# data[].attributes.body
Eight-year-old children learn best through visual logic, movement, and immediate cause-and-effect feedback. They prefer hands-on activities where they can solve puzzles, collaborate, and interact directly with physical objects—like drawing color codes on paper and watching Ozobots follow their programmed tracks in real time.

To meet these needs, I would create "Ozobot's Interactive Story Maps" using Genially. This digital resource acts as an engaging storybook map divided into different mission zones, such as helping a robot navigate a jungle or solve a math puzzle. Each digital zone presents a short riddle or logical challenge.

Once students solve a digital puzzle, they transition to physical paper to draw the corresponding Ozobot color codes for turns, speeds, and loops. They then observe their Ozobot on the paper track to see if their code works. Finally, students take a quick photo or video of their successful robot run and upload it back to Genially to complete their interactive lab record. This keeps 8-year-olds actively drawing, observing, and problem-solving with their hands while using technology to guide their learning.

# data[].attributes.headline
From a multimedia resource to a QR guide at the bench

# data[].attributes.subject
From a multimedia resource to a QR guide at the bench

# data[].attributes.body
-> The resource I picked: multimedia content, specifically interactive video, the kind where the video stops and asks the student something before it continues.

-> My students' needs and preferences: I teach Industrial and Analytical Chemistry in VET, students aged 16 to 20. They arrive with very different levels, they miss practical sessions because of company placements and Erasmus+ mobilities, and safety is explained once at the start of the course and then repeated orally by me, session after session. They almost all have a smartphone but not always a computer or a stable connection at home, and they prefer short visual content they can control themselves over reading a protocol on paper. What they need is not more information, it is access to the right step at the moment they are about to do it.

-> What I would create: a set of short interactive videos, two to three minutes each, filmed in our own laboratory with our own equipment, one per critical operation (preparing a standard solution, filling a burette, handling a concentrated acid).

The video stops at each hazard point and asks a single question before continuing, for example which glove type is correct or what to do if the reagent touches your skin. No login, no installation, mobile first, in Spanish with the key technical terms also in English, because that is the language of the documentation they will meet in industry.

The part I care most about is where it lives: a QR code at each workstation, so the student scans it at the bench, in the thirty seconds before doing the operation, instead of watching it at home the night before. Filming it in our own lab also matters. A generic video shows a laboratory, this one shows theirs.

Interested to hear if anyone has tried interactive video in a practical or workshop subject, and whether students actually used it.

# data[].attributes.attachment_link.title
LabSafe – 2D/3D Laboratory safety for a digital future | European School Education Platform

# data[].attributes.attachment_link.description
LabSafe – 2D/3D Laboratory Safety for a Digital Future is an international eTwinning project developed by vocational education and secondary education institutions from Spain and Türkiye, focused on promoting laboratory safety through digital innovation, collaboration and project-based learning. The project brought together students and teachers from scientific and Chemistry-related educational programmes to collaboratively design and create an open-access digital library of laboratory safety resources. Throughout the project, participants researched European and national laboratory safety regulations, analysed ISO safety standards and developed innovative educational materials adapted to real laboratory environments. Among the main outcomes of the project were the creation of 2D and 3D laboratory safety signs, 3D-printed safety elements, interactive digital resources, QR-code-based materials and Augmented Reality (AR) experiences aimed at improving safety awareness and good laboratory practices. Using collaborative methodologies through eTwinning TwinSpace, students worked in international teams, participated in peer-learning activities and strengthened both technical and transversal competences such as teamwork, communication, creativity, digital competence and problem-solving. LabSafe also promoted international cooperation between VET institutions, encouraged the integration of emerging technologies into education and contributed to the development of safer, more innovative and more sustainable scientific learning environments.

# data[].attributes.body
1. CANVA :GJUHA JONË SA E MIRË https://www.canva.com/design/DAGY6w2qPPQ/6FPcFeAJum0tAOyXAkwDew/edit?utm_content=DAGY6w2qPPQ&utm_campaign=design

2. https://canva.link/v0npyykk2kg6nl1

3.https://padlet.com/ahoxhaj1972/bookmarks-po6k1f79158iih5y

Target Audience, Learning Needs & Preferences:

Developing 10th-grade literacy and creative writing skills through engagement with linguistic and literary heritage, while enhancing collaborative learning and digital research skills by curating, organizing, and discussing learning materials.Students show a strong preference for visually appealing, well-structured, and modern digital interfaces (as opposed to traditional text-heavy handouts), favoring active participation where they can contribute ideas, comment on classmates' work, and access shared bookmarks from any device.

Inspired by the "Pick and Choose" digital framework, I integrated Canva and Padlet to build an interactive digital learning hub centered on the theme "How Wonderful Our Language Is":

A visually rich presentation and poster featuring artistic typography, relevant illustrations, and structured content to capture attention and serve as a visual stimulus. Student-selected essays and top pieces were highlighted and presented to the class.

Interactive Collaboration (Padlet): Directly linked to the Canva resource, this interactive board allows students to browse curated bookmarks, articles, and literary excerpts; upload their own digital postcards, written reflections, or audio recitations; and leave comments with constructive peer feedback on their classmates' contributions.

