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TPACK is a framework of being intentional with how one implements Technology, Pedagogy, and Content Knowledge. A teacher using this model can process how they might be able to blend the three areas of knowledge to provide the most effective learning environment for their students.

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By Amber Hartwell
With the proliferation of new educational technologies and participatory learning opportunities, a shift in Canada to transform traditional libraries into library learning commons (LLC) spaces is occurring (Loertscher, Koechlin & Zwaan, 2008). In 2008, the first book highlighting the LLC was published, redefining this learning space (Loertscher, et al., 2008). In 2014, the Canadian Library Association released Leading Learning: Standards of Practice for School Library Learning Commons in Canada, "to provide vision and practical strategies for those responsible for and committed to viable and successful school libraries in Canada" (Canadian Library Association, 2014 / Canadian School Libraries, 2020). Similarly, professional entities had begun developing implementation guides and policies to assist schools in this transformation (Faber, 2014; McMullen, 2008; Ontario School Library Association, 2010).

An integral component of a successful LLC is the organization of specialists - the teacher-librarian (TL), reading specialist, technology-integration specialist, curriculum specialist - who share a common vision of trying to reach all teachers and breaking classroom isolation (Loertscher & Koechlin, 2014). In this space, the TL's role is comprehensive. In addition to promoting literacy, managing resources, and building relationships, the TL is responsible for cultivating "effective instructional design to co-plan, teach and assess learning" (Canadian School Libraries, 2020). For example, a TL may work with a history teacher to design an inquiry into the causes of World War I. Through co-planning, required research skills and background knowledge can be identified, and resources curated. During instruction, both the TL and classroom teacher are made available to support student learning. Finally, assessment can be completed together, providing multiple perspectives into the learning process. This practice enables each educator to provide expertise in individual areas of strength while also learning from one another. However, finding an entry point to cultivate such opportunities can be difficult. In addition to individual knowledge and skill sets, a TL must be able to successfully collaborate with varying pedagogical approaches and teaching philosophies (Loertscher & Koechlin, 2014). One framework that supports TLs in co-planning, teaching and assessing is TPACK, a theory of effective teaching, including subject, technology, and pedagogical knowledge (Mishra & Koehler, 2006). This paper defines a LLC in K-12 schools, provides an overview of TPACK, explains how TPACK can be used as an entry point to co-planning, teaching and assessing opportunities for the TL, and shares an example of effective TPACK use. Finally, strengths and challenges of using TPACK for co-planning, teaching and assessing will be discussed.

The Library Learning Commons

The LLC model is a school-wide approach to building a participatory learning community. Encompassing physical and virtual environments, the LLC aims to provide a collaborative space that supports inquiry and project-based learning. Here, "reading thrives, learning literacies and technology competencies evolve, and critical thinking, creativity, innovation and playing to learn are nourished" (Canadian School Libraries, 2020). This allows for the creation of a personalized learning environment to improve learning (Loertscher, Koechlin & Rosenfeld, 2012). Ultimately, the LLC model is about changing school culture, transforming the way teaching and learning occur. To achieve this, Leading Learning developed five core standards: facilitating collaborative engagement to cultivate and empower a community of learners; advancing the learning community to achieve school goals; cultivating effective instructional design to co-plan, teach and assess learning; fostering literacies to empower life-long learners; and, designing learning environments to support participatory learning. Within these standards lies an emphasis on collaboration, instructional partnerships, sound assessment practices, and differentiated learning (Canadian School Libraries, 2020). TPACK can be used by the TL to develop these standards, supporting teacher practice through co-planning, teaching and assessing.

The TPACK Model

The TPACK model was created from Shulman's (1986) work on PCK. Historically, teacher education structured content knowledge (CK), what teachers must understand in order to teach a particular subject (Shulman, 1986), and pedagogical knowledge (PK), the understanding of the methods and strategies that create teaching and learning opportunities (Mishra & Koehler, 2006), as separate courses (Ball & McDiarmid, 1990; Veal & MaKinster, 1999). Shulman (1986) challenged this by introducing the idea of pedagogical content knowledge (PCK), representing a teacher's perception about what teaching methods enable students to best learn specific course material (Koh, Chai & Tsai, 2013). PCK is represented in Figure 1. This includes identifying student prior knowledge, representing content in multiple ways, and adapting materials to existing learner conceptions (Mishra & Koehler, 2006).

Figure 1: A Representation of PCK

With growth in educational technologies, Mishra and Koehler (2006) have argued technology influences both content and pedagogy, thus highlighting a need for technological knowledge (TK) in good teaching. This third dimension, represented in Figure 2, interconnects forming Technology Pedagogical and Content Knowledge (TPACK). TK includes the knowledge and associated skills of educational technologies (Koh et al., 2013; Mishra & Koehler, 2006). Technological content knowledge (TCK) is knowledge about how technology can be used to teach content (Koh et al., 2013; Mishra & Koehler, 2006). For example, multiplication can be taught using physical manipulatives or a slide ruler. Alternatively, computer software can teach multiplication using digital manipulatives being re-grouped by use a mouse. Technological pedagogical knowledge (TPK) is knowing how technologies are used in teaching and learning settings, and how teaching might change as the result of using particular technologies (Mishra & Koehler, 2006). Technological pedagogical content knowledge (TPACK) requires an understanding of how technology can be used to represent content, pedagogical techniques to effectively use technology, and how technology can improve learning. (Mishra & Koehler, 2006).

