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Katie Brewer

LITR 630
Apps Assignment
July 1, 2015

App 1: Venn Diagram
This app is designed to support reading curriculum for students from
grades kindergarten to 12th. The Venn Diagram app allows students to
compare and contrast two or three ideas, concepts, or characters. I would use
this app in my reading classroom to compare and contrast characters,
settings, novels, informational texts, or the book version vs. the movie
version. This app is more engaging than drawing and writing with pencil and
paper. Aspects, like changing the color and sizes of fonts, create various new
levels to a Venn diagram. This app is also supported by Kentucky Common
Core standard RL.3.9, Compare and contrast the themes, settings, and plots
of stories written by the same author about the same or similar characters
(e.g., in books from a series).
App
This app is
designed for a
school setting to
allow students to
create Venn
diagrams that
can compare two
or three concepts
or topics. Users
can easily change
circle color and
size to alter the
organizer to fit
their individual
needs.

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 varies

ISTE
1b. Create
original works as
a means of
personal or group
expression
This app allows
creation of
individual or
group work based
on student
reading and
comprehension. It
is original work
created by the
student to reflect

KTS6
6.1 Uses
technology to
design and plan
instruction.
6.2 Uses
technology to
implement
instruction that
facilitates
student learning.
This app meets
both standards
because the app
will be an
instructional

reading
instruction while
allowing students
to deepen
comprehension
and the
compare/contrast
strategy. The iPad
allows this
process to be
interactive
instead of static
and students can
reflect work on
board for all to
see and discuss.

their knowledge.

component of the
lesson that allows
most learning
styles to thrive
and can be
differentiated to
meet all needs.

App 2: Popplet
This app is designed to capture and organize ideas in both a reading
and writing class. It gives students the opportunity to connect and form
meaningful relationships between ideas, concepts, and images. Students can
create as many “popples” (or thought bubbles) off of the main idea and can
continuously create more off of the “sub-popples”. This app can be used in
grades K-12, as well as can be used across the curriculum. I would use this in
my reading classroom to map out a novel. We could add ideas or traits of the
characters, setting, problem, and solution from the text. We could incorporate
images to showcase each story element. I would use this in my reading
classroom to brainstorm new stories or map out or draft a story. This app can
be supported by Kentucky Common Core standards RL.3.3, Describe
characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events, and W.3.5, With

guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing.
App
This app is
designed to
capture and
organize your
ideas. Students
can use Popplet
to capture facts,
thoughts, and
images and
organize them to
show various
relationships. The
app is simple and
interactive.

ILA
5.1 Candidates
design the
physical
environment to
optimize
students’ use of
traditional print,
digital, and
online resources
in reading and
writing
instruction.
This app allows
students to use
the iPad as a
digital and
interactive
writing tool. This
optimizes their
learning by
allowing students
to not only jot
down ideas or
facts, but also
incorporate
images and
hyperlinks.

ISTE
1b Create
original works as
a means of
personal or group
expression.
2b Communicate
information and
ideas effectively
to multiple
audiences using
a variety of
media and
formats.
This app allows
students to work
individually or
with a group to
communicate
ideas and
knowledge
through
interactive,
digital media.
This can then be
shared with
multiple
audiences, peers,
other classes or
parents.

KTS6
6.1 Uses
technology to
design and plan
instruction.
6.2 Uses
technology to
implement
instruction that
facilitates
student learning.
This app meets
both standards
because the app
will be an
instructional
component of the
lesson that allows
most learning
styles to thrive
and can be
differentiated to
meet all needs.

App 3: Toontastic
The purpose of this app is to allow students to create, animate, and
share digital storytelling. It provides students with an opportunity to record
their voices as they animate a story. Students can create as many scenes as
needed and incorporate music into their finished cartoon. Then, students can
share their creations with others. This app was designed for 6-8 years old,
which would work well in 1st-3rd grade classrooms. I would use this in my

reading classroom to have students animate and record story summaries.
This would require them to discuss the characters, setting, problem, rising
action, climax, and solution in a story. In my writing classroom, I would use
this app to allow students to publish their written pieces. This is another
mode of creativity and publishing that will engage and motivate some of my
struggling writers. Kentucky Common Core standards help support the use of
this app. Standard RL.3.2, Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central message, lesson, or
moral and explain how it is conveyed through key details in the text, supports
the use of the app in a reading class. Standard, W.3.6, With guidance and
support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others, supports
the use of the app in a writing class.
App
This is a creative
storytelling app
that allows kids
and students to
animate, tell, and
share cartoons.
Students can
record their voice
and move
characters on the
screen to tell an
interactive story.
In the classroom,
this can be used
to publish writing
pieces or used to
demonstrate a
summary of a
novel.

