Overview

Throughout the EPOL 481 New Learnings course we have been assigned many different readings and videos that introduce and review various educational pedagogies. According to Cope and Kalantzis, “pedagogy is the design of learning activities and activity sequence” (2012). We have thoroughly reviewed the progression of the numerous educational pedagogies from the didactic pedagogy to transformative pedagogy looking at both the negative and positive aspects of each using the 8 dimensions which Dr. Kalantzis introduced in video 3.2: Dimensions of Pedagogy which are: architectonic, discursive, intersubjective, socio-cultural, proprietary, epistemological, pedagogical, and moral. Cope and Kalantzis have taught us that “understanding these educational traditions matters as they are woven into everyday classroom practices”(Mattingly et al., 2017). Educators use a variety of different educational pedagogies as they create a series of scaffolded activities to help learners master the concepts of their course curriculum and demonstrate understanding.

One of the key points Dr. Cope and Dr. Kalantzis try to make is that there isn’t necessarily one right pedagogy for teachers to employ. As education continues to change and evolve with the new advancements in technology educators must change as well. We can no longer simply follow the traditional didactic pedagogies that our educational system has been founded on. “We need pedagogies which actively and consciously bring learner knowledge and experiences into the classroom, and which then involve collaborative learning amongst students, drawing upon these differences as a resource. No longer must every student be on the same page at the same time. One-size-fits-all education is particularly inexcusable in the digital era when customized learning designs can be so easily be recorded, stored, shared amongst teachers, and delivered directly to one student at a time”(Kalantzis & Cope, 2012b).

Technology is a driving factor in educational change today and it provides educators with the tools necessary to help create and facilitate learning in a more meaningful and engaging way. However, Dr. Cope and Dr. Kalantzis point out that “technology does not itself determine the shape of change” (Cope & Kalantzis, 2022; 10), but instead provides us with affordances. These affordances are depicted in Figure 1 below.

Figure 1: Saki, R. (2016, July 19). Towers of technology. Reda Sadki. https://redasadki.me/2016/07/19/towers-of-technology/

It is up to educators to decide how and when to use these educational technologies (EdTech) to create individualized learning experiences which blur the line between instruction and assessment.

As I worked my way through the course materials I kept getting pulled back to an earlier reading, The Changing Dynamics of Online Education: Five theses on the future of learning, and a line early in the text that reads:

“The paradox here is that the transition to new technology — the technological infrastructure provided to teachers and learners by the decision makers in our schools and colleges — may at times force us to replicate didactic patterns of teaching and learning. In this case, technology stifles the possibility of pedagogical innovations, even when innovation is needed and perhaps within reach”(Cope & Kalantzis, 2022a; 9-10).

Thankfully I work in a district where the decision-makers understand the importance of technology and have provided us with a strong technological infrastructure. Now it is my job, as the technology integrator to help transition the staff towards using the technology in new and innovative ways to enhance and support their teaching and learning. To do this, I need to have knowledge of the different pedagogical approaches and technological affordances, which is one of the reasons I decided to go back to school and participate in the LDL Program.

While researching the different educational pedagogies and trying to figure out ways to use technology within the classroom, I stumbled upon the TPACK framework for integrating technology. Designed in 2006 by Punya Mishra and Matthew J. Koehler, the TPACK framework identified three different domains necessary for the successful integration of EdTech tools; content knowledge, pedagogical knowledge, and technological knowledge. “By differentiating among these three types of knowledge, the TPACK framework outlines how content (what is being taught) and pedagogy (how the teacher imparts that content) must form the foundation for any effective EdTech integration. This order is important because the technology being implemented must communicate the content and support the pedagogy to enhance students’ learning experience”(Kurt, 2019).

