Prior to the start of the class set up and invite the students to join the Google Classroom Course.

After setting up and inviting all the students to join make sure to post the first assignment “The Big Picture: Introduction”.

Make sure to include the link to the pre-course survey which will be completed as part of the first lesson.

Once you have received all the responses to the pre-course survey, take time to review the survey results and then schedule time within the first week of school to meet with each student to discuss the lessons they are going to need to make sure to cover and help them create their own personalized learning plan to ensure they successfully complete this learning module. You can use the Learning Module Participant Checklist to list possible updates to be commented on or created.

Standards:

1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.

1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

1.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

1.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.

1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

1.6.d Students publish or present content that customizes the message and medium for their intended audiences.

Set-Up:

Create the assignment on Google Classroom containing the directions and resources for the lesson.

Make sure to also post a question in Google Classroom containing the Comment activity prompt.

For workshop sessions running synchronously make sure to set up the Google Meet and send the link to students to join.

Class Session:

You may choose to either share the videos with the whole group or simply demonstrate the skills in the video yourself. You should review the videos ahead of time and decide if you are comfortable with the material enough to demonstrate the skills.

As the participants are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.

You may want to share additional examples of projects made with Google Drawing. The post below from Ditch That Textbook contains several great examples.

35 Creative Google Drawings Activities for Classes

Tips and Troubleshooting: 

Students often struggle with changing the background on a Google Drawing. Many will often create a text box or shape, fill it with a color, and then resize it to cover their entire workspace. However, the way makes it difficult to arrange images and text, often requiring students to make sure they pull items to the front. The easiest way to change the background color in a Google Drawing is to right-click (2-finger tap their mouse) and select background, then choose a color.

Image 1: DeBello, C. (2022a). Google Drawings - easily create diagrams and charts. Accounts.google.com. https://docs.google.com/drawings/d/10F8I1Lgq2hucGfz8uRY9yMST0Cemiyxp3QGkLHg_ogQ/edit

Students often like to simply drag images from a Google Search directly to their work, however in many of those cases they are using images that they may not have the license to use. The best way to ensure that students are using free-to-use images, or licensed images, is by using the insert image option and then selecting "search the web" within Google Drawing which will provide them images that match their search and are licensed to use.

Image 2: DeBello, C. (2022a). Google Drawings - easily create diagrams and charts. Accounts.google.com. https://docs.google.com/drawings/d/10F8I1Lgq2hucGfz8uRY9yMST0Cemiyxp3QGkLHg_ogQ/edit

Standards:

1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.

1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

1.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

1.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.

1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

1.6.d Students publish or present content that customizes the message and medium for their intended audiences.

Set-Up:

Create the assignment on Google Classroom containing the directions and resources for the lesson.

Make sure to also post a question in Google Classroom containing the Comment activity prompt.

For workshop sessions running synchronously make sure to set up the Google Meet and send the link to students to join.

Class Session:

You may choose to either share the videos with the whole group or simply demonstrate the skills in the video yourself. You should review the videos ahead of time and decide if you are comfortable with the material enough to demonstrate the skills.

As the participants are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.

You may want to share additional examples of projects made with Google Slides, shared in the Whooos Reading blog post 10 Google Slides Projects for Students.

Tips and Troubleshooting:

Students often like to simply drag images from a Google Search directly to their work, however in many of those cases they are using images that they may not have the license to use. The best way to ensure that students are using free-to-use images, or licensed images, is by using the insert image option and then selecting "search the web" within Google Slide which will provide them images that match their search and are licensed to use.

Image 1: DeBello, C. (2022b). Google Slides: Sign-in. Accounts.google.com. https://docs.google.com/presentation/d/1vbm0rI4o0vHTZnE7cwbPA5cEkMIHOQ4h6Naln-l-lzc/edit#slide=id.p

For students who are used to using speech-to-text to complete their work, that feature doesn't work on the presentation part of the slide. However, it does work in the speaker notes section at the bottom of the screen. Students can use the tool and dictate their work in the speaker notes section, then copy and paste their text to the main presentation slide.

Image 2: DeBello, C. (2022b). Google Slides: Sign-in. Accounts.google.com. https://docs.google.com/presentation/d/1vbm0rI4o0vHTZnE7cwbPA5cEkMIHOQ4h6Naln-l-lzc/edit#slide=id.p

Standards:

1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.

1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

1.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

1.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.

1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

1.6.d Students publish or present content that customizes the message and medium for their intended audiences.

Set-Up:

Create the assignment on Google Classroom containing the directions and resources for the lesson.

Make sure to also post a question in Google Classroom containing the Comment activity prompt.