Figure 2: A Representation of TPACK

TPACK as a Framework for Engaging in Collaboration

Finding an entry point for a TL to engage in professional collaboration that cultivates effective instructional design to co-plan, teach and assess learning can be difficult. However, TPACK can be used to identify an area of needed expertise to advance student learning through a collaborative approach. Much like Leading Learning: Standards of Practice for School Library Learning Commons in Canada (Canadian School Libraries, 2020), an educator's practice can be seen as being on a continuum of growth, never attaining mastery. Embracing a growth mindset (Dweck, 2006), the TL can use TPACK to identify the co-teacher's strengths and ideas while also identifying areas where support will compliment the desired outcome. For example, if the classroom teacher is confident in direct instruction (PK) in a particular content area, such as physical geography (CK), the TL can use TPACK to identify these components for the task (see Figure 3). From here, the TL can use his/her expertise with information literacy to provide content-specific resources to enrich learning or suggest TK elements, such as a digital slide presentation or an online researching task, to build the technological competencies of learners. This approach also helps distinguish roles and responsibilities for each collaborator. As illustrated in Figure 3, teaching roles can be divided with the classroom teacher leading the direct instruction on various physical geography features, such as mountains, valleys, and hills. The TL can lead learning on finding information using indexes in school texts and using keyword searches online. The classroom teacher can provide the activity outlining required learning outcomes and the TL can create a visual slide presentation providing visuals for each of the physical features being investigated.

Figure 3: TPACK Applied to Physical Geography

An Exemplar in Humanities

A grade 3/4 teacher in British Columbia, Canada approached the TL, and author, to co-plan an activity on the Canadian fur trade in Social Studies (CK). Through initial collaboration, the classroom teacher identified her preference for instruction, a structured inquiry resulting in an individual journal writing assignment (PK). Through knowledge building, students were to practice online researching previously scaffolded in a prior collaboration (TK). However, while the classroom teacher chose the CK for the collaboration, she also identified a need for support. The TL agreed to take responsibility in this area, and set aside text-based resources within the school while also utilizing the virtual learning commons to upload grade-appropriate research links, videos, and interactive role-play games (TK). A performance task was created where students chose the role of a voyageur, trading post employee, explorer, or woman in the fur trade (PCK). The task was to curate a journal highlighting their chosen role, responsibilities and accompanying challenges. The TL created a template for learners to collect information (CK), and the classroom teacher created a criteria sheet. The TL also suggested including two feedback loops prior to final assessment (PK).

Lessons on the fur trade and how to structure a journal entry were co-taught by the classroom teacher and TL (CK). As teams began to finish rough copies, a rubric was provided for students to self-assess progress, identify areas of improvement, and make revisions (PK/CK). Next, a peer feedback loop was implemented, providing further feedback. Then, students completed final revisions and created their final copy. These were handed in for final summative assessment, co-assessed by the TL and classroom teacher. Please see Figure 4 for a visual representation.

Figure 4: TPACK Exemplar in Humanities

An exemplar in interdisciplinary task design

Inspired by a pre-service teacher, the novel Life as We Knew It (Pfeffer, 2006) was used to guide an interdisciplinary unit in grade 8 English (CK). Both the classroom teacher and pre-service teacher met with the TL with the following inquiry question: How might we survive in a world where the moon is closer to Earth? A guided inquiry (PK) was designed to present students with the role of being recruited by their community to devise a plan for how to survive in a world where the moon is closer to Earth. They were tasked with designing a strategy around one particular area that will help humans survive and thrive in their new reality. Areas included natural resources, technology, business, communication and human service. The goal was to convince their community to choose their strategy for how society should proceed. As this inquiry developed, the TL recognized a cross-curricular connection to Science, linking to mechanical systems (CK).

Using TPACK, the TL used the mechanical systems curricular connection (CK) as an entry point with the science department, and the design approach of an interdisciplinary performance task (TPCK) to gain support of the humanities department. The TL requested a meeting all humanities and science teachers, including 11 teachers, to discuss the interdisciplinary inquiry. Integrating collaborative input from all teachers, students were tasked with devising a plan of how to survive in a world where the moon is closer to Earth.

While reading through the novel, students were provided direct instruction and research tasks on magnetism, astronomy and simple machines in science class (TCK). Students were then asked to choose a sector of altered society to investigate and explore as a focus area, answering two questions: (1) How did people do this before the moon disaster?; and, (2) How are people able to accomplish this after the moon disaster? Next, each student developed a sixty-second pitch to briefly explain the potential solution for their chosen area, and design teams were formed (PK). Students then created a prototype, or rough exemplar, of their solution. With support from the TL, time was provided in both humanities and science classes, with students being allowed to access multiple teachers during instructional time, allowing students to receive feedback from all disciplines (PCK) as well as support in designing authentic prototypes. Prototypes included the use of technological tools (TK) such as 3D printers and Google Apps for Education. Exhibits were created and a mock town hall meeting was conducted where each group gave a persuasive speech (PCK) with their prototype and answered questions raised by the community (PCK). Both the humanities and science teachers were present and used this time to collaboratively each project according to criteria complimenting their subject area. Please see Figure 5 for a visual representation.

Figure 5: TPACK Exemplar in Interdisciplinay Task Design

Strengths of TPACK as a Framework for TL Co-Planning, Teaching and Assessing

TPACK as a framework for TL co-planning, teaching and assessing has strengths. TPACK assists in identifying and proposing potential entry points and sources of support to compliment the strengths of the classroom teacher. For example, the TL can provide CK expertise to help in areas where a teacher self-identifies support is needed. This can be particularly beneficial in elementary contexts where the classroom teacher is responsible for delivering instruction in all core subject areas. TPACK can also be used to assist the TL in identifying CK and PK connections between disciplinary areas to support interdisciplinary task design. With a broader perspective encompassing multiple curricular areas, identifying overlapping curricular connections becomes easier for the TL. Further, entry points in assessment practices, such as formative feedback loops, and technological knowledge, such as research and ICT skills, can be used.