# data[].attributes.body
As a Language and Literature teacher, I chose to create an interactive flipbook using Heyzine, combined with Canva and Padlet, as these are digital tools I regularly use in my teaching and eTwinning projects. Heyzine allows me to present learning materials in an attractive digital book format with a realistic page-turning effect, while Padlet is one of my favourite tools because it enables students to share ideas, reflections, and creative work, collaborate with their classmates, and interact with our eTwinning partners. I have noticed that my Grade 9 students are more engaged when learning includes visual, interactive, and collaborative activities. This approach makes learning more active, creative, inclusive, and meaningful for all learners.

# data[].attributes.body
I would choose TED-Ed as inspiration because it combines short, engaging audiovisual content with opportunities for comprehension and discussion.

In my 4th ESO English class, students have mixed levels and different levels of confidence when speaking. Some students need visual support, repetition and clear models before using English independently, while others are ready for more open-ended speaking tasks.

Inspired by this type of resource, I would create an interactive “Travel Survival English” activity based on real-life situations such as checking into a hotel, ordering food, asking for directions or solving a problem while travelling. The resource would include short audio or video models, useful expressions, visual support and interactive choices.

Students could first explore the language at their own pace and then use it in pair or group speaking activities. This would help make the learning more engaging, practical and accessible for different learners.

# data[].attributes.body
​Chosen Tool: Canva

​Learning Needs and Preferences: My students have diverse learning needs, including varying levels of language proficiency, visual learning preferences, and different digital skill levels. Many of them struggle with long, text-heavy materials and benefit greatly from multimedia support, clear visual hierarchy, and interactive elements.

​The Digital Resource: Inspired by Canva, I would create an "Interactive Digital Learning Poster." This resource would feature clickable hotspots containing embedded short audio clips for pronunciation, pop-up definitions, and vibrant visuals. It allows students to explore the content at their own pace, accommodating visual and auditory learning preferences while making complex topics accessible and engaging.

# data[].attributes.body
I would pick Scratch, and more specifically its version for younger children, because it fits my class better than anything else in the table. My students are seven and eight years old, they are still learning to read and write, they get tired quickly when a task asks them to produce text, and what they really love is making something of their own and showing it to a friend.

# data[].attributes.body
I would choose Canva as an example of a digital resource. My students have diverse learning needs, including different levels of language proficiency, visual learning preferences, and varying levels of digital skills.

Inspired by Canva, I would create a simple, interactive visual learning resource such as a “digital learning poster” or “interactive infographic” that breaks down key concepts into short, visual steps. This resource would include images, icons, and minimal text to support comprehension, especially for students who struggle with reading-heavy materials.

To increase engagement, I would also add interactive elements such as clickable sections or short embedded quizzes. This would support both independent learning and collaborative activities in the classroom.

Overall, the goal would be to make learning more visual, accessible, and engaging for all students while supporting different learning styles and levels.

# data[].attributes.body
When I reflect on the digital resources I use, one that stands out is Quizizz. It is very effective for engaging students, especially because it turns assessment into an interactive and motivating activity. However, when I compare it to the learning needs of my students, I realise that not all learners benefit equally from fast-paced quiz formats. Some students need more time to think, while others prefer more visual or contextual support.

Based on this, if I were to create my own digital resource inspired by Quizizz, I would design a more flexible, multimodal activity. It would include not only quiz questions, but also short explanations, visual prompts, and optional hints to support different learning styles. Students would be able to move at their own pace, repeat questions if needed, and receive immediate feedback with explanations.

This type of resource would better support mixed-ability classrooms, where some students need structure and guidance, while others benefit from more open-ended challenges. It would also balance engagement with deeper learning, ensuring that students are not only motivated, but also truly understand the content. This reflection helped me realise that digital resources are most effective when they are adapted to learners, not just used as they are.

# data[].attributes.body
I use Canva and Padlet to create my digital resources. This combination support visual learning, interaction, and collaboration, making activities more engaging and easier to understand for my students.

# data[].attributes.body
As students' e-portfolios, we use padlet to collect all their works, it is accessible everywhere.

# data[].attributes.body
Genially provides a fun and effective way to engage students.

I use it to make escape rooms, videos and presentations.

# data[].attributes.body
I would create an interactive 3D solar system explorer for 8th-grade students, allowing them to navigate planets, view orbits, and access short multimedia explanations. It would include simple quizzes and animations to make learning engaging, helping students visualize planetary motion and explore concepts at their own pace.

# data[].attributes.body
In my work, I use Padlet to create various learning materials. It is very interesting for students and provides a lot of opportunities.

# data[].attributes.body
I use Padlet in educational activities as a collaborative option for students, and for the creation and presentation of projects or papers I use Canva.

# data[].attributes.body
I would use Padlet to create an interactive digital wall tailored to the abilities and needs of my preschool children.

