Earth Day Extended Celebration

Last Friday and today, Ms. Kass and I took the students in her Science classes outside to do a little exploration of our environment. In a scavenger hunt type activity, we made a list of concepts the kids have studied during the year and went outside to look for examples. We looked for stages of life cycles, evidence of the water cycle, erosion, pollution, and documented the organisms in our ecosystem. Over the next few days, students will share the images they made with their iPad cameras in a Schoology class discussion. We will discuss what we found, and if we have a chance, we will make a plan to clean up the substantial amount of trash we found in the woods.

Here are a few of the pictures I made of during our outings of little things the students found.

Soldier beetle

Lichen and moss



Sawfly larvae



Stop Motion Cells

Mr. Summitt’s students have been learning about mitosis and they have put together really nice animations using their iPads. I have edited four of my favorite animations turned in through Schoology into a single movie.

Watch these cells divide and learn.


Purposeful PBL

Yesterday I walked into Mr. Rooke’s room to do something menial and simple. I walked away awed and inspired, and with a sense that we really are making a difference in our schools.

Mr. Rooke, our very deserving Teacher Of the Year, has a very non-traditional way of teaching Spanish. I’ve never seen his students filling out worksheets. I’ve never heard his students complain about unfair amounts of work, boring lessons, or tough tests. Mr. Rooke’s students go on to perform outstandingly in advanced Spanish classes, genuinely like Mr. Rooke, and treat him with the utmost respect. Mr. Rooke embeds language learning into study units that are of personal interest to the students, and that is what we discussed when I was in his room yesterday.

Students have been learning about Central America through movies, novels, and classroom discussions. They have learned about the role of poverty in the civil wars of the 1980′s, and the effects of intervention by outside powers such as the United States and the Soviet Union. Recently, they have been discussing MS-13, a violent gang that traces its origins to refugees from the civil war in El Salvador.

So, as the students are learning Spanish, they are also becoming aware of recent cultural and political events that are not covered in traditional Social Studies classes, and they are becoming very aware of how interconnected our world is. They are also learning about real people involved in events, not just learning about events in an abstract manner. This personal connection is crucial.

To reinforce these connections and foster empathy, Mr. Rooke has added another dimension to the learning. He has funds in an account with that the kids will award to applicants for microfinancing. To decide who gets the funds, students have selected loan applicants to research.  They are using Explain Everything and other tools on their iPads to prepare Shark Tank-style presentations for their peers. Then, as a class, they will vote on the top applicants and award the funds to them. When the loans are repaid, probably next year, the next group of students will be ready to evaluate a new set of loan applicants.

This project embodies everything I’ve always imagined for our G21 initiative. It is about the kind of learning that is not for the test. They are learning about people who live in places they have never even heard of. They are learning about the reality of life in these places. They are becoming aware of their privileged lives as citizens of the United States, and of the power and responsibility that comes with that privilege. The kids will always be able to point to this time in their lives when, as a class, they made someone’s life better. 

UPDATE: If you would like to help the students fund additional Kiva micro loans, make a donation at their GoFundMe site.

Schoology–Differentiation and Group Work

Schoology makes it very easy for teachers to assign differentiated work to students in ways that don’t make anyone feel singled out. Students can be assigned to pre-determined groups, or materials can be made visible only to specified students within the course.

Watch these videos to learn how. The first video will show you how to create groups within your courses. The second video will show you how to assign resources to selected groups or individuals within your courses.



Taking Risks

This morning I returned from VSTE and hit the ground running. When I stepped into Ms. Kass’s room to say hello, she showed me the projects the students were developing on their iPads. A few minutes later, I stopped by Ms. Potter’s office to let her know I was back in the building. The first thing she asked was, “Did you see the amazing stuff Ms. Kass and her students are doing?” Of course, I had just been there. Here is an administrator’s take on our iPad program and the learning environments it is helping us create.


eBooks Session

This afternoon, I’m leading a session on eBooks. It’s a big topic, and presumably, if you’re reading this, you would like to know a thing or two about them. Since I am going to tailor the workshop around individual needs and interests, I will point out a few links that may of interest below.

What are eBooks?


eBooks (or iBooks in Apple’s parlance) are electronic files that can contain text, but also multimedia content like audio, pictures, and video. They are typically designed to be read on a portable device, and in some cases, can be read on a regular computer. 

What are different types?

