Students from one of our elementary schools have been helping our Culinary 2 students design new menus. Providing healthy foods that elementary students have interest in will promote healthy eating habits.
We were thrilled to use Google Hangouts as a quick and easy tool for collaborating during this learning experience.
We've always wanted to "set up" our foods lab with a multiple camera production studio to provide students with adequate viewing of demonstrations. Below you will see our production with Switcher Studio, AirServe, three iPads as cameras, and one director iPad. All iPads are located on the same wi-fi network and we recorded the production as it happened.
I have not had a reason to use it until Mrs. Moehr, FACS teacher, presented me with "Is there a technology tool that can create a step by step guide to demonstrate creating a garnish for a food?" View the complete project
After thinking through the Mrs. Moehr's project requirements, I decided Heavenly Mint Dessert would be perfect for an Andes Mint garnish and a great example using Snapguide.
While taking pictures from the internet for a Snapguide is an option, I found it was challenging to find the exact steps in pictures that I wanted. After creating an account for the first time using the iPad, small tutorial bubbles of help text will be displayed.
Taking the pictures prior to creating the Snapguide proved to be effective as I was able to click on all of the pictures in my sequence at one time.
If a web browser is available, the same process exists for creating a Snapguide. It is possible to drag and drop multiple images into the Snapguide on the computer. The images will be placed in the order in which they were on the computer.
After screen shotting each step of the next example on the iPad, I uploaded the images to Google Drive so that I could download them on my computer. Snapguide needed to have the images be a .jpg. I needed to convert the images from a .png file which was accomplished in a few steps. My second Snapguide provides step by step directions to create more storage on an iPad.
To complete the project, a Google Form has been created to acquire the web links associated with each Snapguide. In addition, students will have the opportunity to create appropriate comments on peers' creations. Again, this will be a great opportunity to for teachable moments on appropriate digital citizenship.
*No "under 13" age restrictions allows for all grade levels to use this tech tool for creating step by step tutorials.
Snapguide Ideas For Content Areas
Social Studies: How to understand (any event in history)
Science: How to create (a certain lab)
Math: How to create (an answer with the Quadratic Formula) or any math concept
English: How to create (a well written paragraph)
FACS: How to create (any food item)
Autos: How to change (a tire) or related activity
Woods: How to make (a chalkboard cabinet door)
Art: How to draw (a face) or anything
Foreign Language: How to write (a proper sentence)
ELL: Choose a Snapguide and read through the steps while viewing related images
Upon completion of using Snapguide, students had some completed products.
I stopped into to see if Ms. Treptau needed any assistance with technology integration. After some talking, she mentioned that she discovered a great use for Lucid Press, a Chrome Web App. LucidPress is providing her students with a digital resource to create an informational brochure on a health career. LucidPress is a great tool that fits in the Augmentation category of the SAMR model. The Pulaski Middle and High School teachers are so great as they are not afraid to try implementing different technology tools for the right purpose.
It may be just my belief, but the specialist areas of our educational system get over looked to a degree. It was with this that I approached our Family and Consumer Science (FACS) teachers Mrs. Moehr & Miss Martens back in September about creating a YouTube channel with videos of students cooking. Not quite like the Food Network, but similar in fashion.
Our first attempt came to reality over the last three days.
Day 1 provided a short description of video tips presented to the student by me. Examples included where the camera app exists on the iPad, rule of thirds, where the mic was on the iPad, how to delete a clip that is not wanted, and making the video clips short, concise, and to the point. During Day 1 students asked myself and the classroom teacher trouble shooting questions. One important aspect of this was that the FASC teacher created a iMovie on the iPad prior to students creating their project.
Day 2 was more video taping, but not with me present in the classroom. The FACS teacher was totally in charge of any iPad video trouble shooting. I was available by email for support.
Day 3 consisted of a short iMovie tutorial by myself. On of the great realizations is that throughout the school many of these students had created a video project with iMovie prior to this class. FANTASTIC! Now there were many additional student experts in the class along with the FACS teacher and myself. We also demonstrated to the students the publishing process and sharing the final product with the teacher via Google Drive on the iPad.
Day 4 will be today, and I will not be in the classroom. The FACS teachers will be the content teacher and the technology teacher. They will have support through email and a "check in" by me at some point.
I really appreciate the FACS teacher's willingness to try something new despite only six iPads and no prior iMovie experience.