TPACK can act as a tool to build relationships with colleagues. If used as a framework to identify areas of strengths, teaching preferences and areas of support, the TL can better understand the teaching approaches, such as inquiry or project-based learning, and possible learning technologies to be integrated. TPACK also lends itself to promoting collaborative conversations where all participants can have their voices heard. Because there are multiple components to be considered, this invites multiple perspectives and ideas. This can help build strength-based, positive relationships in an environment where ideas can be heard. It also helps foster a culture of growth mindset (Dweck, 2006), as when multiple ideas and perspectives are considered, new learning can occur.

Challenges of TPACK as a Framework for TL Co-Planning, Teaching and Assessing

While TPACK as a framework for TL collaboration has strengths, it also poses significant challenges. First TPACK requires a TL to be an expert in varying curricular, pedagogical and technology knowledge areas. This requires the TL to not only be a lifelong learner, but also a professional who stays current in research and pedagogy. As new forms of teaching and learning emerge, the TL must be willing to take risks and encourage peers to do so as well. In order for this to occur, the TL must also have strong, positive relationships with colleagues, which can also be a significant barrier. Not all teachers share similar philosophies on teaching and learning, nor agree on what approaches work best for student learning in a given context. Last, TPACK also requires a large degree of flexibility from the TL. The TL must be willing to put his or her philosophies and pedagogical preferences behind in order to engage in collaboration and move student learning forward.

Conclusion

The transition towards LLC as a school hub transforming school culture is exciting. Still integral to fostering the love of literacy, the LLC thrives on collaboration, which has resulted in a shift in the traditional role of the TL. Now, a larger emphasis on cultivating effective instructional design to co-plan, teach and assess learning requires the TL to break classroom isolation barriers and build participatory learning opportunities for students. Amplifying this is the proliferation of technology in education, requiring a new and complex skillset for educators. TPACK is a model that can be employed to support TLs in this role through a positive, strength-based approach. TPACK provided multiple entry points for collaborative conversations, embraces all pedagogical approaches and supports a culture of continual growth.

References

Ball, D. L., & McDiarmid, G. W. (1990). The subject matter preparation of teachers. In W. R. Houston (Ed.), Handbook of research on teacher education, 437-449. New York: Macmillan.

Canadian School Libraries (CSL). 2020. Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Accessed at: http://llsop.canadianschoollibraries.ca. (Original version published by the Canadian Library Association, 2014.)

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

Eckdahl, M. & Zubke, S. (2017). From school library to library learning commons: A pro-active model for educational change. British Columbia: British Columbia Teacher-Librarians Association.

Koh, J., Chai, H., & Tsai, L. (2013). Examining practicing teachers' perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41(4), 793-809.

Loertscher, D., and Koechlin, C. (2014). Climbing to excellence: Defining characteristics of successful learning commons. Knowledge Quest, 42(4), 1-10.

Loertscher, D., Koechlin, C., and Rosenfeld, E. (2012). The virtual learning commons: Building a participatory school learning community. Salt Lake City, UT: Learning Commons.

Loertscher, D., Koechlin, C., and Zwaan, S. (2008). The new school learning commons: Where learners win. Spring, TX: Hi Willow.

McMullen, S. (2008). US Academic Libraries: Today's Learning Commons Model. PEB Exchange, OECD.

Mishra, P. & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.

Ontario School Library Association. (2010). Together for Learning: School Libraries and the Emergence of the Learning Commons.

Pfeffer, S. (2006). Life as we knew it. San Diego, CA: Hardcourt Children's Books

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Veal, W. R., & MaKinster, J. G. (1999). Pedagogical content knowledge taxonomies [Electronic version]. Electronic Journal of Science Education, 3(4).

Amber Hartwell (@amber_hartwell) works for Central Okanagan Public Schools as a teacher-librarian and the University of Calgary as both a sessional instructor and research assistant. She co-chairs her district's Library Learning Commons Committee, providing professional learning for over 50 teacher-librarians, and consults for school boards in the Central Okanagan on transitioning libraries to library learning commons. Amber completed her BA in History at Okanagan University College, teaching certification through the University of Victoria, and Master of Education in Learning Sciences with the University of Calgary. Her research on flipped classroom pedagogy received a national award in 2016 from both the Canadian Journal of Learning & Technology and the Canadian Network for Innovation in Education. With a passion for meaningful integration of technology in education, Amber is currently working towards her EdD in Learning Sciences through the University of Calgary. You can follow her journey on her professional blog: amberhartwell.wordpress.com.

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TPACK as a Framework to Facilitate Co-Planning, Teaching and Assessing

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By Amber Hartwell With the proliferation of new educational technologies and participatory learning opportunities, a shift in Canada to transform traditional libraries into library learning commons (LLC) spaces is occurring (Loertscher, Koechlin & Zwaan, 2008). In 2008, the first book highlighting the LLC was published, redefining this learning space (Loertscher, et al., 2008).

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The SAMR model (Substitution, Augmentation, Modification, and Redefinition) provides a scale for teachers to think about how they are using technology in their classroom. Those who use this model are able to see how much a technology application is changing their learning environment and become better judges of whether it should be used or changed to be more effective. The farther up the model one goes in the classroom, the more invasive (for lack of a better term) the technology is in the room.

