Implementationplan 692

Erika Galewski
EDUW 692
Summer 2015
Implementation Plan
WEEBLY
What did I know about this piece of technology before I started the assignment?
I hadnt had any experience with a weebly before this class. I had seen
other friends use a weebly for personal events or photo sharing/blogs.
How can I apply what Ive learned to my classroom setting? What modifications would I need to
make?
After working with the weebly during the class session, I found it to be
very user friendly. The navigation was simple with the use of large icons, so I think that
my third graders could develop their own basic weebly as an end of the year reflection
on learning.
The modifications I would need to make with my third graders would be to
provide screen shots and samples for students to refer to as they edit the weebly. I
would also need to provide direct instruction and support during their work time with
weebly.
How do I feel about teaching this technology to my students?
At the beginning of this course, I felt as though I could teach this
technology on a basic level to my third graders. Adding an image, writing text and
inserting a link would be basic elements that they could add to their own weebly.
After I taught my class of 22 students basic weebly skills, small groups of
students worked collaboratively to create their own page as part of a end of the year
review of third grade weebly.
What was most useful to me in my learning process?
I think the most useful thing to me while learning how to create a weebly
was the icons and the simplicity of the navigation. After experimenting with different
designs and additions I found the site to be very user friendly and easy to implement
and edit different settings within each page. The most important part was just being
able to work with the site and experimenting along the way.
What did I learn about my own learning process during this assignment?
I learn best by doing. I needed time to explore the weebly design pages
and experiment and try new things while creating my own weebly with the elements of
my choice.
I really enjoyed the flexibility of the site and how simple it was to change
the layout, add images, and format. I had used Google Sites in the past, and weebly is
much more user friendly.
What evidence do I have that I mastered this technology?
The education weebly I have created is very in depth and will serve as a
classroom website and as a SMU portfolio reflecting the ten teaching standards and
Danielson domains.
I have successfully added navigation elements that provide easy access
to my classroom pages and SMU artifacts in an organized way.
My layout of the weebly is simple yet creative and engaging. I used word
art and other elements of design to make the site look professional and well thought
out.
I have included, forms, maps, documents, videos, galleries, photos,
PowerPoint presentations and live links to make it an inclusive site.
I instructed my students as a whole group on the basics of creating a
weebly. I set up a 3rd grade basic gmail account and weebly page for all students to
collaborate on.
I used the guided reading groups already in place to assign student
pages to build together in small groups using our classroom computers. I guided each
small group through each step, then let them create their assigned page together.
What do the students know about this piece of technology before I began my direct instruction?
How do you know this?
My students did not have any experience in working with or creating their
own weebly. I asked students if they had any experience with weebly, either visiting
one or creating one, and none of my students had experience with using the program.
How will this assignment impact student achievement? What evidence could I use to show
student achievement?
My students have already visited my teacher weebly page to visit links for
padlet and quizlet. I have provided a link to my weebly page on our school home page
that students are comfortable in accessing. They are familiar with the layout and links.
With this example, students will have something to compare their own weebly to.
For an end of the year project, students will collaborate together to create
an end of the year 3rd grade weebly showcasing:
A page of 3-5 favorite class photos
A page of 3 favorite class projects from 4 different
subjects
A links page to artsonia galleries, Regis Catholic
Schools & my weebly
An embedded document of one of their writing
samples
A biography page
Students will be in charge of 1-2 elements in designing the weebly.
Students would participate in whole group instruction on weebly creation

and be divided into small groups to work on certain aspects of the weebly design.
Students will be able to insert text, videos, photos, links, and documents
into the weebly to show their mastery of these skills.
Creating a weebly as an end of the year project will encourage reflective
thinking on their learning process and progress during the school year as evidenced by
a presentation that each student will give to the class showcasing their part of the
weebly design.
Did I achieve the student learning objectives for this assignment? If yes, what did I achieve? If
no, what got in the way of achieving those objectives?
Students worked collaboratively in small guided reading groups to
develop 1-2 pages on the end of the year weebly. They were able to use the helper
sheets I created with screen shots to assist them as they added images, text, titles and
galleries to each page.
Students were able to review key units of study, describe activities, add
images of events and type details into the weebly. Each group member was expected to
be able to demonstrate to me how to add each of the basic elements on their page.
What sorts of support did you provide students? How much support did you have to provide
beyond the initial direct instruction?
I used whole group instruction to introduce the weebly to my group of 3rd
graders. I began by showing them my teacher weebly and modeled how to navigate
through my computer and interactive whiteboard.
Students came up to the interactive whiteboard to try out the navigation.
I allowed students work time in the computer lab discovering elements of the
weebly on their own as I monitored their progress.
I designed weebly helper sheets with screen shots and visual step by step
directions to give to students after whole group instruction on creating a weebly.
I conferenced with small groups on their page design and modeled how to use
the cheat sheets when designing their pages.
Did this technology project provide exploration, problem solving or thinking processes? Did the
project stimulate motivation, self-esteem, or prepare students for the future?
Student groups were very eager and motivated to participate in the creation of a
3rd grade end of the year weebly.
During Daily 5 rotations, groups worked together on classroom computers to
design their assigned page(s). Each group was eager to participate in the weebly writing
station.
Student group members needed to practice their teamwork skills and were
required to solve challenges they encountered with the weebly design.
Students were required to organize their material they wanted on each page
through a printed design template. Students needed to think critically about what
photos, text and links would support their page and make the content come alive to the
viewer.
We brainstormed together what page titles we needed to include and what

elements (title, text descriptions, videos, images, slideshows,links) would need to be
present on each page.
By working together as a team, and each member having a specific role within
the group (editor, photographer, journalist, or manager) students felt confident and a
valuable member of the team.
Was the technology project for a cooperative group or individual student? If it was for a group,
what challenges did you come up against?
This assignment was designed for a cooperative group of third graders.
Each third grader received direct instruction in the whole group and then worked in
groups to design their section of the end of the year weebly.
Small groups required more teacher support as they designed their
weebly.
We encountered issues with time because we couldnt access the
computer lab as frequently as we needed.
We used our three classroom IPADS to help groups get additional time in
creating their section of the weebly.
What evidence do I have that my students mastered the technology? How will I evaluate their
mastery?
Performance assessment - each student in a collaborative group was
required to individually demonstrate their skill in inserting/editing one image, a text box, a
title box and a slideshow to me while I monitored their weebly creation during Daily 5
rotations. I used a check off sheet to track which students were able to perform these
tasks.
This is a link to the final 3rd grade weebly page that students worked in
small groups to complete as an end of the year project.
What sort of feedback did I provide for my students? How will students receive this feedback?
During the small group weebly work I provided scaffolding to students that
needed support in designing the weebly. Whether it was helping accessing photos,
documents or inserting links, students were able to ask questions and receive guidance
during their work time.
I provided the student groups with cheat sheets with basic instructions in
how to insert photos, documents and links so students could reference when I was
working with another group.
How would I evaluate my performance with this assignment? Why did I give myself the grade
that I did?
I would give myself an A for this weebly project. I was able to create a
comprehensive teaching weebly for my professional use and instruct my third graders
how to navigate a weebly site and work collaboratively to create their own weebly.
I designed graphic organizers and directions using screenshots to help
students and staff become accustomed to weebly design.
Summary- Do I feel that what I learned in and through this course will have applications to my
teaching or to other areas of my life? If so where will I apply this knowledge?
I feel as though the weebly would be a valuable form of technology that I
could use in my classroom for a variety of purposes.
I can envision utilizing a weebly for an effective
communication tool with colleagues, students and parents.
A weebly would be an excellent tool for students to
showcase their knowledge after a unit of study. An example would be,
instead of students typing up a poetry book, student could create a
weebly to showcase their poetry and artwork after a unit in creative
writing/poetry that could be shared electronically with the school and
parents.
PADLET
I hadnt had any experience with padlet before this class. I hadnt even
heard of it or seen it used by fellow educators.
How can I apply what Ive learned to my classroom setting?
After working with padlet on my own, I found that it was very simple to
create a new padlet for different questions or subject areas. The navigation and icons on
padlet were simple to view and add to a new screen. Simple double clicking on the padlet
created new text boxes to add content.
I created four padlets - one asking students what they liked about our
science units this year, one asking about what facts they could recall from our recent field
trip to Crystal Cave, a padlet for think math questions, and a final padlet on resources for
a reading story entitled, Visitors from Space.
I instructed all students in the computer lab with a sample padlet of what
they liked about our science units this year. I gave them a link to access the padlet from
our school website. After instructing them using the computer lab and projector, students
had time to write their comments and we could see the live comments on the projector.
The following day, to transition from reading to science class, I instructed
students to write their comments on the Crystal Cave padlet during the writing rotation
during Daily 5 stations.
I feel as though I could teach this technology to my third graders.
Over the course of three class periods, the third graders have used padlet
as an introduction to a lesson, a response to science unit, to share their math problems
and as a tool to organized unit activities for reading that provides easy access to games,
tutorials and videos to supplement content from our reading series.
I think that padlet will engage all learners by allowing students to share
their responses in a new way.
Students may feel more at ease sharing their thoughts through padlet
then through oral responses in class or by writing on paper.
I can envision student participation rising and I will be able to check
comprehension quickly by looking over responses or by printing them out to keep on file.
I can track comprehension and length of answers to determine which
students are on track and which students might need additional support.
Creating a wide variety of padlets for different units of study and for
different purposes really helped me focus my thinking and allowed me to see what areas I
could use padlet to help students display their understanding or questions about a
concept.
Teaching students individually with one classroom computer and three
IPADS and as a whole group using the computer lab was helpful to students who needed
more support using the technology as they were exposed to it more times before being
expected to use it successfully.
I learned that I need to work with the technology in several ways before
introducing it to my students.
Before I introduced padlet to my students, I created four padlets of my
own for classroom use, as well as a few personal ones to practice my skills. This proved
to be useful because after instruction I felt at ease helping students add to the padlet I
created.
I successfully created four padlets that I embedded on my weebly
website. Each padlet is for a different purpose and unit.
After asking students about padlet, students responded that they had
never used padlet or heard of it.

Padlet could be a useful tool in collecting student responses to
comprehension questions throughout any subject or unit of study - printouts could be
collected to monitor student progress across areas of study.
Padlet could allow students who do not like to participate in class

discussions be able to participate and share their thoughts through the technology. I could
monitor which students are or are not responding.
Padlet could provide an opportunity to gauge student thoughts about

certain topics to start meaningful discussions in class.
Padlet could be used as an online resource collection for students to

access during units of study
Example - a social studies unit on the state of
Wisconsin. I could create a padlet where I collect images, videos, links,
documents, research and maps for students to use in creating their own
research project about Wisconsin.
This padlet would be an easy tool for students to
use when searching for information.
For this technology, my objective was for students to be able to use padlet
to respond in writing to a prompt.
My students were able to do this successfully after direct instruction. I am

planning to teach students beyond the basic writing response and eventually for them to
use padlet to post responses that could include an image or link.
I provided one on one instruction to 4 students who struggle with new

concepts and technologies using the classroom IPADS.
After whole group instruction in the classroom using a sample padlet with
the interactive whiteboard and in the computer lab using the projector, students were
allowed to interact with the additional padlets I provided on my weebly. I monitored the
computer lab and made sure all students were interacting appropriately and effectively.
None of my third graders required additional assistance using the padlet,

however, some required assistance in coming up with ideas to write on the padlet at
certain times.
I plan to use the padlet for the following activities for the remainder of the
school year:
Morning message responses
Think Math problems
Character traits
Science video clip collections
Student prayer intentions

I think that padlet is a technology tool that allows students to reflect on
their own thoughts and the thoughts of others.
It allows them to think critically about topics and find resources that could
support or enhance their thinking.
Padlet can present a topic or question that students can think about, and
has the capability of students creating their own questions that others have to think about.
Students were engaged and motivated to read other student responses

and add their own to the pad.
Being acquainted with this form of technology at an early age will allow
my third graders to be better equipped to use this technology as they grow.
Students did not create their own padlet, but responded to the padlets I
created in different subject areas.
Students worked individually to respond on each padlet using their own

computer in the lab or on one of the classroom IPADS.
The padlets provided the opportunity for students to respond individually,

but then work in small groups or whole group to discuss the responses together.
The challenge we had using the padlet, was access to the computer lab
for our whole group. It was also distracting for many students to read all the responses
and get distracted before writing their own response. I felt like my students who have a
hard time focusing were the last to respond and I dont know if they were copying
someone elses response.
mastery?
By the fourth exposure to padlet, my students were able to post their

comments to the pad without any assistance from me.
I can evaluate their basic knowledge of how to use the padlet by making it
a daily skill. For morning message, I can utilize the padlet and monitor how students
respond and use the padlet by watching them they enter the classroom each morning and
use the technology.
We worked on the padlet at a very basic level, and I feel that they are
ready to learn how to add a photo, file or link.
I could use a Google form to provide a survey for students to take about
their skill level while using padlet.
Since my students were not creating their own padlet, but simply
responding and adding comments to my padlets, the only form of feedback I used was
positive reinforcement through verbal praise.
that I did?

