Making the Classrooms & Library Connection with Mobile Technologies by Rosalie Buenrostro, Sawyer Elementary

Thanks to the REVITAL Grant, our students here at Sawyer are able to use our databases, SOAR, library books and communication skills in a collaborative setting.  

Our 6th - 8th graders are writing a fictional story on a specific genre and a specific subject but must utilize relevant information obtained through researching books found through SOAR and databases.  

The student’s are very excited to use the iPads as they log into our CPS databases and research

the Civil War, Astronomy, Westward Expansion, Ancient Egypt, Ancient China, Ancient Greece and Mesopotamia.  

The iPads make our lessons organized and more complete as the student’s research their subject and are able to get a better understanding of each topic through imagery and information.  

The iPads have also helped our ESL students by making information available in their native language so they could still be a part of the project at hand without being separated or waiting for help with information.  

I am looking forward to incorporating technology in all of my lesson plans and feel a great relief in knowing the iPads will be accessible to my students.  This is amazing to me, as I was nervous about the set-up process and had my doubts while going through the process, but after a lot of time and encouragement from other Library Media Specialists, I am happy and excited about moving forward with the REVITAL Grant Program.

Franklin Fine Arts Center iPads and SOAR!!!! Viviane Kraus, Franklin Fine Arts Center

The goal for incorporating iPads into the Library is to invigorate the library.  My first action was to make SOAR easily accessible to students.  We added a link to the SOAR webpage on each iPad.  When I introduced the iPads with the SOAR link to the 2nd-5th grade students, the students’ desire to use the catalog increased dramatically.  The students wanted to search for books, this simple task increased SOAR use and motivation students to check out books.  During the next lesson I showed how easy it was to find and read ebooks using the iPads.  There is no log in delay and students can quickly find what books or topics that they are looking for.  

The 6th-8th grade were conducting  research for history fair and I showed them the SOAR icon and how quickly they could access the databases.   The students were excited about using the iPads to conduct research.  Students  had a database article open and then would tab back and forth and paraphrase into a Google doc.  One student commented about how easy it was to not plagiarize, not being able to see the article forced her to paraphrase in her own head first and then type the summarized information into a Google document.  The ease and speed of using the databases has definitely increased the use of the CPS Databases.  

My big project to revitalize  the library is to create QR codes to put on the library books.  This QR code will link to book talks given by students.  This project will be completed using iMovie and the camera on the iPads. The goal is to have multiple peer book talks available to recommend library books.  Wish me luck.  :)

George Washington High School gets iPads in the Library!, Nicole Guevara, Librarian

As soon as I read about the CPS REVITAL grant in an email from Lisa Perez, I knew I wanted it for my school library! All kinds of magical possibilities came to me...student made book trailers for the library’s book blog, ELL enhancement, Special Education support. Oh the learning! Oh the fun! Oh the collaboration! I quickly spoke to the administration and tech teams to get their approval and consent for future support. We all agreed it would be a wonderful opportunity for students, teachers, and the library program. I knew only five high schools were going to be awarded, but for some reason I felt lucky! A month later I got the congratulatory email with next steps.

The real fun began when the iPads were finally delivered. They arrived when our entire school was in the beginning stages of a wireless upgrade. Washington serves 1600 students so this was no small task for our large building. The library was taken over by the workers and their equipment and the tech team was busy assisting the process. I am not sure what exactly needed to be done, but I was told that the workers had to update something on the iPads before I could use them. Some days during the upgrade transition there was no internet for huge sections of the school so the iPads were on the to-do list but not a priority.

Two weeks after their arrival they were set-up, in cases, barcoded, and locked in a cart ready for students. I used KC Boyd’s helpful Google Presentation to guide me through the set-up process. She added tips learned along the way which were especially helpful such as turning off the keystroke sound and setting up an email account just for the iPads. Because we have 90 other iPads in the building I wanted to make the library’s distinct. I cataloged  them in SOAR and labeled them as library property. I store them in a small metal laptop cart we already had in the building. It is heavy to move, but it is secure and works great.