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Taylor Institute for Teaching and Learning

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Arantes, J. (2022). The SAMR model as a framework for scaffolding online chat": A theoretical discussion of the SAMR model as a research method during these "interesting" times. Qualitative Research Journal. https://doi.org/10.1108/QRJ-08-2021-0088 (ahead-of-print)

Bates, A.W. (2019). Teaching in a Digital Age - Second Edition. Vancouver, B.C: Tony Bates Associates Ltd. Retrieved from; https://pressbooks.bccampus.ca/teachinginadigitalagevv2/ ( https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/7-4-assessing-media-affordances-the-samr-model/)

Brouwer, van der Pol, J., & Dekker, P. J. (2013). e-Learning cookbook. TPACK in professional development in higher education. Amsterdam University Press. https://directory.doabooks.org/handle/20.500.12854/38408

Bush, K., Cormier, M. & Anthony, G. (2022). A rubric for selecting active learning technologies. EDUCAUSE Review. https://er.educause.edu/articles/2022/4/a-rubric-for-selecting-active-learning-technologies

Hitchcock, L.I., Singer, J., Sage, M. & Smyth, N. (2018, November 8). #APM18 Teaching with Technology with the SAMR Model [Blog Post]. https://laureliversonhitchcock.org/2018/11/07/apm18-teaching-with-technology-with-the-samr-model/

Kelsch, & Wang, T. (2022). In Emerging Technologies for Education (Vol. 13089, pp. 207-218). Springer International Publishing. https://doi.org/10.1007/978-3-030-92836-0_18

Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://journals.sagepub.com/doi/pdf/10.1111/j.1467-9620.2006.00684.x

Puentedura, R.R. (2013). SAMR model substitution, augmentation, modification, redefinition. https://d1pf6s1cgoc6y0.cloudfront.net/5fdcf2f73b804107b4fa3f2b6177affa.pdf

Romrell, D. Kidder, L. C. & Wood, E. (2014). The SAMR model as a framework for evaluating learning. Journal of Asynchronous Learning Networks JALN, 18(2), 79-93.

Santos, J. M. & Castro R. D. R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3 (1), https://www.sciencedirect.com/science/article/pii/S2590291121000061

Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK-time to reboot? Australasian Journal of Educational Technology. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). https://doi.org/10.14742/AJET.6378

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14 https://www.jstor.org/stable/1175860

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samr and tpack: two models to help with integrating technology into your courses

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SAMR and TPACK: Two models to help with integrating technology into your courses

# data[].attributes.attachment_link.description
Arantes, J. (2022). The SAMR model as a framework for scaffolding online chat": A theoretical discussion of the SAMR model as a research method during these "interesting" times. Qualitative Research Journal. https://doi.org/10.1108/QRJ-08-2021-0088 (ahead-of-print) Bates, A.W. (2019). Teaching in a Digital Age - Second Edition. Vancouver, B.C: Tony Bates Associates Ltd.

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SAMR Model: A Practical Guide for K-12 Classroom Technology Integration

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Discover how to enhance student learning using integrated classroom technology and the SAMR Model in your K-12 blended classroom.

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Join the growing movement of teachers using Curipod to make interactive lessons filled with creativity, reflection and critical thinking

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Jessica Mays Technology Integration and Innovation Coordinator, Arlington ISD

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ScreenPal’s intuitive tools help you capture, create, and share videos and images for authentic and effective visual communication.

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Using Nearpod, I would be able to turn all of my lessons into interactive learning experiences that would allow me to keep students engaged. Using Nearpod in lessons, I would be able to check student learning throughout the lesson. After learning a new piece of the content, I would be able to include free responses or multiple choice questions to see what percent of the class was latching on to the concept. This could also be an effective way to administer a bellringer practice.

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Instructional Tech Lesson Plan Ser VS Estar (1)

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Pear Deck is on a mission to help teachers create powerful learning moments for every student, every day - using the tools you already know and love.

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Learning a second language can be an incredible asset for our students. It opens them up to cultures, traditions, and even amazing foods that they may not have experienced otherwise. Whether you're in the classroom or teaching online, this list of the best websites for teaching Spanish can help take your lessons to the next level.

Best Websites for Teaching Spanish for Elementary School

This website for teaching Spanish offers a free PDF of the first 10 lessons!

Spanish lessons, books, children's songs, games, flashcards, and even worksheets!

This is one of the best websites for teaching Spanish and consists of 180 lesson days formatted in an intuitive calendar view.

Reinforce Spanish vocabulary and grammar with 60 full lessons from the ¡Arte y más! collection.

This website offers music-based Spanish lessons and includes games, songs, worksheets, and more!

Lesson plans, fun activities, music, literature, art projects, student workbooks, online content, engaging posters, assessments, and standards correlation make lesson-planning easy and teaching Spanish fun.

This program is developed specifically for elementary children who may or may not be reading yet, consisting of more pictures than text.

The online program for teaching Spanish incorporates music, vocabulary games, and practical conversations.

Lesson plans can be downloaded for free, while flashcards, worksheets, craft sheets, songs, and readers require a membership.

Introductory Spanish vocabulary for students. Each lesson is based on a specific theme and also contains Spanish audio and free, full-color vocabulary sheets (PDF) to download and print.

Powered by Rosetta Stone, students learn Spanish by connecting words and phrases with images through five levels, each consisting of four units.

Best Websites for Teaching Spanish for Middle and High School

This popular app immerses students in a new language through real-life dialogues that get them speaking Spanish right away.

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Fun and interactive, this Spanish course is designed for middle school students. It represents an ideal blend of language learning pedagogy and online learning in four key areas: listening, speaking, reading, and writing.

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Students will be immersed in real-life scenarios as they work through engaging Spanish lessons at their own pace.

Students will quickly learn to form Spanish sentences in all tenses over time. As their vocabulary expands, the learner is encouraged to apply their knowledge through conversation during every session.