Figure 2: Anderson, M. (2013, May 28). Technological, Pedagogical and Content Knowledge. ICTEvangelist. https://ictevangelist.com/technological-pedagogical-and-content-knowledge/

The majority of educators that I work with have mastered their content knowledge and many already use a variety of pedagogical approaches within their classroom, however, they often struggle to successfully integrate technology into their classrooms other than simply replacing one old didactic tool with another. A handful of teachers in my building have started to design summative assessments that utilize technology. Summative assessments are a common element of the traditional educational classroom, unfortunately, “summative assessment is a retrospective assessment of learning”(Cope & Kalantzis, 2015; 363) usually at the end of a unit in the form of a singular summative assessment. Dr. Cope and Dr. Kalantzis encourage teachers to embrace formative assessments which are “during and for learning, providing feedback to learners and their teachers which enhances their learning” (Cope & Kalantzis, 2015; 363). Advancements in technology now allow teachers to capture, review, and support student learning during the entire learning process to ensure that students are meeting the learning objectives (Education at Illinois, 2014). Recursive feedback, through formative assessments, provides students with evidence that shows what they’ve already mastered and “what they still need to do to meet curriculum and teacher objectives”(Cope and Mary Kalantzis, 2019; 538) which personalizes the learning experience for each student.

This learning module is being designed to provide my staff with professional development throughout the year on a variety of EdTech tools that they can use to design and implement formative assessments and support learners throughout the entire learning process. By gaining a better understanding of the educational technologies available they can more effectively apply the TPACK framework to design learning opportunities that successfully integrate technology while ensuring students learn the content required using the best pedagogical practices.

Curriculum Standards

The International Society for Technology in Education (ISTE) “is an international advocacy organization that seeks to "transform teaching and learning" through technology” (Schoology Exchange, 2018) and has created standards for both students and educators. The focus of this learning module is on professional development for teachers to improve their use of EdTech tools for formative assessments which align with the ISTE Standards for Educators, specifically those listed below.

ISTE 2.1 Learner 2.1a, 2.1b, and 2.1c

ISTE 2.2 Leader 2.2a, 2.2b, and 2.2c

ISTE 2.3 Citizen 2.3a, 2.3b, 2.3c, and 2.3d

ISTE 2.4 Collaborator 2.4a, 2.4b, 2.4c, and 2.4d

ISTE 2.5 Designer 2.5a, 2.5b, and 2.5c

ISTE 2.6 Facilitator 2.6a, 2.6b, 2.6c, and 2.6d

ISTE 2.7 Analyst 2.7a, 2.7b, and 2.7c

For a detailed explanation of the ISTE standards click here.

The Big Picture: Course Introduction

For the Participant

This learning module is designed to train teachers within the district on a range of EdTech tools that can be used to implement and facilitate formative assessments throughout their curriculum.

Please note that a previous learning module was designed reviewing the Google Workspace for Education Fundamentals used within the district and is available here.

To ensure that all teachers are provided the opportunity to complete this work in a manner that fits their learning preferences and schedule we are offering different ways to work through this learning module. Teachers may choose to

Complete these lessons independently on their own using the resources and videos provided
Choose to work one-on-one with the district Technology Integrator
Attend a training session offered synchronously both in-person and online after school within the assigned period, with dates to be determined.
Attend a training session offered synchronously both in-person and online during district in-service days scheduled throughout the school year.

This learning module will be completed over the year with monthly deadlines for each lesson to help the participants manage their time. Depending on their learning preference the proposed schedule is as follows:

Table 1: DeBello, C. (2022f, October). Learning Module Timeline. https://docs.google.com/drawings/d/1C9jZ24RvEnZd_27P3-dtYeSiBBt7wk5kcNyLdwqseqk/edit?usp=sharing

Please complete the pre-course survey so that the district technology integrator can review and plan accordingly to ensure they can meet the needs of all staff.

Important Terminology

Please take some time to review the important terminology that will be used throughout the learning module.

Formative Assessment: various methods teachers use to evaluate students' comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards (Great Schools Partnership, 2014).
Recursive Feedback: similar to formative assessment, recursive feedback is timely and relevant feedback often received throughout the learning process from several individuals including the instructor, peers, and even oneself "that can lead to more feedback until learning is demonstrated" (Cope & Kalantzis, 2022).
TPACK Framework: is a technology integration framework that identifies three types of knowledge instructors need to combine for successful EdTech integration --technological, pedagogical, and content knowledge (PowerSchool, 2022).
Pedagogy: commonly referred to as the art or science of teaching, pedagogy is the study of how knowledge and skills are imparted in an educational context taking into consideration the interactions that take place during learning. "Teachers need to be self-aware and expert in the range of knowledge processes that produce learner transformation and ongoing performance. They need to have a wide pedagogical repertoire and to know when to plan, scaffold and deploy which knowledge process and for which learning goals"(Cope & Kalantzis, 2022b).
EdTech: a combination of education and technology, EdTech often refers to hardware and software designed to enhance teacher-led learning in classrooms and improve students' education outcomes (Frankenfield, 2022).

