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1. Does the technology allow students to focus on the task of the assignment or activity with less distraction (Time on Task)?
2. Does the technology motivate students to start the learning process?
3. Does the technology cause a shift in the behavior of the students, where they move from passive to active social learners (co-use or co-engagement)?

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1. Does the technology tool aid students in developing or demonstrating a more sophisticated understanding of the content? (creates opportunities for creation/production over consumption)
2. Does the technology create scaffolds to make it easier to understand concepts or ideas?
3. Does the technology create paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools?

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1. Does the technology create opportunities for students to learn outside of their typical school day?2. Does the technology create a bridge between school learning and everyday life experiences?
3. Does the technology allow students to build skills that they can use in their everyday lives?

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Tech tool: Padlet
-tool increases time on task by using a social component- students can see each other's posts and if prompted by the teacher can comment on other posts, rate a post, or react to a post.
-students may be interested to read their peer's posts
-tool allows for collaboration between students

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SKetchup is a 3d design tool used by designers of all types. architects,designers and artist. The tool is very engaging. At first there is the learning curve of how to use the tools, but the students are deeply engaged while learning. Once comfortable the learning task then kicks in!

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Once the basics of the tool are learned students can then begin to experiment and explore. The can say "what if I change the angle on the roof" what if I place a windoew here? How will that change the look and feel of my design?

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Now that students know how to use this tool then can venture into other disciplines such as art. Students can now discover what happens when I spin a specific shape on a surface. They can also now share their designs with others ( such as the gr 4 symposium held at BH school for their passive solar home designs. They were shared with both parents and professionals .

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As an elementary teacher, I see often how students have excess energy and many tasks that require them to stay still. I love that GoNoodle gets them up and moving and also combines music with learning. I have used it as a brain break, as an introduction to a new lesson, and to review information. For example, there is a skip counting song that kids can stand up and dance while they sing along with the skip counting song. This is a fun way for kindergarten/first grade students to actively participate in practicing a skill. It also shifts behavior for those students who need the opportunity to physically move while they are learning. I find many more students are willing to attempt to count along with the song than they did when the class just did regular skip counting. There are so many videos on so many subjects!!

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The software focuses on math learning goals and is easy to navigate, Students get immediate feedback on their responses.

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Values are rondomized for all students.  If guidance is necessary, there are a variety of help tools at the user's disposal; every task includes a walkthrough, guided practice, video or an email link to ask the instructor.  A discussion thread is also available for sharing and collaboration.

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The software is web-based, which allows students to access the site at home, school, or on their mobile devices.  Additional study plans are available for students to reinforce concepts and skills.
While connections are made between concepts and real world applications, the connections to my students lives are limited due to the complexity of these high-level math concepts.

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GarageBand is a mac-based program that has a plethora of tools to make music. It has basic loops all the way to online keyboards to engage students no matter the musical background of students. It is not designed for multiple users working simultaneously

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Students who wish to had more elements to their projects have many tools with which to add complexity. The app does not offer much guidance in the use of the software. Teacher guidance is necessary to get students started, however, with a few basic skills, one can begin creating a full song right away.

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If students have an apple device at home, they can use the program outside of school. It is not cloud-based so working on the same project at school and home is a challenge. There are many youtube videos demonstrating different skills and types of music which students may choose to learn. Using this software is essential for those who are interested in music engineering/editing in the real world.

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There are several parts of this software that students can co-use that help students focus on the learning process. Many visual learners begin to see what was presented with words and equations.

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The answer to each of the posed questions is yes, although students might need help setting up the scaffolded parts.

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This software is free and accessible on the 1-1 chromebooks, which allows student use outside the classroom. I can only hope that this software helps students to bridge between school learning and everyday life!!

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Elementary students often use online databases to locate information for research projects in Library. For example, second graders may use PebbleGo or World Book Kids to find and read information on historical figures for a biography project. The information is readily accessible, more so than doing a Google search. The way the material is organized, with subtopics, photographs, and video(s).

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With a high quality, regularly updated, and reliable source from an array of online databases to which the district subscribes, elementary students can immediately read and consider the information in front of them before writing facts to answer research questions. For example, second graders completing a biography project will be able to define more complex vocabulary words by clicking on the word and seeing the definition. Photographs that accompany the text will enhance their understanding of the material presented to them. With some databases, there are activities that accompany the information for the students to show what they have learned.

