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What: An easy (to operate) online trivia game.
How: I might use it before class to build community by having a bit of fun before getting to work. I would just have students keep their own scores or just guess and not keep score at all.

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Random Trivia Generator is a fun, user-friendly trivia app that entertains for days. Sharpen your brain or challenge your friends with our ever-expanding library of trivia arranged in six popular categories.

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What: Google Docs allow for students to work together in a single document. (Slides and Drawing could be used as well, but I make the most use of Docs for real time collaboration.)
How: I use Google Docs in a variety of ways, but most useful to me during synchronous sessions is for students to type collaboratively on a chart so that I can see all work going on as a whole group or even in small groups. This makes it easy for me to formatively assess as students contribute.

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What: A visual bookmarking tool.
How: Teachers could create a page for all of the links parents and students need. The links can go directly to school accounts, etc. The visual is particularly helpful for younger students.

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Symbaloo: Bookmarks & Favorites - The #1 Homepage for Educators

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Easily save, share, and organize your favorites with Symbaloo; the best online bookmark manager for educators. Use Symbaloo as a homepage on any browser or Internet-enabled device. Create a free account today!

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What: Google platform for building customizable web sites/pages for students to introduce topics, projects, passions or themselves to the world.
https://gsuite.google.com/products/sites/

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Allows you to make Google Slides interactive as a slide presentation extension and students can follow along with presenter in real time in synchronous sessions or at their own pace in asynchronous ones.
https://www.peardeck.com/googleslides

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What: Presentation tools that adds interactivity and graphics to make ppts more engaging to students.
https://prezi.com/

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Pixabay is a vibrant community of creatives, sharing copyright free images and videos. All contents are released under the Pixabay License, which makes them safe to use without asking for permission or giving credit to the artist - even for commercial purposes.
https://pixabay.com/

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Provide creative common licences and public domain tools that give every person and organization in the world a free, simple, and standardized way to grant copyright permissions for creative and academic works; ensure proper attribution; and allow others to copy, distribute, and make use of those works.
https://creativecommons.org/

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Different styles of presentations, which includes gallery walks, newspaper format, and more.
https://www.emaze.com/

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What: Tool that allows for video responses and then interactive responses through text or video.
https://info.flipgrid.com/

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What: Assessment tool for students filling out pre-made questions in recognizable ways (Shirt answer, multiple choice, etc.)

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What: Presentation platform that acts very much like PPT but allows multiple users to engage and build collaborative presentations in real time.
https://www.google.com/slides/about/

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Five Ways to Build Community in Online Classrooms

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Five Ways to Build Community in Online Classrooms

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1.  Make yourself available
2.  Make a communication plan
3. Encourage interaction
4. Build outside class spaces
5. Bring the outside in

Being deliberate, consistent, and relentless, we can build communities in our online courses that help students to connect with not only with the course materials, but with one another. And by working to create these relationships, we can turn “I’m sorry to bother you” emails into “I’m glad I have someone to reach out to.”

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During Class:
Encourage community: the sense of presence will be enhanced when everyone shows their face via their webcam. Consider requiring students to turn on video as a key part of participation, since it is easier to engage with the class if you can see them, and students are more likely to pay attention if they know they’re on camera. The gallery view can be helpful here.

Stretch times: consider permitting students to “stretch” every 20-30 minutes for 30 seconds. It can be harder to focus attention on a screen than in a classroom!

Polls: Zoom’s polling features to see the distribution of perspectives on a particular question. When used well, this can be a powerful complement to the lecture or discussion.

Chat: Zoom’s Chat feature can be either very useful for the instructor, or a distraction if it’s used continuously, so thinking about how and when to engage students is helpful. Additional tips can be found here.

Breakout groups: if you want students to reflect in smaller sized “buzz groups”, you can consider using Slack or twitch as a chat platform that complements Zoom. Alternatively you can use Zoom’s Breakout Rooms functionality.

Writing on the board: if you usually do “board work” as part of a class session, you have a number of options.

Outside Class

Discussion boards for asynchronous forums:
Not all classroom discussions need to be synchronous. In these cases, Canvas has a discussion forum feature. Decide what kind of discussions will be most beneficial to your course: topic-driven or social-driven. Your discussion prompts and how you evaluate your students’ responses should reflect that decision.