I’d wouldn’t be the first to point out that the PDF format has supported text, video, audio, and images for some time. It’s held-up well over the years, but primarily it has excelled at presenting text and graphics in a high-resolution format that appears on a screen the way you intended. Zooming is possible depending on the reader program (such as Preview on the Mac), but that zooms into the whole page, not just text.


The newer formats are specifically considered digital book formats, and include .mobi, .epub, and Apple .ibooks. Amazon’s Kindle prefers the .mobi format and .epub is supported on iPads. Both formats are similar (but not equal) in capability, and feature the ability to re-size text (and affect pagination) based on user preference with the device or reader program. 


Apple’s iBook platform is unique in that it was designed to support “multi-touch textbooks.” This format is created with their free iBooks Author software and provides support for rich media such as 3D models, Quicktime videos, and HTML 5 widgets.

Which type should I use?

It will depend upon your intended audience and the tools you have available. If you purchase a book, you will not have a choice, unless the book you want is available from a different vendor (Amazon, Barnes & Noble, Google, and Apple are the four big ones with stores). If you are creating an eBook, at least here in Goochland, your choice right now is limited: it is ePub. As we upgrade computers next year, we can support Apple’s newer option with iBooks Author.


Can I find free eBooks?

Project Gutenberg was a pioneer in making free books available online. They started out as plain text files. They now offer their books in a variety of formats, so the choice of device is moot.


CK12 was the place to find the first flexbooks, or flexible textbooks. The site is now clearly focused around supporting STEM curriculum and has expanded beyond books with adapative assessment features. The site allows downloads in the most popular formats: .epub, PDF, and .mobi. The site also allows you to contribute to the books and take parts of the books instead of the whole thing. They are, after all, flexible!


In addition to these two examples, the big book stores online also now offer free books – either as samples, teasers, or books authors want to offer for free. To search in Apple’s store, you can use the iBooks app on the iPad or search via the iTunes Store.


How do I publish eBooks?

Once you have created an eBook, you can freely put it online in a variety of ways. The basic idea is that you want to be able to put the file (like a Word document) somewhere online so it can be downloaded “and installed” into your ebook reader. The typical choices work well: Schoology, blogs, or even Google Drive. You can even make it easier by converting the link to a QR Code and having students scan the code to access the book.


eBooks can also be published online through Apple’s store if you are using iTunes Producer. I took my team’s dissertation in practice and converted it into an iBook with iBooks Author. I then purchased an ISBN number and published it in the store this way. My options were to publish for free (and be free to publish it in other formats) or else publish it only in Apple’s format if I wanted to charge money. People can read those books on iBooks app in Mac OS X or on an iPad.


The second option with Apple’s distribution is to publish a book (for free) as part of an iTunes U Course. You’d need to be added to our course configuration to publish through our “storefront” on iTunes U.


And tips for making books?

The two tools we have deployed to create eBooks are Pages ’09 on the Mac and Book Creator on the iPad. Both programs create ePub files.


Book Creator has the advantage of pushing your new book directly to the iBooks app. It makes it super easy to preview your book.


Pages will use the Export function to save a copy of your Pages file into an ePub. When using Pages, here are a few things to remember:


  1. Don’t change your text with different fonts and settings. Remember that the end-user gets to control this.
  2. Use the “Style” features in Pages to apply styles: Headings, body text, etc. Pages can use these to format and organize your book.
  3. When inserting audio, photos, and videos, do not use the features that push text around the object. Instead, insert these media as its own “paragraph.”
  4. When applying styles, it’s best to save that step until the rest of your text has been inserted. 

Why eBooks?

p>Creating a book, even if it’s just a (new) kind of file, can be exciting for young authors. The real power, however, is being able to publish. I’ve seen students produce short stories as eBooks and the experience was very rewarding for them. They had fun sharing their work, and that fun meant they were very engaged with the process. For teachers, preparing an eBook gives students a non-edible copy of a text with the support of multimedia that can be read offline (like PDF). Depending upon the reader, students can use the eBook reader’s functions to highlight text, and/or look up words with the built-in dictionary to aid their reading.


Schoology – Student Completion Requirements

True or false: When I give my students work, they all finish at the same time.

Yes, keeping kids on task is one of the most difficult issues faced by teachers. Schoology has a tool that can help.

