Lesson 1: Photo Fun

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Project Pocket Technology BYOD Lesson 1:  Photo Fun 7/10/2012 Global Producers Pascal Routledge

Table of Contents

Outcomes. 3

Purpose: 5

Preparation: 5

Materials: 5

Lesson: 6

I do: 6

You do: 6

We do: 6

We share: 6

Assessment: (Anecdotal). 7

Differentiation:  Strategies. 7

Assessment Rubric. 8

Example. 9

Lesson 1:  Handout Photo Fun. 10

Consent Form.. 11

BYOD Lesson 1: Photo Fun

Outcomes

Language Arts:	SCO
	1.1	describe, share, and discuss thoughts, feelings, and experiences and consider others’ ideas
	1.2	ask and respond to questions to clarify information and to explore possibilities or solutions to problems
	1.3	express and explain opinions and respond to the questions and reactions of others
	1.4	listen critically to others’ ideas and opinions
	3.1	use basic courtesies and conventions of conversation in group work and co-operative play
	5.1	answer, with assistance, their own questions and those of others by seeking information from a variety of texts
		*   identify their own personal and learning needs for information
		*   generate their own questions as a guide for research
		*   use a range of print and non-print materials to meet their needs
		*   use basic reference materials and a database of electronic search
		*   reflect on their own research process
	6.1	make personal connections to texts and describe, share, and discuss their reactions and emotions
	9.1	create written and media texts using a variety of forms
		*   experiment with a combination of writing with other media to increase the impact of their presentations
	9.2	demonstrate some awareness of purpose and audience
	10.1	experiment with a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies
	10.4	experiment with technology in writing and other forms of representing
		*   use a drawing program (computer software)
Health	C2.2	identify and demonstrate ways of showing respect and consideration to others
	D1.1	identify and show appreciation for skills they have developed
	D2.1	acknowledge thoughtful and caring behaviours among their classmates
	D2.2	demonstrate respect for and acceptance of all classmates
Visual Arts	1.2	use various materials and processes and explore their possibilities and limitations
	1.3	use a combination of the visual elements and principles of art and design in art
Tech	BOC 3.1	safely use school media, computer equipment, and software to support their learning, with direct teacher assistance when required
	BOC 3.2	use a range of appropriate equipment, computer technology, and software to plan and create multimedia works that contain pictures, words, and sound to tell a story or report the results of their learning
	PTS 3.1	present their learning by selecting media and software appropriate to the content and purpose, with teacher assistance

Lesson 1:  Photo FUN

How to make cool wild fun looking pictures on their Pocket Technology and incorporating them into their writing?

Purpose: 

Students are to use their favourite app to create an awesome picture .These digitally transformed pictures are created to motivate the students to produce a more creative piece of writing.  Research indicates that students are more motivated to learn and will do a better job of writing by integrating Pocket Technology (PT) in a school based learning activity.  This use of PT motivates the students to have fun while learning and therefore create a better piece of writing.

Preparation:

The teacher will have to poll the students of the class to determine the multi device technology that is available to the students.  The teacher will also have to provide a letter informing the parents that their child if permitted to bring their PT to school to participate in a technology integration project.  The same form will also communicate to the parents a brief description of the activity, as well as, that the teacher is in fact asking the students to have their own personal devices with them each day during this project.

·         Take digital pictures of each child profile(this step was done by the teacher to facilitate and expedite the process-it is worth noting that the teacher can also instruct the students and then the students can take each others pictures)

·         Upload the pictures to a common drive for student access

·         Prepare an example of the before and after picture  as an example

·         Prepare an organization chart showing the different sentence fluency traits that we are learning

·         Download an app on the class provided PT enabling picture editing

·         Or share the photo using Discovery Education Network and class writing prompt feature

Materials:

·         Internet/wifi

·         Pocket Technology-with photo/camera

·         Program to digitally enhance images

·         Blackberry playbook as an example of the PT,  app used for an example is Wet Paint, or

·         Digital camera in case a student does not have a PT

·         Memory card

·         USB /SD card converter

·         Computers

·         Classroom tablet technology and pocket technology

Lesson:

I do:

1.       Using an LCD Projector, in a large group the teacher introduced a before and after example of how a cat looks like pre and post digitally changed

2.       Introduce how fun it is to transform a picture into something personal and creative

3.       Introduce how the transformed picture can evoke a series of more rich descriptive words that the student can reflect in a personal piece of writing

4.       Teacher begins to demonstrate this by drawing words out from the students that describe the photo in greater detail

5.       Teacher models

6.       Generate  3 sentences to describe the picture:  (non-fiction-facts based)

                                                               i.        I am a cat.