Designed to be more rigorous than public high school curriculum. Students not only master Spanish grammar but also learn how to apply their knowledge through conversation with their instructors and in everyday life. This program satisfies the high school foreign language requirement for college admissions. It also prepares students for a future of speaking Spanish as a second language.

Choose from a wide variety of Spanish language and culture lessons for everything from complete beginners to advanced students.

These online Spanish activities will provide engaging lessons for students whether they are at home or in the classroom.
Plus check out the best websites for teaching French! If these ideas inspired you, join our WeAreTeachers HELPLINE group and come talk with the very teachers who suggested them!

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Learning a second language can be an incredible asset for our students. It opens them up to cultures, traditions, and even amazing foods that they may not have experienced otherwise. Whether you're in the classroom or teaching online, this list of the best websites for teaching Spanish can help take your lessons to the next level.

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Mentimeter is a presentation tool that allows the teacher to host students using their personal devices. Throughout the presentation, the teacher can insert questions for the class to answer. Mentimeter will collect the data and show the teacher in real time what the students have submitted. This allows the teacher to make corrective instruction tailored to the needs of students while also keeping them engaged.

In my classes, I can use this in any given lesson. Being able to see how well students are keeping up with the lesson and have them apply what they learn before any form of homework.

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

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This website has lots of ESL worksheets and sample lessons.

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Here's a list of BusyTeacher's worksheet topics. It contains all topics. All the materials on BusyTeacher.org are free.

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Welcome to Dave's ESL Cafe, the leading destination for all things ESL. From job opportunities and teaching resources to grammar guides and community forums, we're here to help you navigate the world of ESL. Whether you're a teacher, learner, or employer, explore a universe of possibilities with us.

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Coggle is online software for creating and sharing mindmaps and flowcharts. It works online in your browser: there's nothing to download or install. Log in to start diagramming!

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The clear way to share complex information. Coggle is a collaborative mind-mapping tool that helps you make sense of complex things. Create unlimited mind maps and easily share them with friends and colleagues.

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Using Canva, students would be given a space to keep a personal learning journal. Here, the students would be able to upload notes from class, links to projects they made in class, cultural presentations, and links to external resources they found helpful during the course. Using a website like Canva, Google Sheets, or Notebook LM, students can refer back to past lessons when needed.

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Login to access and create your next design.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Spanish picture dictionary: fruit and vegetables words

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Spanish picture dictionary with audio for learning fruit and veg words. Options for learning or revising these words with flashcards and testing with a fun online quiz. Digital Dialects’ Spanish illustrated dictionary

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This website has a lot of different tools available for teachers who purchase a subscription. The specific one that I have linked here is the Station Rotation tool.

Stations for a Spanish lesson could include

S1: Regular verb conjugations

S2: Irregular verb conjugations

S3: Stem changing verb conjugations

S4: Reflexive verb conjugation

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Capcut is a video production app that has an easy-to-navigate interface. This tool could be used in a Spanish class to make a course capstone project where students work together to make a short film. One example of a video project would be a news broadcast where students have to apply the language in a wide set of categories.

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CapCut Desktop: Powerful free video editing tool

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Brisk Teaching is the #1 AI-powered Chrome extension , helping you automate your workload without adding to it.

⭐️⭐️⭐️⭐️⭐️ 5 star rating * 200,000+ teachers

Thanks for signing up! Check your email for next steps.

Oops! Something went wrong. Please try again.

Provide Instant AI-Powered Personalized Feedback

Give personalized feedback and ensure high-quality feedback on every assignment, from the first to the last. Brisk's four feedback styles - Targeted Comments, Glow & Grow praises, Rubric Criteria, and actionable Next Steps - simplify your feedback routine.

Create AI-Driven Curriculum, Lesson Plans, Quizzes, and More with Ease

Say goodbye to the endless challenge of crafting engaging and relevant instructional materials. With just a few clicks, you can quickly generate rigorous quizzes, comprehensive lesson plans, detailed rubrics, captivating presentations, effective interventions, and much more, streamlining your preparation process.

Inspect and Assess Student Writing with AI Tools

We've taken AI detection to the next level. With the 'Replay' feature, you can see exactly how your students put together their assignments, with a video of their whole process from beginning to end.

Easily Adjust Reading Levels and Translate Texts with AI

Ensure every student can access classroom materials. With just a few clicks, instantly convert any online text into a Google Doc that's either simplified for different reading levels and/or translated into another language.

AI-Powered Professional Tools That Educators Deserve

Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Quickly create instructional materials, share feedback, evaluate student writing, and adjust or translate texts - all without leaving your current workspace. With Brisk, the days of toggling between apps are over, freeing up more time for what you love: teaching.

Prep for the week in seconds with the Create Menu

No matter what grade level or subject area you teach, you can create, personalize, and differentiate curricular materials, lesson plans, quizzes, IEPs, rubrics, and more with the click of a button.

Using Google? Brisk integrates seamlessly with Google workspace. Google docs and forms created with Brisk can be instantly assigned in Google Assignment and Google Classroom. No copy and paste needed.

Drastically reduce time spent grading with feedback in Brisk

Leave feedback for students in four ways: ✨ Glows & Grows, 🎯 Targeted, 📏 Rubric Criteria, and 🪜 Next Steps.
‍
Brisk's unparalleled 🎯 Targeted Feedback tool instantly crafts Google Doc comments aligned with your rubric and standards, guiding students precisely where they need to revise. (Premium Feature

Inspect writing to understand the evolution of student work

Wondering how students revised their work? With Brisk you can watch a step-by-step playback of your students' revision history, including their copy and paste actions.

