Zealous Contemplations

I have always wanted to get a Ph.D. There was never a time in my life when I envisioned being out of school completely, a non-student (in an official, registered for classes kind of sense.) 

When I got accepted to a doctoral program back in 2012, I was 8 months pregnant and on bed rest. I didn’t yet know that my postpartum anxiety and depression would engulf the entire summer before my (last) first semester of courses. Looking back on that time, and what we were able to overcome, amazes me - it confounds reality. But, then again, it also shows what love and acceptance can do. But, back to the program itself. 

Take your classes, write your papers, work on the capstones...and so on. Until proposal defense time. Then it gets real. Those first three chapters are a make or break point, which I completely understand now. Even after more than a year of working on those first three chapters, molding them, agonizing over every citation, I still didn’t get it. The whole process, and what it would mean for me; mom of a now-toddler, still teaching part-time, and dealing with all the rest life brings. 

As I now work on edits to the last chapter of my dissertation, I can finally say I feel a sense of understanding about all of this. This journey, which for me is still not completely over. And, somewhat unfathomably, it comes down to the most unlikely place for me to find a comparison: The gym.

I am not a yoga girl. To much space to think. I am weights on off days. And I take cycle classes. I love them. As in, I can’t imagine what I did before them. 

Let’s be clear: I am not an athlete. I never was, and I never will think of myself that way. But, I do appreciate the skill and dedication that athletes have; the drive to never stop and always be better.

I digress. As I was in a spin class the other day, I realized that this hour-long workout perfectly encapsulates my life right now. Let’s take a closer look:

1. Warming up: To get the most out of cycling, without unnecessary pain, I must warm up first. This takes time. It can’t be rushed. I need to plan, get to class early enough to get seated correctly, and then get my body ready for the all-out attack that is to occur. 

The year that I spent working on a pilot study, written exams, oral examination, and ensuing edits, was my warm-up for the actual data collection and analysis phase. At times it felt silly  - why it is this taking so long? But without all of the edits, revisions, and thinking about my study, I don’t know if I would have been ready when the data came flowing in from the collection site. 

2. Know your pace: One of the things I love about the spin instructors i work with is their specificity - how many RPMs to be at, and when, and for how long. Likewise, my advisor is incredible at sharing the pace of work for where I am, what is needed now, and making sure I have the information I need. I also have learned to work when I can, and when it’s possible, and at other times, to know and understand when it’s not the right time. 

There are days when I can go into my office and work; other times it’s play time outside with my son, and never the two shall meet. I have learned to accept the pace of my life, and go with it; not fight it like i used to do. 

3. Intervals: In a spin class, we will often have intervals; periods of gearing up for a push or burst of speed at a higher intensity level. The push-pull of the editing process is similar to this idea. I will work and push to get a chapter ready for revisions, or work on the appendices, formatting, etc. I have to gear up for this mentally, in order to focus on the work that day. This was especially true for the statistical analysis portion of the work I was doing. In order to be effective with the time I had to give, I had to think about what I could do that day, stand up, gear up, and push through in a burst of energy. I give my all in class during intervals, and the same was true of these times, or at least as much as possible. 

4. Recovery: Nothing is possible without time to recover. I have found the more I carve time for myself - gym time, time out for dinner, the better I work. It makes me happier, more satisfied, and overall, more productive. Recovery can be anything; reading a book to my son, or playing trains with him. Eating a good lunch. Having a great day at school where I teach. It depends on the day. But,like in a spin class, without a little time to recover, we can’t perform at our best. Just make sure the recovery time is not over-extended. Going one month without looking at the #dissertation means I will forget what I’m doing. It deserves a check-in at least 2-3 times a week. 

5. Climbs, dips, and the most beautiful views: One of my favorite spin classes comes complete with a virtual tour of scenic landscapes: Italy, France, etc. We follow the path on the projector screen, and at times I almost forget I am sitting on a stationary bike in Raleigh, North Carolina. Up and down, around, through gorgeous places: The dissertation process takes me on the same kind of paths. Not only when writing, which has always been my constant, most patient of pursuits, but at other times, when my place in this program has given me the chance to meet people, go places, and have experiences impossible otherwise. The heights are magical. The dips are excruciating. Waiting for responses, wondering if I made the right choice to embark on a program like mine...it’s a struggle over who has the most determination: My positive, hopeful self, or the one who doubts. And just like the sun, all of these feelings will circle back again. 

