Digital Storytelling: My Favorite Phone Apps for Editing, Typography, Gif-making, & Sharing

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This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is Top Global Teacher Blogger’s guide to what’s hot in tech. What edtech tools have dramatically supported/improved learning in your classroom environment in the past few years?”

The camera is often the most powerful app on any device to capture, edit, and share learning, and the current landscape of digital storytelling allows users innovative ways to share. In a generation of selfies and Snapchat stories, it is no surprise that mobilography has made its way into the classroom. Images allow students to capture their learning and share their stories all from their phone. Phone apps add a creative element to these images through photo editing, typography, gif-making all while sharing them one image at a time or strung together as a multi-image “story”.

With the plethora of available options, I offer you my favorite FREE (mostly) apps that I use personally as well as in the classroom. Most apps are available for both Android and iOS devices and are impressive when paired with the built-in editing options on phones. 

Photo Editing Apps

  • Snapseed – a photo editor created by Google. Available for both iOS and Android Snapseeddevices, Snapseed is my favorite and most comprehensive photo editor. Tune images, apply filters, curve and rotate to change perspective; the possibilities are endless.  
  • Prisma – allows users to transform their photos into works of art based on the stylesIMG_2707 of famous artists, ornaments, and patterns. Available for both iOS and Android devices. Prisma is free and used frequently in the classroom to edit images so faces of students are not recognizable.
  • Pixlr – photo editing app that allows users to use a combination of effects, filters, and overlays. Available for both iOS and Android, Pixlr is free and also available as a Chrome Browser App!
  • Lively – Only available for iOS devices, the Lively App is perfect to create gifs, video, or different frames from Apple’s Live Photos. I have used this app multiple times to capture the perfect frame from a live photo when my eyes were open and not closed!

Typography

  • Word Swag – is one of the few apps that I pay for. It is a quick way to add text to images in seconds. It is available for both iOS and Android. Create unique text layouts that turn any image into a shareable post!  
  • Adobe Spark Post – allows users to create beautifully designed graphics. IMG_2201Templates, color palettes, sizes allow users to customize images. This free app is one of my favorites and allows you to share your message with aesthetics that match. Available for iOS and will be available for Android users soon!

New: Google recently released 3 new picture apps for phones, Storyboard, Selfissimo, Scrubbies as part of “appsperiments: usable and useful mobile photography experiences built on experimental technology.” I have recently added these apps to my phone and am excited to explore possibilities.  Storyboard is only available on Android Devices, Selfissimo is available on both iOS and Android, and Scrubbies is only available on iOS.

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  • Motion Stills – originally an iOS app, Motion Stills stabilizes Apple’s Live Photo and allows you to view as a looping gif or video. Now, Motion Stills is available for Android and includes a capturing mechanism that instantly transforms it to viewable clips (aka a live photo, sorta).
  • Loop or bounce – helps your Apple Live Photos come to life. Relive the exact moment in the photo, and through a simple swipe upwards, transform your capture into a short clip, perfect for animations and gifs. Pair with Giphy (see below) and create and share your own gifs.
  • Giphy – not only does Giphy have an extensive library of gifs, it also allows you to create your own. Plus, this is web-based which means no app needed but available on any smartphone. The fantastic thing about this option is that when paired with Live Photos in loop/bounce or Motion Stills, you can create your own gif, save, and share all from your phone. (The image for this post was done in this way.) Add text, effects, and stickers to customize your gif!
  • Boomerang – created by Instagram, captures short clips and loops them automatically. Taking 10 seconds of video, Boomerang creativity loops back and forth. Share to Instagram or save to your camera roll. Boomerang is available for both iOS and Android.

Sharing  (There are many ways to share images and digital stories. Here are a few to consider, and many of these have built-in filters and editing options to share creatively.)

  • Instagram Stories – share images and videos with your followers or hashtag. Stories disappear from your profile feed after 24 hours unless you add it as a highlight. Take or upload an image to add to your story. Users can edit, add text, create stop motions, etc. and add it to their story to share throughout the day.
  • Facebook Stories – short, user-generated photos and videos that can be viewed up to times and disappear after 24 hours. You can capture and share directly from the app. Facebook stories also have editing options, overlays, and filters. Users can also share their story with the main feed once done.
  • Snapchat Stories – is a collection of snaps played one right after the other. Stories can be viewed by anyone and last for 24 hours and disappear. There is an option to download Snapchat Stories to save and share a small video. Snapchat was the originator of Stories and Instagram and Facebook quickly followed suit. Upload your own images, or capture using Snapchat and add text, filters, or create a custom filter for your school or event.  Group stories and Geo stories allow multiple users to add Snaps!

The smartphone has turned millions of users into photographers, all of which have varying levels of expertise and artistic talent. Using images to tell one’s story or demonstrate understanding can not only be done via images but via beautiful and intention images with just the download of an app. I would love to hear your favorite mobilography apps or how you use them in your classroom!

 

Embrace Your Vulnerability; Write In Front of Your Students

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This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is “How do we better instill an idea of risk-taking and struggle in students? How do we do a better job of encouraging their failures rather than punishing them? How can we better humanize success and show that it’s a matter of diligence rather than talent?”