                                                             ii.      Cats are fun to play with because they will chase me.

                                                            iii.      Cats are soft and cuddly.

7.       Show students how to use the email option

8.       Show students where to put it on the S-drive

You do: 

1.       Students are able to use their PT to take a photo of themselves or of an object of interest

2.       Students are then asked to transform the picture as much as they want using an app

3.       Save the original and the changed photo

4.       Send the photos and the writing to the teacher via email

5.       Save the photos and writing to themselves using email

6.       Open email on computer to access and download the pictures onto their school server in their personal folder

We do:

1.       Students  will assist each other as needed acquiring the photo

2.       Students will problem solve any picture editing issues by collaborating with the peers

3.       Students will then use the picture they have created to begin a piece of writing describing the photo and non fiction facts or fiction

4.       Students will work together creating independent pieces of writing describing their digital image

5.       Students will save their digital work on the school server or send as an email attachment

We share:

1.       Students will share what device and app or program they used to manipulate the picture

2.       Students will present their original picture plus the modified one to the class

3.       Students will explain what features they used to alter the picture

4.       Student will share the finished piece of writing with the class electronically or printed on paper

5.       Teacher will collect the writing and pictures electronically to create a digital portfolio

Assessment: (Anecdotal)

·         See sentence fluency  assessment piece from book 6+1 Traits of Writing by Ruth Culham

·         Can students successfully take a picture?

·         Can students successfully find and manipulate a picture?

·         Was the student successfully able to alter the digital picture?

·         Did the picture evoke emotion?

·         Did the student successfully work with other students in a group?

·         Did the student come up with an original final image?

·         Did the student succeed at writing one great sentence or two which meets the sentence fluency criteria?

·         Did the student discover new skills integrating technology?

Differentiation:  Strategies

·         EPA support available

·         Activities can be scaffolded to meet the individual needs

·         Use co-writer  to assist students with writing their sentences  if they are having problems spelling the words

·         Use Kidspiration to make a an idea web (concept map) to structure and organize their ideas into a sentence

·          Teacher can assist with the use of PT to take the picture

·         One to one support to access the program needed to alter their picture

·         Teacher can provide a picture for the student to use

·         Teacher can provide additional time

·         Teacher can provide the opportunity for a lesser length of sentence

·         Teacher can scribe for the student

·         Teacher can further the activity by pushing another technology component such as a voice over recording of student reading their sentences

Assessment Rubric

Project Pocket Technology

Name:  __________________________________________

Criteria is a synthesis of the following lessons in the articles:   21st C. Learner, Five Hallmarks of Good Homework,7 Essentials of Project-Based Learning, and Show us What Homework’s For
Purpose:  Did the student personalize the purpose of the project?	Evidence of question Language Arts (LA) LA 1.2	Personalized the driving question LA 1.2	Evidence of critical thinking LA 1.4	Evidence of gaining knowledge by reflecting, collaboration, communicating LA 1.1, 3.1
Efficiency: Did you learn anything?	Shared knowledge during group discussion responsibly respecting others feelings and manners Health D2.1	Participated productively with partner Health C2.2	Draw conclusions-connect to a real situation real world events LA 6.1	Makes informed decisions based on self assessment and group collaboration LA 1.2
Ownership: Personal relationship between the student and the content formed?	Applied knowledge from personal experiences to new situation LA 5.1	Evidence of individual research, generated new questions LA 1.3	Evidence that the student became involved in the decision making process during group work Health D 2.2	Student performed activities finding pleasure in personal growth LA 6.1
Competence: (differentiation) Student selected activities based on personal inquiry and time restraints	Evidence of pursuing personal growth by self assessment and openness to new ideas and suggestions LA 1.4	Found additional information  independently Information Computer Technology ICT RPSD 3.1	Evidence that student related activities  to personal life LA 9.2	Customized project and components (activities) to personal needs- different style, brochure, different medium to present the message (results) LA 10.1
Aesthetically Appealing -Public Presentation	Aesthetic Growth multiple components digital, visual, textural, technological VA 1.2, VA 1.3 LA 9.1	Used creative and artistic formats to express personal learning VA 1.2 LA 10.4	Trying a variety of formats VA 1.3 ICT PTS 3.1	Organized uncluttered Attractive Attention grabbing video LA 10.1
Self Evaluation-Any new ideas?	Identified own areas of interest-select resources that are engaging Health D1.1	Identified areas of increased skill Health D1.1	Assess own ability to work with others face to face and through digital medium ICT SEHI 3.1	Assess own growth Health D1.1
Total: Each section is worth one point for a total of  out of 24

Example

before	after
Picture taken and modified using Pocket Technology

Lesson 1:  Handout Photo Fun

Create cool, wild, fun looking pictures on your Pocket Technology then write about it!