6. Counting, breathing, focus: I traditionally have issues with focusing, especially at the gym. Sometimes I get what I call laser-beam focus. Try calling to me across a room during those times! But most of the time, especially since I became a mom, my mind wanders. In a spin class, I am forced to focus. Push, pull, count, breathe - in, out. If I don’t do those things, I can’t be successful. 

When I work on my #dissertation, I have to find that focus. I have to push out all the bits of my life that want to intrude and waste that precious time. Bills, career decisions, student loans...the status of my son’s potty training, family decisions, etc. and on and on...these are important things in their own right, but when I am cycling, they can’t help me go faster. Same for the work I do that now equates to 138 pages. 

Extended metaphors can be brutal to read about; but this one I thought, deserved some exploration. I find any explanation of a process as varied and ephemeral as this one deserves whatever description I can provide of it; for my own peace of mind, but also for anyone else who may be looking for some kind of connection to it. 

When talking about synchronous meetings, and in fact other aspects of online instruction, it is helpful to point out that even early literature regarding online instruction understand that "the focus of web based courses must always be on the learner—technology is not the issue, nor necessarily the answer" (McKimm, Jollie, and Cantillon, 2003, n.p.).  How to get more focus on the learner is through the tools mentioned in your post, Adrianne!

Additionally, as Cook and Dupras mentioned in their 2004 article, "the key to active learning is involvement of the learner in the learning process—encouraging them to apply new information" (p. 701).  Last week we discussed this as well, but it takes on new dimensions when speaking of specific tools used to generate specific types of community building.

Thank you for a great post!

References

Cook, D. A., & Dupras, D. M. (2004). A Practical Guide To Developing Effective Web‐based Learning. Journal of General Internal Medicine, 19(6), 698-707.

In my fall 2013 course, "Teaching in the Online Environment" I have had the pleasure of taking several online tutorials based on a variety of instructional technology tools.  Some of them have direct applications to my online teaching; others may or may not apply to my online students, but could easily work with other populations.

Learning how to use Facebook and Twitter for education, in the tutorial from Stephanie Trunzo, was enlightening because this is something that my school is considering.  It is one thing for us to have a Facebook and Twitter account for marketing purposes, but several teachers want to get students working with Facebook for projects, simliar to this one: http://www.youtube.com/watch?v=sghwe4TYY18

We are working through various questions now to see if we can get a backchannel private group for a project similar to the one above..we will see how that goes!

In terms of using wikis, this is something I have had experience with, but would like to explore more of in terms of using wiki pages with students. Typically, I create a wiki page to use as a repository of resources, such as answer keys, or writing samples. Occasionally I have created collaborative wiki pages for students to use in creating lists or for brainstorming, and I've used wikispaces for group projects before as well. Common Craft did a good job of producing a practical, easy to use video for use with wiki pages.

The final tutorials, focused on multimedia, were really where I feel I need more help and guidance. I agree with the "Engaging Students" video from the DELTA Labs at NCSU that concepts represented as pictures have a very strong impact on learners.  I do agree it's important to present information across all learner modalities, and videos/multimedia can cover one or two of those, so that's a big bonus!

This brings me to my questions; ascertaining the appropriateness of these tools for different age groups.  It's hard to "test" these tools and how they will be used by different students, especially with regards to privacy. This is important when dealing with minors. Who can see their work? Can anyone get into their work and change it, or can I set up a private group for them? Do they need e-mail addresses? Parental permission, etc.? 

Additionally, I wonder what becomes an overload of these tools for younger students. Is there a point of cognitive load whereby they stop benefiting from tools like these?

I will be honest; the thought of utilizing Second Life (SL) is one that I have never considered. I teach middle school students; while I am sure they would love it, what concerns me are issues of privacy and the appropriate nature of working with Second Life.  However, if I were to think of its possible role in technology education, I cannot deny that Second Life would offer quite a few wonderful opportunities for students learning this way.

Creating a shared space in which users interact in a 3D environment is very appealing. Simulations (low-tech only) have been wildly successful in my traditional classroom, so I am sure that there is a sense of engagement when working with something so synchronous like Second Life that could be hard to replicate otherwise in an online learning environment (Warburton, 2009).  Even with web chats and the like, learning and working within a self-sufficient virtual world is most likely very rich with sensory details.

Still, not everyone in a class may be comfortable using something like Second Life to assume an online identity, or on the other extreme, they may not want to stick with their chosen identity.  The ability to change characteristics could be confusing. A student may not be running the right kind of system to adequately use SL, either.  Finally the amount of time needed to create identities, etc. could be offputting,  although I have a feeling that could be negated with the excited of learning how SL works.

