Yi Love the App Challenge
By Pete Hilling
I think many teachers believe they engage in inquiry based learning on a regular basis. I myself, use to think that when I first began teaching. I soon learned that true inquiry based learning does not often happen in the K-12 classrooms unless there is careful thought, planning and risk for both the teacher and more importantly the student. Of the many inquiry learning definitions out there from education academics, I find Terry Hicks outline the most succinct and understandable by both students and teachers:
“Several general elements of an inquiry based approach to teaching and learning:
1. Learning focuses around a meaningful, ill-structured problem that demands consideration of diverse perspectives
2. Academic content-learning occurs as a natural part of the process as students work towards finding solutions
3. Learners, working collaboratively, assume an active role in the learning process
4. Teachers provide learners with learning supports and rich multiple media sources of information to assist students in successfully finding solutions
5. Learners share and defend solutions publicly in some manner”
For the 2017 App Challenge I included each of these four steps with the Digital Solutions Students.
1. Students first reviewed apps created by students across the nation who previously took part in the Congressional App Challenge. This provided students with an opportunity to see exemplars, generate their own ideas, think about problems that need solutions or a creative game they have in mind or skill that needs support. The hope is that by opening up the topic to one of their personal interest, they would be more motivated to create! Consequently, one student mentioned interest in creating an app that would help others understand the steps involved in becoming a lawyer, another was interested in creating an app that would help people easily contribute to the homeless community in Rochester, and yet another created a game with digital art work and a story line they created.
2. The academic content was found from the app creation tool Thunkable. Students used their district Google accounts to log into Thunkable, using the computer or chromebook for creation and then HP Slate for testing. Students do not have access to their phones so the Slates came in handy.
3. Many of the students chose to work independently. They were able to collaborate with one another when trying to figure out the design and block features of Thunkable. One would figure out how to upload an image or program a block and then could share with classmates. Two students worked collaboratively on one app with one creating the digital art work and the other building the screens, buttons, etc. Several students struggled with the "A"in active. There was explicit discussion with students that they were given the tools to create and needed to use the tutorials to figure out/build their app. There would be limited teacher support. Rely on yourself, your classmates, etc. When questions were posted to me I would ask the class if they knew how or sit with the student and watch the tutorial.
4. The Thunkable site has at least 10 video tutorials 5-10 minutes in duration that walk the students through the steps of app creation. These youtube videos provide students with the support needed to create. Additionally, the Thunkable site has an ask the Thunkable staff option. Several students emailed the Thunkable staff questions and they were quick to respond with information or links to video content that could provide students with an answer.
5. Finally, students have been invited to share their apps at Central Office, enjoy a lunch and discuss their likes/dislikes of this challenge.
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