# data[].attributes.body
I usually choose easy-to-use apps as padlet that fits all ages

# data[].attributes.body
To create my digital resources, I usually use Genially because it offers many interactive possibilities to insert different links  like video, pages, quizzes and more. But I also use Canva, Quizlet, Kahoot, Nearpod.

# data[].attributes.body
I would choose Quizlet. This would help me create flash cards with words in Greek and another language (Albanian, Bulgarian...), so as to help my pupils from different countries to learn and collaborate easily with their peers.

# data[].attributes.body
I like using gamification app, for example kahoot or genially to create Escape rooms

# data[].attributes.body
I would choose a resource that offers gamified, interactive activities, is easy for kindergarten students to use, and also includes simulations.

# data[].attributes.body
I use Kahoot for my primary school students. Kahoot has options to play individually and on time with the group. I can add visuals to the questions and add time limit easily. I use it especially by the end of the lesson.

# data[].attributes.body
I like using Kahoot in order to check understanding and build up memory skills of my students. It combines learning and fun.

# data[].attributes.body
I selected Quizlet as the digital resource for my 8th-grade Music class. My students are enthusiastic and creative learners who enjoy interactive activities that combine sound, images, and movement. They learn best through repetition, visual cues, and playful competition. Quizlet effectively supports these needs by allowing me to create customized sets of musical terms, symbols, and instrument families. Students can review vocabulary such as “tempo,” “dynamics,” and “melody” using flashcards, games, and quizzes that make learning both engaging and memorable. The tool’s audio feature is especially useful in music education, as it helps students connect written symbols and terminology with correct pronunciation and sound.

If I were to create a digital resource inspired by Quizlet, I would design an “Interactive Music Studio” — a platform where students can learn musical concepts through matching activities, rhythm challenges, and listening exercises. It would adapt to each student’s progress, offer real-time feedback, and integrate short audio clips to strengthen listening and recognition skills.

# data[].attributes.body
My students have different learning preferences and levels of digital competence, so I try to use tools that combine interaction, creativity, and real-world connection. For example, PhET simulations help them visualize and experiment with scientific and environmental concepts in a hands-on way. Genially allows them to create interactive posters or presentations that summarize what they have learned while practicing communication and design skills. With Google Earth, they can explore real landscapes, observe agricultural areas, and understand the environmental impact of human activities. Finally, Kahoot makes assessment more engaging through quizzes and friendly competition, helping learners review content in an enjoyable way.

If I were to create my own digital resource inspired by these tools, it would combine interactive simulations, real-world data, and gamified learning. Students could explore environmental scenarios on a virtual map, test different actions (like irrigation or crop rotation), and receive instant feedback through quizzes and visual results. This would make learning both meaningful and motivating for all types of learners.

# data[].attributes.body
I would choose a resource that provides gamification interactivity and easy tools to use by kindergarten students too. Stimulations also included

# data[].attributes.body
Students in Nutrition and Food Technology often need to connect theoretical knowledge about nutrition and sustainability with cultural, historical, and social aspects of food. Thus, I would create a digital resource inspired by Europeana's cultural collections. It would be an interactive digital archive and storytelling escape room created to Genial.ly that would include in its missions historic recipes, local food traditions, agricultural practices, artworks, and oral histories from across Europe.

Learners could:

Explore virtual exhibits (e.g., the Mediterranean Diet in ART or Festive Foods of Europe).

Analyze nutritional values of traditional dishes using embedded tools like Explore Food.

Create their own digital storyboards or infographics comparing historical and modern diets, sustainability practices, and cultural influences.

Pedagogical Value:
This digital resource would support interdisciplinary learning (linking food, culture, and science), critical thinking, and cultural awareness, while promoting digital literacy and creativity.

Copyright & Ethical Use:
All materials would be openly licensed (Creative Commons or educational use), ensuring ethical sharing, attribution, and respect for cultural heritage.

# data[].attributes.body
I like using quizlet to help my children remeber better what they have just heard. In this way we can repeat and have fun. I add clipart or photos usually to make it more interesting.

# data[].attributes.body
If I could create my own digital resource, I would make something that combines interactivity and accessibility for all students, especially those with different learning needs.

I would design an Inclusive Learning Quiz platform inspired by Kahoot:

Need: My students are motivated by games, competition, and instant feedback. However, I need a tool that is not too fast and offers more options for special needs.

Features: It would have flexible pacing , different question formats (audio, images, video) , and options to adjust the font size and color contrast.

Goal: The goal is to make learning fun and easily accessible for everyone, ensuring that all students can participate and build confidence.

Alternatively, a collaborative digital wall like Padlet with integrated reflection prompts and accessibility features (like text-to-speech) would be very useful.

# data[].attributes.body
I would choose Kahoot. My students are highly motivated by interactive and game-based activities, especially those that involve friendly competition and instant feedback. Kahoot works well for them because it turns review sessions into engaging quizzes that keep everyone involved and focused.

If I were to create a digital resource inspired by Kahoot, it would be a custom interactive quiz platform that mixes short videos, visuals, and scenario-based questions. For example, in an English class, students could watch a short clip, answer comprehension questions, and earn points for correct answers. This would cater to their need for active, fun learning while reinforcing key concepts in a dynamic and motivating way.