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Our online databases, as well as those available through the public library website, are available to our students at school as well as from home on a 24/7 basis. Their use of databases includes access to online magazines and journals enabling the access to reliable, up-to-date information on virtually any topic. This facility with accessing high quality information will become a lifelong skill.

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Creating collaborative slide shows to address questions (either student or teacher created) allows students to get creative and engage in the task with their own spin on it. The lesson that I am thinking of with this post is an "Invertebrate Animal Mini-Project". Students chose an invertebrate that they had a personal interest in and developed questions that they were curious about. They created a slideshow that showcased what they learned.

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The open-ended nature of the assignment allows students to take it as far as they can imagine. The questions that they researched were of their choosing which enhances their curiosity and the free form nature and functions of Google slides really makes the sky the limit as to what they produce. In addition, because the student is working "where they are" cognitively, the assignment is naturally differentiated and their result is based on their current skill set.

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The creation of a slide show is certainly applicable to a student's life and future responsibilities in their career. They need to be able to communicate information in a creative, informative way. The flexibility of Google slides allows for uses in a variety of subject areas and contexts. Not only are students showcasing knowledge, they are learning how to work collaboratively and communicating in an exciting and creative manner. I do think the use of a tool like Google slides is teaching students valuable skills that can be applicable in many areas of their lives.

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Ok, so I initially misread the directions and was planning on sharing a different tech tool for enhance as I'm not confident that GoNoodle does a lot to enhance learning. It does not focus on creation or production. However, it does provide scaffolds for learning because there are lots of visuals, the learning is set to music which often helps students remember things. I think that an extension that could offer enhancement for creation/production would be to have students work in pairs or teams to create their own GoNoodle video for something they have learned. (A specific example I can think of would be to explore GoNoodle videos and then have students create a video with a dance or visuals to share what they learned about states of matter.)

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GoNoodle videos are available for free to anyone so they are accessible outside of school and kids often enjoy sharing them with families. If the activity suggested in the enhance column was to be used where students would create and share their own GoNoodle type videos, then it would definitely allow students to build skills they can use in their every day lives because they would have to work collaboratively with their partner/team.

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When utilizing Quizlet, it allows students to engage with the vocabulary they are working with in multiple contexts. It can be used in all context areas and allows for students to spend time actively studying the content using different resources. They can collaborate with other students to create a study set of vocabulary or study cards. It also includes a "Learn" section in which they can be actively taught the content presented before the percentage correct and mastered can be sent to the teacher.

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In Quizlet, you can either create the study sets for the students or the students can create them themselves. With Quizlet, it allows them to add their own definitions and also a picture that corresponds to it. In terms of scaffolds, the "Learn" tool provides great scaffolds for the children to build on their own learning. The program itself calculates the percentage of "mastered" words and is able to build upon that throughout their "studying." It not only requires them to identify the vocabulary or term, but also provides scaffolds for spelling of that word and writing out the entire definition or meaning.

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In terms of extending, Quizlet can be used outside of the classroom and used to study a certain set created by the teacher and student. However, it does not exactly help them develop skills in terms of outside, every-day life connections. It does help them extend their learning to multiple contexts and how to study, but does not necessarily provide them with skills that would extend past their education.

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StoryMaker is an app for creating and presenting Social Stories using pictures, text and audio (from Handhold Adaptive).  It is an app specializing in serving those with special needs and their caregivers. It is motivating for students to use due to a wide variety of options such as pictures, text, audio, and the ability to use it on a wide variety of technology. My students are able to work on their understanding and adherence to several social skills including the following: how to interrupt, why it is important to brush our teeth, how to sit and wait, how to safely ride the bus, routines for after school, what to expect when you go to the doctor/dentist/hair dresser, how to be a good friend, etc. These are all skills that can add to the value of one's life as well as increase their independence and level of functioning.

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This app is designed to create Social Stories with pictures and text to help those with special needs understand and develop social skills. They are able to use pictures, text or a combination of both to create as many stories as desired and can use them on a variety of systems such as an iPhone, iPad Touch or iPad. Their is versatility and customization opportunities in regards to using pictures from a stock library of images, adding your own from the camera, importing from an external source, or searching and download from the Web.  StoryMaker also lets you add custom voice recordings to each page. Once completed, the user or caregiver can then email a story to yourself as a PDF, then print it from your computer. This can be used to enhance the home/school connection as well as generalizing skills throughout environments.

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This app is designed to be utilized with individuals from a broad spectrum of developmental skills including very beginning communication to advanced linguistic skills. By utilizing pictures, text or a combination of both it is very adaptable to a large group of individuals. The use of voice recording can be applied to those who are unable to read, or for those who are able to learn better when the material is being read to them. The versatility of this app is extremely beneficial to a wide variety of clientele.