I soon reached out to Ms. Jirik, a Special Education teacher with small classes. She told me her Physics class was working on an energy unit and would benefit from some demonstrations of circuits. The use of iPads for educational purposes is new to me and both members of the tech team so we all agreed to start with free apps. The free apps I found for this were limited. However, I was eventually able to locate two good examples. After studying the material in class, students were able to construct one serial circuit and one parallel circuit. If we would have purchased the apps, students would have been able to build six of each type of circuit. Though our use of the apps was limited, we were both pleased with how students reacted to the hands-on learning. They were well-behaved and quite engaged. As a group we completed the short assessment offered by the app. Everyone followed along and had an opportunity to participate. The students are now thirsty for more!

Getting Started at Hernandez Middle School, Janice Wellborn, Librarian

Finally I am ready to share my adventures in iPads. I warn you, this is not for the faint of heart!

A little background is needed to understand where my school and I are starting from.  During the past two and a half years, my school has undergone some massive personnel shifts including four different administrations. Due to these changes, most of the people in my building are undergoing the 4 observation/evaluation cycle this year, including almost all of the tenured faculty.  Needless to say, everyone has way too much stress in their lives. As we come down to the wire, most of us have half of our evaluations still pending, putting everyone on pins and needles.

Add to this, last year we had a very good tech teacher who was also the building tech co, who really, really tried to keep up with the huge demands of a 1000 student school, three tech labs (including mine in the library), iPad cart, 2 laptop carts, individual teacher computers, and classroom computers and printers. We also had a school clerk/assistant who helped out when he could.  That was last year.  This year we only have the school clerk/assistant who is trying to do his myriad of jobs along with meeting the technology needs of the entire school, by himself.  When I got my grant, this is the  person I have been trying to work with to get everything up and running.  It has been a struggle.

Last week, I finally got my iPads set up with the one app I purchased and iMovie on all of the devices.  My tech co did not figure out how to use the configurator and instead just worked on each machine individually.  He did not seem to mind doing this, but unfortunately, he just doesn’t have much time.

I am dismayed that this venture is starting out so slowly as I had wanted to already be using the iPads in my classroom instruction.  My goal right now is just to learn one app well and then figure out how to maximize its use in the library.  I do hope next year will be easier!

Lessons Learned with iPads by Peggy Rux, Librarian, Pasteur Elementary School

Recently, Louis Pasteur Elementary School Library received ten iPads from a REVITAL (RE-enVision to Integrate Technology and Libraries) Grant through the Chicago Public Schools Department of Libraries. While there were currently 31 iPads already housed inside the library, they were being shared with classrooms in grades three through six.  Therefore, use was limited. Receiving these iPads has made it possible to plan long-term lessons utilizing technology.

Along the way, I have learned some lessons on integrating this technology in the library. First, it is important to have the students understand that the acceptable use policy that they signed at the beginning of the year applies to the use ALL technology including the iPads. Second, I found it easier to keep track of the iPads by color coding and numbering the home screen. Since there were already iPads in the library which were numbered 1-31 in red, I starting numbering the new iPads in blue. I set both the home screen and screen saver to that number. Students were given an iPad number for 1:1 use in the library.  Finally, it was important to take the time to demonstrate the proper use and care of the iPads.

After teaching students the proper use and care for the iPads, my next lesson involved having students use the iPads for accessing SOAR.  A shortcut was placed on the dock of the iPad for ease in access. Now, students enter the library, retrieve their iPad and begin looking for books! The lesson included accessing SOAR both at home and school. By the end of the lesson students were able to locate books, both print and electronic for independent reading and research. They were also able to demonstrate how to search the various databases provided by CPS. In addition, each table has a “toolbox” with graphic aids to assist them in their work. One of these “tools” is the procedure for checking out books.

Some of the units that I have created include; Toontastic fractured fairytales.  This works great with the primary grades. They work in small groups and storyboard before using the Toontastic app. This app is free! While you can include more settings and characters for about $2 each, I found that the students enjoy drawing their own scenes and creating their own characters.  Another fun project that I worked on with fourth and fifth grade students involves using the app Educreations. During poetry month in April students read poems from a variety of poets. They choose their favorite poet, and create a slide show; first explaining what it is about the poet that impresses them the most, then they read the poem and use pictures to illustrate their vision of the poem. I create a Google email address for each grade level and the students submit their projects to me using this address. Both of these projects are a fun way to end the school year!