For workshop sessions running synchronously make sure to set up the Google Meet and send the link to students to join.

Class Session:

You may choose to either share the video with the whole group or simply demonstrate the skills in the video yourself. You should review the video ahead of time and decide if you are comfortable with the material enough to demonstrate the skills.

As the participants are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.

You may want to share additional examples of designs that can be made with Canva, which can be found in the blog post by The Merrills EDU titled 20 Ways for Students to Use Canva in the Classroom.

Tips and Troubleshooting:

Remind students that the school only uses the free version of Canva and they should avoid any items that contain the gold crown icon as they will not be able to export their finished video if they have used any premium items. I have included an image of a premium item with a gold crown.

Image 2: Stanton, L. (2022, June 15). How To Use Canva to Create Business Cards. Alphr. https://www.alphr.com/create-business-cards-canva/

Here is a quick guide to some basic keyboard shortcuts students might find easier to use than the one posted within their lesson. Grouping items using keyboard shortcuts makes moving objects a lot easier in Canva.

Image 3: Carissa. (2021, September 24). 5 Must-Know Canva Tips & Tricks. TPH.ca. https://www.tph.ca/blog/5-must-know-canva-tips-tricks/

Standards:

1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.

1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

1.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

1.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.

1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

1.6.d Students publish or present content that customizes the message and medium for their intended audiences.

Set-Up:

Create the assignment on Google Classroom containing the directions and resources for the lesson.

Make sure to also post a question in Google Classroom containing the Comment activity prompt.

You may want to verify that the Screencastify extension has been pushed out to the Organizational Unit that your current student group belongs to. You may need to Technology Director to do this if they do not yet have access to the extension as students in our organization can not add extensions or applications to their devices.

For workshop sessions running synchronously make sure to set up the Google Meet and send the link to students to join.

Class Session:

You may choose to either share the video and link to the Screencastify University lessons with the whole group or simply demonstrate the skills yourself. You should review the video and Screencastify University lessons ahead of time and decide if you are comfortable with the material enough to demonstrate the skills.

As the participants are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.

You may want to share additional examples of projects that can be made with Screencastify, which can be found in the article 24 Ways to Create Great Classroom Video with Screencastify.

Tips and Troubleshooting: 

Recording Screencastify videos are easy if students plan and write a script that they practice ahead of time and ensure they are comfortable with the information they plan on sharing in their video. Below is a great infographic to help students prepare to record great Screencastify videos.

Image 1: Iwancio, P. (n.d.). Screencast Recording Tips. Paul-Iwancio & All of the Above. https://www.pauliwancio.com/screencast-recording-tips

Standards:

1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.

1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

1.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

1.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.

1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

1.6.d Students publish or present content that customizes the message and medium for their intended audiences.

Set-Up:

Create the assignment on Google Classroom containing the directions and resources for the lesson.

Make sure to also post a question in Google Classroom containing the Comment activity prompt.

For workshop sessions running synchronously make sure to set up the Google Meet and send the link to students to join.

Class Session:

You may choose to either share the videos with the whole group or simply demonstrate the skills in the video yourself. You should review the videos ahead of time and decide if you are comfortable with the material enough to demonstrate the skills.

As the participants are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.

You may want to share additional examples of projects that can be made with WeVideo, which can be found in the article 25 Creative Video Project Ideas Your Students Will Love.

Tips and Troubleshooting:

Remind students that the school only uses the free version of WeVideo and they should avoid any items that contain the gold crown icon as they will not be able to export their finished video if they have used any premium items. I have included a screenshot of a premium item with the gold crown.
 

Video 1 DeBello, C. (2022b). Screenshot of WeVideo Premium Element with Gold Crown Icon.

Also, remind the students that they can only create and export 5 minutes of video projects each month using the free version of WeVideo. This is usually not a problem as most videos are only around 45 seconds to a minute and a half, but students want to make sure their video projects are perfect, requiring no additional edits before they export their video and use up any of their allotted monthly limits.

Standards:

1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.

1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

1.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

1.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.

1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

1.6.d Students publish or present content that customizes the message and medium for their intended audiences.

Set-Up:

Create the assignment on Google Classroom containing the directions and resources for the lesson, including the class code BMWYJV for students to access the features of the paid subscription.

Make sure to also post a question in Google Classroom containing the Comment activity prompt.

For workshop sessions running synchronously make sure to set up the Google Meet and send the link to students to join.

Class Session:

You may choose to either share the video with the whole group or simply demonstrate the skills in the video yourself. You should review the video ahead of time and decide if you are comfortable with the material enough to demonstrate the skills.

As the participants are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.