1.     You have to take a picture of yourself

2.     Transform your picture into something real cool

3.     Create a real cool picture

4.     Save the picture

5.     Write about what this picture makes you think and feel

6.     Try to create 3 great sentences showing me that you know what fluent sentences sound like, and look like

7.     Save the pictures and the sentences to share

Meow!

Consent Form

Dear Parent/Guardians,

Grade 2 students are going to be participating in an awesome series of digital projects incorporating the use of their Pocket Device (PD), such as IPod 4^th gen.  The project will cover a multitude of learning outcomes and will be a fun way to learn some really cool digital art, writing techniques, as well as presenting and publishing certain pieces.  This project is to make their learning fun connecting what pocket devices they are using at home to learning in our 21^st Century classroom.

If your child has a Pocket Device (PD) such as an IPod 4, or other device that has photo and video capture capability, with wifi capability, could you please make sure that there is a photo editing app installed on the device so that your child will be able to manipulate the picture on their PD such as Glow Draw found in the Apple App store, it is free.  The devices will also need to have a writing app enabling creation, editing and publishing of text such as Write 2 Lite from the Apple App store, it is free.

I am requesting that you permit your child to bring their picture taking device to school daily for the following week and continue to do so for the entirety of this project, so that we may be able to use the picture, video, and writing and web browsing features of their personal device.  Devices will be provided for students, as well as, collaborative groups shall be created to share the devices.

Thank you for your support!

Pascal Routledge

Please fill in the information below.

        Cut along the line Cut along the line

Child’s Name:  ____________________________
[ ]     Yes, I give permission for my child to bring her/his device to school, the device is a __________________________________________________

[ ]      No, I do not give permission or (we do not have this type of technology)

Parent’s/Guardian’s Signature ____________________________________

The Target for 21st Century Learning
BYOD		Project Pocket Technology
Challenges
Distraction
	Access
21st Century Learning

Our future is mobile learning!

BYOD - Project Pocket Technology Executive Summary

Executive Summary

Research Project:  BYOD (Bring Your Own Device) Project Pocket Technology

1.       A brief introduction to, and rationale for, the project including reference to a sample of the existing literature on the topic of interest (5 or so articles) :

This project is critically exploring, designing and developing technology integration lessons and activities, as a means of, meeting the needs of students, in a multimodal Grade 2 level classroom Cisco Group (2008) found the following:

Students engaged in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes. (p. 13) 

In order to change teaching for the 21st Century learner teachers must begin changing the strategies and techniques that they have been using since the industrial age (Tapscott, 1998).  Students already see the value of meaningful work and see the need to change how teachers traditionally do things.  Students are saying, 21^st Century skills such as, collaboration, communication, critical thinking, and the use of technology for meaningful learning are essential.  Teachers need to be willing to make the change and begin teaching 21st Century skills (Larmer & Mergendoller, 2010, p. 3).  Using 21st Century methods including Web 2.0 tools will equip students with the necessary skills to be competitive in seeking future careers.  Using technology that is connected and meaningful to students is highly motivational. Teachers can leverage student learning by the effective use of technology and the ability to scaffold the learning to meet each student’s needs (Cisco Group 2008, p. 14).  Teachers can maximize this learning by integrating pocket technology (PT) into their teaching practice.  From the moment a learning project begins to the creation, sharing, analyzing, presentation and publication, students will use their PT which is highly motivational and makes learning fun encompassing the new 21^st Century literacy skills.  Not all students have access to a PT which connects to wifi. Thus, in order to ensure all students have equal learning opportunities, the teacher provides access to classroom computers and classroom devices such as tablets, enabling all students’ involvement in the learning.  In addition to the lack of devices, there is the struggle of integrating BYOD (Bring Your Own Device) into the classroom.  Using different devices, for example iPad, Android, Blackberry and Windows Phone 7 do not behave the same.  These devices all do basically the same thing but you have to adjust how things are done and the way that the program or app behaves with the different operating systems.  Each device has its own unique characteristics, strengths and operation procedures.  The multi device classroom has many different types of devices challenging the teacher to create assignments that will work on different platforms.  It is the teacher’s role to create both multi-platform and multimodal activities which will attain the same learning goal.  This multimodal learning is to be scaffolded for the multilevel classroom

