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iPad Workshop by Katia Ciampa
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eBooks eBooks in in
EducationEducation
Katia Ciampa, PhDKatia Ciampa, PhDBrock UniversityBrock UniversityAugust 21, 2014.August 21, 2014.
Agenda:Agenda:1.1.Introduction: Storybooks Go Digital Introduction: Storybooks Go Digital 2.2.Bells and Whistles in eBooksBells and Whistles in eBooks3.3.Pitfalls & Potentials of eBooks: A Critical Pitfalls & Potentials of eBooks: A Critical Analysis Analysis 4.4.Principles of Effective eBooks DesignPrinciples of Effective eBooks Design5.5.Activity: Creating eBooks/eBook LessonsActivity: Creating eBooks/eBook Lessons6.6.eBooks in Accordance with Ontario eBooks in Accordance with Ontario Curriculum ExpectationsCurriculum Expectations7.7.ConclusionConclusion8.8.QuestionsQuestions
Introduction: Storybooks Go DigitalIntroduction: Storybooks Go DigitalWhat is an eBook?•An electronic storybook is defined in this study as a book composed in or converted to digital format for display on a computer screen or handheld device (Hutchison, Beschorner, & Schmidt-Crawford, 2012; Kim, 2014).
Types of eBooksPortable document format (PDF) Interactive/Animated eBook
Traditional Transformative
(Simple) (Complex)
Bells & Whistles in eBooksBells & Whistles in eBooksHow do eBook features affect children's’ and adolescents’ language and literacy
development? 1.Animated Illustrations2.Sound Effects and Music3.Games4.Hotspots5.Questions6.Highlighting Print
1) International Children's Digital Library2) LAZ Reader level M (How to make lemonade)3) Green Eggs and Ham Dr. Seuss 4) Scholastic Storia5) MeeGenius! Books6) DemiBooks Storytime7) Book Press8) Toontastic9) Story Creator10) Story Maker HD
Pitfalls & Potentials of eBooksPitfalls & Potentials of eBooksPROS
• eBooks can meet the need without placing a heavy burden on the adult
• Interactivity is particularly beneficial (word learning improved by almost 20%)
• Questions within interactive eBooks may increase students motivation
• Useful in allowing students to engage in independent reading before they are capable of reading conventional printed texts on their own
• Interactive features like hotspots and questions targeting complex words in the story text support growth in vocabulary
• Children at risk for literacy delays showed gains in phonological awareness, phoneme awareness and vocabulary.
CONS• Extra features of enhanced eBooks may
distract adults and children alike from the story, negatively affecting the nature of conversation and the amount of detail children recall
• Animated pictures that include motion and zoom shots provide more than clues from which children can extract meanings of difficult words than static pictures
• Effects of visual and audio features in enhanced ebooks (music and sounds- not animated pictures) may interfere with SLI children’s learning
• Children mostly prefer the animations and iconic elements at the expense of listening to the book’s story text
• Students with poor regulation skills do not benefit from the interactions as much as their peers.
Principles of Effective eBooks Design Principles of Effective eBooks Design - Multimedia characteristics- Interactivity - Usability - Educational Value - Features category (eBooks design)-Age appropriateness-Cultural sensitivity-Satisfying plots-Content/concept accuracy-Rich expressions of human values, traits, and struggles
eBooks in Accordance with Ontario eBooks in Accordance with Ontario Curriculum ExpectationsCurriculum ExpectationsHow are eBooks reflected within the
Ontario Curriculum?How can eBooks substantively
contribute to the achievement of the Ontario (Language) Curriculum
expectations?
Create Your Own eBook/eBook LessonCreate Your Own eBook/eBook LessonA)Choose an eBook (listed on your handout) and develop a shared reading lesson for your
students. Remember to include all three phases of the shared book reading routine:
Before, During, & After.AND/OR
B) Select any eBook Creator app (listed on your handout), and create your own eBook, or list the many different ways it can be used by
you and your students!
Create Your Own eBook/eBook LessonCreate Your Own eBook/eBook Lesson1) What is the learning goal? In what types of lessons (e.g., Direct Instruction, Independent Research, Project-based, Problem-based, Collaborative Grouping Jigsaw) will this type of activity be most effective?
2) How would this activity be adapted for content areas? What other tools could be used for this activity?
3) What implementation strategies work most effectively for this activity? What does the teacher need to plan/prepare ahead of time? What classroom management issues need to be addressed?
What do you think this book What do you think this book will be about?will be about?
Click here to go back and look Click here to go back and look at the title and front cover of at the title and front cover of this book to help us answer this book to help us answer
this question.this question.
What do you What do you alreadyalready know know about meerkats?about meerkats?
What do you What do you wantwant to know to know about meerkats? about meerkats?
My name is Little Meerkat. I am a kind of mongoose.
What new things did you learn What new things did you learn about meerkats from reading about meerkats from reading
this story? this story?
Ontario Language Curriculum Expectations Sample Guided eBook QuestionsREADING
Extending Understanding (Making Connections)1.6 -Extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them
What does this story remind you of in your life? Does this story remind you of something else
you have read? Does this story remind you of anything you saw
on TV or in a movie? Responding to and Evaluating Texts1.8- Express personal thoughts and feelings about what has been read
How does the ending of this story make you feel? Why? If you could change the ending of this story, what would happen?
What was your favourite/least favourite part of the story? Why?
Making Inferences/ Interpreting Messages1.2- Use stated and implied ideas in texts to make inferences and construct meaning
What do you think the story will be about? What do you think will happen next? Why did the author say ____________?
WRITINGForm: 2.1- write more complex texts using a variety of forms (e.g., a storyboard using captions and photographs or drawings to recount a significant event in their life; an original folk tale, fairy tale, or tall tale, or an extension of an existing tale)
MEDIA LITERACYProducing Media Texts: 3.4- produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques (e.g., a picture book to accompany a unit of study for a younger grade; a storyboard identifying the sound effects, images, and dialogue to be used in filming a scene from a novel)
Alignment with Ontario Language Curriculum ExpectationsAlignment with Ontario Language Curriculum Expectations
ConclusionConclusion•Today we face a new challenge: to use eBooks effectively with print books to reach higher levels of literacy than ever before.•In order to achieve these standards for beginning reading, teachers need 21st century tools that invigorate instruction and strengthen its intensity on a daily basis.