When you have multiple activities planned for a class period, you can create a folder with all your resources and require that students work in order, achieving a minimum score per item. Watch this tutorial to find out how to set up a classwork folder with Student Completion requirements.

Remember the Egg?

Years and years ago, I remember watching some television sitcom where one of the characters had to care for an egg as if it were a baby. It was a school assignment designed to teach students responsibility, and I think it had something to do with babies. I really don’t remember the details.

This week I found out that this assignment has been updated at GMS to help students transition to our 1:1 iPad program prior to deployment. Mrs. Ray’s students created mock iPads out of construction paper. For the past few days, they have carried their paper iPads with them, taking them out of their backpacks in each class. The paper iPad cannot be on the floor, cannot get crumpled or stained with food, and it cannot be left at home or in a locker.


The students are having fun, building excitement, and learning important habits.

Great idea, Ms. Ray!

Learning Through Photography

With all the talk about 1:1 computing coming to Goochland, there has been a lot of talk about inquiry-based approaches to teaching and creativity. We have moved away from discussing what apps to use and towards how to use every feature of every device for the benefit of the students. One of the features I believe is a bit underused is the camera.

Some of you know I have been interested in photography since I was in elementary school, and I devote much of my free time to macro photography with my iPhone. If I had had this as a kid… Ah… The pleasure of having a camera within reach all the time, of taking pictures and seeing them immediately still makes me smile. Our students have this now. Every student in our 1:1 pilot has outstanding photographic tools right there, every day, all day. The iPad is a camera, a darkroom, a photo-editing light table, a portable gallery. We have so many opportunities for teaching students to use photography as art, for communication, and most of all, for exploration.

Of course, having a great tool does not mean we will have 100% beautiful pictures from all kids. We must guide students, and we must learn with them.

Nicole Dalesio has been incorporating photography into her teaching practice for a long time, and she has very helpful advice for all of us in this article published in THE Journal last year.

Dalesio wants her students to learn how to take effective photographs, so she teaches them the “SCARE” principles in a little checklist:
  • Simplify: Get rid of excess objects — the water bottle on the picnic table, the junky papers — that clutter up the background; make the canvas as “blank” as possible.
  • Close/closer: ”A lot of times people take pictures too far away,” explains Dalesio. Get close and closer to your subject. That doesn’t mean using the zoom option; it means “Zoom with your feet.”
  • Angle: Be creative as you’re taking your picture. Try to find an unusual angle from which to shoot. That could mean standing on a picnic table or tree stump and looking down or lying on the grass and shooting up.
  • Rule of thirds: The best compositions are often the ones where the main subject is either in the right third or left third of the image. So shift the image that way.
  • Even lighting. “You want even lighting,” says Dalesio. If there’s some kind of shadow across the face, move the camera or the subject around to eliminate that. “Usually the best time to take pictures is early in the morning or late in the afternoon when the lighting isn’t as harsh,” she notes. “Foggy days are great for taking pictures — or overcast or even rainy days.”

Here is my own advice:

  • Start small. Take pictures inside your classroom. Have kids share their pictures and discuss them in small groups.
  • Look at pictures students see regularly in posters, books, and magazines and discuss what makes them good. Also discuss how they could be better, or more to the kids’ taste.
  • Discuss how different types of photography are intended for different purposes: artistic versus scientific research, documentation versus marketing, etc.
  • Build a collection of student-created images to use in class projects.
  • Give your students an audience. Use your blog, use Edmodo, organize a photo exposition for Back to School Night, share student photographs with the team assembling the school and county newsletters.
  • Most of all, have fun. Let kids follow their own interests and curiosity and feel good about the images they capture.

Of course, as always, I’d love to help. Just email or drop in for a visit.

Accessible Materials – brought to you by Technology!

As a special education teacher, I knew there were various digital resources available to support my students.  I always had difficulty sorting through the numerous free resources, and deciphering how to best use the resources to help my students.  I have spent some time researching a few resources available to students with IEP’s in the state of Virginia; specifically, resources to help students that have difficulties reading printed text.

A good place for teachers, parents, and students to start is at the AIM-VA site.


AIM-VA site

  *What is it?