I would evaluate my performance with this assignment as advanced. I
was able to create a variety of padlets for my students to use, teach them the basics of
using the padlet, and I have made a plan to incorporate padlet in a number of different
ways for the remainder of the school year.
I feel as though the padlet technology tool will help me plan lessons that
are more engaging and projects that students can have more ownership in. I envision that
I could begin to utilize the padlet in a number of ways as a teacher and for my students to
use throughout the school year such as:
Student centered questioning opportunities
Morning message interactives
Brain break collections
Research collections
Star Student boards - positive affirmations
Video/Image collections
Web 2.0 - MobyMax
I had been using MobyMax for a year and a half with my first graders,
third graders and students I tutor.
MobyMax is a technology tool that provides lessons, tutorials, games and

positive reinforcement in the areas of math, language and reading.
Teachers can monitor lessons, assign lessons and assessments,

message students,provide positive reinforcement, and chart student growth in each
subject area.
I can continue to use MobyMax in my classroom as one way to

differentiate and support and challenge all learners. Students can use MobyMax at school
and at home.
I have been teaching students how to use MobyMax for a year and a half
and I feel very comfortable teaching it. When I taught my first graders, they required more
instruction at first in how to log in, what buttons to click and how to follow directions
carefully. My third graders barely needed any instruction beyond the first few sessions on
logging in and what content to study.
We started MobyMax early in the school year with my third graders. For
math and reading, placement tests were given in order to start the lessons and tutorials at
a targeted learning level for each student. My class took the math assessment at 3.1 (third
grade 1st month) and had a skill level range for math from 1.7 (1st grade 7th month) to 4.5
(4th grade 5th month).
Assessments were given at each quarter to show student progress

across each month along with a student progress chart.
Skills that had been missed could be reviewed and assessed at the next
quarter.
At the beginning of the fourth quarter (3rd grade 7th month) my third
graders ranged in math from 2.2 (2nd grade 2nd month) to 5.6 (5th grade 6th month). I
could see improvement across the board. There wasnt one student who regressed or
remained at their same grade level since the initial math assessment in September. Every
student improved in their math performance on MobyMax.
As I have continued to utilize MobyMax in the classroom, I have found

that monitoring student progress and providing positive feedback is essential to keep
students motivated. When they understand that I can monitor their activity, time spent on
lessons and answers they provide, they are much more careful with their work and use the
helper tools instead of rushing through assignments and lessons.
I make it a priority to provide feedback, monitor skills missed, assign new

lessons and assessments, and continually reflect on the skills students need to strengthen
or be challenged on.
I learned that I need to work on being consistent when using this

technology with my third graders. I need to set a routine in order to best monitor students
and make it a priority that students use this technology on a weekly basis so skills remain
sharp.
There are new elements being added to MobyMax that I havent tried out
yet, but for the elements I have tried within my classroom I feel as though I have provided
my students with the opportunity to review and extend their knowledge of math skills and
concepts. I need to work on providing a more consistent routine in monitoring students
and assigning lessons and assessments.
I have used the MobyMax progress charts and assessment results to

share with parents during conferences and administration. These results have helped me
plan classroom instruction for math and reading.
Before this year, my third graders had not used MobyMax. I had given a
beginning of the year survey and students circled the forms of technology they used
before along with their favorite apps and websites.
The student objective I had for MobyMax was that students would be able
to complete all 3rd grade math lessons with 75% or higher accuracy, master basic facts
through division and increase their personal reading level by 1 grade level.
At the end of the school year I can print off individual student reports that
will highlight their beginning and ending grade level for math and reading.
During MobyMax instructional time I provided online messages and good

vibes to encourage students as they worked through math and reading lessons.
As I would monitor student progress through assessment and lesson

data, I would assign new lessons, opportunities to review previous content, and would
monitor the computer lab to assist students with issues as they arose.
MobyMax provides additional opportunities for differentiation in the areas

of reading, language and math.
For math, students are placed through a placement test at a level that is
instructional. They advance through tutorials and lessons at their own pace and earn
badges, vibes and game time for answer questions carefully and completely.
MobyMax offers a wide variety of problems and encourages mathematical

thinking in multiple ways. Each student is exposed to different ways to solve a problem
and practices those methods until they have mastered it and may move on to a new skill.
This program is built on positive reinforcement for time on task, problem

solving and critical thinking. The games, vibes and badges are all contingent on these
academic and life skills.
MobyMax is designed for students to use individually, and I used it for my

whole class of 22 students. Each student advanced at their own pace and skill level.
As a teacher, I posted academic contests for the whole group to take part
in. Each student earns points for correct answers in any academic category. The student
with the most points after a certain amount of days/weeks would earn a classroom reward.
Many students who struggled with math needed more time per question and couldnt keep
up with the students who could answer their math questions more quickly.
To solve this problem, I added a contest where if everyone in the class

reached a certain number of points, the whole class would earn a reward.
I also encountered a challenge as a teacher. If I failed to monitor the

online activity of my students, some would jump right to games instead of a lesson or
tutorial. I also had students spending all of their time on fact master, but little or no time on
the math lessons. I needed to monitor student activity on MobyMax carefully to ensure
students were working on required lessons first.
mastery?
As a teacher, I can access student progress charts through MobyMax. I

can see how much time they spent on a lesson, what skills they have mastered, what skills
need additional practice, focus level, and what lessons they are working on.
This data can help me conclude if each student is using MobyMax

appropriately.
Each week I would instant message my students while on MobyMax,

provide good vibes for positive work habits and distribute additional game time for
students following the MobyMax directions I would outline at the beginning of our session.
that I did?
In regards to teaching my students how to use MobyMax, I would rate my

performance at an advanced level. I have instructed my students how to use the features
of MobyMax through guided instruction using the projector and computer lab. Students
were given multiple opportunities to explore MobyMax on their own. Many times we would
learn about a new feature together when one or more students would discover something
new.
I have used several MobyMax features to assist students through each

level of skill in reading, language and math. I have printed out progress charts, assigned
review lessons, and monitored assessment data.
As a teacher, I find that MobyMax has many amazing features I have not
explored fully yet, but I look forward to learning more about as I continue to use it with my
students.
After my experience in using MobyMax, I will definitely continue to use

this Web 2.0 tool within my classroom. It is an excellent tool for differentiating instruction
and meeting the diverse needs of students. It engages students and motivates them while
encouraging problem solving and critical thinking skills they will need as they grow.
The assessments and data that I can use in MobyMax helps me plan
classroom instruction and focus on skills that need strengthening.
I plan to extend the use of MobyMax when it adds science lessons next
year. I also plan to encourage students to use MobyMax in the summer as part of our
summer reading and math program.
Quizlet

I did not have any experience with quizlet before I began this assignment.
I had heard about it before in other courses, but never experimented with it as a teaching
tool for my classroom setting.
After experimenting with quizlet, I can envision using it as a weekly

introduction to vocabulary words within our reading series. Students would be able to
access the flashcards and other study modes for the vocabulary words from our story of
the week and be able to practice throughout the week before our weekly reading
assessment.
I can also envision using quizlet for science, social studies and math
vocabulary. Virtually any vocabulary from any content area could be used as an
introduction, review, practice or assessment activity.
I feel confident in teaching this technology to my students. It was simple

to create a new set of vocabulary words with definitions and pictures.
I feel as though my students could easily grasp the different study modes
after direct instruction along with modeling using the computer lab and projector, or the
classroom computer and interactive whiteboard.
I believe that using quizlet to review or practice key vocabulary terms in

any unit of study would enhance their understanding of the vocabulary. With a better
understanding of the vocabulary, students will be able to understand the content being
taught on a deeper level and make connections.
I could use a new set of reading vocabulary words and pre-test students
using a multiple choice or short answer format and collect the results and chart the scores
on a grade sheet.
After the pre-test, I would instruct students how to use the different study
modes of quizlet to practice the vocabulary words.
After quizlet instruction, I would allow students a period of time throughout