Participants are encouraged to use the Learning Module Participant Checklist to ensure they complete all the required elements of this yearlong professional development.

For the Instructor

Before the start of the year add the staff to the CG Scholar program. Remember to add the other technology integrators and the director of the technology department as co-teachers. Before the first district in-service session, send invites to the staff with directions to join CG Scholar as students.

After setting up and inviting all the staff to join, make sure to post the first assignment “The Big Picture: Course Overview”.

Make sure to include the link to the pre-course survey and the Learning Module Participant Checklist.

At the first district in-service session held before school opens remind all teachers, they need to accept their invite to CG Scholar and complete the first assignment giving them the first two weeks of school to get it done.

Once you have received all the responses take the time to review the survey results and reach out to staff to schedule one-on-one sessions, during the after-school synchronous sessions, or plan necessary in-service workshops, following the proposed schedule below.

Table 1: DeBello, C. (2022f, October). Learning Module Timeline. https://docs.google.com/drawings/d/1C9jZ24RvEnZd_27P3-dtYeSiBBt7wk5kcNyLdwqseqk/edit?usp=sharing

Understanding the TPACK Framework

For the Participant

Learning Objectives:

At the completion of this lesson, participants will be able to:

Identify and define the 3 primary domains of the TPACK framework
Understand how the 7 components of the TPACK model overlap and interact with each other
Follow the TPACK framework to design lessons or units integrating technology

Designed in 2006 by Punya Mishra and Matthew J. Koehler, the TPACK framework identified three different domains necessary for the successful integration of EdTech tools; content knowledge, pedagogical knowledge, and technological knowledge.

Figure 1: Koehler, M. (2011, May 11). Using the TPACK Image. TPACK.ORG. https://matt-koehler.com/tpack2/using-the-tpack-image/

The TPACK framework allows teachers to “teach their students a subject, teach effectively, and use technology”(McGraw Hill, 2019). By identifying what needs to be taught, the best pedagogical approach, and the EdTech tool, teachers can design immersive learning experiences while integrating technology and meeting the needs of their students.

Media embedded September 24, 2022

Video 1: Common Sense Education. (2016, July 12). What is the TPACK Model? [Video]. YouTube.

Additional Reading:

TPACK Explained

What Is TPACK Theory and How Can It Be Used in the Classroom?

The TPACK Framework Explained (With Classroom Examples)

Developing TPACK with Learning Activity Types

Comment: Post your comment on the course discussion board. Be sure to title your comment "Integrating Technology". Use @ and the person's name to reply to others in the class (50- word minimum).

How are you currently integrating technology in your classroom?

If you are currently not integrating technology in your classroom, what factors are hindering/limiting your use of technology?

Update: Choose from the following and complete one update assignment. (200- word minimum. Cite your sources using APA style. No additional sources are required but are encouraged).

1. How can the use of the TPACK model benefit you or your students?

2. How does TPACK impact teaching and learning with technology?

For the Instructor

Standards:

ISTE 2.1.a Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

ISTE 2.1.c Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

ISTE 2.5a Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

ISTE 2.5b Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

ISTE 2.6b Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

ISTE 2.7b Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

Set-Up:

Post the assignment on CG Scholar containing the directions and resources for the lesson.

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

Class Session:

Share the video with the class and review the basic elements of the TPACK framework. Choose a few of the assigned readings that will best meet the needs of the participants and determine how you would like to review them; either as a whole group or individually.

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

Formative Assessments

For the Participant

Learning Objectives:

At the completion of this lesson, participants will be able to:

Identify the difference between formative and summative assessments
Recognize the benefits of recursive feedback
Begin creating formative assessment opportunities within their classrooms

During this lesson, you will learn the importance of designing and using formative assessments to help your students meet learning goals and demonstrate mastery of standards.

Figure 1: WritingCity. (n.d.). Formative Assessment: An Introduction | WritingCity. Www.writingcity.com. https://www.writingcity.com/formative-assessment-an-introduction.html

Why Feedback Matters

Watch the video below to understand how recursive feedback through the use of formative assessments helps students grow as learners through the entire learning process.