Topic-driven: this type of discussion board works especially well for highlighting readings or helping your students focus on key parts of your course content. Provide specific conversation points and prompts that may relate to a reading or a lecture. Make sure to build in space for reflection or debate in your discussion prompts. Students should want to know what their classmates are thinking about!

Social-driven: this type of discussion board works especially well if you want your students to connect the course with current events or their own projects or work. Your discussion board serves as a digital “water cooler” for your class. Your discussion prompts can be more general, such as asking them to post about the specific topic of the week.

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Resources for the following course types:

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Resources for the following course types:

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1. Lecture-Oriented Courses
2. Case-Based Courses
3. Small Group Discussions
4. Hands-On Courses
https://teachremotely.harvard.edu/best-practices

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Opportunities:
1. Focus on the pedagogy, not just the platform.
2. Take advantage of interactivity
3. Opportunity to innovate

Expectations:
1. Set classroom norms
2. Determine your priorities
3. Audio matters
4. Think about time of connection
5. Don’t expect to master everything on first day

Accessibility:
1. Students have a range of abilities, and not everyone will disclose
2. Text is universal
3. Some students need additional processing time
4. Select accessible resources
5. Be an advocate

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RESOURCE: ACCESSIBILITY IN THE DIGITAL ENVIRONMENT

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RESOURCE: ACCESSIBILITY IN THE DIGITAL ENVIRONMENT

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https://new.sewanee.edu/offices/the-college-of-arts-sciences-offices/dean-of-the-college/center-for-teaching/resources/remote-teaching/student-accommodations/

Sewanee.edu

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What: An online version of Scattergories.
How: I think this is mostly for fun and community building, but perhaps it could be used in ELA to cover some content.

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What: A Google Chrome Extension to support online reading and writing.
How: This is a tool to differentiate for students with disabilities or ELs, but could also support all learners.

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Boost reading and writing confidence across all types of content and devices, in class, at work, and at home.

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What: A resource dedicated to engaging all students during remote learning.
How: There are many links to information and tools to meet the needs of all students.

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EDUCATING ALL LEARNERS IN ALL LEARNING ENVIRONMENTS

An alliance dedicated to equity for complex learners

Search Resource Library

Accessibility Statement

Educating All Learners is committed to providing a website that is accessible to the widest possible audience, regardless of circumstance and ability. We aim to adhere as closely as possible to the Web Content Accessibility Guidelines (WCAG 2.0, Level AA), published by the World Wide Web Consortium (W3C). These guidelines explain how to make Web content more accessible for people with disabilities. Conformance with these guidelines will help make the web more user friendly to everyone.

Click on the blue circle widget in the upper right hand corner to change accessibility features such as contrast, highlight links, bigger text, text spacing, pause animations, dyslexia friendly, cursor, tooltips, line height, and text alignment.

1 in 5 children

in the U.S. have learning and attention issues such as dyslexia and ADHD (NCLD).

7.3 million

or 14 percent of all public school students, receive special education services under the Individuals with Disabilities Education Act (NCES).

When supported effectively

students with disabilities grew in reading and math during the school year as much or more than never-SPED students (NWEA).

EDUCATING ALL LEARNERS IS FOR YOU.

As districts, educators, students and families continue to adjust to a variety of learning environments, the needs of students with disabilities are too often put on the back burner-instead, they must be considered from the beginning. Family communication, online instruction, teleconferencing and counseling, independent study, blended learning, needs assessment, and data tracking and analytics are each stronger and more effective when they are designed to meet the needs of all learners.

The Educating All Learners Alliance (EALA) is an uncommon coalition of organizations committed to resource sharing and community-building that supports the efforts of the education community to meet the needs of students with disabilities.

We are committed to showing the path to possible for practitioners by providing curated, searchable resources, access to experts, a tech library featuring accessibility features in edtech, and examples from the field.

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An alliance dedicated to equity for complex learners Search Resource Library Educating All Learners is committed to providing a website that is accessible to the widest possible audience, regardless of circumstance and ability. We aim to adhere as closely as possible to the Web Content Accessibility Guidelines (WCAG 2.0, Level AA), published by the World Wide Web Consortium (W3C).

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What: A series of lessons on digital citizenship that includes an interactive web-based game.
How: Students play the game and then the teacher can debrief with lessons on digital citizenship.

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The Internet Keep Safe Coalition is dedicated to protecting children, families, and schools by assessing, advising, and certifying organizations that collect, use, and share personal information and data that is protected by law.