# data[].attributes.body
I’d create an interactive website with videos, quizzes, and simulations, supporting visual and hands-on learners through engaging, self-paced activities that provide instant feedback and encourage exploration and collaboration.

# data[].attributes.body
I would create an interactive wall on Padlet to act as a collaborative learning space, where students can post thoughts, questions, photos, audio messages, or even short videos, around a thematic unit — e.g. "Animals of the World," "Energy and Its Forms," ​​or "Seasons of the Year."

# data[].attributes.body
I often use padlet, canva, wordwall, which are interactive digital wall.

# data[].attributes.body
Selected resource: Wordwall

Primary school students’ learning needs and preferences:

Children are curious, active, and need visual and interactive activities.

They enjoy learning through games and simple challenges that keep them engaged.

They need short, clear exercises with immediate feedback to understand quickly and feel involved.

Proposed digital resource:

I would create an interactive matching game for vocabulary and text comprehension.

Functionality: Students match images with words or short sentences.

Visual design: Colorful, with simple animations and positive feedback sounds.

Pedagogical value: The game combines vocabulary and reading skills development with motivation and collaboration.

# data[].attributes.body
I think ChatterPix is a very effective digital tool for making children talk. However, if I were to create my own version, I would add features such as allowing several characters to speak at the same time, and providing enough time to create a proper dialogue, since ChatterPix is limited to only a short recording. In addition, I would design it as a website instead of requiring an app installation, so that it could be used more easily without downloading. This would be my design description.

# data[].attributes.headline
Ηλίας Τουτσογλίδης Greece

# data[].attributes.subject
Ηλίας Τουτσογλίδης Greece

# data[].attributes.body
I would create on Padlet, which is an interactive digital wall designed for preschoolers, adapted to the capabilities and needs of my toddlers.

# data[].attributes.body
If I were to create a digital resource, I would take care to be accessible to all students no matter what special needs they might have, relevant to my students knowledge and free to use.

# data[].attributes.body
To challenge and motivate my young students (11-12 years old) I use educational apps such as Panquiz, an online platform that helps create interactive quizzes, test, and assessments. It offers a playful, gamified approach to learning that keeps students engaged and actively involved in the classroom.

Thanks to real-time feedback, students and teachers can immediately identify strengths and areas for improvement, enhancing the learning process with instant insights.

# data[].attributes.body
If I were to create my own educational tool, I would want it to be accessible to people with special educational needs, as well as to people with disabilities.

# data[].attributes.body
Chosen resource: Padlet

My students (upper-secondary learners, 14–19 years old) are social in their learning. They seem to benefit from: visual support (they prefer images, mind maps, and videos over long texts); interactivity (they engage more when they can post, comment,react); flexibility of access (they use both mobile devices and computers);  multimodal expression (some are stronger in writing, others in speaking, drawing, or creating media). Padlet meets many of these needs because it allows easy posting of multimedia, collaborative interaction, a visually appealing layout. However, it has some limitations such as restricted free version, little space for guided reflection. If I were to design a resource inspired by Padlet, it would be a collaborative digital wall where students can post texts, images, audio recordings, videos with integrated reflection prompts added by the teacher at the top of each board, guiding students to connect their contributions to the lesson objectives, with accessibility features (text-to-speech, font adjustments, and translation options to support diverse learners), with export function (e.g. boards can be turned into a PDF summary or timeline to document collective learning progress)

# data[].attributes.body
Chosen Digital Resource from the Table: Kahoot (Educational app – game-based learning)

Learning Needs and Preferences of My Students:
My students, aged 6–12, thrive when lessons are interactive, competitive in a friendly way, and visually stimulating. They enjoy immediate feedback and activities that combine collaboration with individual achievement. Many are motivated by points, badges, or visible progress indicators. Some students need differentiated questions to match their skill levels, while others benefit from repeated exposure to concepts through varied formats.

If I Were to Create a Digital Resource Inspired by Kahoot:
I would design a Music Quest Challenge, a game-based platform specifically tailored for music education. It would combine quiz-style questions with short, interactive listening exercises, rhythm-matching challenges, and mini composition tasks. Players could choose difficulty levels to match their current ability, ensuring inclusivity. The resource would allow for both live play in the classroom and self-paced practice at home. It would feature a visual progress map (like a journey through musical eras or world music traditions) so students can track achievements and unlock new challenges. The content would align with curriculum objectives, encourage peer collaboration, and support accessibility features like captions and adjustable playback speeds for audio.

# data[].attributes.body
Learning needs & preferences of my students:
I teach A1+ German to junior high school students in Greece. They need:

a.    Fun, interactive ways to practise vocabulary and pronunciation.

b.    Short, varied activities to keep focus.

c.    Opportunities for collaborative work and friendly competition.

d.    Visual and audio support to help with memory and correct pronunciation.

Digital resource from Module 1:

Kahoot (Educational App), Kahoot is great for quizzes and game-based learning, but it’s mostly used for in-class competition.

