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This article provides a variety of tech ideas for teachers to use in their classroom. The article starts with number 10 and goes to number 1. I want to start with number 1 because of the importance. The article states that the most important tech tool is a good learning management system. We use canvas at my school and it works very well. Continuing to work backwards, the article then goes into some tech ideas including a way to gage student understanding (assess), ways for students to use technology to work collaboratively, as well as ways to utilize visuals such as videos to encourage student engagement and understanding.

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One thing that struck me is letting parents know about the edtech tools we use in the classroom. I included a module in my Canvas page with a page on each type of edtech tool we use and a short tutorial video that parents and students can use. I also update my engineering website to include a list of edtech tools we use and corresponding short tutorial videos.

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Vicki Helms - Book Choice Can be Overwhelming

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Vicki Helms - Book Choice Can be Overwhelming

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When you have thousands and thousands of books to choose from, it can seem overwhelming. This article provided four options for students to narrow down book choices. These are Loose Canon, Epic Reads, Book Club for Kids, and Homegrown Solutions. My favorite one was Epic Reads. Epic Reads is geared toward students from ages 12-18 who can search by title, view book trailers, and take quizzes on various book genres. My second favorite was Book Club for Kids. This is a podcast, hosted by NPR contributor, Kitty Felde, who talks with groups of kids who have read a particular book. She also features authors on her podcast. Students can take recommendations from kids their ages and may even be chosen to be included in Ms. Felde's podcast episodes.

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Kerstin Peterson                                                                 There's lots of technology available to use during teaching with bilingual students. This article specifically highlighted  using Google tools, such as Google Translator and Google voice-typing which allows the student to speak in his/her native language and then translate it to English.  Another simple tool is to use video captioning when showing videos, which is helpful for both ELL and native English speakers to better comprehend the content. Other non- tech strategies in the classroom is for the teacher to use gestures, pair-up the student with another more advanced ELL student for help, provide students with picture/sentence sheet with most common phrases used. 

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Kerstin Peterson                                                                 There's lots of technology available to use during teaching with bilingual students. This article specifically highlighted  using Google tools, such as Google Translator and Google voice-typing which allows the student to speak in his/her native language and then translate it to English.  Another simple tool is to use video captioning when showing videos, which is helpful for both ELL and native English speakers to better comprehend the content. Other non- tech strategies in the classroom is for the teacher to use gestures, pair-up the student with another more advanced ELL student for help, provide students with picture/sentence sheet with most common phrases used. 

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Word Clouds for Engagement and Quick Assessment

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Word Clouds for Engagement and Quick Assessment

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The article, "5 Ways to Use Word Clouds in the Classroom," presents five strategies for quickly engaging and assessing students using word could apps.
The author recommends the app Mentimeter (I have used AnswerGarden successfully in my own classroom) as a high-quality word cloud app that can also be used to set up brain breaks for students.
The author also recommends using word clouds:
1. As quick warm ups ("two words to describe how you feel today," "how would you describe the character we read about yesterday?"). For this activity, you can scaffold student responses by providing a word bank.
2. To spotlight challenging vocabulary ("What is a word from today's reading you had trouble pronouncing / defining?")
3. Help students commit to an action plan for the day ("Share an action word"). For example, students might say, "Meet" (I will meet with my group).
4. Have students reflect on an experience: (Who do you want to learn more about after today's history lesson? Which character are you most curious about? How do you feel after today's field trip?)
5. Build classroom camaraderie and support students in getting to know each other by having them Share a favorite (seasonal activity, sport, etc).
These seem like quick easy ways to engage and assess students. Are they worth the time? I suppose they can be.

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This article reviewed several different sites students could use to find reading choices that interest them. For those who are ela teachers, we know it is hard to get students excited about the classics sometimes. These sites allow students to find texts they can use in activities that meet standards, as well as find novels they can enjoy. Maybe they will even develop a love for reading! Unfortunately, these sites only show books, rather than include short stories (which I know are more common in our classrooms.)

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"Flipgrid is a social learning platform that allows educators to ask a question either through a video or voice recording, then the students can respond in a video or voice recording.  Students can write comments in Flipgrid on teacher or student created videos.  This web of discussion creates an online community where knowledge is shared and created."

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"Flipgrid is a social learning platform that allows educators to ask a question either through a video or voice recording, then the students can respond in a video or voice recording.  Students can write comments in Flipgrid on teacher or student created videos.  This web of discussion creates an online community where knowledge is shared and created."

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You don't know unless you try. This is how I feel after reading this article. Contained in this article are seven different tech tools and summaries of how to best utilize them in the context of a classroom. Out of the seven recommended tech tools, I had only even heard of one of them, much less tried them. The tech tools discussed detail ways of providing feedback, cultivating collaboration, facilitating discussions, hosting review games, fostering debate, adding interaction to classroom materials, and designing online experiences. I look forward to trying some of these lesser-known tech tools as occasion offers.

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My students don't have laptops in the classroom, and cell reception is shoddy, so most our online work has been group views of online materials I've created displayed across the white board. As I continue to find ways to engage students in deeper types of discussion, I enjoyed learning about tools like Kialo Edu, which touts itself as 'fostering vigorous debate.'  I'd like to build those critical thinking skills more universally (versus only a handful of students weighing in), and these  tools can facilitate online discussion, allow reference to classmates' input, and give them the opportunity to respond in kind. The article also discusses Dotstorming, which looks like a fun way to mind map/ collectively gather ideas. --Jamie Miller   

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My students don't have laptops in the classroom, and cell reception is shoddy, so most our online work has been group views of online materials I've created displayed across the white board. As I continue to find ways to engage students in deeper types of discussion, I enjoyed learning about tools like Kialo Edu, which touts itself as 'fostering vigorous debate.'  I'd like to build those critical thinking skills more universally (versus only a handful of students weighing in), and these  tools can facilitate online discussion, allow reference to classmates' input, and give them the opportunity to respond in kind. The article also discusses Dotstorming, which looks like a fun way to mind map/ collectively gather ideas. --Jamie Miller   

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One of the things I learned most from this article is the fact that, in most cases, less is more. While we are to be aware of the many tools that we can implement in our classrooms that help better connect our students to the content, we do need to understand that the point of using technology in the classroom is primarily for the sake of focusing on learner needs. Methodology for using technology should not be an additional stress or burden, but should add to the classroom. It should stay far away from being a distraction.  

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One of the things I learned most from this article is the fact that, in most cases, less is more. While we are to be aware of the many tools that we can implement in our classrooms that help better connect our students to the content, we do need to understand that the point of using technology in the classroom is primarily for the sake of focusing on learner needs. Methodology for using technology should not be an additional stress or burden, but should add to the classroom. It should stay far away from being a distraction.  

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I really liked how this article explained that by giving feedback over a recorded video it builds relationships with your students and gives you the opportunity to point out directly in the writing/assignment where feedback is needed. I also like that students can listen to the feedback as many times as needed and can return to the feedback later during another assignment if necessary. I also learned that Loom offer students an opportunity to respond to the teacher's recorded feedback.