Teaching writing is tough. When I speak to colleagues, other educators, or reflect on my own training, how to explicitly teach students to write was something that was missed for many of us in the education world. In fact, I don’t remember learning how to teach writing until I started my graduate work. With the lack of training, what typically happens is one of three things: teaching writing is in the form of grammar, usage, and mechanics rules and memorization; or teaching writing is having the students write a holiday essay or a 10 page research paper; or finally, teaching writing is not done at all, rather it is assigned.

Now you may be wondering how this addresses the question posed above… The most important thing educators can do to teach their students how to write is to write in front of them. I can think of nothing more powerful, or more vulnerable, than when a teacher writes in front of their students.

  • Writing in front of students does more to move a young writer forward than any grammar worksheet assigned.
  • Writing in front of students promotes risk-taking by the class as they become a community of writers.
  • Writing in front of students demonstrates the struggles all writers face on how best to articulate their thoughts, ideas, and messages.
  • Writing in front of students helps to demystify the magical aura that surrounds a perfectly polished piece of text.
  • Writing in front of students invites the community to know you and your story which propels them to share their own.
  • Writing in front of students provides a window into your mind as you work through the process of writing.
  • Writing in front of students demonstrates that hardly any piece of writing is perfect the first time, even the teacher’s piece.
  • Writing in front of students illustrates writing success is found through practice, lots and lots of practice.
  • Writing in front of students releases the protection of the process and struggle to the students.
  • Writing in front of students provides a model of real writing by an important person in their life.
  • Writing in front of students builds relationships and fosters empathy.

If we want students to be risk-takers, persevere through the struggle, and find success in the process then we must model that as the adult in the classroom. If we, ourselves, are embarrassed or nervous to write in front of and share our writing with students then how can we expect the same from them. The best writing is personal. It moves the readers to have an emotional connection to the story and to get the student’s best writing we must be a model of this vulnerability. The first step in the teaching of writing is to be a writer yourself!

Contemporary Literacy Curriculum, #MakeLitREAL

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This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is “Do you believe curriculum needs to be more relevant for a 21st-century world? If you had the power to change the school curriculum, what would you change?

As society and technology change, so does the definition of a literate person. Teaching students to read and write through traditional means, paper and text, is no longer the only skill set needed to be considered literate. Literacy is a foundational curriculum component to every discipline. More than that, literacy is “inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups.” (NCTE)

The literacy demands of contemporary society require students to be dynamic, multimodal, skeptical, and global.  Few, if any, curriculums address these needs in full. It is up to the knowledgeable educator to provide a curriculum that ‘Makes Lit. REAL”. (Relevant, Engaging, Authentic, Lifetime) #MakeLitREAL

When planning units, creating tasks, evaluating curriculum, working with other educators, or coaching PLCs, I continually return to the acronym REAL. This helps to center the conversation, keep students at the forefront of decisions, focuses on the verbs (communicate), not the nouns (tech tool), and provide literacy opportunities that will not only strengthen their skills now but forever more. When you Make Lit REAL, educators see the absurdity of assigning a 7 page, single-spaced, book report and reimagine curriculum and tasks that prepare our students to hone skills needed today, not 20 years ago.

 

Traditional Contemporary
Consume 2 Dimensional Readers

Unimodal, one way, text on paper. Limited access based on demographics and teacher knowledge/experience

3 Dimensional Readers

Multimodal, multiple ways, interactive text, media literacy, dynamic infographics, and visuals, etc. Ubiquitous access to information, people, and experts. Healthy skeptics and discerners of information

Create Multiple types and purposes but typically done with paper/pencil or word processor Dynamic, interactive, unique, multiple types and purposes but additional modes (posts, video, audio, visual) that provide student choice and voice
Communicate Contained to classroom or school Global, allowing students to cross the geographical divide digitally
Connect Contained, local, never talk to strangers Connecting and building relationships cross-culturally and globally
Curiosity ? Inquiry, design thinking, PBL; developing problem seekers not just problem solvers
Contribute Community-based, volunteering Developing empathy and ethical responsibilities. Pose and solve problems at a global level. Strengthening collaboration and independent thought.

 

Literacy is not only a foundational part of every curriculum it is a cornerstone to us as humans. The traditional curriculum is falling short in providing contemporary students the skills they need in life. When you Make Literacy REAL (Relevant, Engaging, Authentic, Lifetime) and apply this lens to the current curriculum,  a clear picture of our past and where we need to head as educators emerge.

 

6 Keys to Planning and Delivering Effective Professional Learning

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This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is If you were calling the shots how would you change ongoing professional development for teachers in your community?”

Five years ago I made the leap from the classroom to a consultant role and went from teaching kids to teaching adults. Currently, I support educators in the areas of literacy, technology, AIW, and project-based learning. Working with adult learners is both challenging and rewarding. At first, I was unsure if I was cut out for this new role but over the years I have come to embrace the challenges and celebrate the victories that transfer into wins for kids!

