Blog Entry #7 - "Make Learning Pop!"

           In the article entitled, “Make Learning Pop!” from the June/July 2012 issue of Learning and Leading with Technology, the author and teacher, Shaunna Smith, explains how pop- up books are an engaging tool that motivates student literacy.  She has always been interested in art and technology and was able to implement both of those interests into the classroom by using and creating pop-up books.  Smith brought a design software and machine into her classroom of high schoolers where she had her students design their own paper sculptures and pop-up books.  This project was a huge success in the classroom with the students because it was an engaging learning experience and provided a new aspect of traditional learnings and students were able to interact with one another and share their ideas.  This concept became so successful that other teachers were asking her about it and incorporating it into their own classrooms.

                I remember using pop-up books when I was a young child and in elementary school and used to love these types of books.  The pop-up aspect of the book is just so much more interesting and I see how students are more engaged in their learning because of this feature.  After reading this article, I understand the success in the high school because the students were able to be a part of the project from start to finish and it was their own idea.  As a future elementary school teacher, I think this would be a great project to incorporate into a reading lesson because it brings out creativity and imagination, as well as the students being able to own their own idea and project.

                This article relates to ISTE NETS Performance Indicator number one, “Creativity and Innovation”.  Through designing and creating pop-up books and projects, students are demonstrating creative thinking and developing innovative products.  Students are also applying existing knowledge to generate a new idea or product.

Smith, S. (2012). Make learning pop. Leading and Learning with Technology. 39(3), 26-28.