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Powerful, Lesser-Known Tech Tools for Teachers - C. Jarvis

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Powerful, Lesser-Known Tech Tools for Teachers - C. Jarvis

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This article is really helpful especially for teacher who are teaching mainly online. This article provides insight into different digital tools that will help boost student engagement, comprehension and give feedback.  I do face to face teaching and the students are burnt out from online work and reading. I found that my student really enjoy quizizz and having the option to complete things on paper. The downside to quizizz is that some of the students do not like the power boost. They don't like that the power boosts are randomly selected and give students random point boosts. If a student answers all the questions right and in a timely manner they could still be beat by someone who answered incorrectly and took longer due to a point boost. The power boost option can be turned off in the setting. I do not like that turning it off will then interfere with a students who struggles with learning an opportunity to win. Based on the article  Blooket seems like it will be another cool game to try out as it is similar to quizizz.

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This article gave helpful suggestions on how to use flipgrid in the classroom. The ones that standout to me are building a student portfolio and supporting absent students. I'm always struggling to find ways to keep absent students up to date. Flipgrid is an outstanding way to do this! Building a student portfolio is also a powerful idea. It would not only allow students, parents, and administration see the accomplishments of the student, it could also be an effective study guide or exams.

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I decided to look through this article because I wanted to find the best technology I can use in my classroom. While I know about some, such as Canvas, which is what my school uses. I also learned about others like screencastify. This is something I feel like is very useful for a math classroom because it can get the students to verbalize their thinking. Some students know what they need to do but can't figure out how to write it down. But being able to see, or rather hear, what they are thinking allows for assessments to be more than just about the answer the student gets at the end. It also expands it away just from their work and allows access the the workings of their brain

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The article list the 10 tech tools that teachers can use in the classroom. Most of the tech tools listed are ones that I have never heard of before. I want to look further into Edpuzzle, FlipGrid, and Peardeck. I tend to use a fair amount of Slides and Videos in history. This would be a way to make both more interactive and engaging.
M.Lethgo

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This article provides something helpful for teachers in general and me in particular, ten digital tools that actually will help in a class room. In particular Parlay would be great for keeping track of online discussions in a digital class, Mural sounds like a much better way to use digital sticky notes than the jamboards and Mentimeter would be a good fit for any teacher who uses data driven instruction. Mentimeter allows for teachers to get data in real time, this would be invaluable for adjusting your lessons. All of these tools allow for greater student buy in, for example Pear Deck (#7) allows for students to interact with slides rather than just using them as static sign posts.

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I really like the idea of using Flipgrid in my classroom. Although the article said that this is a very popular resource, I have actually never used it personally. I really like the idea of using it to help support students that are absent. Between quarantine and just very high absence rates in general in my school this is a constant battle that I am dealing with. Using Flipgrid would really help to provide the students with a video recapping both the notes and the assignment that were covered in the class session(s) that they missed.

Victoria F.

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I decided to read this article because I have a handful of English learners in my classroom. The first thing that got brought to my attention is how I use some of these in my daily life as well. Anytime I watch anything with audio I use captions. On days where I am exhausted but need to write I use voice to text. I think it is cool to see that I am already aware of some of these tools and can help my students with these tools as well. One thing I also do in my classroom is pair students up. I call it the buddy system. Students who are EL students get partnered with a bilingual student who has shown leadership in the classroom. one new ideas that I learned from this article is using a microphone. I have been told that I have a low voice and wearing a mask does not help. While I am working on my teacher voice, using a microphone could help amplify my voice. I like the idea of creating videos without my mask and sending them to my EL students.

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Educators are using Augmented Reality Tools (AR) to boost engagement in the classroom.  The article discusses the benefits of this type of engagement and then lists some apps that educators can use.  With AR tools, teachers and students can access projection-based, location-based, or recognition-based experiences so that objects, artifacts, or media appear to be in the room. The apps do have a cost, but there are several that are at a low cost. Students are able to interact with the content, which creates a learning environment where students want to dig into the content and learn more.

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I learned new ways to help/support ELL in my classroom. Something as simple as turning on closed captions can help them tremendously. There are things I can do to support them without having to reply on the ELL teacher.

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This article gave so many resources that allows for student choice in the classroom. Student choice is something I strongly believe in and want to incorporate into my classroom because of the motivation that comes along with it. This article backs up the claim that when students have choice, they are more invested in their learning. The tool that stood out most to me that I had not heard of before is "Loose Cannon". "Loose Cannon" allows you to create and use book clubs for a range of students. With this, you are even able to see where students are within their reading of a book. Students are able to narrow down books based on their favorite topics as well for their own free reading. Currently at my school, we use Learning Ally, which is very similar, but Loose Cannon seems to have some easier tricks to get students finding books within their interest. I will be using this in the future!

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This article gives the reader a list of 10 tech tools that the writer has been using in the classroom. Each tool mentioned has some sort of assessment or engagement strategy that uses that particular tool. Coming out of the pandemic, we all faced engagement issues and keeping kids focused during virtual learning. I believe these tools have their place in a face to face environment as well. Keeping learning fresh and interesting is our goal as educators no matter the setting. I find it interesting that they talked about the LMS being the number one tool as my district utilizes Canvas. This article is a good reference point to bring digital resources into our classrooms to enhance student learning.

Aaron Crum

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The value of digital tools has grown since the pandemic. we spent so much time adapting by transferring everything to digital platforms. Now that schools are almost back in full swing, we must stop to evaluate if these tools are actually needed for students or if they would benefit more from a hands on experience. Also, there are so many digital tools out there that it is important for us as teachers to know which ones will serve our purpose. There are many factors to consider such as accessibility, safety, and consistency when choosing an inline platform to use.

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The article illustrates teachers aiming to reach their students through the nontraditional tool of TikTok. TikTok is a media the gives users a minute or so to get a point, idea, or sketch across. This challenges the teachers to give bite size information to students. We are used to lessons being 15-45 minutes long depending on the content, but individuals can still learn in a shorter amount of time.
By using TikTok we are also connecting to the students through a medium that they enjoy. The relationships are built because of this shared space.

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When it comes to integrating technology that will be useful in the classroom, you should consider the SAMR model.

S- Substitution: You are simply using technology as a direct substitute without any foundational changes. This can be taking a worksheet and making it into a PDF file to send to students.

A- Augmentation: You are using technology as a substitution but you use some of the features from the technology you are using. For example, you use google docs for a word document in a group project and every member is able to edit the document.

M- Modification: You are using technology for a complete modification of what was previously done. For instance, if you create a digital test, and you the technology to grade and track students progress over time.

R- Redefinition: You are using technology to create something that may not have been conceivable before. For instance, having your class connect with a classroom in a foreign country.

Though there are many technology tools to use in the classroom, just remember that the technology should be used as a tool to enhance or support the learning of the students.

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This video/article highlights the advantages of teachers bringing their content to tiktok, namely the increase in student engagement and how concise the videos are forced to be. Additionally, these videos can be archived and used as a classroom resources for students at home in a remediation sense.

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I picked the 10 Teacher Picks article because I like stealing good ideas from other educators for my classroom.  The article didn't disappoint, but I did need to filter it from a "back in-person" lens. Perhaps its remote learning burnout, but I often see higher engagement from my students in physically tangible activities than digital activities.

That said, I'm convinced that I need to learn how to use EdPuzzle.  In my 8th grade math PLC we don't often use videos for instruction.  However, there are times (e.g., my current unit introducing functions) where excellent videos are readily available. I see many of my students tune-out almost immediately during videos (its break time!) and I think EdPuzzle can drive more engagement in video content delivery.