You may want to share additional examples of designs that can be made with ThingLink, which can be found in the articles below:

ThingLink Project Examples

20 Ways to Use ThingLink in Education

Tips and Troubleshooting:

It is always helpful if students download their base image before they begin their new ThingLink unless they plan on using one of the images available through UnSplash or a previously created work stored in their Drive, OneDrive, or Canva.

Students always want to make sure they move their tags to a new location on their base image once they have created their tag and selected done. All tags have the default location of (0,0) or the center of the image to start. Occasionally students think they have lost a tag when they have not moved them, but in reality, they are simply stacked on top of each other. This makes them not only hard to see but difficult to select and open to view.

Standards:

1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.

1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

1.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

1.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.

1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

1.6.d Students publish or present content that customizes the message and medium for their intended audiences.

Set-Up:

Create the assignment on Google Classroom containing the directions and resources for the lesson, including the class code hvedw for students to access the features of the paid subscription.

Make sure to also post a question in Google Classroom containing the Comment activity prompt.

For workshop sessions running synchronously make sure to set up the Google Meet and send the link to students to join.

Class Session:

You may choose to either share the video with the whole group or simply demonstrate the skills in the video yourself. You should review the video ahead of time and decide if you are comfortable with the material enough to demonstrate the skills.

As the participants are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.

There are some excellent tips to share as well as additional examples of projects that can be made with Sutori, in the article 10 Ways to Create Interactive Media in Any Grade/Subject by Ditch That Textbook.

Tips and Troubleshooting:

Students often complain about the lack of formatting features. They are limited to the basics like Bold, Italics, and Underline. They can also decide whether their font size is Normal, Large,or Extra Large and that is really about it. The benefit of these limitations is it prevents students from wasting time changing their fond style or size and simply focusing on creating their presentations.

If students don't sign in to their account using the code they will not be able to access all of the features available which will limit the type of items they can include along their timeline. 

As items are added to their timeline students will notice that the posts are attached on alternating sides of the timeline. If they move a post up or down this movement will impact the location of the previous posts as well as the ones that follow. 

Standards:

1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.

1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

1.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

1.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.

1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

1.6.d Students publish or present content that customizes the message and medium for their intended audiences.

Set-Up:

Create the assignment on Google Classroom containing the directions and resources for the lesson, including the class code SDGSJNJ for students to access the features of the paid subscription.

Make sure to also post a question in Google Classroom containing the Comment activity prompt.

For workshop sessions running synchronously make sure to set up the Google Meet and send the link to students to join.

Class Session:

You may choose to either share the video with the whole group or simply demonstrate the skills in the video yourself. You should review the video ahead of time and decide if you are comfortable with the material enough to demonstrate the skills.

As the participants are working independently on the lesson, make yourself available to provide support and clarification to ensure the lesson is successfully completed.

There are some excellent tips to share as well as additional examples of projects that can be made with Book Creator, in the article 10 Fun Digital Book Creator Tools and Lesson Ideas for Students.

Tips and Troubleshooting:

It is often helpful to ensure that you have shared the library code with students so they can create original eBooks. The library also allows you as the teacher to view their work through the entire creative process, without having to wait for them to submit their book to you. 

If you would like students to work collaboratively on the same book, it is often helpful if you create the book (selecting the size and adding the number of pages needed) and then change the share settings to allow collaborators within the library. You may want to establish a specific library within your Book Creator account for this to ensure only the assigned students are editing the book.

Image 1: Kemp, D. (2018, March 1). Real-time collaboration comes to Book Creator. Book Creator App. https://bookcreator.com/2018/03/real-time-collaboration-comes-book-creator-chrome/

Standards:

1.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.b Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.

1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

1.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

1.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.

1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.6.d Students publish or present content that customizes the message and medium for their intended audiences.

Set-Up:

Post the assignment on Google Classroom containing the directions and resources for the Course Completion. Be sure to include the Course Completion Checklist, rubric, and the post-course survey

Their completion will be evaluated using the rubric included below.

Image 1 DeBello, C. (2022b, November). EdTech Tools for Students Course Completion Rubric. Google Docs. https://docs.google.com/document/d/1MLeQ2utuQp5IQb99SOQInIAVSL1i3KZaUKvQNBOw4Xc/edit

As students submit the draft of their portfolios make sure to assign peer editors to complete the Glow and Grow peer-review process. Each student should review at least 2 of their peers' portfolios and provide feedback, so revisions can be made before students submit their final portfolio project.

Once the course has finished, complete the learning module review and evaluate each participant's submissions using the rubric above.

Review the post-course survey results to evaluate the success and effectiveness of this learning module.