A New Mindset: BYOD (Bring Your Own Device)

The pocket devices will become the Swiss army knife of digital learning tools (Kolb, 2011, p. 42).  Teachers may know little about using cell phones or other pocket devices (IPods) however; these devices which are able to connect wirelessly serve as access points for many Web 2.0 activities.  Examples such as, social media collaboration, inquiry searching, higher-level thinking analysing content, creating content collaboratively all belonging to the participatory culture (Varlas, 2010).  It is also realized, teachers must teach appropriate use of this technology.  Furthermore, these pocket devices can replace several tools currently used often needed in today’s classrooms.  This is where my project will be most effective.  The lessons and activities contained in the project will assist the teacher in integrating technology in their classroom.  My students access this technology such as, a portable calculator, timer, stopwatch, a level, a book, slideshow creator, voice recorder, video recording device, QR Code reader and creator, and endless more functions found in their pockets and backpacks (Varlas, 2010).  Using cell phones or other portable connective devices as teaching tools provide great opportunities for learning.   I feel that designing good lessons, by using the many tools offered in the PT, is an effective way to connect, motivate and maximize student learning.

It is evident that wireless devices in the elementary classroom can create quite a bit of distraction.  What I did was control the amount of time the students had with their PT in hand.  One strategy I used was to collect their PT at different points during the day when they were not going to use them for learning.  This procedure was also used during recess and lunch breaks. The PTs’ were gathered, placed it in a basket and then locked in my office for safe keeping. 

I was able to integrate the PT successfully into my teaching in many ways there by eliminating the need for paper and pencil.  I did have several discussions with my students concerning appropriate use of their PT regarding picture capture and transmission.  I found one discussion was insufficient to ensure students understood the importance of this topic.  

Distraction is an additional concern which can be controlled by limiting access to the wifi.  There are many ways of controlling access to the wifi, whether by cutting the wifi signal, no one has a wifi connection.  As examples this method would be used during a special presentation or a school assembly.  It is also possible to limit the access by setting up passwords for only certain users to connect.  Another way to control or manage student access is through filtering the wifi content broadcast.  Limiting the student access to content on the web seems to be a step backward.  You limit their access and students are not always able to find or search completely.  The 21^st Century Learner has been known to take this limiting as a challenge and seek ways around the filters.  Students could spend time on this task and not at the designed lesson outcome, again learning how to manage their access is not the greatest use of time for classroom work.  Luckily restricting access can provide a bit of reassurance for teachers as it is very difficult to manage a classroom of free searching on the internet.

Restricting access is forcing these digital natives to function in an unfamiliar setting.  Sometimes the restricted access does not allow the full features of the Web 2.0 capabilities and some web sites are simply not attainable for school based work for collaborating online.  Today’s students have grown up fully digital and expect the internet to always be at their finger tips.  This restrictive method to the problem of distraction is creating an airplane mode effect where the 21^st Century learner is expected to sit tight, don’t say a word, and listen to the lecture.  This is a more traditional view of education from a broadcast or push style of teaching, which is not the way these students live and learn.  21^st Century Students are more familiar with finding and creating their own learning where they have input and a say about their content.

Secondly, this may also cause a negative relationship between the teachers and students, causing a teacher versus student mentality of thinking.  Students may feel as if they are not trusted to act accordingly if while searching they discover something inappropriate.  With filters on servers at school there are still incidences of accidental pornographic images that pop up in a search.  Rather than restrict why not engage student learning by having an abundance of access and choice?  Teach students how to use the technology in a more appropriate manner and how to react accordingly to the accidental porn pop up advertisements.  Furthermore, another challenge for teachers to work with is the use of a filtering application to limit the use of many programs at one time, switching networks on and off.  Another approach for a teacher is to create a contract with the student outlining the expectations of the usage of the technology giving responsibility to the student for appropriately using the technology.  Learning contracts are a part of school curriculums and students are familiar and comfortable working with this model.  It provides responsibility and power to the students with consequences.

In conclusion, it is the teacher’s role to develop and plan controlled creative activities that engages the students learning using their PT aligning the learning materials or outcomes with 21^st Century literacy skills (Fang, 2009).  In my opinion it is essential to discuss the appropriate use of the technology with our students, the 21^st Century Learners.  By putting these devices in the hands of students we can begin to increase active learning, rather than seeing distraction as a problem, teachers can see it as a way of developing new teaching methods and new lesson designs.