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The article talked about the benefits to student and teacher of providing video feedback to students. The author chose Loom as his tool. Video feedback can be used to provide feedback on any kind of assignment - practice, assessment, projects. The author used it to review student rough drafts so that students didn't spend too much time heading in the wrong direction. The author notes that giving video feedback has helped him change the culture in his classroom from simply grade-oriented to focused on knowledge and progress. Students can replay the video and pause the video based on their own needs. Another benefit of providing video feedback is that it fosters relationship building between students and the teacher since it's personalized and the students can heat the teacher talking directly to them. Providing video feedback is quicker and more efficient for both teacher and student. The author notes that students can also respond back by video.

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With the copious amount of tech tools at our fingertips, the SAMR model can help us whittle down our options and make the best choice in any situation. The SAMR model is a hierarchy that ranks tech tools by their potential transformative power in order from least to greatest

1. S - Substitution. Tech simply substitutes non-tech materials and means of learning. there is no functional change at this level.

2. A - Augmentation. At this level, the tech is still a direct substitute (like the S level), but now there is a functional change.

3. M - Modification. Tech takes on a more meaningful role at this level because the task has been redesigned significantly.

4. R - Redefinition. This is the highest level of tech integration because it allows for tasks to be created that were previously inconceivable.

We should reflect on the purpose of the tech we are seeking to implement in our classrooms. Does it simply replace an ongoing process already occur in the class with no functional change or is it leading to entirely novel learning experiences? Clearly these two descriptions are different and will be applied at the teacher's discretion according to the learning tasks at hand. It is appropriate to think of every level of SAMR being utilized from time to time in our classrooms.

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The video focused on teachers using TikTok to provide instruction and remediation. Over time, these teachers have essentially created a reference library for students, either for one section of a lesson (like grammar) or to address various topics and questions. While I think this is one way it can be used, I actually think it could be just as useful as a tool for students to present their thinking. Firstly, it meets students where they are. I have students every single day who are on their phones snapping friends or scrolling through TikTok. Rather than try to fight it, using TikTok for instructional purposes would lean in and establish relevance and relationship. Secondly, you could use TikTok as a check for understanding in which students have to present their analysis of a source or concept. The time limits would require students to bring together complex ideas and essentially "teach" it to others through a 60 second clip. This is a high cognitive demand task and would provide meaningful data regarding student conceptual understanding and analysis skills. This would also provide feedback opportunities through TikTok's built-in tools like stitching/duet, allowing you to provide meaningful, quick feedback to students. This could even support student collaboration and interaction in various ways. Ultimately, TikTok, rather than being a distraction in class, could prove useful as an instructional and relational tool.

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Our district EdTech Toolbox - E. Templeton

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Our district EdTech Toolbox - E. Templeton

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I read several of the articles, and I think I will make sure to become familiar with those offered by my school district before I branch out too much. The effective use of Canvas for teachers and students is key. Due to the remote learning the last couple of years, the use of the LMS is imperative now. In our classroom, all lessons are published to canvas once they have been taught in class. The lessons uploaded are video based and provided by the district and the Math Curriculum chosen. I also use it to post videos of homework solutions. Our school has also purchase the license for IXL and our students are using this tool to practice skills from earlier grades on their own time, or to practice further during differentiated instruction time. Other tools that sound interesting and I am willing to look into are wizer for interactive worksheets, and for practicing math facts, also edpuzzle if I ever introduce more videos to our instruction.

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Through this article, I learned some new ways to help support the ELLs in my classes. Using closed captioning when watching videos would help my students a lot. I'm already using gestures, acting out vocabulary words, and using images on google slides. Pairing up students proficient in English with struggling ELLs is another way to support English language learners.

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The most important take away from this article for me was to ask the students what technologies they were most comfortable with and attempt to use those in class if the teacher believes that they can be effective with that technological medium. I had learned that sometimes, as the articles discuss, going "low tech" or "no tech" is sometimes a better option to using a technology that is not truly ready for a classroom. I learned this lesson with Google Jamboards when students were using it to goof off instead of work, and I had to spend a lot of time redirecting. As long as a technology is not a distraction, and can be utilized well, it should be welcome in a classroom.

-Nicholas Haywood

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My biggest take away from this article came at the end when they discussed Learning Management System. I think they made a great point about the value of a good LMS and knowing how to use it to your advantage. Specifically, they touched on Google Classrooms.

My CE used Google Classrooms until very recently and she is a big fan of the platform. Unfortunately, she has had to learn canvas as it has become the new standard LMS for the district. The article has led me to question if it is possible to use both or if the district is very strict on sticking to canvas. For example, maybe students could turn in assignments on Google Classrooms, then receive their grades on canvas?

Very interesting article overall. I look forward to implementing many of the other tools from this article!

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Using the TikTok platform for 21st century learners means meeting them where they are most comfortable. They are students who enjoy navigating technology that is entertaining and sparks their interest. The fact that a teacher can use a social media platform as a virtual instructional differentiation tool can mean everything to students because the teacher is meeting the students where they are. This is a great way for students to revisit new and old concepts that lasts as long as the page is active. Another way to use the TikTok platform as a teacher is to introduce new concepts to build students interests toward the next lesson.

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In this article, Terada outlines the SAMR model, a conceptual tool for thinking about technology integration in the classroom. Dr. Ruben Puentedura, a 1991 recipient of a Phi Beta Kappa teaching award, first conceived of the model in 2010, according to Terada.

The SAMR model consists of five elements: (1) substitution, (2) augmentation, (3) modification, and (4) redefinition. The first two elements aim at (A) enhancement, while the last two elements aim at (B) transformation.

A. Enhancement
Consists of both (1) substitution and (2) augmentation.

(1) Substitution. This is rather self-explanatory, referring to the idea of "substituting" or converting your traditional paper-based classroom materials into digital formats like PDF, GoogleDrive, Microsoft OneDrive, or the like, and posting them online in an accessible way.

(2) Augmentation. This refers to the process of then updating those materials--once in a digital format--with other digital tools, like multimedia or hyperlinks, or through platforms like Socrative and Kahoot.

B. Transformation
Consists of both (1) modification and (2) redefinition.

(3) Modification. This describes the process of using platforms like Canvas or Google Classroom to handle the broader aspects of classroom organization and management, like student communication, grading, and assignment posting.

(4) Redefinition. This encompasses the idea of utilizing technological resources to facilitate learning opportunities once impossible in the age before technology, moving beyond the ordinary to "redefine" the classroom experience, for example, with things like "virtual field trips" or "expanding the classroom audience" through blogging or wikis that the larger school and local community can view.

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the article was very interesting and made me want to explore more of the sites. I plan to investigate CoSpaces Edu. and Assemblr for starters. Students today are on video games all the time and this is a program that follows their interests and helps them learn in their terms.

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10 Strategies to Support English Language Learners

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10 Strategies to Support English Language Learners

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I chose the article as I have student who a ELL student. She is a very good student yet can speak very little English, and I know very little Spanish. The article demonstrated a wide variety of strategies that can be used to assist her and I intend to use some in particular such as closed captioning for videos as well as experimenting with voice typing.