Digital resource I would create (inspired by Kahoot):
I would design a “Kahoot-style” vocabulary trainer for German beginners, but with:

a.    Two modes: competitive quizzes for class play and self-paced mode for home practice.

b.    Audio clips of native German pronunciation for each word/phrase.

c.    Picture prompts to connect meaning with images.

d.    A progress tracker so students can see their improvement over time.

This would let students enjoy the excitement of game-based learning in class and practise at their own pace outside school.

# data[].attributes.body
Learning Needs:

Preschool children (4–6 years), including those with speech and language delays. They need visual supports, simple instructions, interactive and playful activities.

Chosen Digital Resources:

LearningApps.org, Wordwall, Genially

My Adapted Digital Resource:

I would create a “Feelings and Words” matching game where children match emotion pictures with words. After matching, they would hear the audio pronunciation of the word. The game would have animated feedback to motivate them.

Why It Fits My Students:

Supports visual and auditory learning.

Helps children with speech development.

Simple and engaging format suitable for preschoolers.

# data[].attributes.body
I use digital tools in my work for almost everthing.

# data[].attributes.body
I use digital tools in my events.

Geniall.y - great. I prepare interactive presentations, project outputs and ebooks.

Canva - super interactive materials and I use it for posters, logos, slides.

# data[].attributes.body
I often use canva , padlet ....

# data[].attributes.body
It is always a good idea to combine several resources in order to make more students engaged (as there are several learning types). If I were to create a digital resource let´s say on AI to my students (aged 17-19) I would choose a Khan Academy offering a 3 unit course on AI and I would follow up with a Kahoot quiz to assess their progress, understanding and implementation. I might finish with a short evaluation essay asking for their experience with the course.

# data[].attributes.body
If I were to create a digital resource for my students I would use Canva or Wordwall. On the one hand, Canva can be used to work collaboratively and create content. Wordwall is an easy platform to create games for the students to practice content.

# data[].attributes.body
If I were to create a digital resource inspired by the idea of turning a schoolyard into a nature-based climate shelter, I would design an interactive educational platform that combines virtual tours, informative videos, interactive quizzes, and downloadable resources. This digital resource would cater to students, teachers, and community members interested in learning about sustainability, climate change, and biodiversity.

The platform would feature virtual tours of existing nature-based climate shelters, showcasing different design elements and their environmental benefits. Informative videos would explain the importance of creating green spaces in urban areas and how they can help mitigate climate change. Interactive quizzes would test users' knowledge on topics like native plant species, renewable energy, and water conservation.

Additionally, downloadable resources such as planting guides, DIY project ideas, and lesson plans would be available for educators looking to incorporate environmental education into their curriculum. The digital resource would aim to engage users of all ages and learning styles, providing a comprehensive and interactive learning experience on the benefits of nature-based climate shelters.

# data[].attributes.body
A favourite learning resource is Nearpod. If I had to create a new one I would make it "friendlier" for blind people- I would add voice (toggle on and off), oral directions as to where the curson stands, questions being asked and answered orally.

# data[].attributes.body
I often use Padlet to create collaborative tasks for my students. I'm using it at present for an eTwinning project.

# data[].attributes.body
I use Google Classroom as an educational platform. I create a theme for each lesson. Depending on the type of lesson, I attach applications, such as:

1/. MolView (https://molview.org/) for modeling 2D/3D chemical compounds

2/. PhET (https://phet.colorado.edu/) to study a concept

3/. Learning Apps (https://learningapps.org/) for knowledge retention exercises

4/ Google Forms, for knowledge assessment

# data[].attributes.body
I`m an English teacher and eTwinning ambassador. I use a lot of tools from my IT box:

# data[].attributes.attachment_link.authors[].name
Яна Вікторівна Цикункова

# data[].attributes.attachment_link.description
1. Kizoa. Videos. Collages. 2. Animoto. Video Creator. 3. PowToon. Animated Videos. 4. StoryJumper. e-Books. 5. Glitterfy. Flashca...

# data[].attributes.body
For my young students (kindergarten) I create digital games and worksheets as well as interactive presentations of their favorite fairy tales

# data[].attributes.body
In my lessons I've used some of the digital resources named on the table (e.g. ESEP, Kahoot, Scratch, Padlet and Slido). I've started using Slido recently, and I think it's a very good choice for live polls whether on face-to-face or online events. The question's type allow multiple possibilities for using this digital resource (e.g. assessment, feedback, quiz, Q&A).

# data[].attributes.body
I think there ar no limits to using digital resources in the classroom. I like to add a plus of interaction in my classes using short games or quizzes personally created or adapted from various sources as: Genially, Canva, Wordwall, Quizziz, etc. I think interativity and team work are keys for a better learning.

# data[].attributes.body
I find GeoGebra very useful for my students. They can use existing materials to exercise and to improve their knowledge of math concepts. But, they can create new content by themselves, too. GeoGebra is the main tool in my math classroom.

# data[].attributes.body
I would choose Wordwall. The games are always easy to create and use in the classroom or set as homework, providing instant feedback. The students are super excited.