Media embedded September 24, 2022

Video 1: Education at Illinois. (2014, June 17). e-Learning Affordance 4a: Recursive Feedback [Video]. YouTube. https://www.youtube.com/watch?v=3LOjul-kJyc&t=21s

Formative Assessment versus Summative Assessment

Many teachers have gotten good at designing summative assessments that evaluate students at the end of the learning process. However, formative assessments often provide teachers the opportunities to check on student learning throughout the lesson or unit and give feedback. Figure 2 and Video 2 below further compare formative and summative assessments.

Figure 2: Drew, C., & PhD. (2022, February 20). 75 Formative Assessment Examples. Helpfulprofessor.com. https://helpfulprofessor.com/formative-assessment-examples/

Media embedded September 24, 2022

Video 2: Education at Illinois. (2014b, June 17). e-Learning Affordance 4b: Recursive Feedback [Video]. YouTube. https://www.youtube.com/watch?v=ZeV8QJpzinQ&feature=emb_logo

Additional Reading:

Formative Assessment: An Introduction

What Are Simple Formative Assessment Strategies For Learning?

Comment: Post your comment on the course discussion board. Be sure to title your comment "Formative Assessment". Use @ and the person's name to reply to others in the class (50- word minimum).

How do you currently use formative assessments in your classroom?

What is your current grading process for formative assessments?

Update: Choose from the following and complete one update assignment. (200- word minimum. Cite your sources using APA style. No additional sources are required but are encouraged).

1. Identify and explain an EdTech tool that can be used for formative assessments.

2. What strategies can be applied in formative assessment?

For the Instructor

Standards:

ISTE 2.1.a Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

ISTE 2.1.c Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

ISTE 2.4c Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.

ISTE 2.5a Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

ISTE 2.5b Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

ISTE 2.6d Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

ISTE 2.7b Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

Set-Up:

Post the assignment on CG Scholarcontaining the directions and resources for the lesson.

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

Class Session:

Share the video with the class and review formative assessments, their benefits, and how they differ from summative assessments. Choose a few of the assigned readings that will best meet the needs of the participants and determine how you would like to review them; either as a whole group or individually.

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

Point out that technology can be used to create quick and easy formative assessments (either graded or not) which allow educators to gauge how learners are progressing in their acquisition of knowledge, skills, and attributes. These formatives can be connected with or integrated into content delivery or activities.

Formative

For the Participant

Learning Objectives:

At the completion of this lesson, participants will be able to:

Set up their account in Formative using their school-issued GMail
Enroll their students in the Formative platform and set up classes
Upload content to Formative
Create original assignments using Formative or modify one from the Formative Library
Assign a Formative to their students
Provide feedback to their students using Formative

Figure 1: Noonoo, S. (2015, November 23). App of the Week: Formative assessment for BYOD. ESchool News. https://www.eschoolnews.com/2015/11/23/app-week-formative/

Formative, previously known as GoFormative, is a web-based tool that allows teachers to create digital formative assessments, tasks, or assignments that are easily accessible from any electronic device: laptop, tablet, or smartphone.

Media embedded September 24, 2022

Video 1: Formative. (2020, January 10). Partner Introduction to Formative (Quick Version) [Video]. YouTube. https://www.youtube.com/watch?time_continue=4&v=Z9ABy6oducg&feature=emb_logo

Media embedded September 24, 2022

Video 2: Technology for Teachers and Students. (2018, December 17). Formative Tutorial - GoFormative [Video]. YouTube. https://www.youtube.com/watch?time_continue=3&v=DrKcmtBXlfY&feature=emb_logo

The bronze plan of Formative is FREE and offers unlimited Formatives, real-time student responses, basic grading, and feedback tools, as well as integrates well with Google Classroom. The silver and gold plans include all of the bronze plus many more features. To review the different plans available click here.

Additional Readings/Resources:

20 ways to use Formative for awesome assessment

Tips for Using Formative in Different Classes

Formative YouTube Channel

Media embedded September 24, 2022

Video 3: Formative. (2020a). How to integrate Formative with Google Classroom [Video]. YouTube. https://www.youtube.com/watch?v=8OitVqi9zuA&feature=youtu.be

Comment: Post your comment on the course discussion board. Be sure to title your comment "Formative". Use @ and the person's name to reply to others in the class (50- word minimum).