References

When I stumble upon new web 2.0 tools, my first thought is, "Oh, boy, what can I use this for?  In one of my fall courses at NCSU, I have already found several new and very useful tools which could be helpful in establishing an online teaching presence:

1. Jing -Screencasting

I am a fan of Screencast-o-Matic.com, but have always heard great things about Jing for screencasting. In my opinion and experience, screencasts are the single best way to share information with my students.  They are personable, and made for differentiation. They can be watched as many times as needed, and I can be sure that my tone, and personal remarks are received exactly as I'd like them to be..wonderful!  I think Jing presents another easy to use way to go about screencasting.  I really enjoyed this tutorial!

2. Diigo -Online bookmarking tool/List maker

I had signed up for a Diigo account a year or so ago and didn't do much with it.  Now that I took a look at it again, I can see all of the possibilities for presenting a series of web links in an easy to read format.  This prevents students from misreading or misunderstand directions to finding a website, and having one place to go can really be helpful. Specifically, for my students who are just being initiated into the world of blended learning, they need to know where all of their online textbook links are, as well as how to get to our LMS links.  It's a great tool for this, because I can also include general login details also.

3. Fotobabble - Create talking photos

I hadn't thought about Fotobabble for online instruction before, but as an icebreaker or part of a bigger assignment, I could see this as being a lot of fun, and a great way to get more personable with online lessons.  Students would enjoy hearing from me; any chance to hear my voice or something that isn't just reading text or e-mails from me is great!  Likewise, I usually have my students do an autobiography collage to begin our class, and this would be a wonderful addition!

4. aMap -Online logic map builder

I have taught persuasive writing courses online.  aMap would have been a perfect way to plot logic arguments and handle other brainstorming type of activities also.  I like that other students could hop in and add to or refute an argument, also!

5. Muzy - Photo collages

I am officially in love with Muzy! Admittedly, I see the immediate benefits for making photo collages of my son (and did make a beautiful one within 5 minutes of first logging in!).  However, creating a communal environment online could be easily achieved in part with Muzy; putting screenshots of student work or photos would be easy and beautiful, plus a breeze to share!

I have decided that the only way to seriously appreciate the experiences I'm  having in my middle school technology classes right now are to document them. 

A project called "Technology in Action" is currently underway, (it actually began in January) with 2 aims: Teach our students how to use Moodle and its various activities, as well as how to work and learn in a blended setting, and also, to engage with the world in a new and different way. 

This project combines technology and innovation with morality and ethics of care (Nel Noddings, this one's for you!).  We are just about to begin the first phase of our Final Project, and I am beginning to reflect on where we've come in just a few months.

For a group of 5-8th graders who have not worked online before, we have overcome some initial challenges to get to a place that I am very happy with, and that is a great relief. 

Some of the issues I've encountered include students who do not view work posted online as important compared to work assigned in a more physical sense. 

Students have learned that they are in the driver's seat of their own learning success now, complete with the fact that their activities while in Moodle are tracked.  It is no longer possible to say, "I thought I turned that in," etc.  We know, and it is making for more honest communication!

It has been a great few months.  I think that the support I've received from parents has made it even better, and now it's time to think about the various activities we've done.  In a nutshell, here's the unit:

________________________________________________________

Unit 2 - Technology in Action

In the beginning of the year, we talked about the definition of technology, and how we see technology all around us. We're going to take some time to think about technology, and how our daily lives are changed by it.

There are a few people who changed America forever because of their inventions, and we are going to read about some of the leaders from the Industrial Revolution - the time when America went from a farming country to a country building with machines. It takes a lot of courage to try something brand new, because there is always the chance that it won't work out.

Our four leaders weren't afraid to try, and their ideas and inventions are still being used today. In this unit you will be: Reading about some of the most important inventions that changed America Sharing your thoughts about technology in a forum.

Creating a wiki page that will teach us about a new kind of technology you would like to see created.

Have fun! We'll work in class to get you started, and then you'll have a few assignments to complete at home too. Due dates are listed by week, not specific date.

POST/RESPOND: Pre-Learning Activity - Discussion Board Forum.

READ: Lesson 1 - Learning about Inventors

CHOOSE: Activity: Inventors Poll

OPTIONAL: Time Magazine's Top Inventions of 2012 (Optional Resource to Spark Creativity!)