ILA
5.1 Candidates
design the
physical
environment to
optimize
students’ use of
traditional print,
digital, and
online resources
in reading and
writing
instruction.
This app allows
students to use
the iPad as a
digital and
interactive
writing and
reading tool. This
optimizes student
learning by
allowing voice
recording and

ISTE
1b Create
original works as
a means of
personal or group
expression.
2a. Interact,
collaborate, and
publish with
peers, experts, or
others employing
a variety of
digital
environments
and media
2b Communicate
information and
ideas effectively
to multiple
audiences using
a variety of
media and
formats.
This app allows

KTS6
6.1 Uses
technology to
design and plan
instruction.
6.2 Uses
technology to
implement
instruction that
facilitates
student learning.
This app meets
both standards
because the app
will be an
instructional
component of the
lesson that allows
most learning
styles to thrive
and can be
differentiated to
meet all needs.

animate in their
storytelling.

students to work
individually or
with a group to
communicate
ideas and
knowledge
through
interactive,
digital media.
This can then be
shared with
multiple
audiences, peers,
other classes or
parents.

App 4: News-O-Matic
The purpose of this app is to provide five current news stories to kids
each day. The news ranges from world politics to sports and celebrities. The
news stories are written by experts, but proofed by child psychologists to
make sure everything is kid-friendly. The app is engaging and interactive
through elements like “Read to Me”, puzzles, games, quizzes, maps, and
more. There is even the ability to have the articles translated into Spanish for
ESL learners. This app is targeted to students in grades 2-5. I would use this
in my reading classroom to expose students to informational text and text
features. This app allows my students to practice with fluency and vocabulary
in a safe-environment; they can always press a button to hear the words
when they are stuck. News-O-Matic is supported by two Kentucky Common
Core standards. RI.3.5, Use text features and search tools (e.g., key words,
sidebars, hyperlinks) to locate information relevant to a given topic
efficiently, and RI.3.10, By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical

texts, at the high end of the grades 2-3 text complexity band independently
and proficiently.
App
This app provides
daily news for
students in a kidfriendly text, with
interactive
photos, maps,
and videos. The
app addresses
multiple reading
levels and has
embedded
assessments
throughout. The
news articles are
available to be
viewed or read
aloud in Spanish.
This app is
supported by the
Common Core
and can be used
to expose
students to
informational
text.

ILA
4.2 Candidates
use a literacy
curriculum and
engage in
instructional
practices that
positively impact
students’
knowledge,
beliefs, and
engagement with
the features of
diversity.
5.1 Candidates
design the
physical
environment to
optimize
students’ use of
traditional print,
digital, and
online resources
in reading and
writing
instruction.
This app allows
students to use
the iPad as a
digital reading
tool. It gives
students an
opportunity to
learn about the
world around
them and
exposes them to
ideas, topics, and
people who are
different then
they are.

App 5: Scribble Press

ISTE
2c Develop
cultural
understanding
and global
awareness by
engaging with
learners of other
cultures.
This app allows
students to hear
and learn about
other cultures,
especially ones
outside of the
U.S. It engages
the students in
topics and
cultures they
were unaware of
and allows them
to interact
through a friendly
type of social
media.

KTS6
6.1 Uses
technology to
design and plan
instruction.
6.2 Uses
technology to
implement
instruction that
facilitates
student learning.
This app meets
both standards
because the app
will be an
instructional
component of the
lesson that allows
most learning
styles to thrive
and can be
differentiated to
meet all needs.
This app can be
modified to meet
the needs of
struggling
readers through
the use of “Read
to Me”.

This app is designed for book creating and works seamlessly in a
writing classroom. It is kid-friendly allowing students to choose from over 50
book templates or create their own inspiration in a blank template. The
format is simple and easy to learn. Students can change or create
backgrounds, upload photos or draw their own, and incorporate animated
stickers or stamps. This app would best fit in 2 nd – 5th grade classroom. I would
use it in my writing class to incorporate creative writing or for publishing
written work. There is an “All About Me” book that I could have my star
student create each week to share with the class. Kentucky Common Core
standard, W.3.6, With guidance and support from adults, use technology to
produce and publish writing (using keyboarding skills) as well as to interact
and collaborate with others, supports the use of the app in a writing class.
App
This is a kidfriendly app kids
can use to write
and illustrate
their own books.
Kids can create
books on any
topic, either
using a pre-made
template or free
writing in a blank
template. They
can upload
photos or draw
their own. When
finished, books
can be uploaded
to share with a
class or parents.