  • AIM-VA provides instructional materials at no cost for all VA students with an IEP, indicating a need for alternate formats of printed materials, AND a physician’s statement of need

*Qualifying students: 

  1.   Blind, visually impaired, physical limitations
  • Certified by any number of individuals, including therapists, social workers, counselors, and rehabilitation teachers
  1.   Students with a reading disability resulting from an organic dysfunction

*Available materials

  • Audio Recordings (human voice recordings from Learning Ally)
  • Braille – hard copy system
  • Braille Ready File (.brf)
  • Digital Talking Book Daily 3
  • Electronic Publication – ePub files
  • HTML
  • Large Print
  • Microsoft Word Document
  • NIMAS format
  • PDF
  • Rich Text Format

*How to use

  • Eligible students can receive materials by ordering through the districts Digital Rights Manager (DRM).  A teacher or school administrator should be able to find out who holds this title in the district.
  • To look up a DRM click here:  Find Your DRM


Learning Ally

*What is it?

  • App that provides access to thousands of audio books (core educational content and required literature titles
  • There is a membership fee that is waived for qualifying VA students

 *Qualifying Students

  • Students that qualify to receive materials from AIM-VA (see above)

*Available Materials

  • Audio books are human narrated
  • Text is highlighted as it is read aloud
  • Browse the library of available titles HERE

*How to Use

  *What is it?

  • Provides access to print materials to people with disabilities (audio books and braille)
  • Free to U.S. print-disabled students in K-12, post-secondary, graduate and continuing education classes.  All other individuals can pay a fee.
  • Over 220,000 book titles

 *Qualifying Students

  • An individual with a physically-based disability that makes it difficult or impossible to read a printed book likely will qualify
  • Visual impairment, blindness/low vision, physical disability, learning disability, reading disability, autism, emotional disabilities, ADHD, ESL and ELL, intellectual disabilities
  • User must provide proof of disability during registration process
  • Click here to read more about how to obtain proof (special education teachers can help provide proof needed)

*Available Materials

  • Audio books
  • Embossed braille books

 *How to Use

Mobile Apple device – download Read2Go ($19.99)

-Android device – download Go Read (FREE)

-Mac computer

  1. Download Read:OutLoud (for Mac, FREE), Supported by
  2. Download FBReader (FREE)

-Windows computer

  1. Download Read:OutLoud (for PC, free), Supported by
  2.  Download FBReader (FREE)

-Other devices

-Read books from an Internet Browser

  1. Must have individual Bookshare account
  2. Log into Bookshare, find book, click “Read Now”
  3. Best when accessed using Google Chrome


I know there are many other wonderful services available.  If you have a favorite, or a helpful resource, then please let me know more about it!

Regular Student Features: Take a Look

Take a look at this new student feature, published by Zoe Parrish. The elementary iPad initiative continues to amaze the educational community and gather media attention.

Zoe Parrish is allowing students to tell the story through Student EduSLAM!. By hosting a brief educational video on her blog, students will give us regular snapshots of how learning is bring transformed at GES.

iPad Implementation Continues to Receive Recognition

I am thankful to the Richmond Times Dispatch for helping to share the great progress our GES teachers and students are making towards bringing innovative learning to life in our classrooms. The story of our iPad initiative continues to reach the Richmond area and beyond. More importantly, the work being done throughout the school is transforming the face of instruction in Goochland.

Great work Mrs. McCay, Mr. Hendron, Mrs. Cantor and the wonderful staff and students of Goochland Elementary School!

“Wait! My Bacteria Mutated!”

This weekend I asked my daughter to set the table and her response was, “Wait! My bacteria mutated! It is resistant to cold! Now it is going to wipe out the rest of the northern hemisphere.”

It seems my children have been playing Plague Inc. from Ndemic Creations on their iPads and learning some interesting stuff.

The game simulates the spread of a disease from Patient Zero to either total annihilation of the human race or the cure. If humans find the cure before everyone is dead, the player loses the game. It might sound unsavory, but there is so much learning going on along with the total gross-out kind of things so many middle schoolers just love.

Here is how one of these scenarios might play out: I choose a bacteria (virus, fungus, prion disease, and others must be unlocked). I choose a disease vector and initial symptoms. I select a location on the planet where Patient Zero acquires the disease, and I start the game. As time goes by, I earn points as more and more people are infected and die. With the points, I can purchase mutations for my bacteria to make it more deadly and more resistant to a cure. As I mutate my disease, I must pay attention to newspaper headlines. If the Olympic Games are about to happen, I want to purchase a mutation that makes it easy for the disease to jump from one person to another very easily. When all athletes and spectators go home after the games, they will take my plague everywhere.