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Kahoot is a game based classroom response system that can be used as a formative assessment tool to inform your teaching. Super easy to use-even for this novice. After a lesson on Word Choice and Shades of meaning. I created a Kahoot game in which students were asked to order synonyms from weakest to strongest. My 5th grade reading students are very motivated by Kahoot- and it excites me to see them so engaged! It provides immediate feedback and allows for clarification. (Student can use code names if they like-)- Each student can play individually or in teams (which would allow for co-use/collaboration).

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After the lesson, encouraging students to create their own Kahoot game focused on Shades of meaning and word choice on their free time, allows students to think more deeply about words. Once they have created their game and I have reviewed, the students are motivated to share their learning in a game-like format in class.

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Kahoot is a free app and can be used at home.  Students who may not have lap tops at home can create and play Kahoot on a mobile phone.

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I saw this on Cool Tools for Schools. It can be used for digital citizenship lessons. The game format and the student work toward goals embedded within the game make it motivating. I think if students worked in pairs (each on a chrome book) and shared with each other there would be more social component than students working individually

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As students work through the digital citizenship content in a gaming format, they are provided with feedback when incorrect choices are made and need to pursue the task until the correct choice is made. The feedback provides students with additional information that assists in making correct choices. Students are directly learning through their use of the technology. The game format used in Interland could not be replicated outside the use of technology.

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Students can learn from Interland at home with a device. The content of Interland asks students to think about and make decisions about their online choices in several areas such as privacy of information, cyberbully. In their everyday experiences online, students do need to make these choices.

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I've found that Quizlet helps students become more independent in taking responsibility for their learning. They can create study sets for nearly any subject, they can add pictures, and study the content in a variety of ways. They can choose the method of studying that best fits their learning style.

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I think that Quizlet addresses all aspects of this “E” of the framework. Quizlet provides opportunities for students to learn and assess their knowledge of the content in a variety of ways. They can create the study sets in a way that makes the most sense to them, as they progress, Quizlet lets them know what content they have mastered and then can focus only on the material that remains to be learned.

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Quizlet can be used anywhere at any time! My students have told me that they use the app on their phones while in waiting rooms and in grocery stores! Depending upon the content, it could possibly be helping students connect school and everyday life, but I do not think that the skills learned through this program are skills that go beyond this program.

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I use Flip Quiz when reviewing math concepts for chapter tests. In addition to presenting the questions on the Smartboard, each student gets a "game board" with the corresponding question. This allows students to be involved in the game aspect while also providing the opportunity for reteaching and review prior to cumulative assessments.

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Students are given access to flip quiz so they can review the concepts during independent times. This allows students the opportunity to review concepts that are especially challenging for them.

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I have students review the chapter and develop their own word problems based on the content taught in the chapter. This provides students with a different way of interacting with the curriculum, as well as allows me the opportunity to informally assess the level at which students understand the current unit.

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Stella Callahan- Pebble-Go online database

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Stella Callahan- Pebble-Go online database

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Using Pebble-Go, Students can choose a topic or are excited about learning more about a current topic in a new way. They start with less distraction and are motivated to begin gathering information. Each section is brief and engaging, so students are more likely to focus as well. While Pebble-Go can be used individually, I have paired my students on chrome books when using it so they can talk to each other about what they are learning. They are excited to share new facts with each other. They increase their dialogue about the photographs, videos, sound clips and maps that are often provided. Along with this, we have used the data base as a whole class and the students shift to being active social learners because we have the ability to stop and discuss new vocabulary, new facts, interesting observations, and connections. The level of text makes it easy for students to understand and therefore connect with the information.

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Students are able to develop a more sophisticated understanding because of new vocabulary and richer content that they may not yet be ready to read independently. The information can be read to them, and they can also be exposed to live videos, sound clips, and maps that they may not normally have access too. Headings/sections, highlighted vocabulary, and the audio component are natural scaffolds for early learners. It provides differentiation because students can read it independently or have it read to them. They can also choose their content area, topic, and subtopics. Students can research more or less on any given topic after conferring with their teachers and/or groups. It also offers an element of collaborative research and leads itself to using various types of text for a research project.  Students can demonstrate their understanding of the content through various methods including graphic organizers, non-fiction writing, creating maps or diagrams, illustrations, or oral presentations.

