Issu in the classroom ii

U

s

i

n

g

I

S

S

U

i

n

t

h

e

c

l

a

s

s

r

o

o

m

Getting Started: Some

basic tips and trick p. 2

Using ISSU in the

Classroom p. 3

2.0 Kids: How do we keep

up?! p. 4

Editor’s note p. 5

Bibliography p. 6

By Julie Nieznay

When we start learning something new

always keep in mind that you need a

sense of play. Don’t judge yourself if

you first, second or even fifth attempt

doesn’t look exactly how you imagined it

would. Set aside some time and create

something that interests you. Play with

the tool you are learning.

To start with ISSU, first create a

document using a word processing tool

such as Word, Open Office or Google

Docs. I prefer Word because I’ve used

it for so long I know how to get around

some of the glitches. Here are some

tips for create a document:

1. Know what you are going to

write about first.

2. Do your pre-writing.

3. Understand how magazines are

organized. Looking at a few

before creating your document

helps.

2.

4. Gather images that match your

writing.

5. Make sure they are saved

someplace you can find them

later!

6. Document pictures as you collect

them. Keep a running Works

Cited in NoodleTools.

7. Play

Learning about technology doesn’t have

to be painful. Keep an open attitude

and use it in your everyday life first. For

example, to learn how to use ISSU,

create a magazine that documents a

vacation you took or the birthday party

you had for your child. Send it to your

family as a keepsake. Or you can make

a magazine explaining how to make a

magazine.

By Julie Nieznay

By now you are all wondering how you

can use this digital tool in the classroom.

As it is a writing production tool you can

use it for any content that requires

writing. Here are a few ideas.

In math, the teacher may create their

own magazine demonstrating new skills.

For example, addition:

1+1 = 2

+ =

Or a student could create the same

magazine depending on their

technology skills. I would say 3rd grade

or above should be able to use this tool

with guidance from a teacher.

An art teacher could use it to showcase

their students’ work by taking pictures of

the artwork and including it in the

magazine. The students could then

write descriptions of their artistic

process or the purpose of their work.

The students could also create a

magazine about a specific artist and

include their artwork as the illustrations.

Everyone knows about the magazine

Scientific America. Why not create a

classroom scientific magazine

explaining the results of experiments?

Document the process with photos and

create captions for each one.

Teach parts of a book by having the

students include a table of contents or

glossary in their magazine. The

applications are endless! Creating a

digital document makes a lasting

impression on students because they

can see how what they learn is applied

in life.

As for the practicalities of using ISSU,

older students can create their own

accounts using their district e-mail and

computer ID. Teachers of younger

students may find that creating a

classroom account is a better option.

No matter how you decide to create

your accounts, you can create a

classroom library of student work. This

promotes pride and excellence in the

product.

2.0 Kids: How Do We Keep Up?! By Julie Nieznay

Our kids are wired in almost

before they can walk. Digital tools

are toys to the next generation,

and it seems as if our students

can do so much more than we

can. Walking in the digital world is

as easy for

them as

breathing.

So how do

we keep up?

The simple

answer is

play. Students learn how to use

these tools through play because

that is how they utilize them the

most. So take a page from your

kids’ playbook and just take some

time to try something new. Keep

in mind that your first few attempts

will not produce prize winning

products. Don’t drive yourself

crazy trying to make something

perfect the first time around.

Our kids are overjoyed by creating

something new even if it isn’t

beautiful. Simply creating is what

makes the experience worth the

crooked lines and misspelled

words. Yes,

the final

goal is to

learn how to

use a tool

proficiently

and with

confidence,

but you

need to give

yourself a chance to learn and just

enjoy the experience.

Once you’ve learned the basics

then you can turn your teacher’s

eye to the tool and see how it can

be applied in class. That is what

makes teachers special, the ability

to take something ordinary and

make it shine.

Works Cited

Baby sitting on an iPhone. TUAW. AOL,

2014. Web. 15 Jan. 2014.

<http://www.tuaw.com/2011/10/04/n

pd-says-kids-are-buying-more-

digital-media-than-ever/>.

"Digital Media World." ArtTechLaw.

ArtTechL@w, 2014. Web. 15 Jan.

2014. <http://arttechlaw.com>.

"Know Digital Media." School of

Communication American

University. American University,

2014. Web. 15 Jan. 2014.

<http://www.american.edu/soc/film/

degrees/digital-certificate-

description.cfm>.

Magazine birthday. InspirationHut.

InspirationHut., 2014. Web. 15 Jan.

2014.

<http://inspirationhut.net/inspiration/

36-stunning-magazine-and-

publication-layouts-for-your-

inspiration/>.

Magazine golfer. InspirationHut.


2014.




inspiration/>.

Magazine health. InspirationHut.


2014.




inspiration/>.

Magazine rock band. InspirationHut.


2014.




inspiration/>.

Magazine sticky notes. InspirationHut.


2014.




inspiration/>.

Magazine watches. InspirationHut.


2014.




inspiration/>.

Man's hand pointing up at icons floating in

the air. iRISEmedia. iRISEmedia,

2014. Web. 15 Jan. 2014.

<http://www.irisemedia.com/blog/20

13/07/30/nine-digital-media-

marketing-tips-for-an-efficient-

social-media-marketing-strategy-

part-1.html>.

Word bubble filled with digital media icons.

Stephanie Winans Digital Media

Strategy. Stephanie Winans, 2014.

Web. 15 Jan. 2014.

<http://stephaniewinans.com/service

s/>.

Issu in the classroom ii

Documents

Transcript of Issu in the classroom ii