What is something that stood out to you during this lesson?

What might you find difficult trying to implement the use of Formative in your classroom?

Upgrade: Choose from the following and complete one update assignment. (200- word minimum. Cite your sources using APA style. No additional sources are required but are encouraged).

1. How could you use Formative in your classroom?

2. Create a Formative assignment and share it with the group.

For the Instructor

Standards:

ISTE 2.5a Use technology to create, adapt and personalizes learning experiences that foster independent learning and accommodate learner differences and needs.

ISTE 2.5b Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active deep learning.

ISTE 2.5c Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

ISTE 2.6b Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

ISTE 2.7a Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

ISTE 2.7b Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

ISTE 2.7c Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.

Set-Up:

Post the assignment on CG Scholar containing the directions and resources for the lesson.

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

Class Session:

If running this session in person with teachers individually or in groups make sure to walk them through the tutorials found in the online training at the Formative Channel.

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

Make sure to point out how Formative is a great EdTech tool to provide students with recursive feedback while they are working on the assignment. The program is designed so that teachers do not need to wait for students to submit their work in order to view it and provide feedback. Additionally Formative does allow teachers to set assignments to auto-grade questions that are multiple-choice, fill-in-the-blanks, true/false, etc.

Video Quizzes for Formative Assessments

For the Participant

Learning Objectives:

At the completion of this lesson, participants will be able to:

Understand how video quizzes can be used as formative assessments to measure students learning and comprehension
Identify a program to use for video quizzes
Create original assignments using their desired video quiz program or modify one from their provided libraries
Assign a video quiz to their students
Provide feedback to their students using the video quiz platform chosen

Numerous EdTech companies have developed programs that allow teachers to assign educational videos to students with interactive features which monitor the student's learning and understanding of the content presented. These videos can be assigned as a class activity or even as part of a flipped-classroom environment, where students complete review content at home through readings or videos and then activity apply what they've learned during class time. Many of the video quizzing programs allow teachers to:

Embed multiple-choice, true or false, or short answer quizzes or polls right into the beginning, middle, or end of any video you choose.
Randomize the order of questions that appear on each of your student’s screens
Allow or prevent questions from being skipped.
Give automatic feedback on the correct answer and why it’s the right choice for that particular question.
View individual student data or aggregated data for your entire class. (Screencast-O-Matic, 2022)

BrainPOP

Our district currently has a subscription to BrainPOP which is one of these video quizzing programs.

Figure 1: Watanabe, M. (2020, July 26). BrainPOP 2020 Logo: Growth, Change, and Slab Serifs. BrainPOP. https://blog.brainpop.com/2020-brainpop-logo

BrainPOP is a group of educational websites with over 1,000 short animated movies for students in grades K-12, together with quizzes and related materials, covering the subjects of science, social studies, English, math, engineering and technology, health, and arts and music (Kadar, 1999).

Media embedded September 24, 2022

Video 1: BrainPOP. (2020). BrainPOP 101 | Get Started with BrainPOP Movies, Quizzes, and More [Video].YouTube. https://www.youtube.com/watch?v=4yVACw3eAOc

Teachers in our district can sign into BrainPOP and BrainPOP Jr. through Clever and can assign videos, activities, and quizzes to classes or individual students. Teachers can even customize their own quizzes for a video, or modify quizzes made by other educators. A more recent feature of BrainPOP would be the creation of pause points within the video.

Meet Pause Points! �� In this next Tried and True Teaching Tip, former educator, Jascelyn Gause, shares how to use them.

It's what great teachers have been doing with our movies for years—only now it's built right in for effortless support and assessment. �� pic.twitter.com/LPTNAAvkAe
— BrainPOP (@brainpop) March 22, 2022

Media embedded September 24, 2022

Video 2: BrainPOP. (2022, March 22). https://twitter.com/brainpop/status/1506260762465120257. Twitter. https://twitter.com/brainpop/status/1506260762465120257

BrainPOP also allows your students to access other features of BrainPop including Make-a-Movie and Make-a-Map when they sign in through Clever as well.

Getting Started with BrainPOP Guide

EdPuzzle

Another platform that many teachers use for video quizzes would be EdPuzzle.