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This article discusses the benefits of video feedback. Using Loom, the teacher was able to provide personalized feedback to each student. The students appreciated this because the feedback was individualized, specific to their questions, and gave students opportunities to connect with the teacher in a virtual classroom.  The teacher even mentions that students pulled up the videos in their study groups to assist in test preparation. I look forward to trying out video feedback in the classroom.

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I chose to read this article because I have a lot of ELL students, one of which has to have another ELL student in the class translate everything I say because he can hardly understand English at the moment. With these students in mind, I always try my best to support them in the individual ways they need help. One thing that was suggested was to pair up students (a proficient English speaker with a struggling ELL student). This is something I kind of do already unintentionally, I try to allow my students to partner up during classwork. This allows students who feel they need support to get it, but does not force a partnership upon anyone. I also like the idea of adding images to everything so that ELL students can follow along with whatever is going on in a more understandable way.

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I have used word clouds before but reading through the article gave me additional ideas.
I have an incentive system that if students use academic language in class during a discussion they make "the list" which at the end of the week earns them a snack out of my drawer. I would use word clouds to assess vocabulary words that pertain to a particular topic. I also love the idea of using word clouds to allow students to use one word to reflect on something that they just learned, or something that confused them, or something they have a question about. My students typically share their thoughts with one or two words. This will help them to provide instant feedback.

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I really love the idea of getting feedback and advice on the tools other educators are using. Going in to using more tools completely blind will not help my students at all. If I am not aware of what is out there, how am I supposed to use it? More important than finding what's out there is finding out which of these tools work. Students live in a digital world and for most of them it is all they know. They will be able to tell when a tool is not working. It is our job as educators to share which tools work. More important than that would be to ASK which tools work. Educators are learning too and we have to use one another in a meaningful way in order to know which tech tools will actually work with students and which ones should not be considered.

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Overall, this article outlined how to choose technology that in various ways is user friendly, realistic, manageable, and that aligns with student interests and their learning styles. I agree with the sentiments in this article that technology should be a resource that students are able to, as seamlessly as possible, utilize in everyday learning. However, this article highlights that technology is not always required. Virtual learning was extremely overwhelming for staff and students who otherwise may not have been as tech savvy as their counterparts. I learned that while technology can benefit student learning, it can be a distraction to utilize it too much. As the article states, technology use should be deliberate.

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10 strategies that support ELL students. T Labady

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10 strategies that support ELL students. T Labady

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After reviewing the article, I have discovered there are many ways to support ELL students without being a teacher that is bilingual. Personally, I have found it daunting being with students who are ELL. Therefore, reading this article, I got a glimpse into other solutions that can assist me with supporting those students. One support that stood out to me immediately was to use of voice typing while using Google Docs. It is genius! By allowing them to use the voice typing and google translate, students are able to navigate technology and communicate and work effectively in class. Also, the use of pictures. It seems cliché, but a picture truly is worth a thousand words, which will help these learners.

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TikTok is such a new trendy social media that many students enjoy. Teachers has taken advantage of this popular platform by making short 3 minute videos to help their students learn. The attention span of an adolescent is not long at all. Therefore, the shorter the lesson they more they will be able to focus on. TikTok forces teachers to create a short and concise lesson for their students. Through scrolling on my tiktok feed, I have seen many of the teacher who were featured in the video. Some even allow they students to participate in the tiktok. This helps build rapport within the classroom.

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I read several of the articles, but this one stuck out to me most due to it's focus on surveying or getting feedback from other teachers on what tech they're using and how they're using it. Getting other teachers' perspectives on tech is a great way to find new ways to use tech, as well as to get insight on ways to make sure students stay engaged or to avoid common pitfalls with the tech.

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T. Gutu
This article emphasizes the need to focus on the learner's needs. It notes that technology should be analyzed and assessed before use to check on security of young learners, easy of navigate and appropriateness to the students who are going to use it. There is even a suggestion that not using technology is an option especially for younger learners who need to be hands on in their learning process.

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One of the most important things to consider when choosing a tech tool is how familiar the students are with using it. Students should be using a tool they are very familiar with for their homework or projects, while newer tools can be used in class until students get comfortable with them.
Also, we should not overload our students with multitudes of tech tools, but we should just have a few goodbye tools that the students are able to master, so the focus Ian on the material being learned rather than on figuring out the technology.

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This article was very enlightening. I didn't know about LOOM before, but I am anxious to actually try it in my classroom. The learning environment that I've set in my class would fit with this kind of digital tool. One, it allows for students to receive in real-time feedback without sacrificing personal touch. I would use the 2-way response so that my students could respond to me and it comes a dialogue because doing anything else wouldn't be the class experience befitting of my classroom. Plus it allows for me to take a real time informal assessment of where students are in their learning. I would possibly use LOOM to do Exit Tickets so that I get to hear the students really think in high order about an assignment.

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This article provides a model to help integrate technology in a way which best fits the lesson/classroom. In general, technology can replace or transform the task. There are two levels for replacement: substitution (strictly the digital form of things) and augmentation (a digital form that improves the task). There are two levels for transformation: modification (learning logistics are significantly altered) and redefinition (learning opportunities that are not present without the technology).

I found this article helpful because it categories LMS into Modification and typical ed tech into Augmentation, which are the technology that most of us feel comfortable using. This creates inspiration to consider the redefinition level and to reflect on our tech choices based on what they are doing for our lesson/students.

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As a first year residency teacher who started during pandemic-induced remote learning, I found myself frantically searching for digital tools to make my lessons engaging and just downright deliverable to my students. Fortunately, there seemed to be no shortage of these tools to select from. The challenge, it turns out, is not having enough digital resources available, but knowing which ones are worth using and incorporating. Furthermore, it can be exhausting learning about a myriad of tools to choose from. Therefore, having a solid digital toolset to fall back on has been lifesaving. Once I find the tools I know my kids know, I know, and genuinely support meaningful learning, I regularly incorporate them into my lessons. While I love seeing the value a new tool can bring students, I have to be careful when introducing them. Furthermore, I can't force it. I have to frequently ask myself, "Is this providing more value than other alternatives? If not, am I using the tool to its potential? Is it just time to try something differently or even the former alternative?" Having gleaned a great deal from a year of pandemic teaching, I'd put a hefty wager that a good methodology to selecting digital tools is far more valuable than the digital tools themselves. Therefore, be quick to explore new tools, but slow to select them.

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Gimkit: Created by a high school student who thought he could improve upon Kahoot!, Gimkit allows teachers to create question sets that students can answer over and over again while competing against each other, which is great for surface learning and review. Because Gimkit allows for repetition of answers and has a variety of ways for students to earn points, students remain engaged as they work at their own pace.

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This article provides a variety of technology that can be used in order to aid in student learning. I think that it's important to use a variety whenever possible to keep things interesting for students so that things don't get too repetitive. I know my teacher uses Canvas, which I really like for how it organizes things as someone who has been a student and as someone working to become a teacher.