EDIT: Lesson 2 - Choosing Our Topics Wiki Page

READ AS NEEDED: Tips for Responding to Someone on a Discussion Board or Forum

IN-CLASS GROUP FORUM: Classroom Rules for Working and Learning Online

COMPLETE: Choosing My Topic - Finalizing a Topic for My Individual Technology Project

VOTE: Google Forms - For Voting on Class Rules

  Resources for our Final Project

READ: Final Project Description File

Final Project Checklist Page

RESEARCH: Final Project Research Checklist - This will not be turned in, but I may ask to see your progress.

SUBMIT: Final Project Proposal Outline

CREATE: Technology in Action Final Project Wiki Page

By far, working with my group for ECI 509, (TJ and Carlos) has been one of the most productive and positive I've experienced.

  My teammate Carlos summed it up well in his own posting, when he talked about respect.  I think respect and pride in work are a cornerstone of any successful group venture, and we have that in spades. 

  Taking on an adult learner lesson is a challenge in itself, as we know from looking at former group projects available on the MobileNCSU wikispaces page.  Most of the projects completed in the past seem to be based on a novel, and geared toward the K-12 learner group.  There are some challenges in choosing to work with adult learners, such as:

1. Less specific curriculum objectives.

2. Courses that may be more independent of each other compared to other age levels.

3. Potentially more diversity in age levels and educational backgrounds of the students.

In order to break the barriers that could prevent us from completing this project, we need to design for the widest possible range of experience in our learners.  Our design needs to be simple, clear, and direct, without unnecessary additions or steps.

The process of iterative, or cyclical design, helps to promote analysis and refinement in the instructional design process.  As we continue to meet as a team either asynchronously through e-mail or synchronously in Google Hangout, we are narrowing our focus, and redefining what exactly our integrated lesson will cover.

So far, we have started with the foundations of this lesson: Who are our learners, and what is our overall topic?  We knew we wanted to work with adult learners, on a science topic that focused on informational texts.

From that point, we went back and individually thought about how to accomplish the overarching goal.  While I can't say that any of the major components have been changed, I do see a sense that our project is becoming more nuanced and refined. There is a clearer sense of the objectives, accompanying activities, and technology to support them.

“Women are half the world’s population, yet they do two-thirds of the world’s work, earn one-tenth of the world’s income, and own less than one per cent of the world’s property. They are among the poorest of the world’s poor”. Barber Conable, former President of World Bank

I've been trying lately to ensure authenticity and context for the projects I help my colleagues plan in the classroom.  Knowing Women's History Month still has a few weeks left, here are some great resources that incorporate technology and this important historical topic!

National Museum of Women's History Celebrating the diverse historic contributions of women. http://www.nmwh.org

National Women's Hall of Fame A shrine to some of the greatest women in history. http://www.greatwomen.org

Teaching with Historic Places: Women's History Lessons These lessons are free and ready for immediate classroom use. http://www.cr.nps.gov/nr/twhp/mar99.htm

Women Who Changed History Discover women who have made a difference. http://teacher.scholastic.com/activities/women/

Time for Kids: Women's History Month Meet some amazing women who helped shape our history. http://www.timeforkids.com/TFK/whm

Education World: Celebrate Women's History Month! lessons, activities, and resources to study women's contributions. http://www.educationworld.com/a_special/women_history.shtml

Women in American History Includes articles, bios, timeline, essays, study guide & more! http://search.eb.com/women

Celebrating Women's History Activities and information to complement classroom topics. http://www.gale.com/free_resources/whm/index.htm

History Channel: Women's History Month Meet the women trailblazers who changed the world! http://www.history.com/topics/womens-history-month

Distinguished Women of Past and Present Bios of women who contributed to our culture in different ways. http://www.distinguishedwomen.com

(Courtesy of http://www.eduhound.com)

So what to do with these resources? Take a global perspective, and learn about women's history in other countries, and current issues facing women today.

Global Footprints http://www.globalfootprints.org/issue/women

Global Eye http://www.globaleye.org.uk/secondary_summer2002/focuson/index.html http://www.globaleye.org.uk/secondary_spring03/eyeon/women.html

Various disciplines can be tied in, including geography and world cultures, science and health, math and statistics, etc.  I'll have my students choose a global issue this month and brainstorm a new or improved technology to help aid the progress made for that particular topic.  Then we'll have a "Shark Tank" like exhibition and see which proposals would be funded by the class!

As my students begin to use a blended learning model, it is important to me that they know what a discussion board is used for in an online setting. This is one of the resources I used with my middle school students as I help them with their first responses to classmates! Posted here for anyone to use, share, and make their own!