Figure 2: Edpuzzle. (2021). Edpuzzle. Edpuzzle. https://edpuzzle.com/

EdPuzzle allows teachers to personalize educational videos with interactive elements to engage and support learners as they actively watch the videos. These videos can either be ones they’ve uploaded or chosen from the EdPuzzle library. Teachers can add 3 different types of questions including:

1. Open-ended questions

2. Multiple-choice

3. Notes

Media embedded September 24, 2022

Video 4: Byrne, R. (2019, April 5). How to Use EDpuzzle to Create Video-based Lessons [Video]. YouTube. https://www.youtube.com/watch?time_continue=2&v=eWRseaT7-9U&feature=emb_logo

Media embedded September 24, 2022

Video 5: Hanson, N. (2016, October 6). Google Quick Tips: EDpuzzle and Google Classroom [Video]. YouTube. https://www.youtube.com/watch?v=dxlBOeFaR4w&feature=emb_logo

Additional Readings:

How Interactive Video Quizzing Helps Teachers and Students

Video Quizzes for Formative Assessment

Comment: Post your comment on the course discussion board. Be sure to title your comment "Video Quizzes". Use @ and the person's name to reply to others in the class (50- word minimum).

What is something introduced in this lesson that sparks your interest or that you connect with?

Update: Choose from the following and complete one update assignment. (200- word minimum. Cite your sources using APA style. No additional sources are required but are encouraged).

1. How could you use video quizzes in your classroom?

2. How does the use of video quizzes benefit students?

For the Instructor

Standards:

ISTE 2.5a Use technology to create, adapt and personalizes learning experiences that foster independent learning and accommodate learner differences and needs.

ISTE 2.5b Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active deep learning.

ISTE 2.5c Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

ISTE 2.6b Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

ISTE 2.7a Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

ISTE 2.7b Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

ISTE 2.7c Use assessment data to guide progress and communicate with students, parents, and education stakeholders to build student self-direction.

Set-Up:

Post the assignment on CG Scholar containing the directions and resources for the lesson.

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

Class Session:

If running this session in person with teachers individually or in groups make sure to walk them through the tutorials and resources found at the BainPOP Educator Help Center or the EdPuzzle Help Center.

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

Make sure to point out the features of the different video quiz programs and remind teachers that they want to select the one to use that best meets the needs of their students.

Interactive Presentation Tools

For the Participant

Learning Objectives:

At the completion of this lesson, participants will be able to:

Understand how interactive presentations can be used as formative assessments to measure students learning and comprehension
Identify a program to use to create interactive presentations
Create original assignments using their own content or modify one from their provided libraries
Assign an interactive presentation to their students
Provide feedback to their students using the interactive presentation platform chosen

When you create a presentation, you want your audience to be engaged, to learn something new, to get excited, etc. However, in many cases, the presentation is given following the old didactic method where the teacher presents the information and the students listen, observe, and hopefully retrain the information. However, EdTech companies have developed ways to make these presentations more interactive in order to engage the learner and even measure learning and comprehension of the material presented. These interactive presentations can be used with a whole class or assigned to students individually to work at their own pace.

Pear Deck

Figure 1: Pear Deck. (2022). Brand. Pear Deck. https://www.peardeck.com/brand

Pear Deck is a Google slide add-on that allows teachers to assign questions within their Google Slide presentation, including:

Draggable questions with agree/disagree or thumbs up/down.
Drawing questions that include a free space or grid for students to draw in.
Free response questions including short text, long text, or number capabilities.
Multiple choice questions with responses of yes/no, true/false, or A, B, C, D.(Edwards, 2021)

Teachers will then get immediate feedback within the presentation. This allows teachers to monitor and adjust their instruction as necessary. These questions can be pre-planned and implemented or added on the fly during lessons.

Media embedded September 25, 2022

Video 1: Pear Deck. (2019). How Pear Deck Works [Video].YouTube. https://www.youtube.com/watch?v=rj9Bs-FDaHs

Media embedded September 25, 2022

Video 2: New EdTech Classroom Student Tutorials. (2020, August 6). How to Use Pear Deck for Students [Video].YouTube. https://www.youtube.com/watch?v=e6d1acl2OcU

20 Ways to Use Pear Deck to Engage Students

Nearpod

Figure 2: Nearpod. (2018). Nearpod | Technology in the classroom. Nearpod.com. https://nearpod.com/

Nearpod is an online tool that allows teachers to use slide-based presentations to create different interactive learning resources that allow students to engage and learn via their device or a single screen in the room.