2.      A clear statement of the nature of the project:

The nature of this individual project is to create Project Based Learning opportunities implementing the students BYOD (Bring Your Own Devices) in the classroom.  This project will develop and design a series of lessons and activities using BYOD technology available to students.  The project will take a close look at the development of meaningful learning activities focussing on using PT to maximize student learning, in this case, a Language Arts unit of study - developing writing skills in the area of sentence fluency.  The students will use their devices for a range of 21^st Century digital literacy activities focusing on the development of their expressive language and writing fluency.  This project will develop and design a framework of lessons and activities integrating PT to maximize student learning opportunities.  It is important to note the many opportunities for teachers to use the PT for their own professional learning.  For example, by incorporating the video capture feature available on most pocket technologies to take impromptu videos of students engaged in learning provides opportunity for teacher reflection.  I was able to design and implement many literacy skills with the use of the PT engaging the students and making learning fun.  I was able to create lessons mixing the 21^st Century skills with the outcomes students are required to learn creating a series of activities and lessons meeting the requirements for 21^st Century skills as well as the Provincial Curriculum.

3.      A brief overview of the method to be used in the project (i.e., workshop, teaching guide, paper etc.)  The method of this project will be in the format of the production of a teaching guide, designing a series of lessons, activities, and assessment pieces to align Provincial Curriculum Outcomes with the concept of BYOD, PT, and portable technology.  I was successful in mashing together 21^st Century digital Literacies with the Curriculum Outcomes creating 21^st Century lessons and activities that were meaningful and connected to the students’ interests and experiences both inside and outside of school.

4.      An indication of any other partners to be involved (i.e., is this an individual or group project?) This is an individual project, there are no partners or other groups involved in this guide development and project design. 

5.      A brief overview of the ethical considerations that may be necessary-

No ethical issues as I will not be having the students participate in this design.  However if I was implementing my unit with students I would have to think of the ethical issues revolving the use of picture/video capture in the classroom as well as the transmission of these images through the Web.  I would need to have a consent form giving permission to the teacher to perform these Web 2.0 activities.

Ethics of use in the classroom

·         capture of images and video

·         transmission of images and video

·         involving consent 

6.      A projected timeline for implementation and completion of this unit of study is 3-4 weeks.  This is usually the timeline that a Grade 2 teacher plans for sufficient time to explore and expand knowledge of the students while maintaining student interests.  I found that the activities took longer at times to complete as some of the students were just getting to know how to use the their PT and the new apps that I was asking them to try out.   I experienced difficulty using the multi devices.  Some devices were not as easy to use as others.  I frequently used the IPod 4^th gen as the activity platform, as this was the most common PT.  There were 9 out of a possible 21 students using the IPod 4^th gen.  The activities were integrated according to the Time to Learn Strategy as part of the Curriculum Outcomes for Language Arts.  It is important to note that I was able to meet multiple Outcomes in the areas of Language Arts, ICT, Health, Math, Social Studies, and Visual Arts by just one activity/lesson. This approach really maximizes the learning in the classroom and at home.

Reflection Project Pocket Technology BYOD

1.     Description

This is a project designing and developing a cross curricular unit of study focussing on lessons and activities created for multi use Pocket Technology (PT) such as iPod’s that many of the students have and use in Grade 2.  My experiences’ creating this unit was quite positive, as I have been able to connect current research to improved learning.  Cisco Group (2008) found that technology and multimodal curriculum design can be used to significantly maximize student learning, and that effective teaching practices combined with the integration of the technology can provide a richer learning experience for the student.  As students use PT and other BYOD in the classroom they are highly motivated and excited to do the work with their own devices and following clear expectations (Cushman, 2010).  This is important because the students are willing and motivated to learn, I noticed that each time the student’s were given a specific task using their PT they were very motivated and willing to try harder to fully complete the task and they had fun.

2.      Analysis & Impact

I have learned that integrating technology into my classroom can be very difficult, as there are many issues I as a teacher need to be ready to problem solve.  Such as the challenges of appropriate use of their device, how the device works so that I am able to help them connect to the wifi, the problem of distraction, engagement, making activities meaningful and applicable to students.  Furthermore, the challenge of multiplatform application, ensuring students have access to the types of apps they need to use to complete the assigned learning. 