ILA
5.1 Candidates
design the
physical
environment to
optimize
students’ use of
traditional print,
digital, and
online resources
in reading and
writing
instruction.
This app allows
students to use
the iPad as a
digital and
interactive
writing tool. This
optimizes student
learning through
the use of
engaging and
creative writing.

ISTE
1b Create
original works as
a means of
personal or group
expression.
2b Communicate
information and
ideas effectively
to multiple
audiences using
a variety of
media and
formats.
This app allows
students to work
individually to
communicate
personal ideas
and knowledge
through
interactive,
digital media.
This can then be
shared with
multiple

KTS6
6.1 Uses
technology to
design and plan
instruction.
6.2 Uses
technology to
implement
instruction that
facilitates
student learning.
This app meets
both standards
because the app
will be an
instructional
component of the
lesson that allows
most learning
styles to thrive
and can be
differentiated to
meet all needs.

audiences, peers,
other classes or
parents.
TPACK & Research
In the article Understanding Technology Literacy: A Framework for
Evaluating Education Technology Integration, Davies (2011) reminds us
“Federal legislation mandates an emphasis on technology integration in all
areas of K-12 education (U.S. Department of Education, 2002)” (p. 46). Davies
(2011) further states that this directive is built on the “following fundamental
beliefs: (1) that learning is enhanced through the use of technology and (2)
that students need to develop technology skills in order to be productive
members of society (U.S. Department of Education, 2001)” (p. 46). TPACK
addresses this directive by requiring the teacher to have technological
pedagogical content knowledge that will allow him or her to effectively use
and teach technology to students. We must understand how technology
works to be able to explain to our students and enhance their learning so that
it will further them academically and in society.
When asked to gather apps to further my students reading and writing
curriculum, TPACK fit in perfectly. I have background content knowledge (CK)
in literacy teaching and development. I have background technological
content knowledge (TCK) in technology and apps to use for engaging and
purposeful student learning. This assignment required me to strive to grow in
technological pedagogical knowledge (TPK) for literacy. This assignment
required me to set a purpose about each app I choose. In my opinion, each
app had to enhance learning and had to support pedagogy in reading and
writing. As stated by McClanahan (2012) the iPad can be an effective learning

tool because “the manipulative touch screen promotes the use of several
modalities, the added aspect of recording reading and being able to play it
back and hear mistakes while looking at the text, and the touch screen and
use of the stylus may add a sense of control” (p. 26). The iPad can be
effective and engaging for various learning styles, so we must, as teachers,
reflect and relate the technology to our pedagogy and research.
“When instruction is designed with the components of the TPACK
framework in mind, the iPad may help teachers meet traditional print-based
literacy goals while also providing students with opportunities to learn the
new literacies of 21st-century technologies by responding to texts in unique
ways.” (Hutchison, Beschorner, Schmidt-Crawford, 2012, p. 16) The Venn
Diagram, Popplet, and Toontastic apps all allow my students to respond to
text or writing in unique ways. These apps go beyond the standard paper and
pencil format and allow students to have individualization and a unique voice.
Popplet goes even further by allowing students to respond, reflect or research
an idea by not only sharing thoughts, but adding pictures or hyperlinks and
truly extending their learning. Toontastic allows students to respond to a text
through the use of animation, voice recording, and music. I feel these three
apps separately give the students ample opportunities to learn new literacies,
but if we use all of them over the course of a school year students can truly
begin to experience 21st century learning and have access to all types of
modalities. Hutchison, Beschorner, Schmidt-Crawford (2012) go on to say that
“Apps that appear promising for literacy purposes are those that allow users
to type or write on top of printed text or other backgrounds, to record audio
for a response, to add pictures from the photo library, to insert symbols and

stamps, and to graphically organize responses in virtually limitless ways.” (p.
17) I feel that all the apps I found fit at least one of these characteristics. My
TPK has grown not only through this assignment, but also through this
course. I will now reflect on the technology and apps I use to determine if it
will help my students grow as 21st century digital learners.

References
Davies, R. (2011). Understanding technology literacy: A framework for
evaluating
education technology integration. TechTrends, 55(5), 45-52.
Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the
use of
the iPad for literacy learning. The Reading Teacher, 66(1), 15-23.
McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A breakthrough
for Josh:
How use of an iPad facilitated reading improvement. TechTrends, 56(3),
20-28.