Shared Stories, Shared Questions

Recently I stopped into a colleagues room (shout out to Meegan in 3rd grade–woot! Thanks for letting me steal your idea!!) and we started talking about Book Creator (of course, because I adore this app, if you couldn’t tell). She was telling me about how her kids had used Book Creator to publish their Personal Narratives. In their published copy they included their written text, hand drawn pictures, and then recorded the voice reading the story. As most of the people in my school do, they shared the books with each other through handy dandy google drive. What I really liked though, was that the learning didn’t stop there. They had been working on questioning, so while they were reading each other’s books they wrote questions on sticky notes about the story. Then they posted them in one spot. Examples:

 

As students went to read a a classmates book they would also check here for a question about that book to answer. Then they can create a new question to put up on the board. What an easy way to really engage kids with a purpose while reading their friends’ stories!

I can imagine other extensions too…

How about using the app Post-it Plus to have the students snap a picture of the post its and then organize them into Costa’s level of questioning (similar to the levels Jan Richardson also uses)–in the text, inferential, and those thought provoking questions without answers. It might help the students really think about the stories in new ways.

Or what if you had a “featured” book or two each week, so you could set up some discussions on Schoology or Kidblog with the student authors of the books. I’m sure students would love to feel like the center of attention and answer questions/comments about their masterpiece.

Oh the possibilities!

Breaking Down Barriers

                 

I’ve been working hard to break down barriers in my classroom this year.  Sometimes this means learning barriers–like lack of opportunity or resources, and sometimes it means the physical borders.  I have listed a Donors Choose to try to get my students some resources for a makerspace, I started a coding club, began bringing skype into my classroom, and just finished one of my favorite projects–a collaborative e-book created using Book Creator.

I love the features of Book Creator that allows you to combine books. We have used this many times in the younger grades to create class books, but I thought I’d like to take it to another level by finding a classroom in each region of the US to write about their area and then combining it into a collaborative e-book.  I used Twitter to track down 4 willing classes (plus ourselves) who would represent their own regions by creating a chapter for our book. We kept guidelines minimal as I thought it would be fun to see how each group decided to share information.  Generally there was just a list of topics each class should cover for their region, and of course the setup (landscape layout), so the pages could easily be combined.

My kids were super excited about collaborating on a project with other classrooms and I think they were super proud to know that their work would be “published” for other students to enjoy.  We had fun deciding how to share information, and used tools such as DoInk for green screen and Chatterpix.  We also decided to include some videos in our project, so the other students could enjoy a type of virtual field trip.

      

We will now use the final product as a non-fiction resource for further learning.  In addition to this, we will take a moment to look over the layout choices made by each classroom and discuss how it enhanced the content…or what could have been improved.  I look forward to seeing how kids engage with the text and the information they are able to bring back to the group–and how will this compare with a region text that was created for them (by a publishing company)… but not by them.

Next year I would love to add some skype interaction with the other classrooms at the end of the project. This would allow us the opportunity to ask questions and get some clarification about things they had written about.  It would also allow us just one more opportunity to see that walls do not need to define our learning–especially now that we have technology resources.  I don’t know that we’ll have time this year with testing season approaching, but I think that interaction would only enhance engagement and understanding!

 

For the Love of Book Creator

Every once in a while you come upon an app that you adore and can’t get enough of…that is my feeling about Book Creator by Red Jumper.  I wouldn’t pay for many apps, but this one…this one…I’d pay a million dollars for.  Lucky for my principal’s budget, it’s only $2.50 (Volume Purchase Price for 20+copies)!  And it is one of only 2 paid apps that our entire school uses.  This is the first in a series of posts that will share about my one true app love…

Here are the basics…

 

I love you book creator, let me count the ways…

First of all, this app is extremely intuitive.  I told my kids (4th grade) to create a book using book creator. The only direction I gave was to use the pictures from our field trip I had stored in google drive…yes, seriously, that was all I said. I never introduced the app, or explained how to use it, or gave specific directions. Yet, every single kiddo was able to produce a fantastic looking book without a single question to me about how to do it.  I love that they could pick it right up and go.  Now, there are so many amazing things you can do that maybe they didn’t know about right away, you can: add links, make pictures clickable links, combine books, etc–but to be able to just pick it up and make something wonderful right off the bat makes it approachable for both students and maybe more importantly, teachers, which is worth its weight in gold!