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Using Videos to Give Students Feedback - Dennis Elliott

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Using Videos to Give Students Feedback - Dennis Elliott

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The article focused on the benefits of using video feedback as opposed to written feedback. There were several good points brought up in this regard. One was that with remote learning, having students hear the personalized nature of a teacher's voice explaining their feedback to them was important. Additionally, students could rewatch the videos to help improve their assignments. Using Loom, you can embed the feedback video directly in the submission depending on how it was submitted. It was also noted that the video feedback can be quicker and more efficient than written feedback. Overall, it seemed the main thrust of the article was that video feedback encouraged students to pay attention to the feedback due to its personalized nature.

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Powerful Lesser-Known Tech Tools for Teachers - Alec Slawich 

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Powerful Lesser-Known Tech Tools for Teachers - Alec Slawich 

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Almost all of my students have access to laptops in the classroom and have been able to effectively use Canvas and Google Programs (i.e. Slides/Docs) as a platform for instruction to both download and upload assignments as needed, but this would revolutionize how we (as a class) engage in discussions and how I can offer feedback. On one hand, Mote and Dotstorming offer exceptional efficiency to which we as instructors can provide feedback via audio recordings on Google Programs or post to a discussion forum and like each other's posts respectively. Likewise, VideoAnt can be a great Go-React-esque supplement for YouTube videos used in class to ensure students are analyzing the content being provided by leaving comments. Kialo EDU also can improve discussion by compiling student interpretations via its Pro-Con List feature to which student can add evidence to support or refute each other's arguments and build as quality of an interpretation on a text as possible. In short, these tools help add back in the two-way functionality many of these "traditional" platforms are missing to ensure students are always engaged and not free-riding form work in the classroom

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10 Strategies that Support English Language Learners

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10 Strategies that Support English Language Learners

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I chose this article because my district is severely underprepared to provide support to our ELL students. The duty falls to individual teachers to provide that support and this is always an area that I could improve in. After reading the article, I could tell that visual aids - in a variety of forms - are helpful for ELL students. This article has several good ideas I could employ.

- Katie Yelton

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Allowing students to choose a book/novel is empowering and we see more engagement from the student. This article provides a variety of links to website to help students narrow down their book search to, ultimately, land the right book in the hands of the reader.

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I've been hearing some through the grapevine recently about the benefits of recorded (as opposed to written) feedback. I've thought about doing this in Canvas, but I like the author's idea of using a Loom plugin with Google Docs, too. I haven't figured out yet if this will save me time or not, but I like the results that other teachers describe!

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This article suggested 10 ways to help ELL students: using a microphone, giving students a "language toolbox", pairing them with a bilingual partner, adding images, creating charts/graphics, using closed captions, writing key words frequently as they show up in instruction, adding gestures while communicating, offering choices for how to respond when called on, and voice typing. I have a student that relies on Google Translate to complete her assignments, and it takes her a long time, so maybe suggesting the voice-typing feature on Google Docs will help her save time and keep up with her peers. I also like the idea of using gestures when communicating. This seems to be the most helpful for my ELL so far.
--Olivia Leonardo

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I have used visual aids , read and write, piktochart, infographics and many others to reach my students 

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I have used visual aids , read and write, piktochart, infographics and many others to reach my students 

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Incorporating student choice reading is a powerful tool when empowering students to become lifelong learners. This article focused on the benefits of student choice reading, addressed barriers such as the vastness of students choosing any book, provided ideas for scaffolding student choice reading opportunities, and included many links to useful tools to help the scaffolding process. One link I think I will use moving forward id Epic Reads, as it is a book search engine that is tailored to YA readers. I currently have students use Goodreads, but have encountered some challenges using Goodreads as it isn't only limited to books appropriate for a younger audience.

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Epic Reads | Young Adult (YA) Books & Books for Teens

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Young Adult books from A to Z. Including videos, new releases, interviews, top lists and much more!

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This was a very interesting article.  I would never have thought of using TikTok to reach my students, but really it is a great idea.  By making short videos that really focus on specific content students can learn while engaged in a context they know and understand, TikTok videos.  The one teacher pointed out you do not need to be actively using TikTok to access her videos, she lists them on a google doc so all students can access the videos. Another great point was this material was then available to students any time of day.  It also allows students who may be nervous to ask a question in the classroom to watch the video later to clarify instruction.

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I chose this article because tech tools are a huge part in my students daily activities. I incorporate some kind of tech tool for their warm ups and I find it really helps students get engaged while activating prior knowledge. This article introduced a few tech tools that I had never heard of and I am excited to try them out with my students. I mostly use blooket, kahoot, quizizz, quizlet or delta math, but now I am excited to have more options. Gimkit is the one I am most excited to try out because my students love games and get competitive which in return brings more engagement, learning and participation. I find it hard to use some tech tools for math related things, but the article provides some great tech tools to use for math such as Screencastify and Mural. I use tech tools for assessment purposes and I can't wait to implement some of these tools with my students.

-Marryn Danku

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Teachers and administrators from pre-K through 12th grade named these tools their top picks for this year and beyond.

If there was ever a year for teachers to beg, borrow, and steal good ideas, this is it. All good teachers know this is how we get better, and this is a curated list of tech tools that I have begged and borrowed from others-and I didn't have to steal any of these as there has never been a year when teachers were more generous.

Based on my own teaching of college students as well as the responses of 1,461 virtual learning academy participants-pre-K to 12 teachers and administrators-to survey questions on impactful tools that I conducted from May to December 2020, and over 70 webinars and virtual learning sessions I've conducted in that time, these are the top teacher-tested tech tools I have identified. My learning has happened with my own students and through my own mistakes, and I received great ideas from educators across the U.S. and around the world.

I will continue to use these tools and recommend their use regardless of student level or how we deliver education moving forward.

Top Tech Tools for Educators

10. Parlay: For those of us who like to discuss rich texts with students, Parlay lets us connect with students remotely, facilitate discussion, and track how the dialogue builds. As students respond, Parlay shows who is contributing and where the conversation is moving as the software visually tracks student responses in a discussion web. Teachers can use built-in tools to assess the frequency of students' answers in real time even when students are not in the same room. Teachers can then spend their time on deeper level assessment of the depth of student responses, which can also be recorded.

9. Flip: One of the most popular tech tools in schools, Flip won praise from teachers across the country because of the flexibility it gives students to submit digital projects and how it effectively supports peer and teacher feedback.

8. Edpuzzle: I've used Edpuzzle for a while, but it became much more vital as more of my content shifted online. Teachers use Edpuzzle to make video clips interactive by requiring student responses, which are easy to collect and assess.

7. Pear Deck: Pear Deck does to Google Slides what Edpuzzle does to videos. Slides become interactive, and teachers are able to collect feedback immediately.

6. Prezi: I've used the virtual presentation software Prezi for years, and I appreciate a recent update that allows me to be on the same screen with the graphics, creating a more engaging presentation. Prezi offers teachers another tool to capture short lectures, explanations, or other content in a more visually appealing and personal way than as a disembodied voice or thumbnail in the bottom corner of a screen.

5. Screencastify: Every student can be Sal Khan working out problems with explanations. This tool was first recommended to me by a teacher in Kenya, who explained how Screencastify transformed her math assessments by allowing students to show what they're thinking from wherever they happen to be working. Screencastify is also valuable for reducing cheating as teachers can observe students working and explaining problems instead of just recording answers.