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Be Internet Awesome is a multifaceted program that includes a fun and free web-based game called Interland and an educational curriculum to teach kids how to be safe and responsible explorers of the online world.

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Common Sense Digital Citizenship Curriculum

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Common Sense Digital Citizenship Curriculum

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What: A full scope and sequence to teach digital citizenship with free materials.
How: This could be used to conduct mini-lessons synchronously or asynchronously on pieces of digital citizenship that are particularly important in your discipline, topic being taught, or grade level.

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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What: This is a kid-friendly AUP created by 4th and 5th graders at Oak Hills. In remote learning, it's important to be sure students have a real understanding of acceptable use.
How: I could see creating something like this for kids/parents OR having an activity where students of any level put the legalese into their own words as well.

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Learner Engagement, Particularly for Students with Disabilities

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Learner Engagement, Particularly for Students with Disabilities

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Engaging Learners in Online Environments Utilizing Universal Design for Learning Principles (Links to an external site.)

Educating all Learners During the COVID-19 Disaster (Links to an external site.)

Helping Students with Special Needs Cope with Remote Learning (Links to an external site.)

Accessibility for Every Student (Links to an external site.) (Google Classroom specific)

Resources for Supporting Learners with Disabilities

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Five Ways to Build Community in Online Classrooms (Links to an external site.)

Virtual Ways to Build a Classroom Community (Links to an external site.)

Online Classroom Culture Best Practices (Links to an external site.)

Ten Ways to Overcome Barriers to Student Engagement Online (Links to an external site.)

Actively Engaging Students in Asynchronous Online Classes

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Digital citizenship for students involves:

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Digital citizenship for students involves:

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1. Online safety

2. Protecting privacy

3. Addressing cyber-bullying

4. Respecting copyright law

5. Managing their digital footprint

It also involves becoming digitally literate and balancing technology use.

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Plenty of free and quality resources are available to teach students what they need to know.

Common Sense Media offers a wealth of resources to help parents, educators, and advocates teach digital citizenship, including lessons, posters, games and family engagement information.

Google provides a “Be Internet Awesome” curriculum that includes resources for school and home.

Microsoft provides a Digital Literacy Curriculum that includes information and assessments more appropriate for older users.

The FBI provides Safe Online Surfing modules for third through eighth graders.

Everfi presents Ignition, a Digital Literacy & Responsibility curriculum, for sixth through ninth graders.

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Digital Citizenship: What It Means, How to Teach It, and the Resources You Need

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Learn about teaching digital citizenship to students. You need to do more than keep up with technology trends.

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"Some districts...have altered the perspective on “acceptable” use policies by framing them as “responsible” use policies. A “responsible use” approach is more than just a switch in terminology. It presents the student use policy in the form of what students should do rather than what they should not do...When a district adopts the approach of helping students become responsible users of digital media, there is the need to provide specific learning experiences.

While effective teachers will make use of leaning opportunities as they emerge, it is necessary to develop instructional plans that teach students the needed skills and dispositions."

James Bosco
Principal Investigator
Participatory Learning in Schools: Leadership & Policy
Consortium for School Networking

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What:  Infographic making platform offering well-designed free templates. (Online design tool)

How:  Teachers or students can use for productivity (infographics, storyboards, online posters, etc.) or for sharing information as handouts, worksheets, or flyers.

What I liked:  Easy to use for high school students and graphics were easy to interact with am manipulate to get desired look for infographic.

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Amazingly Simple Graphic Design Software - Canva

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Amazingly Simple Graphic Design Software - Canva

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Infographic Example

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What: ClassDojo is a tool to give feedback on student behavior and has other classroom management tools such as a timer and random group generator. Activities and portfolios can also be created and completed through Class Dojo.
How: This could be used for classroom management in synchronous sessions or for students to complete assignments from home.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Librivox - Audio files
Creativecommons.org
Project Gutenberg
Openstax  - Textbooks
Pixabay - Images
Ck12.org

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What: edpuzzle is a tool for delivering video content in an interactive way, punctuated with questions or comments from the instructor.
How: This could be used to deliver new content to students and to simultaneously assess. This could also be used to help students apply knowledge by talking through a lab or step-by-step process and asking students questions throughout. This is not useful for interaction between students.
Tips for use: You can use existing youtube videos or upload you own. Creating a screencast of a PowerPoint presentation with a video of the instructor in the corner is a good practice, but be careful of what is covered up by questions. If you are referring to something in the PowerPoint, it may be covered up.

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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!