At each step of the game and for each choice, there are definitions and explanations. Players can choose to click past these explanations, but knowing what everything means will help refine your strategy. For example, purchasing hemorrhaging as a symptom is good if the disease is a blood borne pathogen. I don’t know that hemorrhaging has been a word in my children’s vocabulary until now. Neither was prion, retrovirus, disease vector, hemophilia, anemia, or much more. It is now possible for my children to discuss the importance of fleas in the spread of the bubonic plague in the middle ages, something that is usually covered in high school history.

If the pattern holds true, my children will tire of Plague Inc. in a few weeks. They will lament having spent a dollar of their allowance on a game they no longer play, but the vocabulary, science, and geography knowledge they have acquired will remain, and that is well worth the money, in my opinion.

This is a game I’d be willing to have on school iPads for students to play when they have down time.

Infectious Apps

What apps do you use in your classroom? Is there a more commonly-asked question at educator gatherings these days?

We are in the process of selecting and purchasing apps for our 1:1 pilot at Goochland Elementary School. There are the usual suspects: Motion Math, Explain Everything, Popplet… We do need to do work, but I want school to be a place where exploration and creativity have a prominent place. John Hendron feels the same way. We have had several conversations over the last couple of months about the kinds of apps we’d love to have for our students, and we agree that there is a place for creative, interesting apps in the classroom. Not everything has to be tied to a standard. Not everything has to be about pushing content. The kids must have incentives to WANT to pick up the devices, and drilling math facts is no incentive. As Ruben Puentadura wrote a few weeks ago,

If we want our students to create more frequently and across a wider range of disciplines with mobile devices than they have with more traditional computing tools – and I would strongly argue that this should be one of our goals – then providing them tools that are a pleasure to use is a key component of this strategy.

Having come to that conclusion is not a helpful thing. It is quite the opposite. Now we have to make tough choices and select apps we know will pull kids in and engage them in creative thinking. I don’t have an official list, but I do have my own children’s iPads as a proving ground. Yes, the day my children realize how much I use them as guinea pigs, I’ll have to quadruple (or more) their allowance.

Music is a must. We have GarageBand, but there are other fun apps out there that let kids explore sounds and scales. Bebot is a fun one. So is Musyc. There is also MadPad, which lets you make music out of everyday sounds you record yourself. I’d make earbuds mandatory any time these apps are launched, but kids should have exploration time with them.

iOS devices have really good cameras, and we must teach kids to communicate with visuals even if that is never formally assessed with a bubble test. Taking and editing pictures and making short videos has to happen in these classrooms. While all this can be about specific content covered in class, there has to be some creative exploration time, too. What could be more fun than storytelling with stop motion (OSnap!) or creating fantasy landscapes ( Photo Editor by Aviary). Imagine, for example, all kids using the 1 Second Everyday app from the first to the last day of school. Each student would have a unique record of every single day of the school year. Imagine sharing those at a 5th grade graduation after three years of recorded moments. Instead of the traditional teacher-created, teacher-centric slide show, we’d get to see school from the student’s perspective.

Thinking games are also incredibly important to me, especially ones that are independent of content knowledge and depend solely on the player’s problem-solving efforts. We have already added KickBox and Big Seed to our list, of course. These two are from the MIND Research Institute, creator of the amazing ST Math. They even feature JiJi the penguin. I have spent plane rides and waited out software updates playing these two games. They really make you think. Another favorite is Arcs, a 2D, circular Rubik’s Cube. Unfortunately, this last one is a free “starter” and the full version is an in-app purchase. That’s never good for schools. I could list about a dozen more here.

I guess what I want is for the iPads to be a go-to device during downtime as well as during work time. I want them to be something the kids want to have in their hands to help them explore the world around them and, ultimately, own them in a way that lets them create and share. If the kids are taking the iPads home, they could use them in fun activities that  turn out to be learning activities.

Landscape, Please

This morning I helped two colleagues edit video captured by students using mobile devices. I had the opportunity to share a few tips with them to help their future editing.

  1. Teach yourself and your students to always hold devices in landscape mode. Remind yourself of this by picturing television sets, computer displays, and movie screens. You never see those standing on end, so don’t make your video stand on end.