This has been a lifesaver for virtual collaboration. Mural allows teachers, students, and other contributors to write on virtual sticky notes and then organize and reorganize them in real time. The best in-person meetings are always the ones where the collective expertise of the room can be captured visually, and if we can't be in the same room with students-or colleagues-Mural is the next best thing. Even better, there's no need to go back and summarize or clean up evidence from the meeting. The Mural is the artifact. Many teachers are now using Jamboard in a similar way.

Created by a high school student who thought he could improve upon Kahoot!, Gimkit allows teachers to create question sets that students can answer over and over again while competing against each other, which is great for surface learning and review. Because Gimkit allows for repetition of answers and has a variety of ways for students to earn points, students remain engaged as they work at their own pace.

2. Mentimeter and Slido: These are both excellent for collecting feedback from groups, so I've ranked them together. I use these almost weekly for professional learning and in my classes. Slido allows participants to ask questions and then upvote others. There are many similar tools, but Slido is easy and free. Mentimeter allows students and teachers to collect real-time data on questions they have, in the form of word clouds, rankings, and various scales. These are great discussion starters that allow everyone to contribute to the collective wisdom of the group.

1. Learning management system: A good LMS is key to reducing stress for teachers, students, and parents. A list like this one would be counterproductive if it left your educational delivery fragmented among disparate tools, and a good LMS helps you organize everything into a one-stop shop.

I personally love Canvas and Schoology, but I know many teachers have worked miracles with Google Classroom, which is "free." I use those quotes for a reason: Google Classroom is only truly free if it is not requiring significantly more human capital in the form of time and energy than a fee-for-service platform like Canvas or Schoology. The most significant asset for managing learning in the chaos of this school year has been staying organized, and Canvas has been a lifesaver for me.

I have taught virtually, led professional learning across many time zones, delivered content asynchronously, and taught students in masks with others Zooming in due to quarantine, Covid, or personal preference. For me, nothing will ever replace in-person teaching and learning, but like many other teachers and administrators, I now know how to effectively facilitate learning in a previously unimaginable set of circumstances. This school year's desperation has driven us to explore a wide range of tools, and we can be better because of the firehose learning we have done this year. We just need a few tools to create some space for us to breathe.

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Teachers and administrators from pre-K through 12th grade named these tools their top picks for this year and beyond.

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UNCC assignment - word clouds reflection

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UNCC assignment - word clouds reflection

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I like the idea of using word clouds to check the pulse of the classroom at any given moment. Allowing students to express their feelings, especially in a high school environment, is good for them and great for the teacher to gauge the room and know how receptive students will be that day, and if lessons need to be adjusted, or areas of concern talked about. For example, the Russia/Ukraine war was very upsetting to my students - we talked about it but having the word cloud tool may have allowed the more quiet students a way to express themselves. I also like that you can use this for lesson reflection. I always ask about different activities I try on my students - usually utilizing thumbs up/sideways/down - but utilizing the word cloud may get different results that are more individualized.

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10 Strategies That Support English Language Learners 

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10 Strategies That Support English Language Learners 

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I selected this article because I have a majority of my ELL students in my 1st & 4th block and my CE and I have been trying to find a way to help them while we are doing direct instruction. This article definitely helped and displayed different ways we can help our ELL students during instruction and during independent work. The on strategy listed that really sparked my interest was the PECS chart which was basically a chart of images that the ELL student had where it denoted a statement or something the student needed. For example, on the chart it could have a picture of a bathroom and then the english translation as well. The student could point to that image and could also throughout the semester work on their English as well by having the English and Spanish translation. Another thing I found interesting was how gestures is supposed to really help students as well and as a teacher who talks with her hands a lot; I think I can find a way to incorporate this into my classroom as well.

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This article went through 10 ed tech options that are out their and briefly described the pros and applications of each. This article had options that could be applied to most classrooms so that everyone has something to apply. I found that screencastify was the one that peeked my interest the most. The article said that it gave students the opportunity to always explain their thinking and that it had reduced cheating as well. This is the option that I am going to research more as I want to know how I can best apply it for assignments.

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What a great article listing the many ways we can get through to students. I have only heard of a handful of these website/strategies. Since every student truly learns differently, it's important to deliver different learning platforms. I love that students can engage (sometimes are forced to) and then they begin to have fun with the new technology. In a crazy unpredictable World we live in, these approaches are nice to have and be able to use.

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10 strategies that support ELLs Across All Subjects

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10 strategies that support ELLs Across All Subjects

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There are many tools and strategies within this article that I am familiar with, however, there were some that are new to me that I will be implementing in lessons to come. The speak to text feature in google docs is new to me. I heard it mentioned in the previous video. I will be implementing this as my students begin learning how to write lab reports as we do more with physics. Creating visuals for vocabulary is another strategy I plan to implement. I think I will do this with the 'draw it' game in Blooket or the draw feature in peardeck. -Emilee Strohl

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Powerful, Lesser-Known Tech Tools for Teacher- Alexis P

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Powerful, Lesser-Known Tech Tools for Teacher- Alexis P

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The article brings up a lot of digital tools that I never knew existed or thought about using in other formats. The article brings up a lot of audio recording abilities for students to use for themselves and others. Those audio recording abilities like Mote allow for in the document recording while Classkick gives real-time recording abilities to all involved, teacher and students. I think those technologies provide more outlets for students to get their points across and also for the teacher to provide any feedback that can be more personal and meaningful. I think the Blooket resource seems fun, I have only used it once with students, but it's a cool idea for review because it allows more competitiveness and practice since Middle Schoolers want to compete all the time. It also gave many real-time ways for students to work with each other if they are outside of the classroom. Overall, I like the materials given and definitely will try.

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Tik Tok is so so so popular among my middle school students. Being able to find a way to connect to my students with their interest will make learning more enjoyable for them. We can join our students on TikTok by making videos that are educational. When teachers use TikTok they have a 60 second video to hit the main points of the topic they are trying to communicate with their students. Students can watch the videos anywhere even students who are not in your class can learn from a teachers 60 second TikTok. I have seen some Teacher TikToks and this is something I have put thought into about starting when I become a teacher. I feel like being able to make TikTok about math concepts, procedures, rules, and formulas (for example) will help my students learn and retain the information better by being able to access a 60 second video of me explaining the main points.

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With society becoming more technology-based, I tend to get overwhelmed with the amount of resources that are now available to us. I sometimes feel as if we are now expected to incorporate some type of technology in every lesson. This article gave some pointers as to how to figure out what technology tool would be beneficial, and even stated that sometimes, not using technology is an option! It all relates back to the kids and how they learn the best. Make sure to get your students involved in this process and get a tally of what resources they know how to use and what they think is the best for them learning wise.

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I read over this article to learn more about how using videos are effective in providing students with feedback. Especially the kind that would effectively help the students improve their skills and work. I had never heard of loom and how it can be used with Google Docs to provide students with quick and informative feedback. I will need to test it out and see if the county I am in allows us to use this source.

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Your EdTeach toolbox are the digital tools and resources your school or district offers (has license for). Its important that faculty know what is in this "toolbox," otherwise many useful resources may go unused. It is also necessary to survey teachers and figure out what they use, how they use it, and what they like about it. Schools have such limited funds, and we do not want to waste the money on technology that is not helpful or user friendly. Additionally, we want to make sure teachers have the proper training and know how to use these tools effectively. Not only that, but parents need to know about and understand theses tools. I have actually seen this come up at my school. Students are not given progress reports, instead their guardians are emailed and told to check the student's grades on PowerSchool. However, many guardians have a difficult time keeping track of student grades because they do not know how to operate this tool.

