Month: January 2013

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DIY Textbooks With iBooks Author

textbook screenshotA recent article in the Pittsburgh Post-Gazette caught my eye. “North Hills Teachers Write a Textbook for Online Curriculum”

In eighth-grade social studies classes at North Hills Junior High School, there’s no sleeping through videos, no hiding in the back of class to avoid being called upon and no student excuses about forgetting the textbook, notes or class materials. That’s because just about everything students use for class is online, including the textbook, which was written this past summer by social studies teachers Rich Texter, Joe Welch and Larry Dorenkamp. It was edited by reading teacher Jill Brooks, who made sure it was written at the appropriate reading level. The result is the students spend their class time multitasking with technology… More

The best way to motivate our students was to get rid of traditional textbooks.

I invited the Rich Texter, one of the project teachers / textbook developers, to do a guest post on the project. He kindly supplied some screenshots and the following post. (Note: the textbook is not available on iTunes). Rich on Twitter

Textbook sidebarTwo years ago, Larry Dorenkamp was thinking about how cool it would be to teach in a classroom that enabled him to teach his students about Social Studies, and have the kids excited about learning it. In his opinion, the best way to do that would be to get rid of the traditional textbooks and jump on the technology train. So, Mr. Dorenkamp approached the Assistant Superintendent for Curriculum Assessment and Special Programs, Dr. Jeffrey Taylor, about the possibility of using a classroom set of MacBooks, instead of a traditional textbook. It turns out that Dr. Taylor was very intrigued by making the 8th grade social studies classroom a digital learning environment. After the initial meeting, we–the three 8th grade social studies teachers (Mr. Richard Texter, Mr. Joseph Welch, and Dorenkamp)–sat down with Dr. Taylor and the building principal, Beth Williams, for an informal discussion. We discussed our vision of how this digital classroom would look and how it would function. Dr. Taylor wanted to ensure that the learning needs of the students would be met, as well as–if not at a higher level–than in a traditional classroom. The vision was that this would allow the students to more freely explore the 8th grade curriculum, increase student engagement, enhance understanding, and critical thinking skills. Dr. Taylor had discussions with the school board about a pilot program of a Digital Based social studies classroom. The board approved the program and purchase three classroom sets of MacBooks and iPad 2’s for our classroom. The three social studies teachers collaborated, throughout the school year, to create activities that would engage students, while allowing them some options in choosing what they do. We also worked to build assessments that would allow students to do more than just measure memorizing dates, places and facts.

We can tailor our book to regional history. Plus, we can update it whenever we want.

When Apple came out with its iBook Author, we decided to write a 8th grade text that was custom-made for OUR students. We liked the idea that the book would be aligned to our curriculum at North Hills, and that it could be aligned to the state-specific standards that we need to cover, in Pennsylvania. Instead of using a book that was written to be marketable to big text book states like California and Texas, we wanted to provide the students with information that was more pertinent to Pittsburgh and Pennsylvania; we wanted to engage our students.

iBook builder allows you to make your textbook interactive; students can mark up the text and add their own notes. Bold words can be touched for an instant definition. If a student is struggling to pronounce a word, the book can speak the word for the student. Interactive maps and charts can be placed in the book, in addition to videos. We placed Keynotes, in certain sections, to highlight important information from a section. Interactive checks for understanding, that give the student immediate feedback, are at the end of each section and Unit.

The iBook continues to be a work in progress for us, we will continue to update the book to meet our needs. That is our favorite part of iBooks author as we need to update the book we can do it very quickly. So instead of waiting 5 to 10 years to be on cycle for a new textbook we can edit and update ours when ever we see the need.

textbook screenshot-1

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Imperialists in Flying Cars: Envisioning a Presidential Inauguration

With the 2013 inauguration nearly upon us, it’s interesting to look at the Official Souvenir program of President McKinley’s inauguration in 1901. Full document here 

Especially interesting is the two-page prediction of the Presidential Inauguration of 2001. The unnamed writer was caught up in visions of Manifest Destiny and technology – mechanical bands, a president from the state of Ontario, a flying parade of aerialautos, altering the flow of the Gulf Stream to effect climate chance, and an expanded US with 118 states and 91 territories extending into South America. Quite a contrast to the program ad claiming to provide  ”Fresh Air – No Cinders! No Smoke!” for rail cars of 1901.

Here are some excerpts from the program (see full pages below)

“George McKinly Barrington, of the State of Ontario, was today at high noon invested with the office of President of the United States of the Americas. … President Barrington is the tenth Chief Magistrate to be elected to the new term of eight years, and he was accorded such a reception as has never before been witnessed in this city.

The anti-trust law prohibiting any corporation from making profits in excess of 6%, per year, should be strictly enforced.

The inaugural parade was thirty-six miles in length, and despite the fact that those participating were carried in aeroplanes, aerialautos, and other conveyances from the Mansion of Executives to the Capitol, the line occupied more than three hours in passing the State aerialtrans, and slightly delayed the programme as originally proposed. The State aerialtrans left the Mansion of Executives at 9 o’clock, and was stationed at the head of the Avenue of the Americas, down which, at an altitude of about 300 feet from the pavement, the parade approached.

… Every city in the Union was represented in the parade by one or more conveyances, and the decorations were unique and beautiful. Among the finer displays were those of clubs from Sitka, Santaigo de Chile, Montreal, Rio de Janerio, Mexico City, Havana, Manila, Honolulu, Quebec, St. Thomas, Chicago, and New York.