the week to use quizlet during Daily 5 stations to practice their vocabulary words through
any of the study modes.
At the end of the week, I would give a post-test to students and chart the
scores next to the pre-test scores to assess if there was any improvement in vocabulary
mastery after using quizlet.
After teaching my third graders how to use quizlet with our reading vocabulary
terms, I found that it would be useful for students to have access to the list of vocabulary
terms either in their notebooks, on the board, or on a printout. Some of the study modes
require students to type in the vocabulary term, and many students couldnt remember
all the vocabulary or how to spell them. A list of terms would help them be able to recall
and type them in the computer.
I learned that I need to create a few more quizlets and practice the study modes
on my own before I let my students try. If I had practiced on my own I would have seen
the issue before we were in the computer lab and many students were having difficulty.
I learned that I do my best teaching when I have done what the students are
expected to do beforehand. I should have practiced the quizlet before letting my
students try. However, we learned how to face a problem together, think about possible
solutions, and work as a team to solve it.
I also learned that it is valuable to let students see you have a problem when
working with technology too. It gave me the chance to model through my problem
solving steps and to demonstrate to students how you can persevere when you come
across a challenge.
I created five quizlets for my students to use for science, social studies, religion,
reading and math. Each one of the quizlets was linked on my weebly page for students
to access and work with.
I created a Third Grade Thinkers class on quizlet so students can have
competitions for each of the study modes to increase student motivation and
engagement.
My third graders just completed a quizlet activity with their art teacher on
ceramics terms, so each one had used quizlet for one class period.
I think that quizlet will engage learners and motivate them to practice their
vocabulary terms for each unit of study across the curriculum. I can envision students
eventually creating their own study sets using the vocabulary from our reading series
and typing in their own definitions and finding their own images to connect meaning and
solidify understanding.
I could do pre- and post-tests on vocabulary terms and compare the scores to
see if improvement was made on an individual level and whole group level.
For the student learning objective, students would be able to identify key reading
vocabulary terms with 90% accuracy.
After providing a reading vocabulary pre-test, I instructed students how to use the
quizlet study modes to practice the five vocabulary terms and their definitions.
After using quizlet to practice their vocabulary throughout the week, I gave a
post-test and compared the results of 22 third grade students:
Pre-test (11 students did not meet the objective)
7 students scored below 75%
5 students scored 75%-89%
10 students scored 90% or higher
Post-test (7 students did not meet the objective)
3 students scored below 75%
4 students scored 75%-89%
15 students scored 90% or higher
It would be interesting to try the test with different vocabulary words and add
definitions and images to the study modes. Would an image assist students in retaining
vocabulary and meaning?
Beyond the initial direct instruction of quizlet, I monitored students while they
were using different study modes to make sure they understood what to do.
I had to place a list of vocabulary terms on the projector screen for students to
refer to while practicing in the speed race mode. Students couldnt remember all of the
terms or how to spell them.
Quizlet allowed students to interact with the vocabulary and definitions in a
multitude of ways - dependent on student preference. Students needed to problem
solve and think carefully about the words and their meanings.
Several students were motivated by the time clock and wanted to beat their time
during the different study modes. I put up the scatter game on the projector and I
completed matching the terms in 10 seconds. Students wanted to beat my time and
were very motivated to keep trying the matching until they beat my score. When
students came close to my score I would give them a high five which boosted their self
esteem and motivation to keep trying!
Quizlet allows students to individually practice identifying vocabulary terms and
their definitions. I created a third grade class quizlet group where students can compare
their time spent on study modes with other students. Students can also create their own
sets and quiz classmates through this class group.
One challenge I discovered was that some of the study modes require students
to type in the vocabulary term and many students couldnt remember the vocabulary
words or how to spell them. I realized that it would be useful for students to have access
to the list of vocabulary terms either in their notebooks, on the board, or on a printout.
The list of terms would help students be able to recall and type them in the computer for
the study modes that require it.
mastery?
My students have worked with three quizlets so far. One for art class ceramics
key words, one for an introduction to basal reading vocabulary, and one for a review on
geology terms for science.
For the reading vocabulary, I took pre-test and post-test data before and after
quizlet instruction and saw an increase in matching vocabulary terms with the correct
definition and placing them correctly in fill in the blank sentences.
I plan to continue to use quizlet as a tool within my classroom. With the third
grade class group page on quizlet I can monitor which students are using it and compare
it with their weekly assessments.
After student completion of the quizlet activities, I took a brief thats me, thats
me survey of the class. All of the students said they enjoyed using quizlet, I verbally
praised students for using each of the study modes and made sure to monitor the
computer lab by walking through each row and checking on their progress.
that I did?
I learned a great deal about quizlet after trying the study modes myself. I feel as
though I need more time to explore what tools quizlet has to offer and how to best use it
in the classroom.
I feel as though I have a basic understanding of quizlet and I can use what I
know effectively within the classroom, but I would like to explore how I can teach my
students to create their own sets and share it with the class. I have much more to
explore and learn, and I plan to.
I feel like quizlet is a valuable tool I can add onto my list of technology resources
to utilize within the classroom. It provides a quick and easy way to review or introduce
key terms while engaging students to keep practicing in a number of various study
modes.
I can utilize quizlet across the curriculum by creating study sets for my third
graders to interact with. I can also envision my third graders creating their own sets to
demonstrate their understanding and for their classmates to practice with.
Internet
I was very comfortable using the internet for searches but I wasnt familiar at all
with adding extensions or apps or using backchannel chats. I also was unaware of
several of the technology vocabulary words introduced in our face to face class meeting.
I learned technology terms that I can teach to my students such as:
browser
array
omnibox
bookmarks
extensions - help with the productivity and extend functionality
applications (apps) - My World
backchannel chat platform - Todays Meet
I learned how to add and delete extensions and apps through chrome store on
my computer.
I added extensions like timers and screenshot editors that can help increase the
level of teacher and student productivity.
I learned how to shorten URLs with an extension to help students access
websites with long addresses in a more efficient manner.
I learned how to search for and install or delete apps on my computer.
I discovered how to set up backchannel chats on Todays Meet.
I think it would be useful to collaborate with the school
computer/technology teacher and use technology vocabulary with students on a regular
basis. I would want to make sure we are using the same vocabulary to remain
consistent with students. Exposing students to technology vocabulary will help them be
better equipped to use technology effectively as they grow.
I can envision using extensions to help my own productivity as a teacher.
Classroom timer extensions would assist with classroom management. Screenshot
extensions could assist me in developing graphic organizers, introductory lessons and
visual aids that could help students in understanding content and following directions
during lessons. Screenshot extensions could be utilized by students when creating
multimedia presentations or projects.
I utilized the screenshot extension to help create
graphic organizers and direction outlines for students to reference when
creating a weebly. It was an efficient tool to capture a screenshot to use
in my PowerPoint slides.
After becoming more knowledgeable about searching for apps and
downloading them onto my computer, I think that certain apps could be used by students
in a number of different ways depending on the app. There is such a wide variety of
elementary apps across the content areas that students could experiment with. Certain
apps could be used for student performance or skill review.
I think backchannel chats such as Todays Meet would be beneficial for
students when they are brainstorming ideas or participating in a classroom discussion on
virtually any topic. All students could feel comfortable sharing their ideas and could
provide information from the internet (links) to support their thinking.
I feel confident that I could teach elements of what we learned in class.
The extensions could help students become more efficient when creating projects. I
can envision my third graders being able to use a screenshot extension to capture
images to use when sharing research information, such as: capturing a screenshot of an
article on an endangered animal and inserting it into a PowerPoint presentation or
weebly page.
Several applications could prove beneficial to my third grade students.
There are several apps for language, reading and math skills that would be appropriate
activities for third graders to use to review or enhance skills. I have utilized several apps
on the IPAD during Daily 5 reading stations and math instruction.
Backchannel chats would be a useful tool for students to use when
discussing books during guided reading. Students could read their assigned chapters in
school or at home, then respond in a backchannel chat to discussion questions.
For all of these technology tools, I would need to provide direct instruction
in small or whole group using a projector screen and computer and model how to search
for extensions and apps and how to add them to the computer. I would need to provide
easy access links on the Regis school system student page to help students access
backchannel chats such as Todays Meet.
I think that if students were able to add the extensions and apps on the
computer, or if I was granted access to add, students would be able to practice key
skills.
Students could use extensions like the screenshot capture to add images
of online reference materials to enhance student projects.
For example: If third graders were researching an
endangered animal for a poster or PowerPoint presentation, they could
use the screenshot capture extension to capture images and text about
that animal that they could edit and implement into their project however
they choose.
Students could use apps to review key skills like: sight words, basic math
facts and spelling skills in an engaging way. I could show student achievement by preassessing skills, allow students to practice skills with a particular app, then offer a post
assessment to see whether the app helped students progress in skills (sight words,
spelling, math facts).
Backchannel chats could be used for students who are absent, as a
homework assignment or an extension activity that could be used to interact with other
students in other classrooms or schools. Students could respond to teacher created
chats or create their own as part of discussion groups or literature circles. I could print
off or electronically save chat sessions to monitor for student participation and
responses.
I learn best by embracing the technology given and experimenting with it myself
in a number of different ways. I learn best by visually processing the information and
interacting with it myself rather than reading about it. I think that I approach teaching my
students technology in the same way. I provide short introductory lessons and modeling
and then I allow students to interact with the technology being taught themselves. I think
that this method is an effective way to learn how to work with technology tools and use
them to fit your needs.
As I taught my students about extensions, apps and backchannel chats, I was
able to add several extensions to enhance my lessons.
I incorporated the use of a screenshot extension to capture
images of weebly in order to make graphic organizers for students to reference
when creating their own weebly in small groups.
I also utilized a text to speech extension to provide support to
students when researching endangered animals. Much of the research students
found online was above their reading level. The text to speech extension allowed
students to listen to their selected research and take notes without frustration.
I still require additional time exploring new applications to add to my computer or
IPADs. I have found several apps that help struggling writers and readers like:
ireadwrite, snaptype, idictionary, and Epic books. I have implemented the use of these
apps during Daily 5 stations to assist students with their writing and reading and each
app provides supports and engages the students greatly.
In terms of backchannel chats like Todays Meet, I require additional time utilizing
them in the classroom. I would be eager to try this with colleagues before or after staff
development or meetings. I think teachers would feel as though they could contribute
more ideas and share their thoughts more freely as opposed to face to face meetings
where there can be more passive voices that dont get to be heard as often.
Backchannel chats could be a place for those teachers to feel more confident in sharing
ideas and expressing their thoughts without being overlooked or talked over. This could
also be useful for the very same reason with students who are more passive. My goal
would be to use backchannel chats for in class discussions, homework and for staff
meetings.
I provided direct instruction in a whole group setting using a projector screen and
the computer lab.
I modeled on the teacher computer how to search for extensions and apps step
by step and how to add them to their computer. I provided easy access links on the
Regis school system student page to help students access the google chrome store.
The students were blocked from adding apps or extensions on their student
computers, and were not able to add the extensions or apps. I would need to talk to our
district technology coordinator to ask if it would be possible for him to add certain
extensions or apps that are approved for school use or if students could be granted
permission.
I also modeled how to access backchannel chats such as Todays Meet through
the same process as the extensions and apps.
Students were able to navigate quickly to Todays Meet by the use of a link I set
up on the Regis student homepage.
Once at Todays Meet, students were able to enter the meeting room to respond
to questions I provided and respond to other students as well.
I didnt have to provide much support to students while using Todays Meet,
although I did monitor for appropriateness and content. All students were successful at
responding at least once to each question/prompt I provided.
After I taught students how to search for and add extensions and apps they were
eager to start their searches based on areas of curricular interest. After realizing that
student computers were denied access to adding extensions and apps we had to
problem solve possible solutions to allow students access. In the end we had to contact
the technology coordinator to discuss options. Students were eager to try searching and
adding extensions and apps after teaching modeling.
I know that my knowledge of extensions, apps and backchannel chats is not
extensive, but I am excited to research these technologies further and try more out for
myself as a teacher. I feel as though the use of extensions and backchannel chats are
the most intriguing. The extensions I could implement on my computer could make my
classroom organization and management even better. I have already used the
screenshot extension consistently since adding it to my computer. It has allowed me to
make graphic organizers quickly and able to add online reference material to visual aids
and classroom activities more effectively and clearly. With additional time spent
exploring various educational extensions, I know that I will continue to use these tools in
the future to help with my own productivity. If my own productivity increases and
communication is clearer for students, I would expect student engagement and
motivation should increase as well.
Password
I had used the Password PowerPoint in the past as a review of spelling
words when I taught in 1st and 2nd grade. I also used it for the same purpose as a 3rd
grade teacher. I utilized Password as a mid-week and end of the week review on weekly
spelling words.
Students would be responsible for listening to the spelling word that was
displayed on the screen. Then, students would spell the word out loud or by using a
small whiteboard and marker to display their spelling of the word.
Students would take turns being the speller as the words changed on the
password bar.
I can continue to use Password as a weekly spelling activity. I could also
utilize Password as a vocabulary review for our weekly basal story, guided reading
vocabulary, our content vocabulary in science social studies, religion and math.
I could implement the use of Password to review vocabulary with the
whole group using the interactive whiteboard or classroom computers with small group.
Students could also use this with the IPAD using Google Slides during Daily 5 stations,
partner work or small group settings.
I feel very comfortable teaching Password to my students. I use
PowerPoint for my newsletters, review games and lesson activities, so using PowerPoint
to create a Password activity was simple as I have had extensive experience using the
program.
I can envision uploading the Password template onto student computers
for them to access and edit. My third graders have been working with PowerPoint as
part of our technology curriculum since 1st grade, so they are well versed in adding
elements and editing content.
Students could enter their own vocabulary terms on the Password
template from:
guided reading books
research projects
Spanish lessons
When using Password as a spelling practice activity throughout the week,
students were engaged in front of the screen spelling as were students at their desks
who were writing each spelling word on their individual whiteboards for each turn.
Students were working with their spelling words more frequently which would
theoretically lead to improved development and retention of spelling patterns.
When using Password as a vocabulary review activity students would be
exposed to the vocabulary terms additional times and would have to think of clues to
describe the vocabulary terms. Thinking of clues to describe the vocabulary word would
help students make their own connections to the word which would lead to
understanding and retention of key vocabulary terms that could be applied across
content areas.
Students have been working with PowerPoint as part of our school computer
technology curriculum since 1st grade. The computer technology teacher provides us
with an outline of technology she teaches in each grade level at the beginning of the
year.
To show student achievement while using Password, I could give a pretest on
content vocabulary before Password activities and a post test on content vocabulary
after Password activites to see if there is an improvement in student performance.
Possible Password activities could include:
Teacher created Password whole group activity with clues
Student created Password slides for small group/buddy activities
The student learning objective for the Password assignment was for students to
be able to use a teacher generated Password vocabulary slideshow to practice and
review key vocabulary terms. They were accustomed to working with PowerPoint
slideshows from previous computer classes so the majority of students did not require
support in opening or viewing the PowerPoint Password file. As a whole group students
were able to use the Password PowerPoint presentation to review words in a whole
class setting and during independent Daily 5 stations. Students in small groups were
expected to demonstrate how to navigate the Password presentation as I monitored
groups.
Ideally, in the future the learning objective would be for students to be able to
create their own student generated Password vocabulary slideshow to review their own
vocabulary terms and test other students as well. I could view each students slideshow
on the student hard drive to monitor completion.
Wordle & Tagul