Investigating Argumentative Writing Resources on the iPads, Regina Berg, Librarian, Gwendolyn Brooks High School

After speaking with two of the English IV and English II teachers at my high school, I realized that several teachers were interested in learning how to integrate argumentative writing into their curriculum.  I began locating resources when I thought of hosting a workshop where all the English teachers could collaborate and determine effective strategies for implementing this style of writing into their curriculum.   Just when I thought I was at my wits end, I discovered iTunes University.  The app offers several courses that have been approved by reputable universities and colleges and had two options for courses focused on Argumentative writing.

I immediately download this free app to all the iPads and then scheduled a meeting.   I was able to introduce a course to teachers where there were several graphic organizers and instructional suggestions for teachers to use.  We began with a small introduction to the iTunes University App, which surprisingly, many of the teachers had never used (although we all have Mac Laptops at my school).  Teachers were allowed to explore the app and then were given directions as to how to find the course.  Once in, I directed teachers to preview three courses that I thought would be useful.  We examined the materials (two of which were graphic organizers) and then discussed how the tools would be useful or relevant in different units and at different grade levels.  Teachers then had an opportunity to explore additional course materials and share their findings with the discussion group.

This experience was so rewarding.  Not only did I have the opportunity to collaborate with an entire department, but we also had the opportunity to participate in valuable professional development.  Teachers felt the materials were useful and relevant in implementing the common core standards and could be used in a way that would allow students to be independent learners in their classrooms.

Phoetry & Phoems, Amy Stipp, Librarian, Corkery Elementary School

Our iPads are up and going!  We are so excited to have them as an addition to our library.  Our students are eager to use them and to demonstrate their learning with them.  We got a charging and sync station last week, making it easy to hook the iPads up and give them a charge all at the same time.  I really like the sync box.  It opens like a garage door with a key for security.  The only downer is that the iPad cords are really long, so I coiled them and held them fast with a twisty-tie.

My fourth graders enjoyed using them in conjunction with a project they were working on in their classroom of making a poem book.  To add to their books, I had the students make a type of poem called “Phoetry.”  They made their Phoems by taking pictures of things around the library in pairs and groupitos.  They chose one of their photos and wrote words in different fonts to describe actions, impressions, feelings or places represented in the picture.  I used this activity to address the standard, “Present information clearly so that main points are evident.”

Next, I used the iPads with my sixth graders.  Using their CPS e-mail, they e-mailed their PowerPoint presentations of an African American Musician to me and I responded back.  The next day, they sat in groups and each group got an iPad.  On the iPads, they accessed their PowerPoint presentations through their email and presented to their group.  The group evaluated each group member’s presentation using a rubric, addressing the standard “Work in groups to evaluate products and presentation.”   

We look forward to using these little guys more and more.  I am learning more everyday about different apps and features of the iPad.  It’s been a joy integrating them into the curriculum!!!  The students are thrilled to used them!

Using iPads in the Pirie Library by Stacie Bell, Librarian

Since the iPads arrived in the Library, the students have been buzzing with excitement. They are all eager to get their hands on this new technology and their energy is catching. After explaining basic iPad handling procedures, my classes were ready to dive in.

I began with my third graders. They were fascinated several weeks ago when we participated in an “Hour of Code” using an offline activity. I saw the iPads as an opportunity to really get them coding. We used the site code.org. All students had a unique login and were able to immediately begin solving problems using simple coding techniques. I was particularly amazed at watching my students not only be eager to help each other, but I also observed them try a problem again and again until they persevered in reasoning out a solution.

My kindergarteners began using the iPads by utilizing an app called “Early Learning Academy.” This app gives students access to ABCmouse, an excellent curriculum tool that allows students to practice reading, math, and art. The students work in partners and follow a learning path that includes a ticket and rewards system to keep them motivated. These young students have shown amazing responsibility in their treatment of the iPads and in sharing the device with their partner.

My sixth graders could not be left out of the action. They used the iPads’ Keynote app to create presentations. Students selected a partner and were randomly assigned a Dewey Decimal range to investigate. Students had to select important topics in their section and find book covers to represent those topics. I threw them for a loop, however, when I told them they also had to cite where the images came from. When all their information was gathered, students got a kick experimenting with transitions and presenting their work to the class.

Over the coming weeks, I look forward to finding new ways to integrate the iPads into the Library curriculum. So far they have proven to be a fun way to get my students motivated and engaged in learning.

