Book Creator
- rachelream
- Nov 20, 2024
- 5 min read
Updated: Nov 29, 2024
(Wix images)
Multimedia Presentation of Technology Integration
By Rachel Ream
EDUC 251, Technology for the K-12 teacher
Dr. Kevin Graziano
November 20, 2024
Part I: Technology
Book Creator
Part II: Explanation of Technology Integration
Inspired by Reimagining Science Notebooks in Book Creator by Melissa Eaton, I plan to use Book Creator for Science Notebooks in my elementary classroom. Book Creator services a variety of learning needs. By creating guided templates for students, I can accept typed words, photos, illustrations, or videos. Creating my own template also allows me to give additional information or guidance in the margins, which is not visible in the final product, but scaffolds for the student. As a teacher, I can give feedback in various ways, including voice, video, or the written word. Ultimately, the children will have a performance-based science notebook reflecting their learning and growth over a school year. These notebooks will be published for parents to view and will be displayed on their iPads or Chromebooks during Open House night. More importantly, these notebooks will show growth over time, giving students something on which to reflect and self-assess.
Part III: Standards
English Language Arts (ELA), grades 3-5
Reading Standards for Informational Texts 1-10, includes standards for academic language, explaining procedures, understanding scientific texts, and interpreting charts and graphs.
Writing Standards
No. 2.a-d, “Write informative/explanatory texts to examine a topic and convey ideas and information clearly…”
No. 4-7, “Conduct short research projects that build knowledge through investigation of different aspects of a topic…”
No. 10, “Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.”
Speaking and Listening
1-6, “Paraphrase Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively…”
Language Standards
1.i, “Produce simple, compound, and complex sentences.”
2.a, “Capitalize appropriate words in titles.” 2.f, “Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.” 2.g. “Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.”
3, “Use knowledge of language and its conventions when writing, speaking, reading, or listening.”
ISTE Student
ISTE 1.1 Empowered Learner
1.1c Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in various ways.
ISTE 1.3 Knowledge Constructor
1.3.d Build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
ISTE 1.5 Computational Thinker
1.5.b Collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making
ISTE 1.6 Creative Communicator
1.6.b Create original works or responsibly repurpose or remix digital resources into new creations.
1.6.c Use digital tools to visually communicate complex ideas to others.
ISTE Teacher
ISTE 2.2 Leader
2.2.c. Model for colleagues the identification, experimentation, evaluation, curation, and adoption of new digital resources and tools for learning.
ISTE 2.3 Citizen
2.3.b. Foster digital literacy by encouraging curiosity, reflection, and critical evaluation.
ISTE 2.5 Designer
2.5.b. Design authentic learning activities that align with educational standards and use digital tools and resources to maximize learning.
2.5.c. Apply evidence-based instructional design principles to create innovative and equitable digital learning environments that support learning.
ISTE 2.6 Facilitator
2.6.d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
ISTE 2.7 Analyst
2.7.a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
Part IV: PICRAT
Passive, Interactive and Creative (PIC)
The student relationship with Book Creator in this project is interactive and creative.
Interactive: Students conduct scientific studies and document their findings within Book Creator. The teacher provides additional information (e.g., embedded links, etc.) on the topic and guidance in the margins.
Creative: Students are creating a unique scientific notebook. One that reflects their understanding and gained knowledge. What if they finish early but are still excited about the topic? They can continue in Book Creator, create a story or comic on the subject, collaborate with other students on an informative page design, etc. They can lead their own project to continue the learning. What if they take a long time to complete a template from the teacher? That’s ok too. The teacher can provide feedback, and the student has the flexibility to complete it in their own time. They can also add details, photos, etc., to make it their own.
Replacement, Amplification and Transformation (RAT)
The teacher’s use of Book Creator in this context amplifies and transforms traditional practices.
Amplification: The technology amplifies a traditional method of creating a science notebook. Rather than just on paper, this method allows students to use photos of their work, hand-drawn art, videos, and even voiceovers.
Transformative: This technology allows for transformative lessons, as students will have more creative freedom to express their understanding. For instance, they can create a comic about electricity circuits, etc.
In short, as this is an ongoing activity with multiple student interactions, it most accurately falls under IT and CA on the PICRAT model.
(Kimmons, Graham, West, 2020)
Part VI: Universal Design for Learning (UDL)
Multiple Means of Engagement (Why) – Goal: Purpose and Motivated
Book Creator allows for student creativity while providing scaffolding and clear expectations. These elements combine to engage students in more self-directed learning. Students are clearly informed of the end goal and guided on achieving it, but there is plenty of room for individuality and exploration for added engagement.
Multiple Means of Representation (What) – Goal: Resourceful and Knowledgeable
Book Creator allows for multiple means of representation. Video, text, audio, and even conversations can be recorded and included. Interaction with physical objects during a science experiment will not change, but students then have the option to take a picture of their result or draw a picture to upload to their Science Notebook. There are truly endless options when working with Book Creator.
Multiple Means of Action and Expression (How) – Goal: Strategic and Goal-Directed Book Creator adds a creative dimension to a subject often seen as linear - science. Using Science Notebooks through Book Creator regularly will help students help students document their experiments and investigations, leaving a trail of excitment and wonder in their notebooks. Science is exciting and our society is constantly pushing the boundaries of science – biotech, nanotechnologies, space exploration, even veterinary science. Book Creator is the tool that will allow my classroom to achieve this goal. Students still get to do the hands-on activities and get messy, and we still get to be excited about our discoveries, but now we have a farther-reaching and more in-depth way to express what’s being learned and the clear and regular documentation over time gives students something to reflect on for self-assessment.
Part VI: Bias
Book Creator was created as an accommodative technology for students with learning disabilities. It then became a popular tool for all abilities. Book Creator is essentially a blank canvas for creating. Any bias that occurs is going to be made by the user. For instance, students might inadvertently show bias in a comic strip they create. As a teacher, I could introduce bias in a template I create. User error is the most likely scenario for bias in Book Creator. As a teacher, I will need to keep a watchful eye for student bias and my own.
Eaton, M. (n.d.). Reimagining Science Notebooks in Book Creator. Book Creator. https://read.bookcreator.com/library/-LCESe5qTaw-qLZCBqm3/book/p6RAZuCqRBK8ffQfGVm7CA/CFN9A3JeRoSoSZeZBUUMOQ
Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1). https://citejournal.org/volume-20/issue-1-20/general/the-picrat-model-for-technology-integration-in-teacher-preparation
