An example of application would be having students create a mind map chronologically displaying the different parts of the water cycle. Student would be required to include videos, hyperlinks, and imaged. This is good for a Chunk, Chew, Review lesson.

This includes the three aspects of TPACK (Tech, Pedagogy, and Content)

Using flip, students can display content knowledge by making a video. This can be pedagogically sound when used as part of station rotation. It is also a good use of tech because it allows for a different type of student product that cannot be done without technology. It also allows for students to express their knowledge in a way that is more comfortable for them.

One application would be having students read a short story and create a Kahoot about it. These Kahoots would get approved by the teacher. Students would then do the Kahoots in their small groups as a review/summary.

One application of this tool I will use will be utilizing the Dojo Point system. I will aware students in my class Dojo Points for good behavior and good choices. These points will be used to redeem prizes. This will motivate students to make good choices and be good classmates.

One way I could use Gymkit in my classroom is as a review throughout the unit. Students love gamification, so students would be engaged throughout this type of review. Throughout the unit, students will be allowed time to get onto Gimkit. Students will answer questions regarding the content in order to win games and earn virtual money.

One application I can use this cite for is for social studies. If we were learning about something such as immigration, this would be a great way for students to engage with content and tech in a hands-on way to better understand other people and their lives.

Instead of having students write letters in their journals or write penpal letters to students in other schools, zoom allows classes to interact with each other virtually.

An example of application would be students making one of these animations instead of writing a book report. This would be an example of modification because it allows for significant modification of the product. However, students could animate on paper, but the process looks different online.

One example of using Dream Box in the classroom is through the Station Rotations is a great idea in the classroom. Using this as a station is a good way to be able to easily collect and assess students based on the standards and content.

An application method for Edpuzzle would be to use as a class. This elevates the typical power power by asking students questions. It also gives immediate feedback, which helps teachers be able to know if they should re-teach certain concepts within the lesson.

An application would creating an interactive slideshow for math class. Students would be asked to solve problems using the drawling function. Answers can be projected on the board to work through. There are also opportunities for students to type in questions anonymously, which would be answered in real time.

One application of this tool that I will use in my classroom is creating a Google Earth Story as a virtual field trip in social studies. This allows students to "visit" and explore far away places that they might not be able to visit in real life.

One application of this tool is that I can use it to help me create a lesson plan. It is good at finding standard and objectives that align. I will definitely use this tool to fuel my own ideas for lessons. It could definitely help save time and energy.

One way I will use this is to put it on the smart board during working time/study hall for students to be able to monitor their volume. This will help keep our room manageable and quiet enough to be a positive atmosphere for studying.

I could see myself using this in either a flipped classroom or for virtual learning by recording a video of solving math problems online while explaining them. This will be a crucial tool for classroom management in many different situations whether that be a virtual day or for students who cannot attend class regularly.

(TK = Tech Knowledge, PK = Pedagogical Knowledge, CK = Content Knowledge.)

TPACK is a way that we can make sure that our use of tech is authentically inline with content and pedagogical approaches. This ensure that we are not just adding tech for the sake of adding tech. Rather, we add tech for student growth and success.

Substitution: The use of tech tools by switching them for nontechnical tools.

Augmentation: The use of tech tools to add an extra element to the lesson.

Modification: The use of tech tools for significant redesign.

Redefinition: The use of tech tools in order to create a lesson that would otherwise be completely impossible.

One way I will use GoNoodle in my classroom will be as a brain break. There are many fun songs/dances that students enjoy. This is a good way to engage students and give them a short break between content to allow them to refocus and engage.

One application of this tool would be using this to create documents for students to use. These could be info graphs and other docs that students can use to gather information. These could be used in station rotations as a guided discovery activities.

One application would be doing just that. In order to create engaging lessons, it is important to include student participation. Through curipod, students will participate in a gamified version on my PowerPoints. Since this is AI, it would save me a lot of time and energy by gamifying it for me.

One application of this cite in teacher directed instruction would be to send students a survey at different points of the class. This would allow for students feedback of where they understand the content or if it needs to be reviews. This tools helps to make sure that the teacher directed instuction is effective.

An example of using this in the classroom would be to have students create videos as a book report. This allows for students choice as they can add stickers and filters that relate to the content to the video. This also creates a student-centered experience by letting them create the post.

An application of this cite would be to quiz students on their vocab words using a Google Form with many different styles of questions. After the quiz, I can easily see what vocab words were commonly missed. From there, I can go back and review those words more in-depth with my students.

An example of how I would use this in my classroom would be by assigning questions to groups of my students. This could be used for any class, but I think it would be for math class. It would also be good for group assessments because of the collaborative aspects. Students would work together to find the solutions to the word problems.

One application would be for students to create an assessment portfolio. Throughout the science unit, students would add assignments and data. This would act as a virtual science journal with links and videos. At the end of the unit, students would reflect on their science portfolios.

One application of this would be to have students create a virtual timeline about a certain historical figure. Students would make important times in history in relation to the figures life as well as include notable moments of the figures lives. Students would share these with classmates for them to explore.

One application would be to listen to the weekly podcasts that are about different people in the area during devotion time. (This years theme is Australia, so it is kids from Australia on these podcasts.) I could also tie in S.S. standards by talking about the geography and communities involved in these podcasts.

One application for this tool would be to use the Animate from Voice feature for a reading class. Students will select one of the characters. Students then will create a story with a beginning, middle, and end. Students will select a background that matched the theme/tone of the story. Then, students will record themselves telling the story as if they were the character.

One application of this tool would be to use the interactive lessons regarding women in history. Students could explore the modules regarding different women in history to learn more about their lives and impact. Students could then choose one women and write a reflection on them about what they learned through this interactive module.

An application of this would be if we were learning about European culture, I would have students choose a city in Europe to visit and complete the module on it. Students would then share their findings with others. This allows for student choice and gamification meeting the standards.