Nearpod makes it possible to add question points along the way and have the students take part during the presentation providing teachers with a useful formative assessment tool that can assess student efforts in easy-to-analyze graphs and charts for a clear snapshot of progress.

Media embedded September 25, 2022

Video 3: Nearpod. (2021, October 20). What is Nearpod? [Video]. YouTube. https://www.youtube.com/watch?v=anTtMRaQLsM

Media embedded September 25, 2022

Video 4: Scheffer, J. (2020, October 30). Introduction to Nearpod [Video]. YouTube. https://www.youtube.com/watch?v=IAf_nEJ0WbQ

10 Ways to use NearPod in the Classroom

Additional Readings:

5 Interactive Presentations Ideas that will Engage Students

3 Reasons Why You Should Be Using Active Learning

How Nearpod empowers future teachers in schools of education

Comment: Post your comment on the course discussion board. Be sure to title your comment "Interactive Presentations". Use @ and the person's name to reply to others in the class (50- word minimum).

What is something introduced in this lesson that sparks your interest or that you connect with?

Update: Choose from the following and complete one update assignment. (200- word minimum. Cite your sources using APA style. No additional sources are required but are encouraged).

1. How could you use interactive presentations in your classroom?

2. Create an interactive presentation and share it with the group.

For the Instructor

Standards:

ISTE 2.4.a Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.

ISTE 2.5a Use technology to create, adapt and personalizes learning experiences that foster independent learning and accommodate learner differences and needs.

ISTE 2.5b Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active deep learning.

ISTE 2.5c Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

ISTE 2.6.a Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

ISTE 2.6b Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

ISTE 2.7a Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

ISTE 2.7b Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

ISTE 2.7c Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.

Set-Up:

Post the assignment on CG Scholar containing the directions and resources for the lesson.

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

Class Session:

If running this session in person with teachers individually or in groups make sure to point out that they can access video tutorials posted by Pear Deck and the Nearpod teacher resource page.

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

Make sure to point out the features of the different interactive presentation programs and remind teachers that they want to select the one to use that best meets the needs of their students.

Flip

For the Participant

Learning Objectives:

At the completion of this lesson, participants will be able to:

Enroll their students in the Flip platform and set up classes
Create original assignments using Flip or modify one from the Flip Library
Assign a Flip to their students
Provide feedback to their students using Flip

Flip (formerly Flipgrid) is a website that allows teachers to create "topics" to facilitate video discussions. Each topic is like a message board where teachers can pose questions and their students can post video responses that appear on a tiled display (Edwards, 2021).

Figure 1: Microsoft. (2022b). Video Discussion & Video Sharing App (Totally Free). Flip. I https://info.flip.com/

Flip is an excellent tool to use for formative assessment as the data allows teachers to gauge their students’ level of understanding of learning standards. Formative assessment data from Flip can be used to determine the timeframes for reteaching and reassessments. The data can also be used to adjust instruction for students.

Integrating self and peer assessments with Flip in content areas allows students to provide each other or themselves with feedback that promotes student ownership of learning.

Media embedded September 25, 2022

Video 1: UA Center for Instructional Technology. (2021, June 7). Flipgrid Promotion Video [Video]. YouTube. https://www.youtube.com/watch?v=938XBv2L2kE

Media embedded September 25, 2022

Video 2: Technology for Teachers and Students. (2018a, October 29). Flipgrid Tutorial - Creating Video Assignments [Video]. YouTube. https://www.youtube.com/watch time_continue=22&v=vJOoloQ7k5Q&feature=emb_logo

Introduction to Flip

Educators Toolkit

Additional Readings:

How to Use Flipgrid: A Visual Guide for Teachers

9 New Ways to use Flipgrid in the Classroom

Comment: Post your comment on the course discussion board. Be sure to title your comment "Flip". Use @ and the person's name to reply to others in the class (50- word minimum).

What is something that stood out to you during this lesson?

Upgrade: Choose from the following and complete one update assignment. (200- word minimum. Cite your sources using APA style. No additional sources are required but are encouraged).

1. How could you use Flip (formerly Flipgrid) in your classroom?

2. Create a Flip assignment and share it with the group.