Secondly, the features…oh how I love all the features!  You can add text, pictures, videos, sound (recordings), draw, and dare I say it…soon to be shapes…all using the + button at the top of the page. The + for adding something…duh, that makes sense (see what I mean about intuitive?!)  You can also adjust features to fit your style by using the circle with the “i” inside while clicked on an object.  This reminded me of he inspector button used in Apple’s pages application, so it also made sense to me. While clicked on an item you can easily change text size and color, you can move objects’ position in the layout (move front/back), add alternative text for photos, change the color of the background of the pages, as well as see grids and guides to hlep your final product look more professional (I find this a great tool to help students understand how important layout of pages is for an overall product).  I’m also excited to see new features that are coming along soon.  I have yet to experience the new shapes item, I hear they are bringing into the app during the newest update, but if its anything like the rest of the app…it’s sure to be great, and easy to use.

Next, you can share these books in a variety of ways.  Our favorite is to store the books as .epubs in Google Drive. This way our friends in class can open them and add them to their iBooks bookshelf to read over and over!  But maybe you want to share with someone who doesn’t have access to an ebook reader.  In this case you can save as PDFs which gives you the option to print out the pages.  You will lose the interactivity of the books (one of the best parts) when you share this way, but honestly sometimes for sharing purposes you just have to trade functionality for convenience.  The same is true when you save as a video.  Videos will allow you to hear the recordings, but again you will lose a lot of the interactive pieces.  Having variety for ways to share is a great plus though, since you can use whatever suits your needs!

Lastly, and probably my most favorite–you can combine books, which allows you to take pages from various students (even if they create on different iPads) and combine them into one book.  We’ve used this for Kinder class books where every student creates one page and then combined them to make a class book.  In the upper grades we’ve had students complete everything from single pages, to chapters of a book, and then combined them to create a single class, or group, book (a great tool for group projects1)  We can then share these books, so that everyone can enjoy the final products.  My favorite project has brought several classrooms together to create a shared book…more on that in a different post!

As you can probably tell, from me droning on and on, and because I’ll come right out and shout it from the rooftops,  “I adore this app!”  The possibilities are endless. And I’m sure you’ll hear a lot about all the ways I/we use it in the upcoming weeks.  I hope in the meantime you’ll explore Book Creator using the free app (for one free book) and that you come to love it, like I have!

Skype Book Club

Last week I started a wonderful adventure with a classroom several states away. On Twitter I saw a request for a 4th grade class looking to share a book experience together using skype. I had done this with a small group of at risk readers (boys) last year and the response was phenomenal, so I decided to jump on this invitation to see how it would play out full group. I have been just as impressed!

The other teacher (Ms. Bergin) from OldBon Elementary in Missouri and I chatted via email to set up the formalities. We decided that reading Number the Stars would be a great option for our students. I love to bring in historical fiction when I can, plus we had a biography unit coming up, so I figured it might be a nice tie in. Basically we wanted to make the process as easy as possible…we would read the book with our studetns and convene on Fridays to let the kids talk about the books. Although we’d have some questions in mind, we would let the students guide the discussion.

Right away I saw the engagement of my readers. It was partially the topic of the book which they always find intriguing. For many of them, this is their first experience of learning about World War II and the Nazis…and it’s hard to wrap your head around. The story is a bit of a mystery as well, which keeps kids wondering what has happened, and what is right around the corner. It was fun to see the excitement in their eyes, and the horror, as we talked about what was happening throughout the book. I was also impressed by the quiet kids who took a chance and stood up to share in the skype atmosphere. I didn’t make anyone talk, but I don’t think there was anyone who chose not to. Somehow I think they felt safer knowing that the other kids were in the screen and although they were right there staring at them, they weren’t actually “right there” staring at them.

Skype has always intimidated me. I’m not sure why. I’m pretty techie. I can problem solve a lot of tech problems. But somehow the idea of being online with another class and not knowing how my students will act…or more importantly what they will say to a stranger (I forget that most kids, no matter where there are from…and most teachers know that all kids no matter where they are from…say silly and uneducated things from time to time.) I had nightmares of coming across this amazing class of students who were way more educated then us–sounding brilliant, and then “Bobby” in my class making some comment about how he was surprised they spoke English in Missouri (because you know, it might as well be a million miles away…as a matter of fact most of my students had no idea where it was…sadly). Anyway, I should have known…they were just another regular class who– shouted out, and had kids who said silly things, and who got distracted from time to time…just like us.

