet.  I could see it benefiting the class to have them work together to make a simple spreadsheet and compare the difference lengths of everyday items.  This was be a great way to use spreadsheets in this instance.  One of the key things that Graham says about using Spreadsheets is, "Google Spreadsheets will allow the student to collect data in cells and manipulate the data to make charts and graphs that the student can use to explain his or her findings with evidence" (p. 93).  This is, it helps students to explain their findings, by recording the evidence.  To have the child create their own spreadsheet, work hard on finding data, and manipulating these sheets to fit their goals...that is a teachable moment for them.  

  I believe that students today, are way more prepared for the way education and higher learning is leading.  To have a base in the "Google World", is like writing a Golden ticket for their futures.  

Drawing

  Figuring out the Drawing App: 

 I feel like such a newcomer to all of this Google Docs stuff, but it is really exciting and interesting. For me, learning to use draw came pretty easy.  I have used Pages a lot, along with Adobe Photoshop, too.  I can not say that I am amazing at it, but I did use both of those to create my prayer cards, newsletters, postcards, etc..., for when I was doing Mission work.  I rather have learned how to do it myself, then pay for someone to do it.  So, I am intrigued by this free Drawing app that comes with Google.  I especially like that you can use it within another document, for example, I could have used it in my letters to supporters to put incorporate an image I wanted to show them, etc...
  The link to the Drawing I did, can be found here: Japan Look.  I decided to think of a possible book cover for the book I'm writing ;)  I think this was an easy drawing, especially after I found the stock photo, and then could put it together more.  The Youtube videos were especially helpful, because it really mapped out all the tools there are to use with making a drawing.  I added a comment section, in case anyone wanted to comment on this.  But, I could not figure out how to start a chat, so I'm wondering if I did something wrong.

Exploring the Lesson Plan:

The Lesson Plan I chose, was for Elementary School.  My link to the Shapes page is: Shapes. I am not impressed with my skills, but I think my students would enjoy playing around with this :)  The teacher asked for students to do several things, including (taken from Lesson Plan):
1.     Make and manipulate various polygons

2.     Double click in the center of the shape to name it

3.     Share the drawing with the teacher for grading

I completed all of these tasks, and shared the link above. I think this lesson pace, would be great for elementary age.  I could see anywhere from First and up, using this plan to explore, build-on, and even create their own way of teaching this app.  I think it would be a great way to have older classes teach younger classes how to use this app, by letting them make the criteria the lower grades could meet.  In the lesson plan, the directions were clear, and obtainable.  It added a level of fun, by having the student create their own picture, but also education, by having the students label the shapes they used.  This was a great lesson overall.

Common Core State Standards

Graham had great things to say and explain in this chapter.  I took a lot of 'nuggets' from this chapter on how to not only use Drawing personally, but also use it in my classroom.  He really touched on some key uses for Drawing in the classroom:

1) Sharing files in drawing, really works on students collaborating together.  In Chapter 8 of the book, Graham says, "Collaborative drawings shared with students allow them to create the work together in real time..." (p. 130)  Students sharing, instead of publishing, leaves their work open for feedback, editing, and even more ideas on how to grow their work.  This would be used well in the CCSS of "Literarcy in History/ Social Studies, Science, and Technical Subject: Fourth Grad" (p. 132).

2) Teachers can use Drawings as an assessment tool.  This a creative way to see if the students are understanding their work, while allowing them to get feedback from even professionals in that field. (p. 133).  I could see using this as an assessment tool in any subject, really.  You could have students present a math problem, share their own written story, and even a slideshow about their daily life.

All of these tools in Drawing, can be used in amazing ways to integrate technology in the classroom, along with assessing the students efforts either personally or collaboratively.