INFOhio ICoach

Using the INFOhio flyer I searched Capstone Interactive Ebooks for Roller Coasters.  My co-teacher does a unit on Force and the students do an awesome project building roller coasters.  Capstone reulted in 3 ebooks that would correlate nicely in my ELA classroom during this project.  The strong points for me would be the introduction to grade-level, standard-aligned vocabulary for 5th-grade, as well as, a below grade level and accelerated grade level reading selection.  It took me a minute to find the quiz at the end of the book under the CONTENTS tab to assess comprehension.  This would be my suggestion for improvement.  Overall it met the qualifications in the RemotEDx Rubric for standards-alignment, safety and privacy, assessments, and interactivity.

From Open Space, I also found a RemotEDx endorsed lesson titled Energy Transfer in a Roller Coaster from PBS learning media.  This lesson was geared more for the science currculum so I shared it with my colleague.  It's helpful to know that these lessons are vetted and fit the criteria within the rubric.

Capstone Interactive eBooks are getting a facelift this summer. Hoping the quizzes will be upfront as a result!

I used the resource Storia to apply the RemotEDx rubric. I am still in the exploring stage with this resource. This past year, my students had access to Storia and mostly used it to read books for independent reading or as a tool to research information. This resource has the potential for being user-friendly. My students and I  had trouble accessing Storia because we also use Scholastic magazine and it took logging on and off a few times for it to finally get into Storia. I've watched videos on how I can assign students' books and that will be useful for small group work. Each book has a "teacher card" and uses research-based strategies to teach/learn and practice skills. This resource is adaptable because I can assign different students different level books. Through my search, Storia seems to be inclusive and offers a variety of different books. 

I used the rubric to evaluate the World Almanac kids (elementary). It is chunked nicely and is visually attractive. The chunks reflect a typical classroom - both by content and by topics. Using images to support the text is invaluable for younger learners. Teachers also have resources supplied, but they are not super prominent. This could be a plus (students are less likely to accidentally click on them) and a minus (teachers might easily overlook them).

Because of my position, I have the WAVE extension and I used it assess the accessibility of this site. There are errors and I'm not super well versed in how many errors are "acceptable" but I see that as an area to improve. Missing alternate text and contrast errors were the "big" ones I noticed. Again, I'm not an expert, so I cannot weigh in on how much of a negative impact this is.

This was an excellent opportunity to explore PebbleGo Next which has been on my radar to do for some time. Because this is a discussion format, I will present my thoughts more comprehensively in terms of the four main criteria for instructional resources in evaluating PebbleGo Next: 

USABILITY: PebbleGo Next is user-friendly. Headings and subheadings are clean and clear. Text font and size are appropriate and readable. There is a balance of text and image as well as color. Information is chunked and not overwhelming.

FLEXIBILITY & ADAPTABILITY: Remote and hybrid learning needs can be met with this resource. I do think online access is needed but in terms of high speed, I do not see this being a burden to run on any system. There are some PDF components where learning can be personalized and assessed via open-ended reflective thinking. It can work with Google Classroom and also can be used with multiple platforms.

INCLUSIVE TEACHING: In place are scaffolding measures; from what I observed, I could find no bias and also the language used was that of correcxt vocabulary usage; a variety of methods are used for materials: audio, images, and videos.

RESEARCH-BASED STRATEGIES: I do feel content permits the learners to be independent, the learning is authentic, and that literacy is promoted. Additional supports which lead to investigating and critical thinking are also present. Learning standards are infused and career connections can be made as well.

I looked at Gale eBooks, EBSCO eBooks, and GenYesOhio. I spent the most time looking into EBSCO eBooks. I can see offering this a an option for independent reading projects, especially for non-fiction, and as a way to access "classics" electronically. Our school does not have a physical library with books anymore so getting reading material in the hands of our low-income kids is always a priority. 
 

Usability- definitely easy to use. I looked at True Crime category because that's always a popular genre with my students. Student readers can easily access a PDF version of a text to read on their devices. 
 

Flexibility- there are many options of nonfiction for readers to choose from, less "popular" fiction. I noticed the ability to print as well. That would be great for an excerpt or close reading of specific portions of a text. 
 

Inclusive Teaching- not sure about this one. There were a wide range of texts from varying cultures in nonfiction, but again fiction was dominated by the "classics". Also, I did not see where any kind of text complexity or Lexile score was noted. Did I overlook it? It is important for students to be able to find texts they can actually read or the provide a bit of a challenge on the higher end. 
 