Would I do it again? In a heartbeat. I am so thrilled that my students had a chance to meet new friends, from a land far away (ha!) and had the chance to get excited to share their thinking with others!

Coding Club in the Elementary Grades

Sometimes I think I have these “great” ideas, but when it comes time to actually put the idea into practice I get overwhelmed and the idea ends up falling by the wayside. The way I stop myself from allowing this to happen is to tell someone about my grand idea…or sign up for something (guilt of wasted time/money will also work). The problem with that is that then I have to follow through, and I am standing there at the moment the even takes place I often think, “what was I thinking?” This is why I no longer run races…sure a good 13 mile race sounds fun, but when the day rolls around and I am standing there at the start line freezing (because March in Minnesota always seems like it will be warm in my mind…but alas in reality it is still darned cold!), tired because it’s 6am (on a SATURDAY!), and dreading the next 2 hours that lie ahead, that’s when I realize I am a really bad decision maker.

Luckily, that is NOT how Coding Club for grades 2-5 worked out! What an awesome start to this before school program. We had over 30 students join us during the first session. I guess that just shows you the power that coding holds for children–it’s not often that kids want to come to school before school! Students were super engaged as we briefly discussed the blockly method of coding and the app Hopscotch. Then without further ado, we jumped right in because who wants to be lulled to sleep by a teacher talking at 8am? The basic challenge for day one was to have our character make a square. We discussed the sequencing steps for this and the angles we might find in a square. We also talked about how the x and y axis worked (students would need this for placing their character, or for the advanced challenge). We got started together, but students had to finish the challenge on their own in order to appear on the Coding Wall of Fame, showing they could continue to problem solve and persevere. An advanced challenge was also posed, for those with some experience, or a deeper desire to explore. This challenge was to create a square inside a square. To accomplish this students would need to move their character to a new location and adjust the program to make the second square smaller. It was interesting to see how students worked through this more advanced challenge–a few inserted another character to draw the second box, while most moved their first character to another location. Just a reminder to me that there are usually many ways to solve a challenge!

 

              

 

I look forward to seeing how many students return. It is hard to create a program when students are at so many different levels of knowledge–both generally with academics and more specifically with coding. I’m worried a many will find the lack of support for creating the code after the club time is done a deterrent to returning. Therefore, I am trying to find some time to be present int he cafeteria in the morning time to help students in between sessions (we meet officially once a week for 6 weeks). With my busy morning schedule of meetings, this is hard, so we’ll se how much I can make that a reality. Only time will tell if this is enough for some to keep the interest going. I sure hope so!

PS: Did I mention that 2/3 of my coders on day 1 were girls?!?!

Hour of Code 2014

Hour of Code grew by great numbers this year, and I was happy to say Pullman Elementary was part of those growing numbers.  I heard about the program last year, but wasn’t ready to implement it at the time, still just settling into the 1:1 environment.  However, now a year had gone by and I was ready to give it a go. My motto is always (ok, sometimes…when I’m feeling particularly motivated) go big or go home, so I figured what better way to introduce the hour of code to our students than do it school wide.  So, for a week, and a little extra, students at Pullman Elementary were all treated to an hour lesson about coding!

One thing that was really important to me at a Technology Integrationist was that I didn’t just dump this in the laps of the teachers in my building as one more thing to do. Some teachers didn’t know anything about coding and I didn’t feel it fair to say, “teach this” without any background knowledge.  Another thing that I knew I wanted to do was to make sure students not only got the experience of coding, but had a better understanding of what coding was and why it was important to learn more about it.  I accomplished both of these things by personally going into each classroom to share information and the experience with each students.  I not only taught the apps and the sites, but I also taught the language and the concepts of coding using unplugged activities.  I thought perhaps the students would be a bit unruly during the unplugged part of the lesson…so eager to get to the devices, so I was surprised to see how engaged and thougthful they were during that time as well.  As a teacher I appreciated the dialogue that occurred during the unplugged activities, and I felt confident,as I sent them away to their devices, knowing they had some general concepts under their belt.  Of course students did not disappoint once they finally headed off to their iPad– here they were also engaged and excited…often cheering and hooting as they conquered a task.  An extra bonus, I saw over and over again, was their eagerness to help their neighbors and problem solve together on the harder problems.