For Wordle, our computer/media technology teacher had lessons on
Wordle each school year. Students would create an end of the year Wordle reflecting on
their favorite parts of their grade level. I had seen students with printouts of Wordles
from her classes.
I had never used Wordle before this class, however, I was familiar with
word cloud programs like Tagxedo. I used Tagxedo to create word clouds for each of my
students during their star student week. Students would list adjectives that described
the star student and I would put them into a tagxedo word cloud and print them a copy
for their star student book.
This year, teaching 3rd grade, instead of using Tagxedo I switched to
another word cloud generator site called Tagul. Near the end of the year I taught my
students how to create a Wordle and a Tagul.
I think after experimenting with Wordle myself that it is a very user friendly
site. The navigation is simple with the create link first and foremost. It is simple to paste
text with a click of the mouse or type in words line by line. After the Wordle is created
the options for layout, fonts and color are minimal so students are not overwhelmed by
options. It is a basic tool where students can create a simply designed word cloud of
their choice in a short amount of time.
I think that online word cloud generators like Wordle are highly motivating
for students in any capacity that they are used in. When I instructed students on
creating their own Wordles to list reflections of third grade, they were eager to get
started using the program and expressed that they wanted to try more. I can envision
using these as open mind portraits for character traits in literature circles, review of
science vocabulary, a method to practice spelling words, and could be used as a
collaborative tool between my third graders and their first grade buddies.
When working with Wordle and teaching it to my students, what I found most
useful to me in my own learning process was the opportunity to compare Wordle with
other word cloud generators like Tagul and Tagxedo. By working with all three, and
allowing my students to work with all three, we could discuss what elements we liked in
each program and decide which one would fit our classroom needs the best.
I learned that I like to have options when teaching a certain technology. When
working with the three different word cloud generators, I was able to expose my students
to different options with this form of technology. This appealed to a wide variety of
students that have different needs/skills. Many students preferred Tagul or Tagxedo
because of the variety of shape and color options, but many students found the
navigation to be to overwhelming with too many options which required additional time.
Several students preferred Wordle because of its ease of use, the simple navigation and
the limited options that did not require additional time.
I am proficient at creating word clouds in each of the three word cloud generators
I taught to my students (Wordle, Tagxedo and Tagul). I have created a number of
different word clouds using each of these programs and I feel confident in continuing to
teach these skills in the future.
The student learning objectives for using Wordle was that students would be able
to:
design a basic word cloud by
typing in 6-8 descriptive words about third grade
choosing an orientation scheme
choosing a color scheme
saving the word cloud as an image file
printing the word cloud
inserting the word cloud image into a PowerPoint
presentation
These objectives were met by all my students. They were able to create a word
cloud successfully and share it with the class. Students were then able to extend their
thinking by creating additional word clouds using other word cloud generators about the
topic of their choice.
I instructed students using the school computer lab with a projector. I directly
modeled how to create a Wordle using adjectives about my son. Students were able to
access the Wordle site through a direct link I posted on our school student link page.
As students experimented with their wordle, I assisted with spelling, layout
options and saving the images based on student need. Not all students needed support
and were able to be peer mentors that could help classmates once their work was saved
and shared with me. The students that were peer mentors for the Wordle project were
able to teach students the process and further cement their own knowledge of the
technology.
The word cloud project provided students with the opportunity to share their own
thoughts in a unique manner. Students were motivated by the technology and were
engaged with others when sharing their word clouds with the class. If they didnt like the
design of their word cloud, they could problem solve and use the different layout and
color options. All of my students were eager and proud to share their wordles with the
class. They were able to appreciate the differences in everyones work.
This technology project was designed for a whole group of third graders. The
only challenge we encountered happened when saving images files of each wordle to
the school picture hard drive. We were unable to access the school picture drive from
student computers, so we saved the images in the 3rd grade student hard drive. Other
than that we encountered little difficulty in creating 22 wordles using the Wordle website.
mastery?
Each of my 22 third grade students were able to design a word cloud of their
choice using Wordle, Tagxedo or Tagul. Students used the program of their choice to
design a personal word cloud, saved the image and created a DVD cover using their
word cloud for their end of the year DVD case. When evaluating each final word cloud I
looked for:
10 or more adjectives
Layout neatness and clarity
Color clarity/design
After each student had created a variety of word clouds and chose one as their
DVD cover, I gave each student a note with what words and designs I liked in their word
cloud. Students also shared their word clouds in their guided reading groups during
Daily 5 stations. Students were able to share their clouds and give positive feedback to
their classmates.
that I did?
I would give myself an A on the Wordle assignment. I would give myself an A
because I took the time to experiment with Wordle, but I also looked for other word cloud
generators that would have different options that I could use with and teach to my third
graders. By teaching my students how to use three different programs, all students
could feel comfortable in using at least one of them to create their own word cloud of
their choice. I feel as though by giving my students options they are more motivated and
eager to learn and experiment when they have more choices. I think a better
understanding of this kind of technology was achieved because I allowed for choice and
experimentation first.
I feel as though the word cloud technology will be a helpful tool for me
professionally. It is a technology that would appeal to visual, intrapersonal and creative
learners. I can envision utilizing word clouds for vocabulary, spelling, social skills,
literature circles, icebreakers, and content review across the curriculum. I can also see
this form of technology as a basic way to collaborate with school specialists like the art,
music, computer and Spanish teachers. They could collaborate with grade level
teachers to help students create word clouds for a number of different projects school
wide.
Blabberize
A colleague who is a first grade teacher shared Blabberize with me on the
IPAD. She showed me how she used it for a morning message to her first grade class.
She was able to use an animal face to create a morning message students could replay
as they entered the classroom. She used it to increase motivation and on-task
behaviors during morning work time.
I can use Blabberize to create engaging introductions to content lessons.
For instance, I could Blabberize a photo of Mount Rushmore when introducing my
students to national landmarks. It would be extremely engaging and motivating for
students during the introductory lesson. Students could then be taught the Blabberize
technology to create presentations about a landmark of their choice as a final project
component.
I could also utilize Blabberize to create engaging morning messages
throughout the year. I could use our student of the week photos to make morning
messages that students would have to play on the interactive whiteboard to listen to
morning directions. Students would be engaged and motivated to follow directions.
I can also see utilizing Blabberize as a classroom management tool. I
could make a Blabber for the students who earn positive Class Dojo points in our
classroom management system. Or, students with positive behavior points could earn
the chance to create their own Blabber during the week to share with the class.
Blabberize could also be used as a week in review tool for students to
create as a weekly reflection of lessons over the course of a week or month. It could be
added to our class weebly page as a fun way of review content learned and sharing it.
I feel confident in teaching the Blabberize technology to my third graders
because of the simplicity of the navigation and the ease of uploading photos. The only
part that was challenging during the teaching process was the student manipulation with
animating the mouths of the image and the inability of students to access the
microphone. The students encountered difficulty when adjusting the size of the mouth to
animate because the circle icons were small and hard to adjust to the size students
wanted. I feel as though more class time for students to work with the animation part
would allow students to be better equipped to create animations more smoothly.
Another challenge was the inability of students to access the microphone on student
computers to record their narration. I would need to contact the district technology
coordinator to allow access to the microphone for students.
Blabberize would engage students when used to introduce or review
content material or as a means of establishing and maintaining a positive classroom
environment. If students created a Blabber as a way to review material or share facts

from a unit, the novelty of it would be memorable for the majority of students. Students
who are engaged with content are more likely to retain the information they are learning.
I can see student made Blabbers having that positive affect as a review activity. To show
student achievement I could compare to units of study in any content area. For one unit,
students would take part in typical review activities (flashcards, note-taking, re-reading,
etc) and given a unit assessment. For another unit, students could review material by
creating and sharing information through Blabberize, then be given a unit assessment. I
could compare class performance on both assessments to determine if the Blabberize
tool had a positive effect on student achievement.
I learned once again that I learn best by being able to experiment with the
technology tools myself before teaching them to my students. I learn best by
experimenting with the technology a number of different times in a number of different
ways.
Before I taught Blabberize to my third graders I uploaded 3 different photos using
a clipart picture, student photo and an animal photo. I experimented adding the
animations and recording voice narration on all three. Working with Blabberize in these
three ways allowed me to more effectively model the steps to my students using the
computer lab and projector.
I asked students through our morning message greeting if anyone had ever used
Blabberize before. Students needed to put their answer in a tally chart, and all 22
students had never used Blabberize before.
The student learning objectives for Blabberize were for students to be able to:
upload their own school image (or that of a teacher) from the
school picture hard drive to the Blabberize site
create a mouth shape on the image to be animated
record their own message to animate the image they selected
save their animation as a video file to download into 3rd grade
files on student computers
share their animations by embedding them on the third grade
student weebly page
Students were able to upload the images and create mouth shapes, but were
unable to record their own message or save their animations due to the fact that student
computer microphones were disabled for use.
A few students were able to create Blabbers by using my teacher computer