Biographies Come Alive with ChatterPix App, by Katherine Hlousek, Emiliano Zapata Academy Librarian

My students and I are absolutely ecstatic to have iPads in the library! With this additional technology, students are taking their research, hands-on learning, and technology skills further.

During the month of March, sixth grade students researched influential and accomplished women as a celebration of Women’s History Month. Students used Encyclopedia Britannica and Student Resources in Context databases and additional credible sources to answer specific research questions on a research planning worksheet. Once students painted a complete picture of the individual’s life, they were ready to use the (free) ChatterPix app.

Earlier this year I discovered ChatterPix, a free app from Duck Duck Moose. From the app store: ChatterPix can make anything talk - pets, friends, doodles, and more! Simply take any photo, draw a line to make a mouth, and record your voice. Then share your Pix with friends and family as silly greetings, playful messages, or creative cards. And best of all, it’s FREE!

The Women’s History Month research project was the perfect opportunity to try the ChatterPix app and to take students’ learning and product creation beyond a Google Drive Document or Presentation.

Students first conducted a Google image search of their individual and then saved the image to the iPad’s camera roll.  Next, students opened the ChatterPix (free) app and selected the image of the individual they saved to the camera roll. Then students drew a line across the mouth of the image.  Now students were ready to record; first students introduced the individual, then read a quote, and lastly provided an explanation or interpretation of the quote.  Finally, students added their name to the project and saved the finished ChatterPix to the iPad camera roll in addition to sending a copy to me via email.  Students got a kick out of viewing the ChatterPix projects!

Throughout this specific project, it has been amazing to watch students jump at the opportunity to be an “iPad leader” and assist fellow classmates with the iPads.  My students and I are looking forward to our next project with the iPads!  

ChatterPix App Suggestions:

Check your settings and try out on student iPads before use.  When trying out ChatterPix with a group of early finishers, I realized the restrictions I initially set up limited the access to the microphone / camera and camera roll.  A quick change of restrictions and we were up and running again!

When using images of people, it works best if the person’s mouth is closed and teeth are not showing if smiling.  Carefully draw a line on the mouth.  Some students initially drew a large line across the individual’s face and mouth, thus creating a rather ridiculous effect with the app.      

Additional Information:

ChatterPix allows the user to add props or effects to the image.  For the purpose of this project, students did not add these additional elements, but students did add their name to their final product to assist me when grading.

ChatterPix Profile in App Store

From the Duck Duck Moose website: ChatterPix allows sharing via email, Facebook, and YouTube and is designed for adults. If you’d like to restrict these options, please download “ChatterPix Kids” – designed for kids with no sharing features (only saves to the camera roll).

New to iPads by Eric Currie, Hitch Elementary School

Prior to being selected as a REVITAL grant recipient, I always thought, “I have this great idea for a project, but I need access to technology.”   Teaching multiple grade levels in one day and only seeing students at maximum twice a week, also meant having access to that technology for an extended period of time.  Sometimes it worked out.  Sometimes it didn’t.  

Over the summer, the administration had found some funds and decided to support the library with a collection of Chromebooks.  There weren’t enough Chromebooks to support my 30+ sized classes, but having consistent access to the technology meant students could have more experiences researching in databases and using their Google Accounts.

I was extremely excited about being selected for the REVITAL grant.  It meant I could increase the technological offerings of the library.  I received my iPads and their cases and I was ready to get to work.  

Then I got scared.  

I had no experience with Apple products, let alone iPads (in fact, I usually avoided them because I hated Apple Fanboyism).  My wife owns one, so iPads are not completely alien to me, but Facebook, shopping apps, and Pinterest (which is my about the extent the iPad is used for in my house) aren’t going to help my students use these in the manner I was hoping.  Luckily, my IT Coordinator was willing to help walk me through setting them up using Apple Configurator.  It was pretty nice, except we set them up incorrectly.  More on that experience later.

I’m still trying to figure out how to do things the Apple way, but I’m going to incorporate the iPads as much as I can into my teaching.  Students can at least use them to access the databases.  Hopefully, we’ll be using the iPads to get to some upper level Bloom’s in here soon.  The pictures show students accessing a Kids Infobits article to take Cornell Notes on an African country.  This tied into folk tales from the country that we used in a storytime.