Research Based Strategies-  it definitely allows students to be independent and practice text evaluation skills. 
 

***Can I just say how jealous I am of all the great 3-6 resources. I have been exploring a few with my twins ( soon to be in third grade). They both really like MyCapstonelibray. My daughter read a historical novel about a girl during the American Revolution. My son is dyslexic and loves that the books provide audio so he can actually explore books that he is interested in but would struggle to read. 

I applied the rubric to evaluate The World Kids Almanac Elementary. From what I have learned so far,  this resource is a useful resource to use in the classroom. I would have to have more experience using the site to suggest improvements.

Usability: It meets all three criteria. This site is extremely user-friendly. I found the resource to be visually appealing, and appropriate for the targeted age group which encourages investigation and learning. 

Flexibility and Adaptability: Teachers can assign materials online and some materials can be downloaded for hands-on use. The teacher resources are easily accessible and can be used during a lesson or as an extension activity. 

Inclusive Teaching: The resources available depict people and situations from all walks of life. 

Researched-Based Strategies: The site provides reference materials that are aligned with age-level curriculum. Students have the ability to independently maneuver through the site and can easily comprehend the information provided.

Since I previously included Explora as a tool in one of ICoach activities, I decided to use Explora in this rubric review.  This is an option students may use to research topics where they can access information in a variety of media including text, images and videos.

Usability: This tool is provides an easy to use interface.  Students are able to access information in pdf format or HTML format and sometimes both are available.  HTML format provides text to speech capability.

Flexibility and Adaptability: This tool provides a great deal of flexibility with sharing and accessing information including sharing to an LMS, cloud storage, send via email, and printing.

Inclusive Teaching: This tool provides supports for varied learning styles including lexile level and ability for text to speech.  This tool provides translation function providing information in the reader's language of choice.

Research Based Strategies: As a search tool, Explora provides a high degree of independent learning.  However, the teacher will need to develop the skills and framework to assist students with their use of this tool

I chose to continue discussing World Book Student, due to its extensive search capabilities and resources. 

Usability: User-friendly, especially for students of grades 5-10. The simplified search capabilities provide students with easy access to an exceptional amount of information.

Flexibility and Adaptability: Students can access this as a remote or face to face students through a single posted link directing them to this site. The material can be searched or filtered by content.

Inclusive Teaching: The material can be aligned to students based on lexile levels they are ready for. The material can be easily searched and a multidue of resources and information can be provided by a single searched topic. 

Research Based Strategies: All materials on the researched and highly reliable sources of information. Students and teachers can search and utilize resources and content from World Book Student. 

I am going to use Book Nook as a web tool to evaluate under the following categories:

Accessibility - The website is easy to reference, and the video trailer is found in the upper corner

Visual design - Each books homepage is well organized, and contains links to a variety of other titles

Site intensity - Seems to load well with limited bandwith, and the videos are in YouTube format with plays on all devices

Flexibility - Not so flexibile, students must be online to access

Use in remote/hybrid settings - Would work well for introducing books in a remote, or hybrid setting

Overall, I think Book Nook is an engaging way to introduce students to new titles.

I chose to look at Highlights. As a K-5 library media specialist, I am always looking for resources where students have access to quality reading materials. 

Usability - It is organized well with a row of popular topics displayed horizontally across the top. I like that students would also be able to browse by book cover if they didn't know which topic they wanted to read about. I do think the number of covers is overwhelming for younger students. Once a book is chosen, the bimodal text feature is great for emerging readers. 

Flexibility - I do not see where students would be able to print the stories or access them offline. I also don't see any teaching guides or resources available once in the program. Educators would need to click the "i" button on the app link to access those materials. 

Inclusive Teaching- There is a good variety of race, age, gender, and cultures represented in the fiction and nonfiction books in the library.  

Research-based Strategies - Highlights offers differentiation in the ways that students can read/listen to the stories. Students can then take quizzes at the end of the story to check for understanding and earn reading badges along the way to keep students motivated and engaged. 

I chose to evaluate World Book Easrly Learning.

Usability: According to the site, it follows WCAG. It is designed to be used on all mobile devices, including phones and tabletds. There are short videos on the site, but the user must purposely select them. My students have not had issues at school with the pages loading quickly. The visual design is pleasing, and easy enough for my kindergarten students to navigate independently. One thing I really like is that every clickable selection has a voice prompt, making this very user friendly for my non or early readers.