which has access to the computer microphone.
I would need to contact our district technology coordinator to see if my third
grade class could gain access to the use of microphones on their computers in the
school lab.
After I directly modeled how to create a Blabber by uploading a photo, animating
the mouth and recording narration, I needed to monitor students and assist them in
creating an animation shape around the mouth of their image. Many students struggled
in manipulating the mouth shape to the size and shape to match their image. As
students worked with the animation shapes more, they became more skilled and in less
need of support.
When students moved on to recording narration, we encountered a significant
problem. We figured out that the student computers were not authorized to access the
computer microphone and record sounds. Students were able to use my teacher
computer to practice recording narration with the use of the microphone, but not all
students had a chance to rotate to the teacher computer for their turn.
Blabberize allowed students to be creative and explore an alternate means of
sharing their ideas and knowledge with me and their classmates. In this initial exposure
to working with Blabberize, students were not able to fully explore all the capabilities of
the program. If I was able to gain access for student computer microphones, all
students would be able to utilize Blabberize more effectively. I can envision students
using Blabberize to create review material, to share a week in review with other students
and parents, or create an engaging hook when presenting a project.
This Blabberize project was intended for whole group instruction. The challenges
we faced were the inability of students to access computer microphones to record their
narration for the Blabberize animation to work properly.
I would need to contact our district technology coordinator to work on gaining
access for my students to use the microphone on student computers in the lab.
mastery?
My students would need additional opportunities to work with Blabberize in a
number of different contexts in order for me to provide evidence that they mastered
Blabberize. The two opportunities the third graders had to experiment with making
Blabbers provided them with practice in uploading photos and manipulating the
animations but not with recording narration. I can evaluate their skill in uploading a
photo and manipulating the animation area by observing each student as they go
through each step on the computer.
When I was monitoring students using Blabberize after direct instruction, I would
provide positive reinforcement when following each step during the creation process and
support students who needed guidance when uploading photos or changing the
animation shape and size.
that I did?
I would give myself a B+ for the Blabberize assignment. I experimented with
Blabberize by creating three Blabbers of my own. I was able to provide direct instruction
and modeling to all students in the computer lab, but I should have practiced using
Blabberize on a student computer instead of a teacher computer to double check the
settings and how all the features would work. If I had checked out Blabberize with a
student computer before instruction, I would have been able to troubleshoot the
microphone access and possibly would have been able to correct the problem by
contacting the district technology coordinator before I planned teaching the technology to
my students.
I feel as though I could use Blabberize as a motivating tool to engage students
when introducing or reviewing content. It would be an engaging way for students to
review material or share their knowledge with their classmates. I can also see utilizing
Blabberize as a positive reinforcement tool. Students that earned positive behavior
points during the week could create their own Blabber to share with classmates and
parents. Blabberize might even be a useful tool for our school television show that runs
in our hallways for parents and visitors.
KIDBLOG
I was not familiar with KIDBLOG before this assignment. I was familiar
with teacher blogs that offered teaching resources, but I didnt have experience creating
my own blog or using blogging in my classroom with students.
I created a third grade class blog using KIDBLOG. I provided a direct link
to our KIDBLOG page on our school student links page for students to have easy
access. Once at the blog, students were given a username and password in order to
post comments. I started a post about summer vacation as a sample and students were
able to logon and add comments to the original post as well as reply to comments of
their classmates. I can envision using KIDBLOG more in the upcoming school years in a
number of ways:
Literature circle/book discussion groups
Weekend writing assignments
Homework club where students can ask each other
(or me) about assignments
Summer sharing
I feel confident in teaching blogging to my students using KIDBLOG. The
navigation is simple for students to use when adding a post or comment by clicking once
on the large post box, then simply typing their comment and submitting it. The feature I
appreciate the most on KIDBLOG is my ability to approve posts before they are made
public. It allows me to monitor what students are posting. When my third graders were
making their initial posts, some students got off topic and posted silly comments. I was
able to trash or hide the comments before any of the students could read the posts. It
was a teachable moment where I could discuss appropriateness with my students.
In the few times my third graders have used KIDBLOG they were eager
and motivated to interact with the technology and participate. When students are
engaged they are more likely to remember and retain the content you are trying to teach
them. KIDBLOG fostered a deep engagement of students. Although my third grade
students only used KIDBLOG as a means of sharing summer plans, I plan to keep
posting blog topics throughout the summer for students to respond to. It can keep
writing/language skills sharp and keep kids thinking about their skills over the summer
months.
I could show student achievement in the future by offering opportunities
for students to respond to literature circle questions using the blog format. I could then
print out or look at the archives to monitor student understanding and participation. I
could develop a rubric to score blog responses for a language formative assessment.
I learn best by using technology in a hands on way. By experimenting with the
technology first and by looking at other KIDBLOG posts, I was able to gain insight as to
how to effectively teach my students how to use this technology. If I hadnt
experimented with it myself first I wouldnt have been able to teach it successfully.
I created a third grade blog with two main threads for students to post comments
on. I set up student usernames and passwords and designed the appearance of the
blog using a standard KIDBLOG theme. I feel confident that I could continue to add
threads to the blog for my current third graders and add my new students to the blog
next year. It would be interesting to see if I could utilize past third graders to be
peer mentors to current third graders this fall by using KIDBLOG as a forum.
The group of third graders I taught to use the KIDBLOG technology had never
blogged before. As part of a morning message on the interactive whiteboard, students
had to move their name card into a Venn diagram if they had created their own
KIDBLOG before or posted comments on someone elses KIDBLOG. All name cards
were outside the Venn diagram, which showed me that all of my students were
unfamiliar with KIDBLOG.
Learning objectives for KIDBLOG - Students will be able to (SWBAT):
Navigate to KIDBLOG site and login with username and password
View/read teacher created threads
Respond to teacher created threads by posting comments
Reply to student and teacher posts
Learning objectives were met for this assignment. All students were able to
successfully navigate to the KIDBLOG, login and were able to read posts created by me.
All students were able to post at least one comment to my original thread and several
were able to post replies to other students comments.
As I taught students how to use KIDBLOG through modeling with the computer
projector, I monitored students as they logged in and posted comments. I could review
comments on my computer and approve the comments to be seen by classmates. After
the initial instruction the majority of students were very comfortable in viewing/reading
posts and replying and didnt require additional support.
KIDBLOG allowed students to explore different topic posts, read and respond.
During their short time working with KIDBLOG there wasnt enough time for students to
problem solve. I could use KIDBLOG in the future to post content questions that
promote higher order thinking skills. I can envision using KIDBLOG for Math Problems
of the Day, where students are given three types of problems (basic, proficient and
advanced) that they need to solve and share. Students could share their thinking
process after sharing their answers as well.
I used KIDBLOG for my whole class of 22 third graders. Students worked with
KIDBLOG in the school computer lab to review and post comments to teacher created
threads. As a group the only challenge we faced was student patience level. Students
expected their comments to be posted right away. Instead they needed to wait for my
approval from my teacher computer. Once students were informed by me that I would
have to approve their posts first their patience level improved greatly.
mastery?
All students were able to view/read posts and make at least 2-3 replies on each
thread. I didnt evaluate their skills using KIDBLOG during our two sessions in the
computer lab, but I could plan to monitor their skills individually by rotating to different
computer stations and using a checklist of skills I would like them to master.
After my initial instruction and following student work time, I was able to provide
instant feedback by replying to each students post online. Students were very eager to
read a reply from me and other students.
that I did?
I would give myself a grade of A on this assignment. I was able to successfully
create a third grade blog that all students could access and interact with. After direct
modeling students were able to work with the technology by posting comments and
replying to classmates. I plan to use this technology in the future by instructing students
how to create their own thread on a topic of their choice for their classmates to think
about and respond to. It would be a useful tool for a unit on fact vs. opinion and
persuasive writing.
I feel as though the technology of KIDBLOG would be a useful tool within my
third grade classroom and within our school system as a collaborative tool. I can
visualize third graders creating their own blog posts in response to homework, book
clubs, and more. Teachers in my school and in other districts could use blogging
technology to share lessons and resources, collaborate on units and post
announcements.
Doodle & POLLS (Survey Monkey and Answer Garden)
I hadnt used Doodle, Survey Monkey or Answer Garden before this
assignment.
I can use Doodle for organizing polls and parent volunteer events in my
third grade classroom. I can use Survey Monkey and Answer Garden to gauge student
or parent thoughts regarding classroom subjects or issues.
I wouldnt teach Doodle to my third grade students, but I would find it
beneficial to teach this technology to my classroom parents and volunteers. I can see
how Doodle would assist me in organizing classroom volunteers and communicating with
parents special events regarding our classroom. I can see sharing this technology with
my administrator in order to communicate school information for all grades or to organize
volunteers for lunchroom or playground duties.
I utilized Survey Monkey to poll students on their favorite 3rd grade
projects as an end of the year reflection. Once I gathered the results I could see which
projects students liked best and I could reflect upon which projects I should keep and
which projects I should change or develop in a different way for the following school year.
I utilized Answer Garden as a method to collect Think Math answers
from students during our morning math meeting. Students were able to share their
answers when given a math prompt using Answer Garden. As a class we looked at all the
solutions on the Answer Garden board and students were able to see all the different
math processes that were represented. Students could share their answer with the class
and ask questions about how other students solved the Think Math prompt. The
Answer Garden board facilitated meaningful dialogue about math. All the student
answers were collected and presented in visual way. I found this technology tool to be
very simple to create and share with my students. There is no login or signup for Answer
Garden, all that I needed to do was click the create button and I could create a classroom
board that was password protected for me to approve posts. The navigation was simple
with one click on the create button and typing in the title of the post. I selected to keep
the board open for 1 day. Once I created the Answer Garden board, I shared the link on
schools student links page and students were able to access the Answer Garden sheet
from the IPADs during our morning math meeting.
If I utilized Doodle to organize parent volunteers and communicate
classroom information, parents would be well informed and even more invested in their
childs learning. When parents are informed and invested in their childs education there
would be more follow through at home which I believe would lead to enhanced student
achievement.
By utilizing Survey Monkey with my third graders, I was provided with instant
feedback as to what projects they enjoyed the most over the course of the school year.
Students felt free to be honest because of the anonymity of their answers. The results
showed me which projects were most engaging to students and which projects I should
consider revising. I can envision utilizing Survey Monkey to create polls for students and
parents in the following school year. Student polls allowed my students to feel invested
in their own learning and validated their opinions. They understood that I would take
their opinions and make changes for next year based on their thoughts and feedback. It
gave them a sense of pride knowing that their feedback was an important factor in how I
would teach the following year. When students understand that their thoughts and
opinions matter to you as their teacher they become more invested in their learning and
the rapport that you share is based on mutual respect, trust and care.
I think that the most useful part of this process when working with Doodle, Survey
Monkey and Answer Garden is that these technology tools make instant feedback
possible between students, parents and the teacher. I plan to utilize these resources
more consistently in the following school year with students, parents and staff.
During this learning assignment I realized that I need to utilize technology to help
me understand where my students and parents are coming from. These tools could help
me gain a deeper insight into personal expectations, thoughts and issues that I need to
be aware of as a reflective practitioner. Having a more meaningful understanding of
student opinions would help me reflect on lesson plans, activities and projects that
students are involved in, and would allow me to modify based on student needs/wants. I
think it would help me to create more meaningful and engaging lessons.
I was able to create sample Doodle messages/polls and schedules that I could
easily change to apply to next years class of third grade parents. I plan to share this
technology with fellow staff members and administration.
I created two different polls using Survey Monkey that my third grade students
were able to access and complete. I used the poll data to discern which 3rd grade
projects were favored.
I created two Answer Garden boards for our morning math meeting. Students
were able to access the link on IPADs and contribute their answer to the board.
During our morning message, students placed a checkmark under the column of
the technology they had used before. The columns were labeled: Survey Monkey,
Answer Garden, Both or Neither. All students checked the neither column.
Student learning objectives for Survey Monkey - Students will be able to
(SWBAT):
Navigate to the Survey Monkey poll links I created
Select appropriate answers within the poll
Save and post their poll results
Student learning objectives for Answer Garden - SWBAT:
Navigate to the Answer Gardent post I created
Type their response to the Think Math question
Post their response to the Answer Garden board
Each third graders was able to meet each of these objectives.
Beyond the initial direct instruction, students did not need any additional support.
They were able to answer the poll questions using Survey Monkey and post responses
in Answer Garden without any additional support from me during the process.
Third graders were very motivated to share their personal opinions when
completing the polls on Survey Monkey. They were very eager to see the whole class
results and discuss what surprised them about the results. Once I posted the live results
using the projector, students immediately began processing the data and talking with
one another. They drew conclusions and asked questions as to why some projects got
several votes, while other projects only got a few. It was insightful to me to listen to their
conversations about the data. It helped me informally assess their comprehension of the
results and the connections they were making.
Third graders were also very enthusiastic about sharing their Think Math posts
with the whole group using Answer Garden. Once their individual responses were
posted for the whole group to see, students starting discussing what patterns they
observed. In partnerships, two students would look at the variety of answers and
describe their answer to the partner and choose one more to discuss. It engaged
students in critical thinking and problem solving skills.
For Survey Monkey and Answer Garden, I instructed my whole class of third
graders. As a whole group, the only challenge we faced with Answer Garden was the
fact that the typed responses that were posted were not organized and sometimes the
answers jumbled together. I would have to plan to instruct students through modeling
how to move their answers in a manner that was more clear and organized.
mastery?
All students were able to complete two different polls using Survey Monkey and
two Think Math posts using Answer Garden. I evaluated their use of the technology by
monitoring the whole class as they were answering the poll questions and adding their
posts to the Answer Garden board.
When students were answering the polls, they received instant feedback as soon
as they posted their response. During the Answer Garden math activity, I was able to
hold a whole class discussion where we could talk about the positives of the program
and what students liked about it.
that I did?
I would give myself a B on this assignment. I was able to create two different
polls that students could participate in by creating direct links on the schools student
links page. It engaged students and fostered critical thinking skills. For Answer Garden,
although all students were able to successfully post their answers, I feel as though I
could have done a better job in explaining how to add student posts in an organized and
clear manner.
I will apply this knowledge of polls to my professional career. I feel as though I
could use technologies like Doodle, Survey Monkey and Answer Garden to
communicate to students and they would be able to share their thoughts and opinions
with me. I can specifically visualize using Doodle to communicate with parents and set
up a schedule of parent volunteer opportunities. I feel as though it would also be a
valuable tool for our school system to use to open the lines of communication between
schools, staff and parents.
Aggregation Sites - Social Bookmarking - Diigo
I wasnt familiar with the Diigo social bookmarking site for educational
links before this assignment. I was familiar with Pinterest, and would use that site to
bookmark and collect images for educational ideas and lesson plans.
I can use Diigo to organize links, resources, images and documents for
classroom/professional use.
I dont feel confident teaching Diigo to my third graders. They would need
to have an account and the navigation is hard for me to navigate, so I can imagine it
would be difficult for a third grader to navigate. The icons are small and there is an
overwhelming amount of text to process. It is not designed for elementary students. I
would see myself using Diigo in a professional capacity.
If I become a more organized and resourceful educator through using
Diigo, I will be more able to plan more engaging and motivating lessons for students
which should lead to enhanced student achievement.
I learned that I respond positively to images than text in terms of organization.
The way Diigo is set up is based mostly on text instead of images. I am having difficulty
utilizing it effectively because I am so used to the Pinterest setup with images. I like the
concept of Diigo, but I am not completely sure it is a tool I will use consistently.
I havent mastered the Diigo technology and I am not very comfortable using it.
The few times I have used Diigo to organize online sources has been frustrating. The
links that I saved to my Library were not accessible the next time I logged on. I need
additional time to work with and experiment with Diigo in order to use it effectively.
that I did?
I would give myself a C on the Diigo assignment. I didnt find the organization of
the site appealing to my organization or aesthetic style. I understand the concept of
collecting online artifacts for easy access and cataloging, but I find that Pinterest offers
more appeal to me personally and professionally. I have an extension for Pinterest that
allows me to pin and categorize images I find online, and I could utilize the Diigo
extension to help me categorize text and other resources.
I will try to work with Diigo more until I feel at ease using its features to organize
professional resources. I plan to share this technology with other teachers and
administrators. I plan to start using Diigo for resources for my independent studies at
the university, which Im sure will be helpful when I research.
Timelines
Before this assignment I had no previous experience working with online
timeline creation. I had used other programs on the readwritethink website previously.
My third grade class created a variety of timelines as a reflection of a
chosen subject over the course of the school year. Some timelines students created
included:
3rd grade science units
Social studies units/projects

