iPads, Portfolios,Social Networking, PBL & More!

Napa Valley Unified Teachers• Joey Schmitz• Kim Floyd• Tammy Lee• Jen MenoPamela Redmond, Touro U, Advisor &

NapaLearns Board Member

joinme.com/465-670-365You can follow along with us in this presentation on your ipad or laptop.Navigate to the web address, then put in the code we give you in the presentation.

Napa Learns & NVUSD Partnership

Napa Valley Unified School District

LEVERAGING SOCIAL NETWORKING IN THE HIGH SCHOOL CLASSROOM

Joey Schmitz, Vintage High School Joseph.schmitz@tu.edu

Twitter Hash

#CUE2011• Save this search to be a part of the

backchannel discussion during the presentation.

Some Facts about Social Networking

Let’s take a quick poll.

1st Poll2nd Poll3rd Poll

Social Media at Vintage High School

• Tumblr- Student reflective journals • Twitter- Backchannel discussions extension of

the classroom.• Facebook- Classroom LMS

Hypothesis and Preliminary Findings

• Over 90% of students have access to internet– Home computer– School computer– Smartphones– iPod Touch – Video game consoles

Hypothesis and Preliminary Findings

• Engagement is through the roof.– Students during class discussion with backchannel

outlet participate more than traditional class discussion.

– Teachers unrealistic fear of cell phones.– Responsibility and digital citizenship.

SUMMER BRIDGE IPAD PROJECT FOR PRESCHOOLERS

Kim Floyd, Yountville Elementarykimberly.floyd@tu.edu

Background

• The problem• The idea• The students• The teachers• NapaLearns

as visionary funders

The goals• Provide children who had no prior

preschools experience foundational skills for kindergarten

• Build vocabulary• Leverage technology to provide

seamless support to student development

• Who• 1 teacher• 18 Pre-K bilingual children• 4 aides (3 bilingual HS students &

1 migrant education person)• Parents• Local Kdgn teachers as observers• Visitors, visitors, visitors

• When• 16 days in summer 2011• From 8 am-noon• 4th of July was in the middle of

the program

The Apps

Alphabet Tracer

Drawing Pad

What did we measure

• PPVT• Footsteps to Brilliance

– # Books– # Words user was exposed to– Reading comprehension– Total hours of use

Books Read

Pre Post0

100

200

300

400

500

600

700

155

604

Books Read: Class

Books Read

Pre Post0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

8.2

31.8

Books Read: Student

Books Read

Reading Comprehension

Pre Post40.0%

45.0%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

58.5%

76.4%

Reading Comprehension: Class

Correct 1st Try

Word Total

Pre Post0

20,00040,00060,00080,000

100,000120,000140,000160,000180,000200,000

40,801

187,502

Word Total: Class

Word Total

Pre Post0

2,000

4,000

6,000

8,000

10,000

12,000

2,147

9,869

Word Total: Student

Word Total

Total Hours

Pre Post0

20

40

60

80

100

120

140

160

16

143

Total Hours: Class

Total Hours

Pre Post0

1

2

3

4

5

6

7

8

1

7.5Total Hours: Student

Total Hours

Peabody Test

1 2

-20

-10

0

10

20

30

40

50

Gain Range

Spearman Correlation Coefficient r = 0.7129 p= 0.0007

n=18

Challenges

• Perception • Misperceptions• Pre-conceived notions• Technology challenges• Support challenges• Highly visible endeavor

Next Steps

• Pre-K program will be repeated next summer and probably expanded

• Across 3 school districts (6-7 classrooms) are implementing iPad in the classroom

• Change in trends for Pre-K and K education

GAMING AS A TOOL TO SUPPORT CONCEPT DEVELOPMENT IN MATHTHROUGH PBL

Tammy Lee, American Canyon Middle Schooltammy.lee@tu.edu

Some Facts From your lit review

• Add some intriguing facts about PBL, mnemonics, gaming, etc

What are you doing at ACMS?

• Give some background & need• Past solutions• Why they didn’t work

What do you plan to do

• Add slides as you want…• What have you done so far (You might want to

share some of the preliminary results.)• Where do you hope to go in the future?

(Adding the full PBL component)

Show some examples here?

• Screen shots or links…

Q & A