I’ll be honest, I know how teachers hate to give up their instructinal time (I know I do, when I’m wearing my 4th grade teacher hat).  So, I thought I would have to do more convincing than I did about why coding was important.  However, after the lesson many teachers came right up to me and acknowledged the benefits of students being able to sequence, plan things out in their heads as they visualize the steps, as well as problem solve when they ran into roadblocks.  And when they saw these skills being used, along with the engagement of the students, I know they realized that the coding activitiy/app I chose was more than just another computer game.

Speaking of apps and activities…at the beginning of my planning process, I thought I would mostly just run the code.org Hour of Code program with the kids, but as I started to explore different apps, I really found the following to be more of what I  needed for our students:  Kodable (gr K-2), Lightbot (2-5), Scratch Jr. (2-3), and Hopscotch (4-5).  We did throw in a little code.org site for the 4-5th graders (found it a  good stepping stone for students as they started creating their own programs on Hopscotch), but really liked the way we could use Kodable and Lightbot as starters to get the kids excited before swtiching to blockley.

Hopefully we can carry some of the excitement about coding forward as we try to integrate some continued lessons into our Science curriculum, as well as in our new Coding Club (for 3-5th graders)!

The 3rd grade students and I were excited to get mentioned in Saint Paul’s paper, The Pioneer Press with a half page article on the Hour of Code! We all felt famous, at least for a minute…read all about us!

 

Gratitude Blogging

Thanksgiving comes and goes every year and students may take a few moments to think about what they are thankful for, but then we quickly move on to something else. This year I’ve decided to try a gratitude journal as part of my students’ blogs.  We’ll start it during this holiday season, but hope to carry it forward through the year at least once a month. My goal is that students not only start to think about all of the amazing things/people/experiences they have in their lives, but continue to do this reflecting as a life practice.  I want them to become aware of the fact that taking time to acknowledge gratitude can help create a mindshift–allowing us to think positively, appreciate, and pay attention to the world around us in new way.

I love gratitude journals for the opportunity it affords us to be thoughtful and introspective, but I also love that they help my students work on an academic skill that we strongly focus on this time of year–how do we express ourselves appropriately, and meaningfully, in writing.  I truly believe that it is only when we can express our thinking clearly that we truly understand.  So, we practice with things we know–our lives, things we are grateful for–but will also bring this type of thinking into how we respond to literature and other academic experiences.  The format for good thinking remains the same whether I am telling about my gratitude, how to solve a word problem, or why the character acted a certain way in the story.  Students need to be clear about what they are speakingabout (give a topic sentence), give reasons and or evidence for their thinking, and then do some explaining (add details) to make it clearer and/or more interesting for the reader.  No more one word or one sentence answers allowed in Room 110.  We think beyond the basics– grow our minds, and the minds of our readers/listeners by responding in a MEANINGFUL way!

We use kidblogs for our blogging, and I’m a firm believer in leaving these blogs public so others can respond to them.  I try to rummage up anyone I can to leave comments for my kiddos.  I have even given some thought to teaming with a college or HS class…maybe even a company in the area…who might be willing to go in to our blogs once a week, read, and add some comments.   I do not edit students blogs before they post them, but I do encourage them to edit their own blogs, or work with a partner. If I grade a written response (of any kind), I also look for correct sentence structure.   Some students are still working on this skill, however I want their blogs to be as authentic as possible, so I try to leave it as their work, not mine. I should mention,  we also spend time discussing how to respond to someone’s blog in a meaningful way by using their name and commenting on something they said (not on their outfit that morning). I try to stress that commenting publicly is not the time/place to correct other student’s grammar/writing.  I do however mention that perhaps it could be appropriate to pop over to that student in person and let them know that you enjoyed their blog, but it might be easier to understand their thinking if they had used periods.

   

I will link you up to my students’ blogs.  Please feel free to browse and comment.  It’s always scary as a teacher to put your students’ work out there for others to see.  I have a new appreciation for all the teachers who blog and are willing to not only show the work, but show it in it’s true “glory”.  Because we all know, depending on the day… sometimes the work is messy, and frustrating, and exciting, and hard to understand, and amazingly insightful… rarely is it “perfect”.

Room 110- 4th grade blogs

The Amazing Race

An Amazing teacher recently asked me to help her come up with an activity for her higher level math students to do when they finished their daily assignments.  She wanted it to integrate technology, but focus with the basic concepts of the math topic (multi-digit x single digit numbers).  Here is what I came up with…

The Amazing Math Race-US edition.