A review of monthly book projects
Religion units
3rd grade field trips
Catholic Schools Week activities
Math units/activities
I can also envision using Timelines as a way to create curriculum maps to
reference throughout the year.
I directly modeled how to use Timelines through the projector in the
computer lab with my class of third graders. The students observed as I modeled each
step, then the second time I modeled the steps students created the same sample that I
was creating. The third time, students were able to try a timeline of their own using a
graphic organizer they had completed the previous day during guided reading.
The navigation for Timelines was simple and direct. There were three
options (date, time and event) for students to select. When each option was selected, an
example of that type of timeline was shown. This was helpful to students when they
didnt know which option to select. Once at the timeline, students simply had to click on a
portion of the timeline and a prompt box would appear for them to type in their
information. Students could add an image as well. Once finished, students could save,
send or print their final timelines by clicking on a large icon.
The timeline activity really engaged students to reflect on their learning as
they created timelines of their choice to highlight events/units over the course of their
third grade year. This type of activity could be used across all content areas for a variety
of purposes. Students could:
Organize events in a characters life for a book
report
Create a morning routine chart to assist with time
on task
Create a class schedule to keep at their desk
Organize historical events for social studies
Design a timeline of events during Catholic Schools
Week
I witnessed first hand how engaged my third graders were while creating
their year in review timelines. They had to organize their thoughts, be descriptive and
choose how they wanted to display their timeline. They were very proud of their final
timelines when they shared them with the rest of the class on a PowerPoint presentation.
I believe that student achievement would be enhanced through the use of
timelines. Whenever students are able to organize and produce their own product they
are more connected with the learning taking place.
I learned through this process of working with timelines that organization is key.
It was beneficial to me and students to write out our ideas on a printed graphic organizer
before attempting to add elements to our timeline. It cut down on frustration and time
wasted in the computer lab.
I created two sample timelines that I modeled for students. I also generated a list
of several activities/projects that could utilize the Timelines technology.
I had instructed students how to use the storyboard feature of the readwritethink
website, so they were familiar with the basics of the site. However, all of my students
stated that they had never created an online timeline before using this or any other
program.
Student learning objectives for Timelines - Students will be able to (SWBAT):
Navigate to the Timelines webpage
Enter a title for the timeline
Choose a timeline style (Event, Date or Time)
Enter in at least 5 different events/dates/times on their timeline
Save the timeline as an image
All students were able to create a basic timeline meeting the above objectives in
two class periods of 30 minutes in the computer lab. Three students only added 3
different events/dates/times to their respective timelines. These students needed
additional time to add more details.
beyond the initial direct instruction?Was the technology project for a cooperative group or
individual student? If it was for a group, what challenges did you come up against?
Beyond the initial direct instruction of the whole class of 3rd graders , I monitored
students in the computer lab. I needed to assist 3 students in typing skills and all
students needed help when trying to add an image. Adding images from the third grade
student hard drives was the only challenge we encountered because some computers
were denied access due to a server issue.
When my third graders experimented with developing their own timelines that
had to be able to organize their thoughts and have a plan in place. They had to think
through the steps chronologically and add details that would support each
event/date/time in their timeline. My third graders were very engaged while creating the
timeline. They were eager to search for and add photos from our year and were
enthusiastic about sharing their timelines as a end of the year PowerPoint presentation
for the class.
mastery?
I have student timelines showcasing the objectives I stated previously. I
evaluated their mastery through the use of a rubric which included points for:
Title and Author
5 events/dates/times
2 photos
A short description for 2 events/dates/times
Saving the file as an image
I provided feedback through the use of the rubric. I also combined all the
timelines into a PowerPoint slideshow to share with the class. As a class we gave glow
and grow comments to each student. (Glow = positive feedback grow=constructive
feedback)
that I did?
I would give myself an A for this assignment. I directly modeled to the students
how to create a timeline through two different samples - one that I created alone and an
additional timeline that we walked through the steps and created together. After the two
opportunities to walk through the steps as a class, students were able to create a basic
timeline on their own. I feel as though students were engaged with the technology and I
offered support to those students requiring it. I developed a graphic organizer to help
students organize their thoughts and to cut down ineffective use of time in the computer
lab. I also developed a rubric that I can use to score student achievement in regard to
timeline creation and use of the technology.
I can apply the use of Timelines technology to my classroom across content
areas, as I outlined previously, there are a number of various options that students could
create timelines for. Now that I have a graphic organizer and rubric in place, it would be
simple to modify for different content areas and purposes. This could also be a valuable
tool for me as a teacher to create curriculum maps or communicate with parents monthly
activities in a visual and appealing manner. I can envision myself using timelines in
these ways in the future.
Animoto
I had used Animoto to create videos of student artwork when I was the art
teacher for the three elementary schools within the Regis school system.
I uploaded the 30 second art video presentations to the school website to

share with colleagues and families within the system.
I think that Animoto is a useful tool for students to use to reflect upon their
own learning and growth. It would be an excellent means for communicating with
parents and the school system - highlighting the learning that takes place in our schools
in a visually appealing manner.
I felt confident teaching Animoto to a small group of students as an
extension activity.
Animoto provides visual examples of layout themes which is beneficial to
third graders who most commonly respond better to visual examples. The number of
themes wasnt too overwhelming and the animation is already completed, which
simplifies production time. Adding photos was simple for students after direct modeling
on how to browse the computer for classroom photos. Students simply had to click a
photo and it was added to the presentation.
Adding captions to each slide was user friendly. The students could click
on the caption and write their text and preview what the slide/animation would look like.
The only shortcoming I felt in my third graders using Animoto was the
number of songs they could chose to complete their animation. They wanted to listen to
each audio clip and were overwhelmed by which one to choose. The small group spent
the most amount of their work time on Animoto trying to figure out which sounds/music
they should use.
I instructed a small group of students during Daily 5 stations on how to
create an Animoto video. These students had finished their assignments and projects
during their previous station rotations and I used this project as an extension of our end
of the year reflection project. The video I created used classroom photos. I walked the
students through the steps of adding elements to the Animoto and then monitored them
as they worked collaboratively to design a basic Animoto for an end of the year video.
They used a graphic organizer to write down captions for their video slides and gave an
oral presentation after the video, describing their favorite events of the school year and
why those events were their favorite. The presentation was part of a mentoring class
given by 3rd graders to 2nd graders who would become 3rd graders the following school
year.
I think that the use of Animoto by students will encourage reflective
thinking and could foster deeper connections being made across the curriculum and
grade levels. I could envision guiding students to think about and answer the following
questions:
How did I grow and change during this year?
How did my thinking change from the beginning of

this unit to the end of this unit?
What connections did I make after this class?
How did I demonstrate my knowledge?
What projects motivated me?
Why did certain projects/lessons engage me?
It could also provide an avenue for students to demonstrate their own
thoughts about a particular subject or unit of study in a visual manner that is unique to
each student.
Animal reports with images and text
Visual displays of portfolios/progress of a specific
skill
Debates/Fact vs Opinion studies
Students teaching other students content
The small group I instructed on Animoto was very engaged during the
whole creation process. The use of class photos and their ability to choose a theme and
music motivated them greatly. It was used as a reflection tool for them to look back on
the year and reflect upon learning activities and events that were impactful to them
personally. The use of Animoto allowed them to be reflective learners and share their
reflections with the rest of the class who could make those connections as well.
I learned that I am indeed a visual learner and Animoto is an effective tool is
displaying information in a visual way.

I created a sample third grade video using Animoto to share with parents and
students. I have used this technology in the past to create videos of student work.
The small group of students expressed in their guided reading time with me that
they had never used Animoto before to create videos. They were accustomed to
creating videos using iMovie through previous 3rd grade book projects.
Student learning objective for Animoto - Students will be able to (SWBAT):
Navigate to the Animoto site with my teacher login
Choose a theme
Insert 5-10 photos
Add a music clip
Save and share the video
The small group of three students were able to create a short video using their
favorite photos of their 3rd grade year. They were able to choose the theme, images
and music collaboratively and save the video. They shared the video with next years
third grade class as an introduction to 3rd grade.
The small group was comprised of three of my high achieving readers. As part of
an enrichment activity during Daily 5 I modeled on a classroom computer how to
navigate to Animoto. After direct instruction as a small group, the three students were
able to successfully create a short video reflecting on their third grade year. The only
additional support they needed was how to share it with the 2nd graders through the
projector.
the small group of students were able to collaborate effectively together, problem
solve how to insert and change Animoto elements and organize their images into
chronological order. They were deeply engaged and motivated during the creation of the
video. The students were eager to share their video to the second graders.
mastery?What sort of feedback did I provide for my students? How will students receive this
feedback?
The evidence I have to prove that my small group of students mastered Animoto
is the copy of their short video. It is very basic without text, but at a third grade level this
small group showed me that they were very capable of navigating the site and adding
the elements I required.
Second grade students gave the third grade small group positive feedback after
the video during a question and answer session about third grade. I also praised
students verbally for successfully creating and sharing a third grade video for second
grade students.
that I did?
I would give myself an A on the Animoto assignment. I had previously used
Animoto to create art videos of student work to share with parents and our schools,
however, I had never taught students how to use Animoto. This first experience in
teaching Animoto to students was a positive one. I chose students who were high
achievers to learn how to use Animoto first and they were highly capable of using the
technology efficiently. If I had more time during this school year I would have had this
group of students teach other groups this technology for different projects.
I feel as though I could teach this same process to groups of my new students
and they could be peer mentors and teach the technology to other groups throughout the
year. We could use this technology to create end of unit videos as performance based
assessments across the curriculum and share our knowledge with other classes and
parents.
Google Forms
This year as a third grade teacher I used Google forms with students as a
weekly spelling test. Students use the computer lab to log on to my website where I
have shared the live link on a list of student resources. Students enter their name and
listen as I say each spelling word. They are expected to type in the spelling word in the
corresponding text box. At the end of the form there is a submit button for them to turn
in their test. I would open the responses in Google forms and use Flubaroo to grade the
results to add to my gradebook in Skyward.
I also used Google Forms as a beginning of the year and end of the year
student and parent survey. The forms were used at the beginning of the year for parents
to share their expectations with me and to share information about their children, such
as academic strengths and weaknesses. At the end of the year I used it to gauge what
students liked about 3rd grade and what they thought could have been better. Parents
were also given a similar end of the year survey for the same purpose. It was valuable
feedback to me as an educator to understand students and parents feedback and to
reflect upon my teaching.

I have been teaching this technology to students all year through the
spelling form and surveys I mentioned previously. I feel confident that I can continue to
use Google forms effectively for these same purposes in the school years to come.
I think that my third graders use of Google forms to complete class
surveys and weekly spelling tests allows them to gain further confidence in their
computer skills. I have one autistic student who is extremely motivated by technology
and is more engaged, on task and focused when technology is used. All in all, the
majority of my third graders are motivated by technology and I have observed a deeper
concentration level when technology is involved which goes hand in hand with more
active participation, time on task and enhanced achievement.
I had introduced Google forms to my third graders at the beginning of the school
year when they took a reading inventory using Google forms.
Since students had been using Google forms all school year they did not require
any more additional support after my introductory lessons at the beginning of the school
year.
Google forms will be a tool students will find useful in the future. Although I did
not teach them how to create a form of their own, they are highly capable of accessing
and completing them.
mastery?
My students used Google forms each week for their weekly spelling tests. They
also completed surveys from me using Google forms. Each week I used Google forms I
could monitor who followed directions and filled out the form accurately.
After completing each of the Google forms, students would receive verbal
feedback if they completely their form completely and accurately. Students who needed
to resubmit the form were given support if they needed to fill out the form again.
that I did?
I would give myself a B on this assignment. I was already using Google forms
with my third graders on a weekly basis. It would have been beneficial if I could have
implemented the use of Google forms in additional ways, or taught my students how to
create a form of their own.
My implementation goals for next year using Google forms:

Continue to use for:
beginning of the year parent survey
student reading inventory
weekly spelling tests
Start to use for:
assignment collection
reading observation log
peer to peer assessments
grade level PLCs surveys
additional parent surveys
Online Graphing
I did not have any experience in working with online graphing before this
assignment. I had created graphs using Excel spreadsheets, but I hadnt had any
experience with online graphing programs or teaching this technology to my students.
I instructed 3rd graders to survey the class on a number of different topics.
Each student was responsible for:
1. A survey question
2. A list of possible answers
3. Gathering survey data from classmates using a printed
graphic organizer
4. Organizing the data into a printed table
5. Presenting their data in three different online graphs
The students used the National Center for Education Statistics

webpage called Create A Graph to help them display their data from their surveys.
Graphs were printed out and displayed in the classroom during math presentations.