One of my first hurtles was to find a quick and efficient way to send all students the needed information.  I needed an ability to broadcast to everyone.  The solution was to use the QR Code generator app.  I feel that I have learned many useful tips and tricks to developing and designing lessons and activities integrating PT into the 21^st Century learning community known as a classroom.  I recall how the students reacted to the ability to totally recreate themselves by digitally altering a picture using a program called Glow Draw.  They were very motivated to do this picture altering or customizing and then to create a story based on the picture.  I did feel defeated and frustrated when the students were not able to share their creativity because we were not always able to make the sharing work.  This failure was due to all students did not have email accounts.  

One problem I feel worth noting is the challenges to help the students use email.  I found that if the child was not familiar with email, that using an email account for them was difficult, they were unsure of the language and the options and functions such as adding an attachment to a file.  I did however find it very easy to share their pictures, videos, and writing with me and the other students as many of the apps have a built in share feature that made it easy if they had already set up an email account.  I have learned that the students who in fact have their own multifunction PT were definitely more willing, prepared, adapted more quickly, as well as worked a great detail into their content.  These skills flourished as they were comfortable with the technology.  Due to this the students who had the technology were more comfortable and more successful than the ones who did not have their own PT. 

I would like to state however that I was able to easily connect the Curriculum Outcomes with integrating the technology in fun and meaningful ways.  Students did learn these 21^st Century skills which they are going to need for their future successes.  The use of the PT and its portability strongly impacted my ability to bring their portable PT to the project instead of having to bring the project to the computer.  As mentioned by Vahey and Crawford (2003) due to the accessibility of the internet and the portability of these devices, students were able to access technology and the internet anywhere, anytime there was access to wifi.  This portable internet means that students did not have to stay in one area of the room.  They could bring their PT with them on a field trip, as well many of the students willingly continued to work on projects they started in school out of school at their own pace.

3.       Intent

As a result of this challenging unit design and development process I intend to begin to provide opportunity for email time and access during the instructional day.  Based on the guidance in the literature that I have read there are many ways to offer secure internet usage and to provide learning opportunity for students to use email as a useful means of communication.  My intention is to go back to the design and development of my unit and add a lesson and activity pushing the students to use their personal email.  The issue was students were having difficulty sharing their work digitally because they were not all familiar and confident using an email account.  Furthermore to stop this division of the have and the have not’s, often referred to as the digital divide.  I will continue to instruct in this way integrating the PT in the classroom to avoid a greater digital divide.  I intend to continue to develop activities that integrate their PT, as well as, the PT that I have in my classroom.  I intend to expand the opportunity and availability of multifunction mobile device PT in my classroom.  I intend to further develop my instruction so that I may continue to differentiate between integrating technology for what is good for teaching and learning and what is simply technology for technology’s sake.  I have discovered many uses with the PT that are applicable in so many ways at reaching and engaging many of my students facilitating the scaffolding of lessons to meet each students learning based on their individual needs.  I intend to further develop implementation of this PT to my students with special needs so that I may provide focused instruction of the development of essential skills for the future.

References

Cisco Group. (2008). Multimodal Learning Through Media:  What the Research Says.

Retrieved from http://www.cisco.com/web/strategy/docs/education/Multimodal-   Learning-Through-Media.pdf

Cushman, K. (2010). Show us what homework's for. Educational Leadership, 68(1), 74-78. Retrieved from http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Show-Us-What-Homework's-For.aspx

Fang, B. (2009, November 4). From distraction to engagement: Wireless devices in the classroom. Educause Quarterly, 32(4), retrieved from http://www.educause.edu/EDUCAUSE Quarterly/EDUCAUSEQuarterlyMagazineVolum/FromDistractiontoEngagementWir/192959

Kolb, L. (2011). Adventures with cell phones. Educational Leadership, 68(5), 39-43. Retrieved from http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Adventures-with-Cell-Phones.aspx

Larmer, J., & Mergendoller, J. (2010). 7 essentials for project-based learning. Educational Leadership, 68(1), 34-37. Retrieved from http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx

Tapscott, D. (1998). Growing up digital. Montreal: McGraw-Hill.

Vahey, P., & Crawford, V. (2003). Learning with handhelds: Findings from classroom research. Retrieved from http://download.intel.com/education/handhelds/SRI.pdf

Varlas, L. (2010). Cell phones allow anytime learning. ASCD Express, 5(18), Retrieved from http://www.ascd.org/ascd-express/vol5/518-varlas.aspx