I wanted students to travel around the United States (mapping their progress as they went).  As they landed in each location they would do two things:  track their mileage, and be given a clue that lead them to a significant place within that city (or more accurately they read an article that would give some info about this place)–it would’ve been more fun for everyone if we could’ve actually visited the place, but I’m sure that funding comes in the next budget 😉  Students then read the article which contained some significant number piece they would need to solve the problem.  They kept their work in a Notability file as they went.  When they thought they had a correct answer, they would check using a QR code…if correct they would receive their next clue (which was actually just stored in Schology)…if not, much like in the actual Amazing Race, they would need to go back and try again before moving on to their next clue.

To me, the benefit of this lesson was the integration it offered.  Students were both locating and reading about important places in our country.  They were deciphering which information was needed in order to complete the challenge.  They were using their math skills to answer real world problems.  It was self-paced.  And most importantly, they were engaged, because it was something different and interesting…plus, what student doesn’t like the competition of being the first to complete a race?!

My only real challenge with the activity was that I have yet to locate a great pin the map app.  I wanted kids to not only be able to move from location to location using google maps, but also pin that location to use later.  Unfortunately, none of the free map apps (with pins) would allow students to pin more than a couple of locations…and so the search goes on.  Reluctantly, we moved forward without this aspect of the project.

As I move forward to similar projects, I will try to use google earth for kids to explore the locations of the clues (instead of articles). Google earth is such a wealth of information, and a powerful tool for students to explore.  It would be amazing to see students learn to use it, and then explore with it outside of the lesson– narrowing in on a location from their reading, or from an article they are reading to learn more. This is especially important to many of my students, many of whom do not often have opportunities to leave their neighborhood. With the power of technology we can take the world and shrink down to the size of our tablet and bring at least some aspect of it it into their everyday lives.  How lucky are we?!

Here are some of the resources from the race, enjoy taking a peek!

Amazing Race Resources 

 

Engaging students through Tech Leadership Opportunities

When I used to teach writing, I used to ask students to write a personal narrative.  I was always amazed that they had such trouble finding topics to write about.  My message to them was, “it doesn’t have to be about anything amazing”…it’s in the words you choose, and the way you tell the story, that you capture a reader’s attention, not necessarily in the topic. Apparently that is easier advice to give than to take, because I have been sitting here for a good long time trying to decide what to write about.  As a new blogger, it’s hard to get over the idea that I want to post something amazing and transformative.  So, I sit here reminding myself that is truly is the little things I see on blogs that make the most impact on me. The little pieces here and there that complete a missing puzzle in my lessons, or make me think about something in a new way.  So, here it goes…nothing transformative or crazy, just a little piece of my world, that might perhaps give someone a moment to think, “Hey, I can do that.”

iSQUAD –It’s a student tech team, it’s a leadership opportunity, it’s a chance for kids to build on skills that can carry them forward in life.  I started my iSQUAD last year. Students in grades 3-5 were invited to submit an application for the program.  It was a basic application asking for strengths and tech skills, but mostly I was looking for how much thought effort students put into the process.  I figured this was the easiest way to see who desired the opportunity the most.  Teacher input helped us select the final team, and we were off…

Our first few meetings consisted of getting to know each other, learning iPad trouble shooting tips, and focusing on group communication skills.  From there we moved into reviewing current apps, trying out some new apps, and building skills with the apps we found to be most useful in the classroom. iSQUAD participants were encouraged to share their growing knowledge with their peers informally, and to be leaders by example. Teachers were encouraged to use the iSQUADers as experts in the classroom.   The students took their roles very seriously and were extremely engaged in the process.

Here is an example of agenda that students would access through a shaed folder in google drive.

One of our big events was the opportunity to showcase our app knowledge to parents at a PTA meeting.  Parents went through a bit of an “app-dating” adventure as they traveled around the room in short bursts to see the different apps students were sharing.  Parents had a lot of questions about how the apps were used in the classroom.  Students did a great job of articulating the different projects they had worked on throughout the year, and how these apps had played an important role.   I think it was a win/win for parents and students.  I was excited to see the enthusiasm by parents, but even more thrilled to see the enthusiasm and pride in my students’ eyes.