Flexibility and Adaptability: Components of this website, such as letter tracing and guided reading books, can be printed and used offline. Most of the content is online. There is an educaotor section, and many training supports available.

Inclusive Teaching: The resource includes praphics and photos of a diverse population. The resource is an encyclopedia, so it provides information, but does not really promote deeper thinking on its own. However, an educator could use this resource to promote higher level thinking.

Research-based strategies: This resource is very strong with building background information from a variety of faormats (images, videos, text). Since it is an encyclopedia, it promotes inquiry by allowing learners to explore and find answers to their questions. THere are stories from different reading levels, labeled with lexiles. In the educator section, there is a guided reading section that includes printable books and lesson plans. Those lesson plans include pre and post reading discussion questions of varying comprehension skills vocabulary building, and making connections with other stories and songs. Many of the "fun" activities that the students gravitate towards, such as paint by number and concentration, do not really build higher level thinking, just number recognition.

I reviewed World Book Kids. I would say that it meets expectations for usability. The visual design is engaging and easy to understand, but also includes high resolution photos and video resources that would be most effective with prolonged connection to high speed internet. It exceeds expectations for flexibility and adaptability, inclusive teaching and research based strategies. 

One of my favorite things about this resource is how easy it is to differentiate and allow students some freedom in research projects and choosing their own topics. The only real struggle I have had with it is that navigation can be a slight struggle once you're into a deeper category on the site. It can seem to get stuck and require students to return all the way to the home page and start over with navigation. Making this smoother and more clear cut for students would be a huge improvement for useability.

RemotEDX Review Standards applied to Transparent Language Online ~ Wow! Over 100 languages

A. Materials follow Web Content Accessibility Guidelines (WCAG). I was shocked that something our kids can access free of additional cost includes native speaker pronunciations.  Definitely UDL complient.  Note you can also learn ENGLISH.

B. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.  Graphics, while fetching, are mostly drawings. Resource loads/plays without glitches. 

C. The visual design of materials is clean and coherent, lending itself to ease of learning. Uncomplicated. Icons familiar.  I like the visual cue that you will hear a male or female voice before you click the play icon. 

D. Materials are flexible to allow students to access and complete work online or offline as needed. This may be a weakness.  You need to be logged in to enjoy the multi-media features. 

E. Materials can support and/or facilitate learning in hybrid and/or online delivery methods
As long as classroom I-net access exists, yes. A teacher could lead students through a whole-group lesson. 

F. Teacher supports, documentation, and/or guides for effective use are present.  Ummmm...not so much.  There is a reference section but this does not have the deep pedagogical supports that, for instance, our online Spanish textbook offers (SAVAAS). It's for learning language pretty much on your own or reinforcing what you learned in a class.

G. Content is presented with an objective view on topic and is free of bias. True!  I love the multi-cultural endorsement that is inherent in presenting a language. The native speakers voicing the lessons rock. 

H. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income. I think it would be empowering for an ELL student to see/hear their native language represented here alongside English and to practice the interface in a familar one. 

I. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities. Absolutely as languages are here that one seldom hears spoken about let alone in. Very inclusive. 

J. Content builds on prior learning.

K. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.

Yes--The embedded learning paths move upward on a vertical spiral.  Piaget would be proud. 

 L. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection. M. Content engages students through discussion questions and other supports that build toward independence. Hmmmmm... I do not think there is as much construction going on as might be included in writing exercises, etc., but how would that be graded. Interactive conversation would also need to be supplemented. 

N. Uses technology and media to deepen learning and engage students. YES.  I like the no-risk, patient environment that lets you try, try, again.  The immediate feedback on spoken answers (prowess of pronunciation) is amazing. 

O. Content includes options for differentiation to meet needs of all learners. Rate, repetition, options for languages.

P. Instructional approaches used are reflective of best practices and research on what works in education. Not being a World Language teacher, I sought guidance and found this: https://www.actfl.org/sites/default/files/resources/Core%20practices.pdf
My observation is that by using icons and thematic vocab development TL fulfills the first practice--facilitating comprehensibility.  Embedding native speakers meet the second expectation, and  oral interpersonal communication tasks, the third expectation, are definitely a focus. The sixth expectation, feedback, is incorporated in the nonjudgmental AI "scoring" of pronunciation. I was so pleased to see that FORM comes before GRAMMAR (expectation five) that I think I will continue learning ANCIENT GAELIC. While there is not hard evidence that the fourth expectation for backwards design is fulfilled--my guess is that the designers definitely had a blueprint for their end game.  Bravo!