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I chose this article because I have ELL students and am still trying to figure out the best course to help them learn. This article gives a lot of great strategies. Closed captions can help greatly on videos that I send to my ELLs. Pairing up students to provide extra support is another great tool. I also learned that visual aids, in any capacity are helpful. I will take this new knowledge and implement it into the classroom.

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McKinley Campbell- "A Classroom Without Walls"

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McKinley Campbell- "A Classroom Without Walls"

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After watching the video that corresponds to integrating Tik Tok into teaching, I was able to learn just how powerful teachers on TikTok can be. The video stated that nearly 6 million Americans are on Tik Tok and this number is always growing and is something that a lot of students in the classroom have on their phones. One way to use this digital tool in the classroom and integrate it into teaching is by posting mini-lessons or tips on Tik Tok for your students to watch. You could also have students create their own Tik Tok (school appropriate) that relates to the content being taught in class. Social media is always growing and this is just one way that students can take this type of media, and use it in an educational way.

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I like the idea of providing feedback via video. Using tools that can allow students to follow along with what you are saying as often as they need. This feedback would be particularly useful as a relearning tool.  Like Kelly, I also like that Loom allows students to respond to feedback where in the past, I have only used screen cast.

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The article details 10 tech tools that are widely used in education. I've used several but always seem to head back to my tried and true: Google Drawings, NearPod (Pear Deck like, just less clunky), Jamboard (great whiteboard experience), EduCandy Studio (game based assessment), Canva (great for everything from resumes to presentations to infographics and more...it's just the 'it' in digital tools), Trello (collaborative planning app), Loom (video maker-very user friendly) - and, just for kicks, LeoAR Metaverse (fun AR experience-video, pictures, etc.). Flipgrid is great, but our county requires so many hoops to jump through in order to use it that it just doesn't seem worth the hassle. For a similar experience, students can create videos in Canvas on a Discussion board and respond to each other's message. And lastly, I keep coming back to Prezi--it just seems to grow even bigger and better each time I do. A truly nice presentation experience.

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I became interested in video feedback when one of my professors in the College of Education used it to give us feedback. I know hearing the tone of her voice made the feedback more meaningful to me, and I've wanted to be able to do that, but I couldn't figure out how to make it specific enough. What I liked about what the author of this article had to share was the ability to have the student's work up while making comments. I had not heard of Loom before, and I want to check it out to see if it would make video feedback more suited for my class.

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In my classroom, we have used Blooket frequently in order to help our students study for their tests. I was interested to see that there were so many other sites that students may use that I was not aware of. One of the most interesting ones that I read about was VideoAnt. Oftentimes, we show videos in the classroom and have students discuss the video afterwards. With this, students are able to create their comments and questions in real time so that they are able to participate in discussion better. This allows them also engage with the video more and get more out of the video than if they were to just watch it. Dotstorming also seems like a useful tool to use if you wanted to imitate a social media post for students. They would be able to post different pictures of thoughts that they had connected to a reading.

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Powerful, Lesser-Known Tech Tools for Teachers- Diana Mata

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Powerful, Lesser-Known Tech Tools for Teachers- Diana Mata

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I really liked some of the ideas presented in this comprehensive list of lesser-known digital tools. I think the one that stood out to me the most and I will definitely incorporate is Mote and VideoAnt. With both these tools there is an open communication that facilitates what the teacher is thinking, and what the student is thinking. It takes away passive grading/reviewing for teachers because with Mote they can record themselves commenting directly on a student's work. It is a much easier way to give encouraging direct feedback because you can change the tone of your voice to make the critique more positive. With VideoAnt instead of students just passively watching a video on the content they can add commentaries or annotations, so oyu know what the students ae thinking while watching the video. There are a lot more tools mentioned in this article that are very helpful in getting students engaged and actively participating during the lesson.

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The article 10 teaching picks for the best tech tools explains different tools that are widely used in education and their benefits. Some of these I have tried to use such as peardeck and gimkit. All students learn differently so these are great options to get students engaged in learning. After COVID, I think we all as educators have realized the value of technology and its use in learning. One that I will try is Mural were students could be posting sticky notes. I have an actual wall in my class where students post sticky notes about the lesson so this would be a great alternative to engage students.

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1. Merge Cube - $1000 annually, best for virtual science experiments

2. CoSpaces Edu - Free basic plan, sounds like it could be used to create VR presentations.

3. Assemble - Free basic plan or $1 per user, geared toward middle and elementary ages, has existing content and ability to create your own content.

4. Quiver Masks - Best for elementary, used to check understanding; essentially you can create a mask to put yourself in someone else’s shoes.

5. Narrator AR - Best for Pre K - 1st grade, virtual writing letter and number practice.

6. Wonderscope - Elementary VR stories ($5 per story)

7. Augmented Classroom - geography, weather, geometry, and space, etc. checks for understanding, exploratory learning, about $1 per user.

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Everyone can agree that using tools and finding the most effective tools is crucial to success in the classroom. With modern technology, and the pandemic, digital tools are becoming of the utmost importance. This article discusses ten best options for teachers of all ranges. One of the suggestions I liked and checked out was the Gimkit web platform. Since I teach high school my students are very competitive. So anything that ensures the understand the information while letting them compete is great in my classroom. I plan to try it out in my upcoming unit. The number one item on the list was a good LMS platform. My school uses Canvas, which has a lot of features. At this time, I use it very well, but there are a lot of tools that I could utilize and improve the platform for myself and the students. - BG

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This article focused on the top 10 technology tools, according to teachers. My focus was on which tools might be good for teaching math. Here are the tools I believe will be most useful.
1. Edpuzzle - This tool forces students to watch an entire video (without skipping) and respond to prompts, which can be collected and assessed. Nice that students can't fast forward or skip the video entirely and are required to answer prompts to assure understanding.
2. Pear Deck - Similar to Edpuzzle but it requires students to go through Google Slides and respond to prompts.
3. Screencastify - This tool allows students to record themselves working math problems and explaining their thinking. This could be a good way to assess where a student might be missing a concept.
4. Gimkit - This tool is similar to Kahoot but it allows teachers to create question sets that students can answer over and over again. This could be a useful tool for review.

I think these four tools could be useful in teaching math.

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10 Strategies that support English Language Learners

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10 Strategies that support English Language Learners

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LaPatsy Evans- The article provides strategies to use when educating ELL learners. I became particularly interested in this article because 80% of my 2nd block students are ELL. The article gives advice of offering choices and highlighting key words in the directions. While reading the article, I was relieved in seeing strategy #7 and #8. Strategy #7 says to add images and strategy #8 is pairing the ELL students for assignments. Those are strategies I utilize in my classroom everyday. Giving my students a language toolbox in strategy #9 would be a strategy I would like to implement going forward.