# data[].attributes.body
I think the ideal tool is a mix of different tools that are used in an integrated way. In my view, the first important thing is a platform for organising work. Good orientation is important for every work process. In addition, a platform such as Padlet or TaskCards creates an opportunity to offer differentiated tasks. For student activities, I favour tools that are output-oriented and allow students to produce creative products (Canva, tools for creating explanatory videos, etc.). Results can be discussed again on the central work platform. Evaluation and review take place afterwards. Here I am currently experimenting with the integration of AI.....

# data[].attributes.body
I use Wardwall to play and at the same time to discover students' gaps and fix them.

# data[].attributes.body
I use Canva or Genially to make atractives presentations, quizizz at the end of a lesson to focus on the topic, but I use edpuzzle when I need to make interactives lessons with videos.

# data[].attributes.body
If I had to create a digital resource now for my students of English I would use Canva or Genially to create a kind of gamification environment, because they allow interactive elements and animations to keep them interested in what they are doing. Besides, it allows better comprehension through images and students can complete the tasks and explore at their own pace. I can also ad badges of prizes at each step so engagement is guaranteed.

# data[].attributes.body
Creating a digital resource in Kahoot for primary school kids means making fun quizzes or games to help them learn. For example, you could make a colorful quiz about math with easy questions on addition and subtraction. Kids pick the right answer on their devices, and they get cheered on for getting it right. Adding fun stuff like points and a scoreboard makes it even more exciting. This resource helps kids learn while having fun.

# data[].attributes.headline
Melisa Husejnović, Bosnia and Herzegovina

# data[].attributes.subject
Melisa Husejnović, Bosnia and Herzegovina

# data[].attributes.body
Kahoot is a great toll for a short quizes to identify the level of understanding.

I usually use Plickers since my students don't use phones in classes.

# data[].attributes.body
I use book creator to create storytelling, canva for presentations, Learning app and Jigsawplanet for interactive games, Poster my wall for posters.

# data[].attributes.body
ESEP / Twinspaces are very helpful for my students. The exchange of experiences with students from other European countries, strengthening language skills and promoting intercultural skills are always included. The projects are often interdisciplinary, so that you gain educational added value for other school subjects, too.

# data[].attributes.body
From those digital resources, I often use Kahoot or Mentimiter as they are very easy to use and can be adapted to the needs of different learners.

# data[].attributes.headline
Canva is a great Resources for my CLASSROOM.

# data[].attributes.subject
Canva is a great Resources for my CLASSROOM.

# data[].attributes.body
canva is useful

# data[].attributes.body
I like to use Wordwall because is very easy to create a game foe children with SEN.

# data[].attributes.body
In my work I use a lot of interesting tools and activities.

1. Geniall.y - is brilliant. When I want to create something interactive, for example - escape room or quiz, presentation - I choose it.

2. Canva - also for interactive materials and poster.

3. Recently I use - gogle VR (class VR) - (there are a lots of digital materials, images and videos).

# data[].attributes.body
Kahoot would be my choice, it a great tool to carry out assessment. It is user friendly and students find it enjoyable.

# data[].attributes.body
from the digital resources i use are Kahoot, Quizzlet, Nearpod, Canva, Lumen 5, copilot, Nightcafe and many more depending on what i want to create.

# data[].attributes.body
Genially is atractive for my students. Genially enhances students' learning experiences by providing them with a dynamic and interactive platform for content creation and collaboration.

# data[].attributes.body
Looking at the options indicated in the table as well as looking back at what I generally use during my classes I would mention the following:

Kahoot, Quizizz and Mentimeter.

Depending on what I want to achieve with the class I choose either Kahoot or Quizizz. Kahoot and Quizizz are very similar and oftentimes achieve the same goal, but for me it matters how you achieve this goal. In my opinion Kahoot is a very gamified way to review material with students or to verify if students understood or remember a certain material. Whereas Quizizz gets achieves the same goal but in my opinion in a more serious way. Mentimeter is my preferred tool when getting feedback from students, otherwise I resort to Google or Microsoft Forms.

The preferences I would have for a digital platform would be:

1. user friendly

2. availability in English ( & if possible native tongue)

3. free version

4. it can be used on a browser and does not need to be downloaded

5. different question formats

6. adaptability for different learning styles or learning disabilities (speech to text etc.)

I do realize that the possibility of finding a digital platform that is available is our native tongue is very far fetched but one can always dream.

# data[].attributes.body
Padlet is a versatile digital tool that allows users to create collaborative boards, where they can share ideas, images, videos, and documents in a visually appealing and organized manner. In the context of a speech therapist working with children with special needs, Padlet can be a valuable resource that caters to the diverse learning needs and preferences of students.

Learning Needs and Preferences: Children with special needs often benefit from multi-sensory and interactive learning experiences. They may have varying communication abilities and require individualized support to develop their speech and language skills. Additionally, these students may benefit from visual aids, hands-on activities, and opportunities for social interaction.