I feel confident in teaching this technology to my students using the
Create A Graph website. The navigation is simple with basic large icons for bar graph,
line graph, area and pie charts. With one click students can select the graph of their
choice. There are large tabs for data and labels which are easy for third graders to
access and enter data in. For the labels tab, the number of options for color and design
were overwhelming and students needed support when choosing a style, color and font
in a timely manner. This technology would be a helpful tool to use in our 3rd grade data
and measurement unit as an individual performance assessment.
Using online graphing, students were highly engaged and motivated.
Once all their data was entered, they could change the layout and type of graph in a few
simple clicks to see which graph met their needs best. Students could print or save an
image of their graph to share with me and their classmates. Students were highly
engaged through the whole process because they were in charge of their survey
question and made their own choices about how to display their findings in a visual way
using the online graphing tool. I can show student achievement by collecting the
different graphs in print or as images and grading them using a rubric.
I learned that it is important for me to allow students to experiment with the
technology without providing too much support and to let them be problem solvers and
critical thinkers when using the technology. There werent too many students that
needed support when creating the different types of graphs, but the two students that did
need support wanted me to do their graph for them. For these two students I walked
them through the steps of creating a graph on the projector an additional time and then
let them experiment and problem solve.
I created five different examples of graphs using data from our math series. I
printed these out and displayed them on our math bulletin board. I created a sample as I
modeled for students how to use the online graphing program as well.
Students had experience in creating bar graphs and line graphs using graph
paper and markers, but had never used an online graphing program. I discovered this
after using our morning message greeting as a survey. All students responded that they
had never completed an online graph before.
The use of online graphing tools motivated and engaged my group of third grade
students. They were eager to design their graph and to see how their information could
be displayed in a number of different ways. I could use this assignment as a
performance based assessment where each student would produce a graph of their
choice displaying their own unique survey data that they gathered. Students could print
out their graphs and I could use their graphs to create word problems for other students
to answer. I could assess both the student made graph using the online graphing
program and their ability to answer questions about other students graphs.
Student learning objectives for online graphing - Student will be able to (SWBAT):
Choose a graph type
Enter accurate data gathered from a survey
Title and label the axis correctly
Print or save a graph
All students were able to achieve all four of these learning objectives with the
exception of two students who were paired with peer mentors to help them create their
own graphs.
For two students I had to re-model the steps I had used with the whole group
using the computer lab and projector. After the re-teach session, students went back to
their student computers and attempted to create their graphs again. They required
additional support with step by step guidance through each step of the creation process.
In the end, students were paired with peer mentors who created their graphs
successfully without any additional support from me. The peer mentors helped these
two struggling students in creating a second graph using the same data. It allowed the
struggling students to work with the online graphing tool twice with me and once with a
peer mentor. It would have been ideal for these two students to have an additional time
to try to create a graph on their own at the end of the unit to assess whether or not they
mastered the technology on a third grade basic level.
The online graphing tool allowed students to explore all the different elements of
graphs and fostered problem solving skills when their graphs did not turn out how they
envisioned. Students had to think critically about the data they gathered to discern
whether or not the graph they designed matched their data. This would be a helpful tool
across all content areas. Students could create graphs to show mathematical, historical
or scientific data that could easily be presented to others.
This online graphing project was designed for my entire class of 22 third graders.
When teaching this technology only two students encountered challenges while creating
the graphs. I supported them by reteaching, providing one on one support and pairing
them with peer mentors to guide them through the online graphing process. In the end,
all students were able to produce an accurate graph displaying the data they gathered in
math class.
mastery?
The evidence I collected to show that my students mastered the online graphing
technology was copies of their online graphs. After collecting the graphs I assessed
whether or not the information was accurate by comparing it to student data and tally
sheets. Some graphs were more detailed and had more design components than others
that were more basic. In the future I could design and use a rubric to evaluate the
components of the graph I would need included.
During this assignment with online graphing, I printed out each of the student
made graphs and wrote comments on the margins. I provided positive reinforcement for
elements of design and accuracy, and wrote down areas that needed improvement (if
any). I posted their graphs on our math wall and students were able to give glow and
grow feedback to their classmates. (Glow = positive comment Grow= something that
was missing or could be improved upon)
that I did?
I would give myself an A on this assignment. I was able to successfully create

sample graphs to share with students. I was also able to provide modeling to students
and support to the students who required it. Students were able to save their graphs
and I embedded them into our third grade weebly page to share with others.
I can see myself using this online graphing technology in the future across the
curriculum. It would be an effective tool to use when teaching math data and
measurement, history statistics, scientific plant growth data, and many other units. It is a
quick method for creating a variety of graphs that can be easily shared digitally or
through print.
EduBakery
I hadnt used EduBakery before this assignment.
How can I apply what Ive learned to my classroom setting?How do I feel about teaching this
technology to my students?
I feel confident in teaching EduBakery to my students. I taught this
technology to my group of third grade students as part of our word work station during
Daily 5 rotations. As a whole group, I instructed students how to use EduBakery to
create word searches and bingo cards using our weekly spelling and vocabulary words
from our reading series. I modeled how to navigate to the website using the computer
lab and projector. I created a direct link to the EduBakery website on our schools
student links webpage. From there I modeled how to choose the format (word search or
bingo cards) and enter the words. As a final step, I modeled to students how to print or
save their file as an image to share with me and their classmates.
I think that EduBakery would be an excellent tool for students to use to
practice key vocabulary words and concepts across the curriculum. I taught my students
how to create a word search and bingo cards for our weekly spelling and vocabulary
words for our weekly story in our reading series. After students printed out their word
searches, they exchanged papers with a partner and completed the word search as a
task for the word work station during Daily 5. Students were eager to create the word
searches and share them with their classmates. Student achievement after a week of
using EduBakery resources, 19 students scored an A on their spelling and vocabulary
assessments at the end of the week as compared to only 13 the previous week before
using EduBakery as a word work activity.
I learned through the use of EduBakery that I as a teacher I need to provide a

variety of learning activities that appeal to a wide variety of learners. As I worked with
EduBakery myself, I was able to learn how to use the different features and be better
equipped to teach my students how to navigate and use the site effectively.
I was able to create 3 different word searches and Bingo cards using vocabulary
words from our science unit on inventions to display to students as models. All of my
students were able to create at least 1 word search with their vocabulary and spelling
words. Six students were able to also create Bingo cards for their spelling words and
vocabulary. Those six students were able to then play Bingo with their vocabulary and
spelling words during the next word work station.
As part of a morning message on the interactive whiteboard, I placed a
screenshot of Edu Bakery. Students placed a tally in the Yes or No column if they had
ever used the EduBakery technology before. All students placed their tally in the No
column.
Student learning objectives for EduBakery, students will be able to (SWBAT):
Navigate to EduBakery using the school student link page
Choose the type of document they want to create (Word search or
Bingo cards)
Type in set of 5 vocabulary words and 15 spelling words
Add design elements to the document (title, directions, format)
Print or save the document to share
All students were able to create at least one word search to print and share with
me and other classmates. As I monitored students as they used EduBakery, the only
challenge multiple students faced was difficulty in navigating to the page that allows
students to start creating their document. The navigation to get to the free word search
maker was difficult for students to find because they had to click on small written word
links instead of icons. Once they were able to navigate to that page, little support was
needed.
I monitored students as they created their word searches after direct instruction.
I had to model through the steps three times using the computer projector, because the
navigation wasnt as user friendly. To access the free word search maker, students had
to follow two small written word links instead of icons. At third grade, icon navigation
would be much easier for them to follow. After modeling three times, I monitored
students and had to assist 4 students in following through the navigation.
Using EduBakery provided students with the opportunity to work with content
words in a new way and allowed students to think through how they wanted to set up
their word search format. They were motivated and eager to create their own word
searches and share them with their classmates to solve. Students were proud to share
their word searches with other classmates. I feel as though students could use this
technology in the future across the curriculum. It could work as a practice activity with
vocabulary or as a review for students to create individually or in small groups.
mastery?
I can show that my students mastered this technology by examining their word
searches and Bingo cards they created. Ideally, I would use this throughout the year
and be able to collect a variety of samples of student created documents using
EduBakery.
I collected student word searches and wrote positive feedback highlighting the
elements of title, design and number of words. I also suggested ways they could
improve their next document (if needed). It would be helpful to design a rubric that could
assist me in grading their finished document and how well students followed the process
as a performance assessment.
that I did?
I would give myself an A on the EduBakery assignment. I was able to create a
number of different word searches and bingo cards to use as samples for our basal
reading story. I was able to model to the whole group of third graders how to navigate
the EduBakery site and create a word search or bingo cards. By the end of one session
in the computer lab, all students were able to create at least one word search
independently.
I feel as though I could implement the use of EduBakery across the curriculum in
the future. My future third graders could use EduBakery as a method for practicing and
reviewing key vocabulary words in science, math, reading, social studies and religion. I
would like to share this technology with other teachers as it would be a helpful tool within
the different grade levels.
Open Course Ware (OCW) & Massive Open Online Courses MOOC
I was unfamiliar with the terms Open Course Ware (OCW) and Massive Open
Online Courses (MOOC) before this assignment. I had previously researched flipped
classrooms and distance/online learning, but was unaware of these two technologies.
As I was researching OCW and MOOC it was helpful to watch online videos
discussing the features of both methods of online learning.
I can see myself as an online learner, but I would rather be in a classroom with
other students and teachers face to face. I can see the positives to using OCW or
MOOC as a teenage/adult student for access to university courses without the cost for
personal and professional development. I cannot see a benefit to using the OCW or
MOOC in the elementary classroom with students as there arent any courses designed
for this age of student that I could find. It is more likely that I would use OCW or MOOC
for professional development as a teacher. It would be a valuable opportunity to engage
in professional studies online without the time or cost restraint.
I have not mastered this technology. I still have additional research to do and
perhaps I will even enroll in a MOOC or download OCW materials in order to fully
understand their attributes. I have researched several OCW programs and offerings of
MOOCs online, but have yet to experience them for myself for professional
development.
I can further research various OCW and MOOC for myself and my colleagues to
participate in for professional development. Our PLC within our school could benefit
from these technologies - especially since we are a private school where funds arent
always readily available for professional development.
I do not feel as though I would teach my students about OCW or MOOC, but I
would share the knowledge with my colleagues within our school system for professional
development purposes and for high school teachers to use with their students if
applicable.
I would feel comfortable flipping my classroom for a few units next year by
provided students opportunity to view the content at home online and then have more
hands on opportunities in the classroom.
Although I did not teach OCW or MOOC technology to my third graders, I

honestly feel as though these technology tools would be beneficial to my development
as an educator. As educators, we are supposed to be life-long learners and keep
abreast of current best practices. By engaging in professional development courses
online through OCW or MOOC I would become a more effective educator which in turn
should lead to enhanced student achievement.
that I did?
I would give myself a B on the OCW and MOOC assignment. I researched the
different technologies but require additional research time and experiences actually
using the technology for myself as a professional.
Socrative
I wasnt familiar with Socrative before this assignment.
The cheat sheet tool provided in classroom content in BlackBoard was very
helpful during this learning assignment. The Help section on the Socrative site was
helpful as well. At first I couldnt understand how the exit slip or quick check would work
if you couldnt type anything in, but then the cheat sheet and help site helped me
understand that you dont need to type anything in. You would simply present the
question directly to the class verbally or on the board. It wouldnt require advanced
preparation, it could be utilized whenever I needed it.
I learned that I when learning a new technology sometimes it is best to look at
the FAQs page or any help tools you are provided with before exploring the technology
blindly. Most often I am able to work through any challenges I have with technology, but
for the Socrative site I had difficulty understanding the process of creating and sharing
quizzes, exit slips and quick checks. If I had consulted the site help page or the cheat
sheet provided in BlackBoard first, I wouldnt have struggled as much when trying to get
my teacher page up and running.
I wouldnt say I have mastered this technology yet. I am still working on
becoming familiar with Socrative features and feeling confident in using it more in the
classroom. I was able to design a math quiz students took in my third grade class in
both an online version and printable pdf document. I was also able to carry out a quick
check assessment and exit slip with my class after a review lesson on multiplication
facts at the end of the school year.