Brisk also leverages a cutting-edge AI-detection model to estimate the likelihood of AI writing. This gives you a starting point to facilitate conversations around academic honesty and dishonesty.
‍

Level educational materials to meet students where they're at

Have you encountered a resource that doesn't match your classroom's reading level? Brisk takes content from any Google doc, article, or website and converts the material into a document that is suitable and leveled for your students. Brisk will simplify complex ideas, shorten lengthy sentences, adjust the word choice, and so much more.

"awesome and brilliant answer"

- Renato N.

"thank you very much for this awesome suggestions. more power brisk!"
‍
- Arnette F.

"This is amazing!!! The story is great and this saved me hours of work!"

- Vanessa S.

"Just saved me loads of time and a massive headache."
‍
- Lori M.

"Love the glows and grows!"
‍
- Jessica L.

Trusted by Over 200,000 Educators

"Brisk Teaching is an incredible AI tool. It serves as a blueprint for instant student feedback - which you can edit on the spot. If this would have come out years ago, more teachers would likely be feeling way less burnout. You can tell this is a product made by teachers for teachers. They thought of everything. If you're a teacher and haven't tried this tool, do it."

"I just have to say, Brisk is the gift that keeps on giving.to my classroom. I have used it almost every day... As a teacher who left teaching because of burnout and came back because I missed the classroom so much, your tool has made my job SO MUCH MORE MANAGEABLE, and has allowed me to give such quality feedback to my students in SECONDS! As an ELA teacher, this is life saving. Truly."

"As a Language Arts teacher, one of the hardest parts of my job is providing enough meaningful feedback for my students. Brisk has allowed me to provide way more specific and actionable feedback for my students. It has also helped me to see more elements of quality that I had previously overlooked in my students' work. The ease of access with Brisk is also a huge bonus. I can use this tool in all of the different platforms that my students use. I can't wait to see future versions - that will continue to help me provide the feedback that my students need."

"This is truly brilliant, the best product I have ever seen in my teaching career of 25 years."

Middle School Teacher
Queens College Taunton

"What petition do I need to sign or group do I need to join in order to get premium BRISK FOREVER? This targeted feedback is ridiculously accurate and has already saved me hours . Anyone not using this is, let's be honest, crazy."

"I didn't have to learn Brisk, it's so intuitive. It figured out what I wanted, and it didn't take any extra time."

Nicole L.
English Teacher
Derry, New Hampshire

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Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Teachers use Brisk as a Targeted Feedback Generator, AI Presentation Maker, AI Quiz Maker, AI Lesson Plan Generator, AI Rubric Generator, Letter of Recommendation Generator, IEP 504 Template Maker, and so much more.

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Lucidspark is a free online collaborative whiteboard tool. With this, students would be able to work together and see the different notes their classmates make.

3 Applications:

1. The teacher can join the whiteboard and create an environment where students are on the same level as the teacher and can be empowered to take an active role in general instruction

2. During literary analysis, students can create timelines with notes on the book, creating a shared knowledge of the book.

3. Through the whiteboard, students could add a response to bellringer questions and see how their classmates responded.

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Lucidspark: A Virtual Whiteboard with Real-Time Collaboration

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Visualize ideas and processes with Lucidspark - a virtual whiteboard to collaborate with anyone in real time. Brainstorm and roadmap in a visual workspace that's simple and intuitive for everyone.

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Zoom is a free video call service that allows a large group of people to meet over long distances.

In my future advanced classes, I could leverage my connection with San Pablo in Montevideo to create a meeting between the English and Spanish students there. The students of the two schools would be able to help each other practice speaking skills and develop conversational fluency. Students could also act as teachers, allowing them to be more engaged with Spanish.

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Modernize workflows with Zoom's trusted collaboration tools: including video meetings, team chat, VoIP phone, webinars, whiteboard, contact center, and events.

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Blooket is a tool similar to Gimkit and Kahoot. However, these games are much more interactive and can be played solo. On the teacher's dashboard, the teacher is able to assign homework sets of questions that the students would then be able to choose which game they would want to play.

In my class, I plan on having this on my digital tools resource page that students would be able to access. Because of the variety of gamification, this might be a preferred study method for students who need more motivation to study. As a teacher, I would be able to track commonly missed questions and apply that data to future lessons.

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Search and discover new sets from a large collection created by users.

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MagicSchool is an AI tool that can be used by both teachers and students. For teachers in a language classroom, the resources here can be huge time savers. I could give the bot an expert of a selected text to have it either translate it to the desired language or have it lower the reading level in the current language. Additionally, I could create guide documents for students to give to the tutor bots that will help the tutor know what the students need to study. The students would be able to use this for extra practice outside of the classroom.

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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MagicSchool AI is a tool that can be used by teachers or students. This tool provides a large number of different resources that can be used in many ways.

In my upper-level classes, I could give a document with rules and settings to the students, which could then be submitted to MagicSchool's tutor or chatbot. The chatbot would then be able to run a simplified version of Dungeons and Dragons. Using speech-to-text could help students improve not only their reading and writing but their speaking and listening as well.

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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Book Creator is a tool that allows students to create a book. Using the app, you can create your own graphic designs and illustrations to accompany the text.

I could use this as a final project after doing a literature unit. The students could create a book along the themes of books we read as a class. This would not only develop language skills but also the skills of navigating and using a new technological interface.

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Web-based app for making ebooks in the classroom. Teachers can get started for free and invite students to join their library. Add text, images, audio and video and easily publish your books online.

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Mobile Guardian offers a complete, 1:1 solution for K-12 schools. A device management application suite that includes device management, easy-to-use classroom management tools, secure web filtering and linked parental controls. Experience a multi-OS, cloud-based solution designed for education, Mobile Guardian supports Android, Chromebook and iOS devices.