Inspired Digital Resource: I would create a customized Padlet board specifically designed to support speech therapy goals and address the learning needs of children with special needs. The Padlet board would include the following features:

1. Visual Vocabulary Board: A section of the Padlet board dedicated to visual vocabulary cards, organized by categories such as nouns, verbs, adjectives, and social communication phrases. Each vocabulary card would include an image representing the word or phrase, along with text and audio recordings for pronunciation.

2. Interactive Speech Games: Interactive speech games and activities embedded within the Padlet board, such as word association games, rhyming activities, and articulation exercises. These games would provide opportunities for students to practice their speech and language skills in a fun and engaging way.

3. Communication Challenges: Weekly communication challenges posted on the Padlet board, where students are encouraged to practice specific speech and language targets in real-life scenarios. For example, students may be challenged to order food at a restaurant using appropriate communication strategies or engage in a conversation with a peer using targeted vocabulary.

4. Student Reflections: A section for student reflections and self-assessment, where students can share their thoughts and experiences related to their speech therapy sessions. This could include audio recordings, written reflections, or drawings expressing their progress, challenges, and goals.

5. Parent Resources: Resources and tips for parents to support their child's speech and language development at home. This could include links to online articles, videos, and downloadable materials for practicing speech therapy techniques and strategies outside of the therapy sessions.

By creating a customized Padlet board tailored to the specific needs and preferences of children with special needs, speech therapists can provide a dynamic and interactive learning environment that promotes communication skills development in a supportive and engaging way.

# data[].attributes.body
When addressing the special learning needs and preferences of students in my class, it's crucial to consider a range of factors such as accessibility, inclusivity, and individualized support. Kahoot's fast-paced, competitive format may not always be suitable for students with special learning needs, such as those with disabilities or who require additional accommodations.

To create a digital resource inspired by Kahoot that caters to these students, I would develop "Inclusive Learning Quizzes" (ILQ). ILQ would prioritize accessibility and personalization while still incorporating elements of engagement and interaction.

ILQ would feature:

1. Customizable Accessibility Options: Students would have the ability to adjust settings such as font size, color contrast, and audio cues to suit their individual needs. This would ensure that students with visual impairments, dyslexia, or other disabilities can fully participate in the quizzes.

2. Multi-modal Question Formats: Instead of relying solely on text-based questions, ILQ would include a variety of question formats, including audio, images, and videos. This would accommodate different learning styles and provide alternative ways for students to engage with the content.

3. Flexible Pacing: Recognizing that some students may require more time to process information or respond to questions, ILQ would offer flexible pacing options. Students could choose their own speed or pause the quiz if needed, allowing them to learn at their own pace without feeling rushed or overwhelmed.

4. Built-in Support Resources: ILQ would include built-in support resources such as hints, explanations, and glossaries to help students navigate challenging questions or concepts. This would promote independent learning and provide scaffolding for students who require additional assistance.

5. Inclusive Feedback: Feedback in ILQ would focus on celebrating effort and progress rather than just correct answers. Positive reinforcement and encouragement would be integrated throughout the quizzes to boost students' confidence and motivation.

# data[].attributes.body
From those indicated in the table, I use for cooperation with students:

Kahoot

Padlet

Slido

Criteria for selecting digital resources: clear interface, availability in native language, free, adapted to various operating systems and devices, does not require downloading or takes up little space in the device's memory.

I dream of a resource that would provide instant or simultaneous translation into the native language not only of textual information, but also of video dubbing.

# data[].attributes.body
I often use Kahoot! as a game-based digital tool, so that learning can become more fun in my classes. However, when I create a Kahoot! I must be sure it matches the educational level and personalise it choosing the most suitable time and questions for every questionnaire.

I have recourse to it because it engages my students in fun learning activities. Obviously, every Kahoot! is based on serious and teaching materials.

I have experience that Kahoot! enhances students' involvement, improve my classrooms dynamics and, of course, gives immediate feedback.

# data[].attributes.body
If I have to choose only one In often use Edpuzzle.

Edpuzzle is a versatile and innovative digital tool that revolutionises the way educators incorporate video content into their lessons. At its core, Edpuzzle allows teachers to transform passive video-watching experiences into interactive and engaging learning opportunities. One of the key features of Edpuzzle is its ability to empower teachers to customize existing videos or create their own by embedding interactive elements such as quizzes, discussions, and annotations directly into the video timeline.

What sets Edpuzzle apart is its user-friendly interface and intuitive design, making it accessible for educators of all technical proficiencies. Teachers can easily search for videos from a variety of sources, including YouTube, Khan Academy, and National Geographic, or upload their own video content. Once the video is selected, teachers can seamlessly integrate interactive elements to engage students and assess their understanding in real-time.

For students, Edpuzzle offers a dynamic and interactive learning experience. Instead of passively watching a video, students are prompted to actively engage with the content by answering questions, reflecting on key concepts, and participating in discussions. This active involvement not only enhances comprehension but also promotes critical thinking and deeper understanding of the material.

Additionally, Edpuzzle provides valuable insights for teachers through its analytics and reporting features. Teachers can track students' progress, monitor their engagement levels, and identify areas for improvement, allowing for targeted intervention and personalized instruction.