… It was a distinguished throng— the forty members of the passing Cabinet, the Supreme and Vice Supreme Courts, the 336 Senators, 860 Representatives, 99 Territorial Delegates and scores of statesmen, and Army and Navy officials being present.

Escorted by hundreds of statesmen, the new and the old Presidents made their way to the platform facing the Crystal Auditorium The four great mechanical bands struck up the national anthem and the vast gathering cheered itself hoarse. As the candidate of the American party and the choice of all three Houses of Congress, Mr. Barrington is very popular…

His speech was remarkable for its brevity, and yet for the numerous recommendations made. Among these is the suggestion that the work of turning the Arctic current aside, off the coast of Labrador, so as to enable the Gulf Stream to change the climate, be begun at once, and that the anti-trust law prohibiting any corporation from making profits in excess of six per cent, per year, be strictly enforced.

At the close of his address. President Barrington was escorted to the Mansion of the States by the Governors of the 118 States and 91 Territories.

… The programme included a parade of the President’s Guard (foot) and the crews of the naval submarine and aerial vessels Hector, Dewey, Schley, Sampson, Buenos Ayres and Holland. The evolution of the aerial forces with the new meteorite guns were deservedly applauded, and the great tubes were raised and lowered by the Operation of the gas in the jackets. The Pneumatic street railway lines were stopped on all surface tracks and the avenues kept clear.

Later, at 16 o’clock, and lasting until 18 o’clock, an Old Century” parade was made the feature, and created much merriment In the grotesque line were ancient vehicles known as “automobiles,” “locomobiles” and “glides.” Other features were “bicycles” from the Museum of the Americas, and an electric street car from the New York State Museum. Ancient steam engines found in the States of Manitoba and Assiniboia were conveyed oil pneumatic drags.

Page 84
Page 85

Hat tip to Politico for pointing me to this document.

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Self-Publishing: A How-To For Students and Teachers

Publishing with PowerPoint is a new book that guides teachers and students through the process of creating and publishing their own books. It’s written by three dear friends and former colleagues – Patricia Martin, MaryAnn McAlpin and Suzanne Meyer. For a few years I had the chance to collaborate with them on some student publishing projects. They’ve continued to hone their skills on broad array of innovative projects. Recently they compiled all they’ve learned into an easy to use guide to using PowerPoint as a book design tool and how to team PPT with the exciting new technology of on-demand printing. Publishing with PowerPoint – available at Amazon

Here’s their guest post detailing the book:

Publishing is an effective tool for getting students engaged and writing. The new book, Publishing with PowerPoint, walks the reader through a process of self-publishing that can be used in any classroom. PowerPoint is an effective book design software – it’s already on your computer and everyone know how to use it. Students find it easy to use PowerPoint templates and position a wide range of text and images on a PPT slide. Powerpoint slides can be quickly grouped and rearranged into book pages. Finally, converting PowerPoint slides into pdfs for publishing can be done with the “Save As” function. Visit Amazon Books / Publishing with PowerPoint to see the use of templates and layouts on the sample pages.

The teacher with a limited budget can print just one copy for the classroom. Parents can order their own copies online.

Publishing with PowerPoint was published through Createspace, an Amazon company, using the process detailed in the book. Once the slides were created, the authors merely converted the slides to PDF’s and sent the result to Createspace. For example, a 32 page, 8.5”X11” color book would cost its authors about $4.00 a copy plus $3.59 shipping and handling. (The shipping and handling costs are calculated at $3.00 per order and $.59 per item). Lulu, another popular on-demand publisher, would price a similar book at $13.42 plus shipping and handling.

The magic of on-demand printing is that the teacher with a limited budget can print just a single copy for the classroom. Both Createspace and Lulu offer options for easy distribution. PTAs or families who want copies can log in and order their own. No need for teachers to take book orders.

The thought of publishing with students might seem daunting - I’ve got too much on my plate as it is! But if you believe in the power of PBL and motivation of writing for an authentic audience, you’ll appreciate this detailed guide book.  It offers an overview of the resources necessary for successful publishing. Readers learn how to use PowerPoint’s built-in tools for template design, layout or page design, creating facing pages, and inserting images. The book is organized to walk the reader through the process, detail-by-detail, in the exact order in which the publishing process happens.



The second half of the book is devoted to content. Teachers will realize that content is actually the initial consideration whether looking at writing process or traits of writing. But, it seemed important to the authors that the book present the techniques of publishing (the new information) before reviewing the writing and organization of content for publishing (the prior learning). Using examples from our publishing experiences, the book includes a wide range of samples representing different grade levels, fiction or non-fiction, single-author or anthology that the teachers can use as models.

The book exemplifies the ease with which students can complete the writing process by publishing their work to a wide audience with tools available in a classroom. Hopefully the book will illustrate to its readers the versatility and creativity that PowerPoint can bring to the self-, or on-demand, publishing process. For the teacher who wants to publish electronically the book is an equally invaluable resource to enable students to produce a quality final product. Formatting pages through PowerPoint and creating pdfs work equally well for that application.

Teachers inexperienced with publishing and limited resources do not have to eliminate student publishing options. Publishing with PowerPoint and the use of economical self-publishing can bring this opportunity to any classroom.