Responding to a Discussion Board Posting

Think about discussion board postings and forums like a classroom conversation, but one where you don’t have to raise your hand!

Unlike a regular classroom conversation, you have time to think about your answer, and you don’t have to worry about being heard. EVERYONE will “hear” you through your postings and replies.

A lot of people find this to be much more comfortable than talking out loud in class. It is a chance to lead and teach your classmates.

It is important to remember that when you are working online, you can’t see someone’s expression, or get an answer to a question you have right away.

  As the author, it is important to explain your thoughts clearly and fully. Remember that you are the expert for what you’re writing, so don’t forget to teach us everything we need to know with good, clear details.

Also, remember that if your work isn’t done on time, or doesn’t follow the directions as best you can, it will be harder for others to respond to you.  You have the power to get the conversation going with your writing.

As the responder, who is going to reply to someone else’s postings, it is important to help add to the conversation. The examples below are a good start, but could use a little work:

“Great posting! Good work!”

“I love your paragraph!”

“Two thumbs up!

“I don’t get it.”

  I’m going to give you an easy to follow formula to get your replies started.  There are two paths to choose from: If you generally agree with the original posting, OR if you have a different opinion than the author about the posting.

First, let’s keep these tips in mind for ALL replies:

·         Try to stay on topic the best you can.

·         Make sure you read the original posting carefully!

·         Always remember that we don’t know if you are joking, or kidding around. Humor is wonderful, but only if we all know you are trying to be funny, and not disrepectful.  A smiley face :-) or J/K (just kidding) will not always work!

  Here are my tips if you AGREE with most of what the original post said. I call this the 3+1 formula: 

·         Start your reply by mentioning 3 things about that person’s posting that you like/agree with and why you feel that way. 

We’re going to imagine a posting about your favorite food!

Example of a response that mentions a detail you liked: I thought your comment about pizza being delicious was very true.  I love a hot, gooey slice of pizza, too!

·         Your fourth comment should either ask a question that could make that person think OR you could offer an opinion of your own that relates. 

Example: Are there any special or unusual pizza toppings that you like? I like to put barbecued chicken on my pizza when we make it at home.

  The ultimate goal is to always give the author of the original post something new to think about. This way, if everyone is responding, it keeps the conversation going!

  If you disagree with someone’s posting, remember these tips:

·         Start by pointing out something that you did agree with or that you have a neutral opinion about, in the original post. This helps the author know you aren’t out to criticize the entire posting, and that you are being supportive and positive.

·         Specifically point out a place where you have another opinion. Make sure you say that you respect that opinion, but offer your own thoughts as an alternative.

Example: I can understand why you think pizza is a delicious food, and I know a lot of people who love pizza too.  In my opinion, pizza is way too simple; it’s just cheese and sauce with a few toppings! I think a hot fudge sundae is really the best food out there. It’s got a mix of hot and cold, and who doesn’t love something sweet?

The key here is RESPECT and APPRECIATION for the author, and the work he or she put into the original post. This is even more important when we begin posting about topics that have more of your own personal opinions and feelings in them.

As my school begins its first round of planning for our online learning program, I'm finding that as a teacher, I don't have as many insights into tis process as I thought I would.

I'm realizing how important it is for the conversation to be rich with diversity in background, education, and experience.  Currently, we are mulling over these questions:

1.       What is our mission/objective? Is it:

a.       To provide remediation and growth opportunities for students who need them?

b.      To provide classes not available in person to our students?

c.       To provide classes to students outside our learning Community?

d.      To provide a framework for online learning for other schools in the district/elsewhere?  

e.      To provide professional development for teachers looking to teach online?

f.        Generate additional income for teachers?

g.       Generate additional revenue for the school?

h.      All of the above?  

  2.       If our online learning is meant to be long-term and of a multi-tiered effort, offering multiple services and opportunities, do we need the following:

a.       An organizational structure that details who is involved in this effort and at what levels?

b.      The name for what we are calling it (an academy, an online “school,” etc.,

c.       A list of responsibilities for each person involved?

d.      A short-term and long-term plan for stakeholders to view?

                                                               i.      Curriculum ideology

                                                             ii.      Templates for online courses

                                                            iii.      Policy documents for teacher and students

e.      A Marketing strategy?

f.        Communication to stakeholders (School and district administrators, parents, etc.) about our goals so as to solicit feedback?

g.       Permission on any part of this process (contracts, course rates, teacher pay, policies, etc.) to make sure we are in compliance with district policies and accreditation councils?

h.      Outside help?

i.         A system for transparency and communication of ideas so that everyone who needs to know is aware of updates and other news?

j.        Some sort of regular meeting (public or private) to share ideas and updates?

k.       A plan for evaluation so that we can tell what is working or needs to be changed as time goes on?