I utilized Socratic after a review lesson on the concept of multiplication. As part
of math centers, students used the internet on the IPADs to access my Socrative page. I
laminated my teacher code onto a worksheet with step by step directions how to access
my Socrative page and what steps to follow. As part of math centers, students accessed
the site and completed the quiz individually.
At the end of math class we went to the computer lab where all students were
able to participate in a quick check multiple choice problem from our math series
textbook and an exit slip.
The following day I set up a space race for students to review the quiz they just
completed. Each student was assigned a team and a posted the live space race results
chart on the projector screen. As students answered the questions they would see
which team was on track and answering questions correctly.
I feel as though with additional time working with Socrative I will become more
confident in utilizing it. The navigation on the teacher page is simple with four large
icons for quizzes, quick checks, space race and exit slips. I only need to type in
questions in the quiz section, and it is accessible for the space race activities. There
was no typing in of content for the quick checks or the exit slips. I could verbally ask
questions and students could respond using Socrative quick check or exit slip. It was an
effective tool because I could see live results, the only downfall is that I couldnt see the
names for quick checks only exit slips, space race and quizzes
During math morning meeting I asked students if they had ever used Socrative
before. I showed the site on the interactive whiteboard and all students expressed that
they had never used Socrative before.
I think that Socrative has an enormous amount of potential within my classroom.
I was only able to use it twice after a review lesson on multiplication with my third
graders, but they were engaged with each of the four elements of quizzes, quick checks,
exit slips and space race. The students really were motivated by space race. We used
it as a review of the quiz they took that morning during math centers. They were
motivated by the live results on the projector and moving their rocketship along as they
answered questions correctly. I think it is a program that is simple for students to use.
All students need is a direct link to the Socrative site and the teacher room code. I
pasted my teacher room code onto their math worksheets and into their math notebooks
for easy reference.
To show student achievement using Socrative, I could access the archived
quizzes and exit slips to print out and reference for assessment purposes.
Student learning objectives for Socrative - students will be able to (SWBAT):
Login onto the teacher Socrative page as a student
Complete a chosen quiz
Participate in a:
exit slip
quick check
space race
All students were able to complete each of the objective highlighted above during
two math class periods.
During small group math centers, I directly modeled how to log in and take the
math quiz on Socrative with the IPAD. During whole group instruction I directly modeled
how to do an exit slip and quick check as a student. Students observed as I modeled
the steps through twice. Then, I had several students come back to the teacher
computer and practice on a sample exit slip that was projected for the whole class to
see. We repeated this same process for quick checks with additional students. I made
sure that my third graders that often need support got at least two chances to practice
with the projector and my scaffolding. All in all, the whole group saw the same process
for quick checks and exit slips 15 times before trying the real version independently at
their own computers. Little support was required after that amount of direct instruction
and whole group scaffolding.
I think Socrative is a technology that prepares students for the future. As they
approach upper elementary grades they will have access to their own Chromebooks and
I am confident that much of the technology I am exposing them to now will be utilized as
they progress through school. By introducing the technology to them at an early age,
students will be more confident in using it effectively.
mastery?
I do not believe that students have mastered this technology after only two
exposures, but I plan to use Socrative with my future students. I could evaluate their
mastery through an informal assessment by monitoring and observing their skills during
small group IPAD time or in the computer lab.
Students received feedback in Socrative after answering quiz questions correctly
or incorrectly. I also provided verbal feedback during our computer lab time.
that I did?
I would give myself a B on the Socrative assignment. I only used it with my
students during two math classes. I still require more time to fully understand all the
ways I could use it within my classroom next year. I feel as though I taught how to use
Socrative adequately to my students, but I would have liked to have more time to use it
more within the classroom.
I feel as though I will definitely use Socrative in the future. I plan to use it across
the curriculum for math, science, social studies and reading. It will be a useful tool in
creating quizzes, progress monitoring and formative assessments. I am looking forward
to utilizing this technology much more next year. I feel as though this type of quick and
easy assessment technology would be helpful to share with other teachers during an
inservice or PLC.
SKYPE
Is this something you would be willing to try in your classroom?
I would be very eager to try Skype in the classroom with my third graders. I feel
as though making connections to other students, teachers and citizens across the
nation/world would provide a global learning experiences. I can envision deeper
connections being made across the curriculum and across cultures. For example, my
third graders could Skype with an author when writing their own personal narratives. It
would be an engaging experience to talk with a published author and get a deeper
insight into the writing process. It would be a memorable teachable moment. I can see
opportunities like this for science, social studies, math, religion and Spanish. It would
be a useful tool to foster connections with other students and have discussions that
arent held to the confines of our classroom or even our city. A deeper awareness and
appreciation for different cultures and ways of life could be fostered and I believe
students could gain valuable insight into content and develop a deeper connection with
the material being taught across the curriculum.
Positives/negatives about this technology?
Positives of Skype in the Classroom
Connections to content area
specialists (authors, scientists,
mathematicians, etc)
Connections to other students
in the city/state/nation/world
Real world time - live
interaction - students can discuss or
ask questions and get immediate
Negatives of Skype in the Classroom

Access to consistent internet
connection
Quality of video - sound
Monitoring content delivered
by others (is content being shared
appropriate for third grade - no chance
to view before sharing - its live!)
Finding quality sources you as
feedback
Appreciation of different
viewpoints
Access to material from all
over the world
The world is at our fingertips
a teacher can trust

Set up time - access to
computer/web cam
How might this change student achievement now? future?

I think using Skype in the classroom could make students more globally aware
and more appreciative of our differences. Teaching in Altoona, Wisconsin, we do not
have a diverse population in terms of race, religion or background. My students could
benefit from interacting with students and other teachers that could share a more global
perspective. This is turn would have a positive effect on student attitudes and help
establish a deeper appreciation for other cultures and ways of life while making
connections to their own experiences. If I were to use Skype in the classroom to
enhance content areas like science, I can envision students being engaged and making
a deeper connection to the content. If I was able to set up a Skype session with a
scientist studying in the rainforest, students could ask the expert questions and see the
rainforest through the scientists eyes. It would be an experience most students would
remember. That experience could help students connect with the material which in turn
would theoretically lead to improved performance in relation to the content being
assessed.
Digital Literacy and Citizenship
After researching what third graders need to know about technology and its fair
use in the classroom and at home, here are the subjects I need to teach my students:
Digital Footprint - Students will be able to
learn that the information they put online leaves a
digital footprint or trail.
explore what information is appropriate to be put
online.
judge the nature of different types of digital
footprints
Keeping Information Private - Students will be able to
recognize the kind of information that is private.
understand that they should never give out private
information on the Internet.
learn to create effective usernames that protect
their private information.
Showing Respect Online - Students will be able to
understand how to show respect in social
situations.
recognize the importance of tone in both face-toface and online communications.
learn rules for writing clear and respectful emails by
editing an email message.
Using Keywords - Students will be able to

understand the function of keywords and keyword
searches.
learn a step-by-step procedure for selecting
suitable keywords.
apply their chosen keywords to find the information
they are looking for on the Internet.
Research - Things for Sale - Students will be able to

understand that the main purpose of product sites
is to encourage viewers to buy the product.
recognize how a sites fun and interesting features
help sell the product.
create their own product site home pages with
features designed to sell their products.
Screencast-O-Matic and eduCanon
I hadnt had any experience with Screencast-O-Matic or eduCanon before
this class.
After experimenting with Screencast-O-Matic and eduCanon I believe that
I could create meaningful lesson introductory videos for students to extend or review
the concepts we have been learning in class.
I can see using Screencast-O-Matic to make tutorial videos on how to
use math centers, IPAD apps, or computer programs. I used Screencast-O-Matic to
make a tutorial for new third grade parents and students on how to navigate our 3rd
grade class website. I embedded the link into my weebly page and plan to send a
direct link to parents before the start of the 2015-16 school year this fall.
I can envision using eduCanon to create introductory or review lessons
on content material. I created a introductory video on what to expect in 3rd grade for
my incoming students. Throughout the video, I created questions for students to
answer after viewing the content. I plan to send the link to this video, so students and
parents can view together before the start of the next school year. It will give me
valuable insight into the personalities and skills of the third graders and will also help
students feel more at ease on the first day of school.
I feel as though I would be able to teach my class of 3rd graders how to
access and interact with video lessons I create using Screencast-O-Matic or eduCanon.
I could create direct links on my weebly page for students to access easily. From there,
watching and completing the questions within the video would be easy for students to
navigate through at home or at school.
I feel as though the Screencast-O-Matic was very user friendly for me.
The application was simple to install using the help sheets. After installation the
controls were easily identified by the use of icons and pop-up menus that made
navigating through a recording easy.
I was frustrated by the eduCanon website. I found that you could only
use videos from a selection of online video sites like Youtube, TeacherTube, Vimeo,
etc I found this frustrating because I already had a number of videos that I created
that were not uploaded to one of these sites. It seemed like eduCanon should have an
option for uploading videos from Google Drive or the computer desktop. I found
eduCanon less user friendly that Screencast-O-Matic. There were more features, like
adding pauses, questions and links, but I found that searching for the Youtube videos I
wanted took a lot of time. If I were to use eduCanon in the future, it would be wise for
me to start organizing playlists on Youtube or TeacherTube that I can access easier for
use in eduCanon.
The video I created using Screencast-O-Matic is uploaded to my weebly
site and ready for parents and students to view. I am in charge of running a staff
development workshop for my school in the fall for AIMSweb math assessments and I
plan to use the Screencast-O-Matic to create a tutorial for teachers highlighting the
steps of using the AIMSweb online tools.
I created a short introductory video for incoming third graders using a
video clip of my previous class highlighting their favorite projects of 3rd grade. I dont
have any plans on using eduCanon until I can research and find quality Youtube and
TeacherTube videos that I would like to use with my third graders. When I do create
organized playlists I plan to create at least one eduCanon video for my students to use
for each math unit we cover in 3rd grade.
I can envision my 3rd graders using the eduCanon and Screencast-OMatic videos to review content material at home or school. I can also see using these
videos as extension activities for students to extend their thinking across content areas.
I believe that student achievement would be enhanced because students could have
instant access to the material at home to review or extend their thinking. With repeated
exposure to the content being studied, students would be able to understand it more
completely and engage fully during class time.
To show student achievement, I could teach a lesson of math without the
use of these review or extension videos and chart progress on quick check
assessments, task card performance assessments and summative assessments.
Then, I could teach another lesson implementing these videos and chart the progress of
students with the same forms of assessments to determine if students made positive
gains with the use of this form of technology.
What sorts of support will you need to provide students?
I will need to use whole group instruction to introduce the videos to students. I
will create a direct link on my weebly page for students to have easy access to videos.
I will need to monitor students to make sure videos are viewed in school or at
home.
I will allow students work time in the computer lab to views the videos on their
own as I monitor their progress.
This assignment was designed for a class of third graders. Each third
grader would receive direct instruction in the whole group and then work individually to
view and complete each video required.
We could use our three classroom IPADS and the school computer lab to
access the videos. Students would be encouraged to access the material at home as
well.
that I did?
I would give myself a B for this Screencast-O-Matic and eduCanon
project. I was able to create a few tutorial videos using Screencast-O-Matic, but need
more time to work with eduCanon in order to realize its full potential within my
classroom. I need to organize a more comprehensive list of videos I can utilize within
my classroom in order to use eduCanon more effectively for students in the classroom.
I feel as though the Screencast-O-Matic and eduCanon would be
valuable forms of technology that I could use in my classroom for a variety of purposes. I
can see utilizing Screencast-O-Matic for tutorials for students using technology and for
colleagues during professional development. EduCanon has several possibilities within
the classrooms for enriching lessons, differentiating instruction for different groups of
students, and allowing students to interact with content at their own pace. I can see
using eduCanon in the future once I have organized my videos more effectively. My goal
is to start researching math videos and using eduCanon to create lessons for each unit in
3rd grade math in this upcoming school year.

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Erika Galewski

Students would participate in whole group instruction on weebly creation

We brainstormed together what page titles we needed to include and what

Padlet could allow students who do not like to participate in class

Padlet could provide an opportunity to gauge student thoughts about

Padlet could be used as an online resource collection for students to

My students were able to do this successfully after direct instruction. I am

I provided one on one instruction to 4 students who struggle with new

None of my third graders required additional assistance using the padlet,

Students were engaged and motivated to read other student responses

Students worked individually to respond on each padlet using their own

The padlets provided the opportunity for students to respond individually,

By the fourth exposure to padlet, my students were able to post their

MobyMax is a technology tool that provides lessons, tutorials, games and

Teachers can monitor lessons, assign lessons and assessments,

I can continue to use MobyMax in my classroom as one way to

Assessments were given at each quarter to show student progress

As I have continued to utilize MobyMax in the classroom, I have found

I make it a priority to provide feedback, monitor skills missed, assign new

I learned that I need to work on being consistent when using this

I have used the MobyMax progress charts and assessment results to

During MobyMax instructional time I provided online messages and good

As I would monitor student progress through assessment and lesson

MobyMax provides additional opportunities for differentiation in the areas

MobyMax offers a wide variety of problems and encourages mathematical

This program is built on positive reinforcement for time on task, problem

MobyMax is designed for students to use individually, and I used it for my

To solve this problem, I added a contest where if everyone in the class

I also encountered a challenge as a teacher. If I failed to monitor the

As a teacher, I can access student progress charts through MobyMax. I

This data can help me conclude if each student is using MobyMax

Each week I would instant message my students while on MobyMax,

In regards to teaching my students how to use MobyMax, I would rate my

I have used several MobyMax features to assist students through each

After my experience in using MobyMax, I will definitely continue to use

After experimenting with quizlet, I can envision using it as a weekly

I feel confident in teaching this technology to my students. It was simple

I believe that using quizlet to review or practice key vocabulary terms in

After quizlet instruction, I would allow students a period of time throughout

Wordle & Tagul

environment. If students created a Blabber as a way to review material or share facts

A few students were able to create Blabbers by using my teacher computer

Social studies units/projects

I uploaded the 30 second art video presentations to the school website to

How did my thinking change from the beginning of

What evidence do I have that I mastered this technology?

How do I feel about teaching this technology to my students?

My implementation goals for next year using Google forms:

The students used the National Center for Education Statistics

How do I feel about teaching this technology to my students?

I would give myself an A on this assignment. I was able to successfully create

I learned through the use of EduBakery that I as a teacher I need to provide a

Although I did not teach OCW or MOOC technology to my third graders, I

How can I apply what Ive learned to my classroom setting?

Negatives of Skype in the Classroom

a teacher can trust

How might this change student achievement now? future?

judge the nature of different types of digital

Using Keywords - Students will be able to

Research - Things for Sale - Students will be able to

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