Discover Campus Request a Demo

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Mobile Guardian - Designed for Schools. Loved by Parents.

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Safe, secure & focused 1:1 learning. Award-winning, multi-OS, cloud-based, mobile device management solution designed for K-12 education.

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Wizer Worksheets is an application where a teacher can either choose from a library of pre-created worksheets or make their own. The worksheets created here are interactive and can support visual learning much more effectively than paper worksheets.

Using Wizer, I could create worksheets that are filled with images to incorporate non-linguistic representation on a regular basis.

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Amaze your students with smarter worksheets. Wizer.me is a platform where teachers build beautiful, engaging online worksheets!

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Web-based app for making ebooks in the classroom. Teachers can get started for free and invite students to join their library. Add text, images, audio and video and easily publish your books online.

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Flip is a free video discussion app provides a safe, accessible space where students of all ages, abilities, and backgrounds can explore new ideas, connect with others, get creative, and contribute to meaningful discussions.

1. Navigate to Flip. Head to info.flip.com/en-us.html or install the app on iOS or Android, then use the join link or enter the join code that was shared by your educator.

2. When prompted to login to Flip, click on the Sign in with Microsoft option.

Login with YourStarID@go.minnstate.edu and use your StarID password.

If you are having login issues, please follow the instructions in this PDF. You may need to go into your Microsoft account and verify that your default email address is @go.dctc.edu or @go.inverhills.edu

3. Explore your prompt and record a response:

Go to the topic your educator assigned.

Watch the topic media and explore links.

When you're ready, click the "Add Response" button to open the Flip camera.

Get creative with the Flip camera features to help tell your story- lenses, frames, music, text, 3D emojis, and more!

4. Submit your video:
After recording, take a selfie or choose a frame from your video and submit. Now watch the comments and your classmates' videos come in. That's it! Let's start learning together.

For additional assistance, please see the Flip User Guides below:

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Flip is a free video discussion app provides a safe, accessible space where students of all ages, abilities, and backgrounds can explore new ideas, connect with others, get creative, and contribute to meaningful discussions. Navigate to Flip.

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Fan School is a game website where the teacher facilitates a draft for the entire class, where the students choose one country each round. The game runs for a few weeks, and points are given or taken based on the world news surrounding their countries. For example, if a country develops a new technology, that would give a lot of points. But, if the country declares war on another country, that would be bad press and take away points.

This is a tool I would use in a class that is more focused on world studies. In the U.S., it is easy to feel shut out from world news, and oftentimes, students don't pay attention to the world news. This would be a great way to engage students with what happens worldwide. Smaller side projects could then be made off of this. Students could present on major events their country experienced during the game.

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Helpful ideas and links for teachers playing Fanschool’s geopolitics country learning game.

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PDF Expert is a tool that allows students to annotate uploaded documents. This tool would allow me to adapt a paper assignment into a digital one. One form of verb practice that I plan on implementing is a color coding system where each tense/mood has its own coordinating color. If this system is in place, I could have students upload documents to the PDF annotator to highlight the verbs according to their tense and mood. Students could also add annotations to add definitions of words that they did not know. This practice turns what would be passive reading into an engaged and mentally active practice.

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PDF Editor and Reader for Mac | Free Trial | PDF Expert

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Download a free trial of PDF Expert – the best PDF software for your Mac. Enjoy advanced reading layouts, powerful PDF editing and classical annotation tools.

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Brisk teaching is an AI tool that can analyze a document/ website. After it analyzes it, it can turn it into a quiz, or presentation, lower the reading level, and give feedback on student writing.

Being able to quickly turn something into a presentation is an ability that will be very useful in the classroom. While the presentations are never perfect, especially in Spanish, it creates a starting point that can save a lot of time.

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Brisk Teaching is the #1 AI-powered Chrome extension , helping you automate your workload without adding to it.

⭐️⭐️⭐️⭐️⭐️ 5 star rating * 200,000+ teachers

Thanks for signing up! Check your email for next steps.

Oops! Something went wrong. Please try again.

Provide Instant AI-Powered Personalized Feedback

Give personalized feedback and ensure high-quality feedback on every assignment, from the first to the last. Brisk's four feedback styles - Targeted Comments, Glow & Grow praises, Rubric Criteria, and actionable Next Steps - simplify your feedback routine.

Create AI-Driven Curriculum, Lesson Plans, Quizzes, and More with Ease

Say goodbye to the endless challenge of crafting engaging and relevant instructional materials. With just a few clicks, you can quickly generate rigorous quizzes, comprehensive lesson plans, detailed rubrics, captivating presentations, effective interventions, and much more, streamlining your preparation process.

Inspect and Assess Student Writing with AI Tools

We've taken AI detection to the next level. With the 'Replay' feature, you can see exactly how your students put together their assignments, with a video of their whole process from beginning to end.

Easily Adjust Reading Levels and Translate Texts with AI

Ensure every student can access classroom materials. With just a few clicks, instantly convert any online text into a Google Doc that's either simplified for different reading levels and/or translated into another language.

AI-Powered Professional Tools That Educators Deserve

Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Quickly create instructional materials, share feedback, evaluate student writing, and adjust or translate texts - all without leaving your current workspace. With Brisk, the days of toggling between apps are over, freeing up more time for what you love: teaching.

Prep for the week in seconds with the Create Menu

No matter what grade level or subject area you teach, you can create, personalize, and differentiate curricular materials, lesson plans, quizzes, IEPs, rubrics, and more with the click of a button.

Using Google? Brisk integrates seamlessly with Google workspace. Google docs and forms created with Brisk can be instantly assigned in Google Assignment and Google Classroom. No copy and paste needed.