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In this article, it talks about 10 teacher picks for best tech tools. While reading the article, there were some tools such as "Parlay", "Mural", and "Gimkit" that I had never heard of before. All these tools that were mentioned in the article seem like a really good way to engage your students in a digital learning environment. However, I wanted to focus in on the ones that I would use in my classroom as a math teacher. Currently, I use peardeck which was mentioned in the article as it is a great way to make the slides interactive for the day and monitor student work while they are all individually answering the questions that go along with the content they are learning. One of the new ones that I learned about that I want to use in my classroom is Gimkit. Currently, when reviewing for tests I use quizziz or socrative because it makes it interactive for the students to review. However, Gimkit allows teachers to create question sets that students can review over and over again rather than answering a question and moving on. So, I want to use Gimkit in the future to allow for not only review but surface learning too.

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I read a couple of different articles from this choice board, but this one stood out the most. Of my 50 American I students I have 15 ELL students, some of whom are identified and some of whom have "progressed" enough to no longer be considered for LEPs. Truthfully I had no idea that Google Docs had a speech to text option. My county uses RISO printers and due to a sever ink shortage most work/projects is being done through Google Docs turned into Canvas. Many of my ELLs do well getting their ideas across, but they are missing elements of grammar and spelling. Allowing them to us speech to text in both English and their native languages may open up many opportunities for my students. Including the ability to expand on their ideas, see how their words and ideas look on paper, and use online resources to develop their understanding of English further.

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I have a lot of ELL students that are on different levels with their learning and comprehension if the English language. I found this article very informative on different techniques that I can use to help support them further in the classroom. The one support that stood out to me the most was the voice to text option in Google docs. I never knew that my ELL students had this option. In the article it explained how students could answer the question by speaking it in their native language and then using Google translate to put it in English. So many of my students would be able to benefit from this.

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I picked this article to dig deeper because I love to learn about new resources I can use in the classroom for my students.
My CE uses EdPuzzle to run a flipped classroom model so I have gotten the opportunity to learn how to use it. I love using this to gather student learning prior to teaching a lesson allows me to collect data and determine what students may have questions on. I love using interactive games in class my students love having review games using kahoot or blooket. I am looking forward into incorporating Gimkit and allowing students to practice during review days or as an exit ticket. Students are a lot more interested in completing exit tickets when I incorporate some engaging technology.

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This was a very interesting article and video. My 7th grade students love TikTok and are constantly creating content for it. I have always wondered how it could be used in teaching math. This article described and showed how it could be used to do just that. A TikTok can only be 60 seconds and that is enough time to learn from a teacher. Students can watch the videos over and over again from anywhere on their phones. I like how the video explained that students can also get access to the videos even if they don't have TikTok. It would also be a great way for students to review content before a quiz or test. I also liked how students can refer to it if they didn't want to ask a question in class. This is a great alternative to posting long videos that may not engage students. Monika Foster

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After reading through 10 Teacher Picks for Best Tech Tools, I feel as though I have learned a lot about useful tech tools for the classroom. One of the tools is Parlay which can be used in remote learning situations to facilitate discussions and track dialogue. This helps the teacher track student responses in real time when students cannot be in the same classroom. This can help with classes that are quarantined and remotely learning due to severe weather.

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The article ranks ten different technology tools to utilize in the classroom. One I found I would like to implement for math is Screencastify to allow students to explain their understanding by taking a video. These tools help both students and teachers present their ideas using technology.

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I wanna start off by saying I love TikTok. I joined a few months before the pandemic and it was extremely helpful for me during the shut down. I have a page with only 6 cringe worthy videos, but I spend hours before bed each night watching videos and scrolling to decompress. I don't have drama, I just participate in fandoms online. I have always dreamed of using my page as a place to stir an ultimate goal of being an influencer online. I would love to make content based on history and make it interactive. I posted a video one time and within 3 days it had over 4,000 views, something no other platform had allowed me. I have 310 likes on one video, and 92 comments. Just for numbers sake, I have 99 students each semester, and I teach 2 semesters a year. I have taught about 600 students in 3 years, plus think of all their followers and so on. How amazing to use TikTok for education. No one said it had to be boring and inside the walls. I loved how they mentioned students who had questions could post online in a safe place. I have ton of videos saved, and am ready to record!

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Going virtual during the pandemic changed how educators and students approached education. With free subscriptions to edTech ending, it is necessary to hone in on what edTech was most successful, for both teachers and students. When selecting edTech products, teachers need to be mindful of security policies-- do the students have access to their data and is their data sold? Additionally, safety is a concern, as advertisements on edTech platforms might not be developmentally appropriate for the learners age. Students should also be consulted about what edTech they found useful and is most comfortable to them. When returning to the classroom, consider a blend of choices in how students demonstrate their learning, as some students might prefer physical materials, while others are still comfortable in the virtual environment. Offer choice. It is also recommended that one keep a spreadsheet regarding edTech options and best uses that can be updated regularly.

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I read this article cause I am trying to incorporate technology into the classroom to make the lessons more interactive. Since returning back in person I have moved back to old school pen and paper but I notice that a lot of time unless I take it up for a grade students don't complete. I think using more digital tools or utilizing Canvas can help students engage in the concepts. This article just highlights some of the top tools and helped me better understand the endless possibilities I can employ to increase student engagement.

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This article had many great resources for providing students options to find books that interest them. This article provided great information because I do like to give my students options with what they read because not one size fits all. Student choice allows them to feel that they have a deeper connection with what they are reading. The loose cannon website seems like it would be a great option for students are really help them narrow down their interest.

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This article suggests 10 strategies that can aid in the success of EL students in class. Many of these strategies can be beneficial for all students, not just those whose first language is English. Some of these supports include using close captioning, using voice typing, using visuals like gestures, charts, and images, pairing students up, and using a microphone.

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I appreciated this article because I am always in search of powerful tech tools that are effective for specific needs of young adolescents (middle schoolers). With Dotstorming students are involved in the design process collaboratively and can feel like their ideas matter and are relevant to the larger discussion. Due to pinterest and other idea boards, students may feel confident with this type of platform since it utilizes the same structure. Videoant can be highly effective in engaging students in any level of remote learning. I would like to implement this any time my students are learning from videos in order to allow them a chance to actively discuss and add their ideas to what is being presented.

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I appreciated this article because I am always in search of powerful tech tools that are effective for specific needs of young adolescents (middle schoolers). With Dotstorming students are involved in the design process collaboratively and can feel like their ideas matter and are relevant to the larger discussion. Due to pinterest and other idea boards, students may feel confident with this type of platform since it utilizes the same structure. Videoant can be highly effective in engaging students in any level of remote learning. I would like to implement this any time my students are learning from videos in order to allow them a chance to actively discuss and add their ideas to what is being presented.

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Teachers practically put their lessons on on TikTok because students were already using TikTok. This allowed teachers to meet students where they were and reachers student that were even theirs.
If you have a TikTok and content that you believe that you can translate over into one minute increment videos, I think that you could be a TikTok teacher.

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This article is based around the idea that there are more technologies for the classroom than ever. We learned this when most classrooms around the country were forced to implement them. Some things to look for when qualifying those sources are: if the students can log in with their school's credentials so it is seamless, if there are targeted adds that exploit student information or expose them to inappropriate ads, if the app is usable and user friendly, if the platform is engaging, if YOU know how to use it, is it necessary to implement technology to the lesson and is the chosen technology relevant to the skill, and if the daily task require the technology or could there be a choice between using the technology or completing the task a different way that the students could choose from.