Finally, each group will set up a virtual themed library using Google slides and integrate the collections from Epic! into the library, the teasers will be attached as well. Next, they will read the books, prepare a short teaser for each book and how it ties to diversity. For example, if they decide the theme would be “diversity”, they will need to find books and/or videos that are relevant to this theme in Epic! (Either uses the search box or look up the similar category). Redefinition: In the final stage, students are expected to work in groups to finish a virtual library project with themes of their choices.It can either be in video format so that students can film both the digital content and their verbal analysis, Or it can be in written format online where students need to attach subsequent screenshot/audio clips of the images and sounds to the document. For this stage, teachers can create a new assignment in their Epic! class page, asking students to pick out a book that has been assigned, read it then complete an analysis on if the visuals and/or audios help with the comprehension of the texts. Modification: One advantage of digital books is that the images, audio, and even the animation can be used for evaluating the quality of the content’s tension-building or explanation(White&Walker, 2013).Students then can take the online quiz when they finish the story, and they will receive immediate feedback. Fortunately, the majority of books in Epic! either come with its own quiz or allow teachers to create one. Therefore, when to give out quizzes becomes an issue. Augmentation: When students read at their own pace, it means some might try to catch up while others are already finished with the reading.SUBSTITUTION: Instead of reading a storybook to the students, teachers can select the adequate digital book in Epic! so that students can read at their own pace inside or outside of the classroom (when you sign up for Epic! Free).Here I will talk about how to apply Epic! to each stage of the SAMR model. Ruben Puentedura, educators who are keen on incorporating digital libraries such as Epic! into their classrooms can be more confident in knowing what to do. Additionally, Larson(2015) pointed out the extra audio assistance digital story platform provided motivates students to read more as well as read longer. Moreover, Terantino(2016) concluded that the audio dictionary on the Spanish-based apps also helped with L2 learner’s listening comprehension.
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