3.       Priorities – For any of the items above that we think are going to be important to the success of this new venture, what would we say are immediate priorities?  What else do we need to consider?

The recent installation of the Google Drive app is one that has already made an impact in how I able to retrieve, share, and edit documents.  I have found it a wonderful, and powerful addition to my mobile device capabilities, and can't wait to explore it even more, as I already am a Google Drive user on PC, and see many possible uses for this application.

In wanting to create more meaning and authentic context around my opinions of the Google Drive app, I turn to the 2009 article by So, Seow, and Looi, "Location Matters: Leveraging Knowledge Building with Mobile Devices and Web 2.0 Technology."

Immediately the quote about knowledge building in a community sense resonates: Drive IS community.  It is circles of sharing, collaborating, and working together.  Anywhere.

The areas of increased access and ownership, and learning in situ also apply.  The ability to access documents and other important materials on the go frees me to be anywhere, and be able to, for example, collaborate on a group project, or update an important document without missing a beat.  If I am learning at a conference, or somewhere outside of my typical working space, I can easily open a new document and decide which information I want saved.

One view of Instructional Technology

APPetizers for Learning

OK, so that was incredibly cheesy, but sometimes, I just need a good pun to lighten up my day.

I’m going out of my typical comfort zone to find apps that relate to science for the adult learner.  Quite a journey from middle grades LA and technology!

I’ve found a few that really seem to get the job done, and have had a lot of fun playing around with these. It’s always nice to learn something new without the pressure of immediately applying it to my classroom, too. *Note, these apps were all downloaded for IOS.*

Without further ado:

1. EMD TPE

Designed for both iPad and iPhone, EMD TPE gives a free, visual look at the periodic elements. It’s very intuitive and set up so that I could find related elements by designation, classification, group or period.  Once I found the element I liked, say “tantalum,” I could get more information for its discoverer, analytical testing history, melting point, boiling point, etc.

This would be a wonderful way to introduce the elements to a class, or have them pair up for a group scavenger hunt of the elements, by giving details about an element, and having students work together to find out it’s name by searching.  And a plus, it’s visually appealing and contains photographs of the element itself as well. As a visual person, I loved being able to see the element, and sometimes even an image of the person who discovered it!

2. TED

Ideas worth spreading - That's TED Talk's motto, and I think it's spot on. This app does so much, and it's programmed with some clever features.  For example, if you click on "Inspire Me" you'll be taken to a list of adjectives.  TED will choose some discussion for you to listen to based on your answer, and the amount of time you have to listen, starting at 5 minutes. What was my result when I chose an "ingenious" talk at 30 minutes long? An intriguing discussion on self-healing. 

If you know more about what you are looking for you can search by tags or language.  There is literally something for everyone.

This app would be great for a secondary setting, whereby students are asked to find a talk based on whatever topic is current.   Analysis of the discussion and/or a response would be a great way to polish summarizing and synthesis skills.

3. Grammar Up, Free Edition

Everyone can use a little grammar review now and then. The free edition of Grammar Up isn't quite as extensive as the original, but it does have a list of brief grammar quizzes that can be used for a variety of purposes.

I would probably use this app as a quick review, maybe in the context of a writing activity. 

4. NASA

This NASA app has so much to offer, it would take hours to fully explore it, and I did my best! The various categories (new & features, video, missions, centers, programs, images, TV & Radio, and Tweets, for example) provide a comprehensive look at what NASA is up to now. 

Some of my favorite features are the videos, which are regularly updated.  In fact, 2 hours before I checked, a video had been posted about the recent asteroid and meteoroid news, and another great video about how the space station uses social media.

This app is way more than your typical fact-based science lesson. It shows space exploration as being alive.  There are so many uses, including providing multimedia resources for research purposes.

5. iTunes U

The various courses contained within iTunes U are mind boggling, and I can't believe I had never previously explored this app! I went ahead and clicked on "charts," and found a Mindful Meditations course from UCLA. I listened to a few lectures. Perusing around North Carolina State University's listings, I found everything from courses from the Digital Games Research Center to a symposium on the value of design in affordable housing.

iTunes U has the ability to connect students from across the country, as well as any interested learner, to a multitude of learning platforms. It would be a great additional resource for students.