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https://padlet.com/cjohnthompson/Theskyisthelimit

The Padlet tool was very easy to navigate in terms of quickly organizing activities for an intended audience. First, it took less than a minute to sign-up using a previously created Google or Facebook account. Once I was signed-up and signed-in, I was quickly able to select my privacy and sharing preferences. In addition to ease with navigation, there were numerous options in terms of selecting backgrounds. I believe that all students I work with should have an opportunity to achieve at high levels and the sky is the limit as to what they can accomplish. Thus, I was able to select a skyline to help build meaning.

Classroom teachers, too, can easily create these spaces for students to work individually and collaboratively. For individual students, teachers can develop a personalize pathway inclusive of previous feedback, links to anchor videos, links to literature, and sample work. To complement this individual work, teachers could easily incorporate sharing for peer to peer feedback. In addition to students collaborating for peer to peer feedback, the teacher may also create team assignments that will allow students to see the progress of each person on the team and as well as identify what student created certain content.

Specifically, this tool can be used for brainstorming as a whole class or small groups across various topics, question banks, storage for student work, informal assessment, building background, projects, discussions, and numerous other activities.

Overall, this tool proved to be valuable and very intuitive limiting the notion of lost instructional time with getting starting or navigating learning resources.

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This tool was very easy to use and share with those participating in the pool. It offered various formats for summarizing data based upon participants' responses.

In the classroom, teachers can meaningfully use this tool for formative assessments to quickly learn what an entire class has learned versus just those students who tend to be more vocal. Also, this tool can provide a safe space for open discussions where all students can discuss topics in an honest and anonymous fashion.

Through the use of engaging graphics and animations, this tool allows students to work individually or as a group on their device.

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http://linoit.com/users/cjohnthompson/canvases/Task%20%234%3A%20Linoit
This tool like many others, was very easy to use starting with signing up using an existing account from other services such as facebook or google. I thought this tool was very easy to use. I found it very easy to select various colors of sticky notes, tag the sticky notes, and upload documents, videos, and photographs.

Teachers could easily use this tool to organize research projects or any learning experiences where students may need assistance with locating sources. Another meaningful advancement Linoit supports is organizing materials in a way that limits loss of instructional time in trying to navigate different websites, documents, or primary and secondary sources.

In terms of managing the behaviors, teachers can choose to approve who can post and the instructions for making such post such as ensuring the student name is listed there. Also, is there are any mistakes, the students and teacher can edit and delete entries as necessary.

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lino is an online web sticky note service that can be used to post memos, to-do lists, ideas, and photos anywhere on an online web canvas. lino is a completely free service that runs on all popular web browsers.

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Kahoot was an easy tool to use starting with registering to use the product. Although I did not use a Google mail account, it still took less than 1 minute to register and begin using the product. Once in the product is was very easy to decide the type of product I would develop ranging from a quiz to discussion, to survey. Even with those products, I was able to easily upload photographs or videos to the questions I asked. This tool was also easy to share with the participants since it only required them to enter a system generated pin.

This tool can prove meaningful for teacher in a variety. For those beginning to use Kahoot, there are public quizzes that are readily available and be used. Another benefit is student engagement through their competitive nature and love for technology. Teachers can also find this meaningful to ascertain the individual needs of students and provide support mechanisms appropriate for their level of performance.

Overall, Kahoot can be a quick and engaging tools that can tap into a students competitive nature, provide quick feedback on their performance, and leverage technology.

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https://answergarden.ch/613513

Answer Garden was an easy tool to use for this project as it did not require any registration process, but with the inclusion of a created password the user can return to the answer garden time after time and access and administration suite. In the suite, you can swipe answers, set answer length, and change the mode.That proved to be very efficient.

This tool is meaningful for teachers as it can be used both inside and outside the classroom. Teachers can easily pose a question, get a link to share, and begin collecting responses. The responses collected creates a sound cloud that doesn't repeat responses therefore, students will be push to contribute a different response.

