Word Count: 719
Category: Interactive Application
Title: Animal Sounds, Photos and Info
Developer: YED28; 2015.
Age Appropriateness: 4+
Cost: Free. 2 additional packs of 30 animals each available from parent protected in-app purchasing for $1.49 each.
Location: Available on any Apple device
Simultaneous Device Usage: Unlimited
Interactive literature provide students with a combination of traditional information in conjunction with additional content that supports and develops the content in a meaningful and engaging way (Kearney, 2011). The difference from an e-book, an enhanced book and an interactive book is the rich learning experience through a digital platform. The focus on the interactive literature is to draw connections and engage students in a unique way, which can be done through the additional content present. The current climate of students are developing a plethora of digital skills and exposed to a range of mediums, learning experiences and tasks. An interactive application provides students an opportunity to showcase their experiences and support all the needs of learners based from the apps function and adaptability (Serafini, 2013).
Content, Interaction and Presentation:
The Animal Sounds, Photos and Info app provides students with high-quality pictures, sound recordings and information sheets about 50 animals available. Additional content includes a ‘match the sound’, inclusive of every animal and jigsaw puzzles of varying difficulty on each animal. For less than three dollars, teachers can gain access to an additional 60 animals.
The navigation of each animal is simple and the presentation of information is clear and structured (Bircher, 2012). Students can explore the animals from a main drop-down list or scroll left or right on the main screen. Students’ interaction with the app would be enhanced through the additional content of the puzzle and ‘match the sound’. The challenging and deep engagement with the app provides opportunities to support the learning needs of the students and meet their interests in a particular animal or focus (Kearney, 2011). The layout of the app is simple, providing limited distractions for the students (Radovan & Perdih, 2016).
Adaptability:
The adaptability of this app does not orientate around Walsh’s (2013) criteria for digital literature, rather focuses on providing engagement and factual information that is easily transferrable and expanded on depending on the interests of the students and their needs (Kearney, 2011). Biancaros & Griffiths (2012) highlight the importance of interactive tools assisting the growth of vocabulary and specific content knowledge which this app supports in students and provides the foundational steps to become a skilled reader. The various levels of activities within the app provide students with unique opportunities to develop deeper engagement with the animal of their choice, however, the information provided is simple and limited which requires the addition of other applications or information to expand on literacy tasks further.
Accessibility:
Animal Sounds, Photos and Info is an extremely accessible app being free and available on all Apple devices, provided iPads were available in the classroom. Students would benefit most from having a device each, but learning activities are still possible with the sharing of an iPad and app. The information is suitable to a Stage 2 class, however, with the use of scientific terms, a read-to-me option would assist students in making the text-to-sound connections. The value of the app also comes through students being able to navigate the app with little to no assistance from the teacher and provided with support or challenges depending on their level (Bircher, 2012).
Classroom implementation:
The Animal Sounds, Photos and Info app is a great introductory app that would instigate engagement with the various animals within the app. Teachers would use the app to demonstrate the various forms, purposes and audiences for informative text-types present within the English syllabus (NESA, 2015). There can also be connections made to explore ‘living things’ components of the Science syllabus (NESA, 2015) alongside their information and develop enthusiasm towards the topic before expanding on student learning.
Teachers would use this as a hook (Nagro, Fraser & Hooks, 2018) to introduce the concepts in focus, whether English or Science and provide opportunities to perform a diagnostic assessment of what students know and are interested in. Furthermore, the app can be used to assist students who struggle with research tasks by having the information present in a simple, yet engaging experience, making reluctant readers capable of completing their information tasks or scientific investigations.
References:
Biancarosa, G., & Griffiths, G. G. (2012). Technology tools to support reading in the digital age. The Future of Children, 22(2), 139-160. doi: 10.1353/foc.2012.0014
Bircher, K. (2012). What makes a good picture book app? The Horn Book Magazine, 3(1), 72-78.Kearney, M. (2011). A learning design for student-generated digital storytelling. Learning, Media and Technology, 36(2), 169-188, doi: 10.1080/17439884.2011.553623
Nagro, S., Fraser, D., & Hooks, S. (2018). Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction. Intervention in School And Clinic, 54(3), 131-140. doi: 10.1177/1053451218767905
NSW Education Standards Authority. (2015). English K-10 Syllabus: NSW Syllabus for the Australia Curriculum. Teaching & Educational Standards, Sydney NSW.
NSW Education Standards Authority. (2015). Science K-10 Syllabus: NSW Syllabus for the Australia Curriculum. Teaching & Educational Standards, Sydney NSW.
Radovan, M., & Perdih, M. (2016). Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials. The International Review Of Research In Open And Distributed Learning, 17(4). doi: 10.19173/irrodl.v17i4.2463
Serafini, F. (2013). Reading Workshop 2.0. Reading Teacher, 66(5), 401-404. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=92711892&site=ehost-live
Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).