Thinking back on it, I start to wonder why we don’t give more opportunity for our students to be recognized for their talents and contributions in the school setting.  And by this I don’t just mean a quick, “Good job, Johnny”, but rather a meaningful recognition. I believe when students see their skills valued not only by me their teacher, but by others in the building and community, they find ambition to keep working to become better.   What if we (parents, teachers, communities) took the time to celebrate educational wins just as often, and to the same degree, that we celebrate wins on the field (both individual winning moments and team wins)?  And not just for special big occassions/projects, but all the time… just because educational skills are important.  I can only imagine that students would have a drive to keep those celebrations coming.  I once saw a quote to the effect of: when you feel appreciated, you tend to work harder. Perhaps it is time that I as a teacher start to show more appreciation for each student’s educational wins…on a daily basis…and in front of the world.

So, back on track here, sorry for the tangent…we had a successful first year of iSQUAD, BUT where does it go as we move forward into year two?  I would like to have students continue to become educational tech leaders in our building, but I would also like to take some time to open their eyes to different possibilities in the world of technology. This may include different types of occupations that use tech, using tech in different ways, and a real focus on the communication part of the program (maybe you’ll see a guest post here by an iSQUADER one day?!).  I want students to see technology as more than apps…I want them to see technology as opportunities.

I also plan to include grades 1-2 in a Mini-SQUAD this year.  There will be no application at this age, just teacher recommendation.  Our staff recognizes there are students with great tech skills at every grade level, and leaders just waiting to emerge.   Although our focus will be somewhat more narrow, I believe that starting students on a leadership path at a young age will allow them to grow as leaders even more quickly, and to set a foundation for further experiences.

So, here’s to another great year of leadership by the iSQUADers at Pullman Elementary.  I can’t wait to see what it brings!

What’s better than a QR code?

When I first entered the world of technology (a whole year ago), the tool that I grasped onto with the most vigor was QR codes.  I used QR codes for everything I could think of–getting students to websites, sharing videos, linking to students projects, etc.  I couldn’t imagine life without QR codes, or how I had lived this long without them.  And to this day, I still love QR codes!

 QR Code

So, imagine when to my wondering eyes did appear a QR code creator that made Dynamic QR codes! If you haven’t heard of them, dynamic codes look and act the same as the QR codes I fell in love with, but with the added benefit of being recyclable. Create one QR code and use it over and over again by attaching a different url to it, as needed.  Create them here!

So, that’s cool…but how does this transfer into the classroom?  Post a single QR code in the classroom and attach new media to it as needed–a youtube video today, a flipped lesson video tomorrow, a social studies website next Thursday…and on and on and on. You never have to print out another QR code and try to remember which is which. You could also send a QR code home with students (perhaps taped inside their notebook?) linked to a video that explains their homework today, but change the link so that tomorrow that same QR code visits the current lesson’s video.   A student is home sick…no worries, the QR code will always be linked to the current days work! Students just have a single code, but the content is always changing.  Making life easier for the teacher and student!

Dynamic QR code–See the difference?  Of course not!

And sometimes you need something even more cool than a QR code…or a dynamic QR code. Cooler…you say?  I DO say!  My new love…Aurasma.  Aurasma is an augmented reality app. What this means is that it uses image recognition to allow you to take any image (or turn any document into an image by saving as jpg) and overlay a video. Basically you are creating a video that pops out of the image once it is scanned in the Aurasma app.  Imagine a student video on what it looks like to read-to-self popping out of an anchor chart on the same topic.  Or…a Morning Work sign that has a video popping out each day where the teacher explains what to do that morning. Even better, you could share Little Johnny’s video of his dinosaur research by having it pop out of a dinosaur drawing he drew in art. I have so many ideas on this one.  And the WOW factor…well, it’s a big one for kids…and adults! There are definitely some glitchy things about using Aurasma Studio (computer based) or even the app for a classroom (such as– iPad and computer auras can not share the same channel), but figuring them out and making it work for you is well worth it in the long run.  Search out the tutorials, practice, and practice more…and then enjoy the fruits of your labour by watching the ohhs and ahhhs from everyone who tries it for the first time!

 

Here is a student scanning an image using the Aurasma App.

 

 

You can see here how after scanning the image is overlayed with the video of me explaining what to do for Morning Work that day.  By double tapping the video becomes full screen and the student can move away from the scanned image.

Interested in trying it out?  Download the Aurasma app and create an account.  Search for the channel “Pullman2”.  Follow us.  You should then be able to scan the image below to see an aura I used for a staff training on the program Remind.