Drastically reduce time spent grading with feedback in Brisk

Leave feedback for students in four ways: ✨ Glows & Grows, 🎯 Targeted, 📏 Rubric Criteria, and 🪜 Next Steps.
‍
Brisk's unparalleled 🎯 Targeted Feedback tool instantly crafts Google Doc comments aligned with your rubric and standards, guiding students precisely where they need to revise. (Premium Feature

Inspect writing to understand the evolution of student work

Wondering how students revised their work? With Brisk you can watch a step-by-step playback of your students' revision history, including their copy and paste actions.

Brisk also leverages a cutting-edge AI-detection model to estimate the likelihood of AI writing. This gives you a starting point to facilitate conversations around academic honesty and dishonesty.
‍

Level educational materials to meet students where they're at

Have you encountered a resource that doesn't match your classroom's reading level? Brisk takes content from any Google doc, article, or website and converts the material into a document that is suitable and leveled for your students. Brisk will simplify complex ideas, shorten lengthy sentences, adjust the word choice, and so much more.

"awesome and brilliant answer"

- Renato N.

"thank you very much for this awesome suggestions. more power brisk!"
‍
- Arnette F.

"This is amazing!!! The story is great and this saved me hours of work!"

- Vanessa S.

"Just saved me loads of time and a massive headache."
‍
- Lori M.

"Love the glows and grows!"
‍
- Jessica L.

Trusted by Over 200,000 Educators

"Brisk Teaching is an incredible AI tool. It serves as a blueprint for instant student feedback - which you can edit on the spot. If this would have come out years ago, more teachers would likely be feeling way less burnout. You can tell this is a product made by teachers for teachers. They thought of everything. If you're a teacher and haven't tried this tool, do it."

"I just have to say, Brisk is the gift that keeps on giving.to my classroom. I have used it almost every day... As a teacher who left teaching because of burnout and came back because I missed the classroom so much, your tool has made my job SO MUCH MORE MANAGEABLE, and has allowed me to give such quality feedback to my students in SECONDS! As an ELA teacher, this is life saving. Truly."

"As a Language Arts teacher, one of the hardest parts of my job is providing enough meaningful feedback for my students. Brisk has allowed me to provide way more specific and actionable feedback for my students. It has also helped me to see more elements of quality that I had previously overlooked in my students' work. The ease of access with Brisk is also a huge bonus. I can use this tool in all of the different platforms that my students use. I can't wait to see future versions - that will continue to help me provide the feedback that my students need."

"This is truly brilliant, the best product I have ever seen in my teaching career of 25 years."

Middle School Teacher
Queens College Taunton

"What petition do I need to sign or group do I need to join in order to get premium BRISK FOREVER? This targeted feedback is ridiculously accurate and has already saved me hours . Anyone not using this is, let's be honest, crazy."

"I didn't have to learn Brisk, it's so intuitive. It figured out what I wanted, and it didn't take any extra time."

Nicole L.
English Teacher
Derry, New Hampshire

# data[].attributes.attachment_link.description
Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Teachers use Brisk as a Targeted Feedback Generator, AI Presentation Maker, AI Quiz Maker, AI Lesson Plan Generator, AI Rubric Generator, Letter of Recommendation Generator, IEP 504 Template Maker, and so much more.

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Notebook LM is a document processor that can help summarize texts and find excerpts within a text that fit the desired prompt. This tool is more helpful in a classroom than ChatGPT as it will only pull information from resources uploaded by the students. The unique thing with Google Notebook is that it also gives the user to create a podcast episode that goes over information from the documents. This podcast can be downloaded and played to aid in encountering material in different mediums.

In my class, I think I would use the document processor the most as it the website can't process Spanish. However, I could have this create profound discussion questions based on material that I give it.

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Google NotebookLM | Note Taking & Research Assistant Powered by AI

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Use the power of AI for quick summarization and note taking, NotebookLM is your powerful virtual research assistant rooted in information you can trust.

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An integrated lesson planning platform

All your tools in one place

Source It

The act of using a Large Language Model to write the basis for a generative educational resource. Generating content is only the first step.

Shape It

Look at generated content as a sculptor might a block of marble. Shape the raw material to suit your unique context. Use our suite of personalization tools to more deeply differentiate instruction.

Share It

Cultivate expertise and collaborate with other users. Share your educational resources with a community of practice to reuse, revise, remix, and redistribute to find what works best for students.

Take back your time. Master your craft.

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1. Join us on Discord

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Eduaide.Ai is an AI-driven platform that helps educators create lesson plans, teaching resources, and assessments.

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Students write prompts into Chat for Schools, and quickly receive AI responses. With an off & on switch and history log, teachers can detect cheating and take control of their classrooms.

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English to French, Italian, German & Spanish Dictionary - WordReference.com

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Free online dictionaries - Spanish, French, Italian, German and more. Conjugations, audio pronunciations and forums for your questions.

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This would be for a lesson in a Spanish class during a preparation period for a test.

Content: Students show their mastery over what they learned during the unit. This practice will reveal to them what they will need additional support on to perform well on the test.

Pedagogy: Students will be the main leaders of the lesson and the teacher will only facilitate the activity.

Technology: This activity would be impossible without the use of technology. It also gives the students a medium of practice that is different then all other forms of review.

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This would be for an upper-level Spanish class. Students will join a Zoom call with a native Spanish speaker.

This will be a heavily student-centered lesson as the experience will be different for each student. Students will be able to have an experience that would otherwise be impossible and create a lasting impression on how they view the usefulness of learning the language. Depending on the dynamic with their conversation partner, they might also receive tips on how to sound more like a native speaker.