I will be the first to admit I still have room for growth and improvement as a staff developer, but I quickly learned there are major differences between pedagogy and andragogy (the art and science of adult learning). When working with adults I keep in mind 6 Keys to Effective Professional Learning when planning and delivering professional learning. Some of these ideas were introduced to me by Nancy Lockett, as well as through personal studies on my own.

6 Keys to Planning and Delivering Effective Professional Learning:

1. Respect – Establish and recognize the importance of verbal territory. With adult learners, it is essential to get them talking within the first 5 minutes so all voices are heard. It is also a great time to identify the vast knowledge and experience they bring to the learning by having them create a “Group Resume” with their combined years, areas of expertise, certificates, and passions. This could be done as a table and shared out as a large group. Taking time at the beginning of the day to do these activities sets a tone of I value You and, together, We have vast experience and knowledge.

2. Start with the why- Just as students in the classroom find relevance when they understand the Why, so too do adult learners. Right from the start, professional learning should include the Why with an answer to the question – What problem are we solving? Starting with the What, Why, and How satisfies the adult learners Need to Know. If you are unclear with the learning target and the Why, the educators will be too.

3. Opener vs IceBreaker – Openers, YES, IceBreakers, NO. A common mistake that facilitators of professional learning make is starting off the day with an irrelevant IceBreaker. Instead, try an Opener. An Opener should do three things. First, it needs to breaks preoccupation with all of the things that are weighing them down. Second, an opener should allow for networking. Third, an opener needs to have a training point. While there are many icebreakers out there to use, be sure to make sure you start with an opener instead. Get them talking about what you want them to be thinking about.

4. Inquiry-Based Professional Learning (ADA format) – When planning the bulk of the learning, I like to follow the ADA format, Activity, Discussion, Application. This format recognizes the importance of collegial collaboration and feedback. Through inquiry, adult learners construct their own knowledge; they Learn by Doing. Inquiry-Based Learning using the ADA format allows educators to Do, Talk, and Apply. It is through the conversations with colleagues and the personal reflection and application that the Why of the day is reinforced, as well as the personal application. It makes it relevant to them and their students!  

5. Progression of Learning – Before, during, and at the end of the professional learning it is essential to recognize and identify where individuals are in terms of the progressions of learning:

  • US – Unconsciously Skilled
  • CS – Consciously Skilled
  • CU – Consciously Unskilled
  • UU – Unconsciously Unskilled

This identification is important for both the staff developer and educator. The knowledge not only helps with differentiating the learning, but also provides the adult learner insight into their own beliefs, attitudes, and needs. Consciously Unskilled is the place where you lose most adult-learners when they realize that they have been doing it wrong.  

6. Closers – Finally, it is important to never shorten time at end of the day, always have a proper closing activity. The strategy that I like to use is Connect, Reflect, Direct.  Allow educators time to Connect to what they had learned throughout the day, Reflect on how it is applicable to them, their students, their instruction; and Direct on what their next steps are to achieve the goals they set forth from the reflection(either as a staff or individual).
Planning and delivering professional learning is both challenging and rewarding. It’s a chance to work with staff members on a common focus while differentiating to meet needs of all and personalizing to support individual growth. I am continually learning from others how best to develop my skills and hoped that I offered you things to consider. Please comment below with some of your favorite strategies or frameworks and check out this post Steven Anderson and I wrote about ways Connected Educators can continue to develop professionally. Enjoy the rest of your summer, August is just around the corner.

7 Virtues of a Blended Learning Teacher

Adobe Spark (17)This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is To what extent is this a new model of learning in a digital age? Is blended learning becoming yet another overhyped myth?  What lessons learned can you share from your own school community?”

Blended learning is a disputed term among academics and one may find what it is NOT, rather than what it IS. With the changing landscape of education and more technology in the classroom, educators are (consciously or unconsciously) employing this type of learning. In 2009, I entered the world of blended learning after the school I taught at implemented a 1 to 1 laptop initiative which placed computers in the hands of all students (grade 6-12) that they used in the classroom and brought home with them each night. Because of this experience and through conversations I have had with other educators in similar education ecosystems, I believe that blended learning is a combination of traditional teaching methods and digital ones. Blended Learning combines the best of both worlds and allows student control over time, place, pace, and/or path.

Educators who are sound in content and pedagogy are often high-impact blended learning teachers as well. Through reflection and conversation, blended learning teachers possess similar virtues:

Teacher Virtues:  

  1. Uninhibited Creativity in delivery and content of learning
  2. Sees Failure as Opportunities for Growth and gains achieved through perseverance
  3. Seeks out Opportunities for Improvement
  4. Reflective in Practice and on student achievement
  5. Student-centered and Relinquishes Control of elements in traditional teaching
  6. Sees Technological Differentiation as a Way to Meet All Students’ Needs
  7. Recognizes Multidimensional and Multimodal Learning as Relevant and Engaging

 

Teacher virtues in both a traditional or blended environment extend across both and most, are interchangeable in either environment. Technology or blended learning does not automatically make one better. In fact, through experience, it does quite the opposite, magnifying poor classroom management or lack of understanding of content or pedagogy. Effective blended teachers are always effective classroom teachers but the opposite may not be true. To be a high-impact blended teacher it takes creativity, understanding, resourcefulness, and reflection in a digital learning space.