Overall, Edpuzzle empowers educators to create dynamic and engaging learning experiences that cater to the diverse needs and preferences of their students. By leveraging the power of interactive video content, Edpuzzle transforms traditional lessons into interactive and effective learning opportunities, making it an invaluable tool for 21st-century education.

# data[].attributes.body
Well, considering many criteria, when choosing or creating a digital resource, I would begin from BookCreator, which can be used as a multimedia online book, and at the same time it can be used as a productivity tool, either for groups or individually. Students can be highly engaged by working on the resources (text, video, audio, links, etc.) and then creating their own multimedia context. Additionally, in the book you can embed quizzes, in order to evaluate knowledge or assess their creation.

# data[].attributes.body
From the offered digital resources, I would choose Kahoot because it is an excellent application for formative assessment. It is very intuitive, clear, user friendly and simple. I find it very useful for the initial motivational part of the class or for the final formative part. The digital resource that I would create would be very similar to Kahoot, colorful, cheerful and useful for evaluating the success of my teaching.

# data[].attributes.body
I use Google slides for collaborative work, google forms for evaluation, and Canva for graphic work, collaboration and presentations. I think all these tools complement each other. Some tools have some features that are more easy to work with than others.

# data[].attributes.body
canva

# data[].attributes.body
I currently use Scratch with the children for the Aerospace eTwinning project for the visual programming language that facilitates digital teaching learning. The children created a spatial digital story by creating a storytelling of images that move through directional arrows.

# data[].attributes.body
Kahoot provides a fun and effective way to reinforce learning objectives, engage learners, and assess comprehension in various educational settings, from classrooms to corporate training sessions.

# data[].attributes.body
EduCanva, which teachers and students use, is really nice. It is a digital tool that I use with my students. Its visuals are magnificent. We design our project activities, project logos and posters together.

It's a nice tool for interaction.

# data[].attributes.headline
The digital resources I choose for classes take several aspects into consideration, namely usability for everyone, being free, having a relatively quick learning curve, having a friendly interface and being accessible on various platforms, Android, IOS, Windows and, MacOs and iPadOs.

# data[].attributes.subject
The digital resources I choose for classes take several aspects into consideration, namely usability for everyone, being free, having a relatively quick learning curve, having a friendly interface and being accessible on various platforms, Android, IOS, Windows and, MacOs and iPadOs.

# data[].attributes.body
I often use Quizizz which allows collaborative learning experiences through features like team mode, where students can work together to answer questions. In this way I encourage students to collaborate with their peers, discuss their answers, and learn from each other's perspectives. With the features and capabilities offered by Quizizz, we can create a dynamic and interactive learning experience according to the students' needs and preferences

# data[].attributes.body
I use canva a lot to create collaborative activities with students across eTwinning, also genial.ly for escape rooms.

# data[].attributes.body
I often use EduCanva, a specialized adaptation of Canva for educational purposes, that can be used both by teachers and students. It provides customizable templates, educational graphics, and collaboration features tailored for educators, students, and content creators.

It has different features such as: templates for lesson plans, schedules, posters, quizzes, and more; easily modify colors, fonts, and layouts; access to educational graphics and icons; real-time editing and sharing with others; seamless integration with popular learning platforms.

Its a user-friendly design tool and it promotes engagement through visuals.

# data[].attributes.body
I use Genially to make escape rooms. I also make videos and presentations through a program called Active presenter

# data[].attributes.body
I find Padlet quite useful as a tool to sum up ideas, review lessons and units, collect andanalyze detailed information about a certain historical event. The whole class is requited to add info or discuss a question or issue. I use the time line option to structure the consequence of events. The students need to react fast if they want to complete the task as it is requried and avoid repeating somebody's answer. It is fun and productive. All the students read what has already been written and participate actively. At the end of the lesson they can add their own questions to the audience, related to the topic.

# data[].attributes.body
A digital resource must first of all be easily usable with all types of devices and operating systems used by students. Should provide instructions and feedback in various formats (text, image and/or voice) to take into account special educational needs. For my situation, where over 50% of students are not Italian speakers, it should be possible to provide instructions and content in different languages. Unfortunately, taking into account all the specific needs of individual students is very complex.

Another important thing. Students get tired and lose interest easily when they are "passive" users of a tool. But if I make them participate in the content creation phase, then I develop collaboration skills, spirit of initiative, attention as well as content learning.

I included an animation created by a fourth grader, it helped her understand, but also a classmate with a disability

# data[].attributes.body
Difficult question to answer, since the available tools that I can find online very often amaze me and exceed my imagination on the possibilities they could have on teaching. If I were to design a digital tool, I would make one that you could upload a text and be able to make it interactive into every possible way, either literary or informative. A teacher could add all kinds of information about the text, like the pronunciation of the words, their definitions, synonyms, photos, short videos, movie clips, infographics etc. The text could be read aloud and come out in simple forms. In this way, this tool could accomodate different learning styles and learning difficulties of students. But,then again, I am not sure it doesn't already exist.

# data[].attributes.body
I often use the kahoot. so i evaluate my student's knowledges