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As it is an online data base, Pebble-Go can be accessed outside of a student’s typical school day. It also provides additional resources students can follow up with (online and in print) if they want to learn more about a given topic. Additionally, it may spark student interest to continue learning about a given topic using other tools or sources outside of school. The topics presented in the data base can be easily connected to everyday life experiences. For example, their social studies section has a lot of information on economics (money, needs, wants, etc.) as well as community helpers that the students see constantly. Finally, when using Pebble-Go students are learning to use multiple sources, navigate a data base, and look for relevant information related to their topic. They also have exposure to reading maps and keys, as well as learning and collecting information from photographs and video clips.

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Wevideo allows students to collaborate with each other on school work outside of school. They have the ability to pull clips, pictures and quotes from all over the internet. Having the ability to edit outside of school has given my students the flexibility to be more creative and enhance their project while at home. It also allows the shy students in class to shine with their own creative project.

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Wevideo has allowed my students to increase their knowledge of a book by adding multimedia functions to a book project. By being able to add audio and video clips to a project they can show the class what they can do on wevideo. Also by adding different clips they can show me how they can connect the book they read to another from of entertainment, thus reaching higher levels of thinking.

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My students love to use wevideo in the classroom in place of the traditional book project. They are often very proud to show their classmates, and myself, the project they have made. Even the shy students in class are happy to get up front and present their project. It has allowed my students the freedom to show themselves and how much they know about their book during the project.

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My students enjoy using DeltaMath for extra practice. It certainly helps them focus on one task as the only thing they can do is answer math problems. They could become distracted with other activities on their chromebook, but they know I can see their progress and they often stay on task. They like having instant feedback on whether their answer is correct or not, unlike HW where they need to wait until the next day to see the answers. There isn't really an opportunity for co-use as the students need their own accounts, but they can still work together since the problems are all very similar.

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All students have Chromebooks and are able to access this site outside of school hours. This can be extremely helpful for students struggling. They can get extra practice, help from parents (who may be able to make sense of the solutions) and/or tutors. I have created extra assignments for topics that students are struggling with and this gives them an opportunity to practice outside of the classroom.

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I would say that DeltaMath enhances learning. Maybe not for students who are strong in each particular subject and don’t really need the extra practice (although it reinforces the fact that they know it). It definitely aids those students who are wishy washy with the material. If gives students immediate feedback on whether they are correct of not. If they’re incorrect or don’t understand the question, they are provided with detailed explanations of the solutions. It may even be a different method than I would have used, giving them another tool. This can certainly help students to have a better understanding of the material. Also, I’m able to see each students’ progress as well as how successful my students are in each topic. It is helpful being able to clearly see what topics I should revisit.

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1. OverDrive is a platform for reading ebooks and listening to audiobooks. It does help students focus because it doesn't have pop-ups, ads, or other web-based distractions, despite being online. OverDrive can help students focus on the reading in front of them. OverDrive is motivating because it allows for choice, and students like being able to take their reading anywhere and onto other devices. Finally, they can leave reviews and make recommendations to their peers, which is an opportunity to share their reflections in an authentic, social way.

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1. I don't think OverDrive does allow for students
2. Does the technology create scaffolds to make it easier to understand concepts or ideas?
3. Does the technology create paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools?

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I'm not sure if OverDrive helps students develop a more sophisticated understanding of the content, but what it does excel at is personalization and differentiation. Students can adjust font sizes, font shapes, read along, read along speed, display colors, display size - and probably more that I can't think of at the moment. Being able to adjust the mechanics of the text itself may make a text more accessible to some students, and in doing so, help them develop deeper understandings.

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Yes! OverDrive does all those things! A text being read or listened to on OverDrive is accessible on any internet-connected device, and it even keeps your spot! Students can read at school or home - or the bus! They can also use OverDrive for both school content and personal reading - the skills they use to locate and access a text for school can also be used to access reading for pleasure. Also, public libraries use the same platform, so the skill is transferable to real world situations. Hey - OverDrive is pretty awesome!

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Yes, this tool engages students. It is a great interactive learning tool the students can participate in small or larger groups or independently. They are focused and excited. They love to compete with each other. They are definitely active learners. They love to come up with the questions as well which gives them the opportunity to review and discuss the subject at hand.

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Students can use this tool from home.  It does create a bridge from school learning and everyday life.  They can review concepts, vocabulary and content using this tool.  It allows them to use a digital tool to enhance learning by using it as a fun way to review.  Exposure to a variety of digital tools may have benefits in their everyday life.