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

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.

It's a nice tool for interaction.

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.

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.

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.

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.

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.

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.

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).

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

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

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

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

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.

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.

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.

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)

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

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.

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.

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.

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.

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.

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.

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

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.

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.