  2. Use a tripod, or brace your wrist on a stable object. All that shaking is very distracting.

  3. Get close enough to your subject to make it clear what you want your audience to see. Capturing video from across the room gives you a tiny image and poor audio when not using a microphone.

If you can only remember one of the three, please make it #1.

Words and Stories

Back in December I blogged about a TEDed video explaining why the word “doubt” has a silent B in it. I wanted to create something similar with students. Now I have a teacher who is willing to take the challenge.

I will be working with Ms. Wales and her students to create short animations about vocabulary words. I have not finalized any plans, but I think we’ll be using the iPads and iMovie, Keynote, ShowMe, ComicLife, Adobe Ideas, Doodle Buddy… Whatever the students choose to make their visuals will work. It is an experiment of sorts. We want a product. We will leave the creative process up to the students.


Accidental Discovery

Earlier this week, John Hendron and I were in my office working on a video when Mrs. Abbott (blog) came to visit. I had asked her to stop by so we could install the Reflection app on her laptop and show her how to use it with the iPads in her room.

After I launched the application, I picked up my iPad off my desk to activate mirroring. John, who was across the room from me, wanted to be the one to show the apps on his iPad, and he had also grabbed his iPad.  We looked at each other and it was a challenge. Who can do this first?

We hit the button, and it turns out, we BOTH mirrored our iPads. Neither of us knew we could do that. What a nice surprise.

Now I have this new option to share with teachers and students. Imagine the possibilities. The teacher and a student comparing how they’ve done something and sharing with the class. Two students presenting a complex project involving multiple apps…

These little accidental discoveries are always so much fun.


Poetic Devices Adoption Agency

A few weeks ago I blogged about Ms. Talley and Ms. Thomas and their poetry project. The students were to create a pitch for a poetic device or poem to convince poets to adopt them into their work. I had a really fun time working with the students and with the teachers. It was a challenging project due to logistics, technology adoption, and the nature of the project itself.

On the logistics front, we shared a single iPad cart that was also being used for other projects. I’m really glad I did not run over anyone as I raced down the hall with the iPad cart between blocks. Even if it is a challenge, this is a good problem to have. High demand of whatever technology we have available is better than having piles of tools in closets and storage rooms.

Many of the students who worked on this project had not used iMovie on the iPads. They all know their way around iMovie on the Mac, and it took a bit of getting used the pared down iOS version. The universal complaint, which I take up wholeheartedly is the automatic, unstoppable Ken Burns effect. I love Ken Burns and his documentaries, I love Ken Burns effects on the Mac, but this is a bit much. Please, Apple, shut it off.

As far as the project went, well, many of the students were pushed out of their comfort zones. This is good. Making things just hard enough to make students think beyond what they are used to is a good exercise. If we had asked the students simply to write about their assigned poetic device, they could have just paraphrased whatever they found in their textbook or online. By asking them to illustrate and narrate, we made the students think about their writing as more than something to turn in to their teachers. They had to get creative both in the writing and the illustrations.

Of course, there was one more dimension to this project. The adoption best of the adoption pitches have been posted to YouTube. Expanding the audience beyond the teacher and the students in the room gives students the added incentive to make their work worth sharing.

Here is one of my favorites.

Parts of Speech Campaign

Students in Mrs. Abbott’s class (blog) have been making some really funny videos on their iPads. They are running political campaigns for parts of speech. So far, Action Verbs has my vote.

This is their first attempt at making videos on the iPads, and they were given a tight deadline, so many of the videos have little or no editing. I’m glad to see the students being creative and humorous, and getting their point across about parts of speech.

I have never had so much fun learning about action verbs. Check out Mrs. Abbott’s YouTube channel later in the week to catch the full collection of campaign videos.


iPod and iPad Cameras

There are so many people in Goochland with iOS devices now, and it is becoming a habit to document everything with photos and video. Sometimes people are disappointed with the resulting images, so I’ve made a video to share a few tips that might help.

I apologize for the shaky footage and lack of full-screen capture, but the app I use for this sort of tutorial was not cooperating when I switched to full-screen mode. You can still get the idea, I hope.


Math Doodles

Yesterday I posted about Daren Carstens and his talk on learning and developing empathy for the children we teach. Today I finally had a moment to review his app, Math Doodles. I love this app. I think it is my new favorite math app, surpassing even Motion Math and Logo Draw.

Here’s a video (about 5 minutes) showing you why I like it so much.