App smashing is best defined as taking two or more apps and combining them together to create something new that would not otherwise have been possible. It is fun, engaging, and results in expanded creative possibilities for students and teachers while tapping into higher order skills. In this class, participants will engage in a hands-on exploration of apps including Padlet, Explain Everything, Seesaw, Thinglink, Aurasma, BookCreator, and Tellagami and consider ways in which to smash these apps together for greater impact. Participants will also collaborate with each other to generate a master list of app smashing “recipes” and project ideas that they can take with them to implement into their classrooms.
|Audience||Classroom teachers, specialists, technology teachers, librarians|
|Level||K – 12|
|Dates||January 20, 2020 – February 17, 2020|
|MassCUE Member Cost||$150|
|Graduate Credit (optional)||At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125.[/trow]|
Maya Bery is in her seventh year as the library media specialist at the Carlisle Public School. She has previously taught professional development courses on infographics, Google Earth, and video in the classroom, and has presented on these topics and others at MSLA conferences, Better Together, NPEN, MassCUE, and Computers in Libraries. She is motivated by the creative, fun learning that can occur when technology is integrated in purposeful ways in the classroom. She can be found on Twitter @msliberyan or on her website, www.mayabery.weebly.com.
Week 1: January 20 – January 25:
In week 1, participants will be introduced to the idea of app smashing and explore its purpose and uses in the classroom. Participants will also learn how app smashing allows expanded and enhanced student creativity, and how it engages students with higher level thinking skills. The SAMR model of technology integration will be used as a framework to guide the discussion around app smashing.
Introduce yourself and respond to two classmates (2.5 points)
Goals and Motivations (2.5 points)
Download apps covered in the course
Week 2: January 26-February 1
In Week 2, participants will be introduced to a variety of basic apps that are suitable for app smashing and will pick and choose from between the apps listed to create and share two mini projects that demonstrate the ability to app smash. Ideas and exemplars will also be shared.
Create and share an original app smash (10 points)
Reflect on the experience of learning to app smash (5 points)
Week 3: February 2-February 8
In week 3 of the course, participants will be introduced to several more apps that can be used for app smashing. They will also explore how to extend their use of app smashing to the Google Apps for Education tools, including Google Docs, Sheets, Slides, Keep, Forms, Drawing, YouTube and other tools can be integrated together in app smashes.
Create an app smash that incorporates at least two Google tools. (10 points)
Week 4: February 9-February 17
In the final week, participants will have the opportunity to share a final app smash incorporating any of the apps covered in the class or ones discovered independently. Participants will also contribute to a shared resource list of useful apps for app smashing and share recipes they have used in this course or found elsewhere. Finally, participants will reflect on their experience in the course and discuss how they plan to integrate app smashing into their classrooms/teaching practice.
Create a final app smash using two or more apps of your choice (10 points)
Contribute at least one unique app and one unique recipe to a crowd-sourced list (5 points) Final reflection (5 points)
To obtain a graduate credit, participants must submit:
1) A project that demonstrates the successful “smashing” of two or more apps. The project should integrate with their curriculum either as an exemplar, a tool for students to use, or as an example of student work. (25%)
2) A written description of how this app smash would be utilized in the classroom. (25%)
3) Successful completion of all class assignments (50%)
K-2.DTC.a.3: Create a simple digital artifact.
K-2.DTC.a. 4: Use appropriate digital tools individually and collaboratively to create, review, and revise simple artifacts that include text, images and audio.
K-2.DTC.b.1: Collaboratively use digital tools and media resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.
K-2.DTC.b.3: Use a variety of digital tools to present information to others
3-5.DTC.a.3: Use digital tools (local and online) to manipulate and publish multimedia artifacts.
3-5.DTC.b.1: Communicate key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using digital tools and media-rich resources.
6-8.DTC.a.3: Integrate information from multiple file formats into a single artifact.
6-8.DTC.b.1: Communicate and publish key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using a variety of digital tools and media-rich resources.
9-12.DTC.b.1: Communicate and publish key ideas and details to a variety of audiences using digital tools and media-rich resources.
Sign Up for This Workshop
App Smashing in the Classroom
January 20, 2020 – February 17, 2020