Professional Documents
Culture Documents
LITR630/Mary Morgan
Apps and Grants Assignment
1 July 2016
ILA
ILA 2.2 Candidates use
appropriate and varied
instructional approaches,
including those that
develop word recognition,
language comprehension,
strategic knowledge, and
reading-writing
connections.
This app allows students
to use technology to
develop sentence structure
and comprehension of
created sentences.
ITSE
KTS
KYTS6.3: Integrates
student use of available
technology into
instruction.
This app on the iPad is
going to be used to
facilitate student learning
in the content area of
writing. The app allows
students to practice their
sentence knowledge in a
21st century way. Students
will be able to use this
app during writing time
ILA
2.2 Candidates use
appropriate and varied
instructional
approaches, including
those that develop
word recognition,
language
comprehension,
strategic knowledge,
and reading-writing
connections.
ITSE
ITSE 1c: Use models
and simulations to
explore complex
systems and issues.
This app allows
students to use the
model to help assist in
letter formation and
also develop a
stronger
understanding of letter
formations.
KYTS
KYTS 6.2: Uses
available technology
to implement
instruction that
facilitates student
learning.
KYTS6.3: Integrates
student use of
available technology
into instruction. The
iPad is used
appropriately to
provide varied
instruction in phonics.
This interactive app
allows students to
have additional
practice with their
handwriting. Students
who struggle with
ILA
ITSE
KYTS
KYTS 6.2: Uses
available technology to
implement instruction
that facilitates student
learning.
KYTS6.3: Integrates
student use of available
technology into
instruction. The iPad is
used appropriately to
provide varied
app to read.
instruction in phonics.
This app allows students
to have their learning
needs met on their
reading levels. Students
will work on their pace
to complete fluency and
comprehension practice.
ILA
ITSE
KYTS
Story Creator
App that allows students
to create their own
stories using personal
touches, such as their
voice.
App
Hooked on Phonics:
Learn to Read 1st Grade
App that teaches
beginning consonant
blends and sight words.
Also helps with building
fluency.
ILA
ITSE
KYTS
KYTS 6.2: Uses
available technology to
implement instruction
that facilitates student
learning.
KYTS6.3: Integrates
student use of available
technology into
instruction. The iPad is
used appropriately to
provide varied
instruction in phonics.
This iPad app facilitates
student learning in the
content area of blends
and sight word fluency.
TPACK Connection:
Implementing these apps allow the TPACK model to be present within my classroom. To
incorporate these apps on iPads within the classroom, teachers must have content knowledge
(CK) and pedagogy knowledge (PK). They must understand the content to teach and must also
know the best way to teach it. TPACK is acquired when teachers additionally gain technology
knowledge (TK): when they effectively and appropriately integrate technology into the learning
process (Davies, p50, 2011). Content knowledge of searching for apps, reading about the apps,
as well as playing on the app myself has given me the information needed to teach my students
how to use the app and what content knowledge they would previously need in order to be
successful. Using a variety of apps and different forms of digital technology demonstrates
evidence of different pedagogical approaches. Students will use their previously gained
knowledge of different standards addressed and transfer their content knowledge to the apps on
the iPads. The pedagogical approach was covered through how to teach the content (the different
apps with different ELA standards addressed). Students (with teacher support) can work through
the apps to further understand concepts of print, sentence structure, strengthen their fluency,
identify sight words, etc. Each of these applications will be shown to the class in small group
format in order for students to understand how the app works. The teacher will describe the app
first, then students will be able to collaborate with the app, then students will be able to use the
apps individually or continue collaboratively with peers. The use of technology in the classroom
is important because technology enhances learning and the resulting expectation that teachers
and administrators should integrate technology into their school activities (Dacies, p50, 2011).