Thoughts on using Adobe Spark
We are encouraged to use some type of attention getter when we are introducing a new topic to students. As I explored the website, I thought it would be a great idea to launch a new writing concept for my second-grade students. As a result, I made an Adobe Spark video on opinion writing. In the video, I introduce the standard, and I explain what an opinion is. I listed all three components of an opinion writing and I provided many topics students could write about. I also offered an example of an opinion writing from a former student. I think that using pictures within my Adobe Spark will drive engagement. I also think it will help increase students' understanding of what is expected when it comes to opinion writing (Deck, 2015).
Adobe Spark was fun and quite simple to use. I could definitely see my second graders using it for many things. Currently, my students are comparing and contrasting two or more versions of the same story by different authors. How cool would it be to have students use Adobe Spark to create their own version of The Three Little Pigs or Goldilocks and the Three Bears? Other students would pick a story that one of their classmates created and compare it to the original version or to the version they created.
In second grade, students study the life cycle of different organisms. They could use Adobe Spark to communicate information about the life cycle of a mammal, classroom pet, or an insect. Students also study the states of matter in second grade. Students could use Adobe Sparke to explain how some changes of matter caused by heating or cooling can be reversed (like the heating and freezing water). Students could also tell how sometimes changes in matter is irreversible (like the baking of a cake, boiling an egg, or burning paper). Both examples given would be significant components of project-based learning where students could take the information that they learned and apply it to the real-world scenario.
I plan on having my students use Adobe Spark within the next two weeks. There are a few things that I would share with my second-graders about Copyright and Creative Commons. I will explain that although there are lots of pictures on the internet that you can just copy and paste into a document, it is not ok to do so because it is illegal. I would explain that someone created those pictures or images that they are using and that we have to give them credit for using them. If not, we can get into serious trouble. I would explain that we will be using Creative Commons when we are getting pictures or images. I would clarify that Creative Commons provides us with pictures that we can use legally.
Add-ons and Extensions
I think the translator add-on is a great tool to use for English Language Learners. About five years ago, I had a student who came from China to the United States, one week before school started. The first few months of school was culturally shocking for her. She did not know English, and I did not know Chinese. However, I did use my google translator on phone to get information to her. I wish I would have known about translator back then. Microsoft translator gives teachers the opportunity to teach and communicate with their student. The teacher simply wears a microphone device and student use a log in to access a website. As the teacher talks, student gets the information in their language. Students are also able to communicate back with the teacher or collaborate with their peers using this tool. This tool supports differentiation because it is allowing me to tailor my instruction to meet students’ individual need. Since the words are also displayed with this tool, using this tool could be very useful for students who are hearing impaired.
The second add-on that I explored was the dictate add-on. This tool is a voice to text feature, that types whatever the user says. I have a special needs student who struggles with writing. He is able to dictate everything that he wants to convey, but he has a difficult time memorizing and writing sight words, and he struggles with spelling. This tool will be great for him because it will allow him to get his thoughts down. It will also give him the chance to practice editing his own work and build his confidence in writing. This tool supports the communication component of the 4 C’s by allowing students to communicate their thoughts. The example above tells how this tool can be used for students with disabilities. It can also be used for differentiation, supporting any student that is struggling with getting their ideas down and writing in general.
The third add-on that I had a chance to explore was the picture dictionary. This tool is great to use when students are reading a passage online. It gives students the opportunity to use their mouse and hover over a word that they might not know. Once they hover over the word, a picture will pop up. The picture will give students an idea of what is going on and help increase their comprehension of the text (Deck, 2015). Jennifer Gonzalez stated that students who used this learning tool showed higher rates of growth in reading comprehension compared to others who didn’t use it (Gonzalez, 2015). Given students, the opportunity to visualize what they are reading and apply it to what they are learning is a critical thinking concept. As you can see, this tool supports the critical thinking component of the 4 C’s. This tool can be used for ELLs, differentiation, and for students with disabilities because it is allowing students to gain full access to the curriculum.
I also had the chance to explore two Google extensions, Google dictionary and power thesaurus. Both of these extensions would be perfect for my classroom. If you have been following my blogging, you know that I am a DLI teacher. I have a total of 37 students, and 19 of my students are ELL. My students are all at different proficiency levels. I have a few students who still struggle with vocabulary. So, I think the Google dictionary is an excellent tool for students to use when trying to acquire the language. It is also an excellent tool for my second-graders especially when it comes to spelling. The thesaurus extension would be great for my students to use when they are writing and trying to think of “strong” words to boost their writing. When used with reading and writing, these two extensions will help students communicate their thoughts more effectively. These two extensions can also be used for differentiation purposes. I have an ELL student who always asks me, what does this mean. To get her to own learning, I will model and show her how she can use the Google dictionary when she does not know a word. I will be sure to tell her that if she is still struggling to figure the word out, I would not mind assisting her. This same concept will work for those students who have a hard time using “strong” words in their writing. This same concept can be applied to students with disabilities.
Deck, H. (2015). Ten Reasons Visual Communication Can't Be Ignored. Retrieved from https://www.haikudeck.com/ten-reasons-visual-communication-cant-be-ignored-business-presentation-cMzhEUvmeX#slide0
Gonzalez, J. (2015). 4 Ways Microsoft is Making Learning More Accessible . Retrieved from https://www.cultofpedagogy.com/inclusive/