One way a teacher may use this in the classroom could include posing a questions and have students work in small group to brainstorm based upon the question. Outside the classroom, the teacher may email students the link to a question and have students provide a certain number of responses .

Overall, this tool is easy and quick to use as a whole group or individually.

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https://tinyurl.com/gvdga6b

Tinyurl was a very easy tool to use. One simply pastes the longer URL and click one button to make the tinyurl. I thought that was an efficient way to shorten URLs that typically are lines upon lines of random numbers and letters. Tinyurl is typically no more than 20 characters. Another benefit to tinyurl is that it allows for the creation of a custom Alias. For example, in task number 8, I opted to create "Cedric-Thompson-Google-Docs" as an alias in Tinyurl.

This tool will be important for teachers and consultants to use because it reduces the possibly transferring the wrong link when preparing for a lesson or training. The shorten links makes more space to share multiple links and are also acceptable for the use of social media with character limitations.

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https://tinyurl.com/Cedric-Thompson-Google-Docs

The link above will take you to a document I created and shared in Google Documents regarding a partnership letter. I shared the letter with a colleague with some context behind this work. She was easily able to edit and provide comments. There are many features I like about Google Docs, but a few of my favorites include being able to upload various document formats like MS Word or MS Excel, choosing how it's shared and who is able to edit, and multiple people being able to work on the document at one time.

Teachers will find this tool meaningful and be able to use it to maximize productivity. A teacher may want to share a scenario with prompts and have students work together to complete it as a group. Also a teacher could this tool for feedback loops from both peers and the teacher.

Overall, features of GoogleDocs can assist teachers with increasing collaboration among students and working independently with and without scaffolds.

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https://todaysmeet.com/CedricDEPD
TodaysMeet was a quick tool to use for a conversation. To create an account I simply needed to use my email address and password. I was able to pose a question for seven days and easily text the links to family and friends across the nation.

I also learned of other feature, for example the time for when the question was open, I could select to open the question for one hour to one year. An other feature available within allows for control of what is said and shared. For example, if a teacher needed to go back and reteach content to give students a deeper understand, they could pause the conversation until student understand better. Also, if students post information that is inappropriate, the teacher can eliminate their post by muting them.

Overall, a teacher may find this tool meaningful if there a need to center students around a conversation, share links with with a certain group of students, or simply continue a conversation from class as homework.

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This tool was very easy to begin using including the option of signing-in with a current google mail or Facebook account. Also, developing the questions was very simple including selecting the background appearance, the type of question, the pace for which the audience can respond, the language being used, and a longer description for the questions.

Classroom teachers can use this tool to gain and provide immediate feedback on student learning with content. They can also use this tool to pose a question or a series of questions to engage students throughout the learning process.

This is also a very good tool to use to obtain student feedback on social emotional learning and conflict resolution.

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Going through this process was a rewarding experience. Some of the tools were new to me while some I have used before. While the tutorial videos included were helpful, most of the Web 2.0 tools were intuitive and easy to navigate as a user and participant. Many of the participants I enlisted to support this process shared with me how simple it was to respond to the tools. With that feedback, I immediately begin to think about how students would respond to the technology tools as well as those present in training sessions.

As I reflected on my own strengths, I begin to think about while the tools being used now are much simpler than those when I was a classroom teacher many of the outcomes are similar. To continue my growth, I would like to continue to find new ways to complement trainings and meetings I lead by infusing Web 2.0 tools.

In Summary, I would suggest a few minimal items. At first glance and reading of the 'Discovery Education Independent Contractor Applicant Portfolio" information, task #5 does not state you will need to enlist volunteers. It is not until you actually start working in the technology competencies listed on a different document that you learn that. Another item, task #4 for Linoit, doesn't provide detail on whether a link or screenshot should be listed, but I provided both.

Again, thanks for this opportunity to review these tools.