mobilelearning

How to Use Blogging with Project Based Learning

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Over the past few years, I have looked for more ways—especially creative ways—to use blogging in my classroom. What initially started as a way to have my students practice their writing skills in a digital format (rather than the traditional “Daily Journal” writing), has taken different forms over the past year.

Blogging brings students’ work into a digital learning space, where they can feel free to share their ideas, to express themselves without so much worry on grammatical accuracy, and build their confidence in the process. It enabled me as the teacher to not only focus on what they were sharing, and assess them as needed, but also to learn about them in the process. It provided me with a way to further personalize my instruction and to be able to give the needed feedback in a more direct way.

I also use student blogs, in addition to my own, as a means to reflect on what I have been doing the classroom. Giving this information to the students affords them an opportunity for that critical reflection as well. So through blogging, many skills are enhanced and many things are possible besides the initial use of writing in response to a prompt.

Blogging with #PBL

Approaching this school year, I had many new ideas in mind, one of which was the implementation of PBL (Project-based learning) in my upper-level Spanish courses. A big part of the undertaking of PBL is for students to have an “essential question,” to think about what they wish to explore further in their studies.  We discuss how it will work, plan to have progress checks throughout, and once they have completed their cycle of research, they prepare to share their information. An important part of PBL is the reflection element.

I chose to use Kidblog as a way for students to take time to reflect on what they have uncovered in their research and to give others an opportunity to learn from them. I can give feedback, and we both have access to that information and refer back to it as often as needed. We can also continue to comment on it moving forward. I can write comments to offer suggestions and provide support. More importantly, a private digital learning space gives students a way to be more independent in their learning. For our PBL, students use their blog as a way to create a guide for themselves during the process. After posting of their initial “Essential Question,” students are reminded of where they started and how far they have come.

All of this valuable information can then be used during the next phase of PBL. It is a great way to track growth, increase communication skills, and collaborate. The use of blogging aids in the building of relationships. It is rewarding to read what students have written, to understand how they worked through their project-based learning experience, and to have that element of reflection as a result of their blogging. For me, it is great to hear directly from students as they share what they have learned, but better to hear them acknowledge how much they have grown.  Being able to review and reflect aids students in planning new goals and continuing their path toward lifelong learning.

 

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As an addition to this, it is helpful as a teacher to reflect on our practices, in what ways can we improve, how is PBL working in our classroom, what are the thoughts of the students.  Using this information can be quite helpful, as well as referring to the many resources available through BIE, and recent books including Hacking Project Based Learning by Ross Cooper and Erin Murphy, Dive Into Inquiry by Trevor MacKenzie, and Pure Genius by Don Wettrick.  The #pblchat is also a great place to learn on Twitter.

Thank you to Meghan and EdTech: Focus on K-12:  Glad to be a part of this discussion.

Two education experts offer up best practices for utilizing mobile technology.

With more and more K–12 students owning mobile devices, and with Pearson Education reporting that 72 percent of elementary students and 66 percent of middle school students want use mobile devices more in classroom, now might be the best time to add an app as a regular part of school work.

However, as EdTech reported, a survey done by Kent State University’s Research Center for Educational Technology (RCET) found that 30 percent of general education had received training on apps, and 87 percent wished to receive some sort of training on mobile apps.

We’ve consulted with a researcher and an educator who have expertise in adding mobile technology — particularly apps — into the classroom.

Step One: Identify What Kind of App You’d Like to Use

For Rachelle Poth, a Spanish teacher at Pennsylvania’s Riverview Junior/Senior High School, using mobile technology in her classroom came out of a desire to provide easier and more accessible communication with her students. For Poth, the messaging app Celly was the perfect fit to remind students of assignments and provide a place to put class resources.

“[Using an app] can seem overwhelming for a teacher who isn’t necessarily using technology at all or not using it much,” Poth says. “The key is to look at your classroom and ask, ‘What is one thing that is bothering me or taking up too much time?’”

Poth, who is also an education technology mentor with Common Sense Education, says that finding an app that will work with your class is dependent on what category you might need. She recommends the following:

  • For messaging: Celly and Remind for communicating with students, and Bloomz for parent-teacher communication
  • For assessment: Quiz creation tools like Quizlet and Kahoot!
  • For classroom organization: Learning management tools like Edmodo and Google Classroom

Another way to figure out where an app might be helpful is by asking students, Poth says.

“Pose the question to students, like, ‘If you could change one thing about homework, what would it be?’” she says. “You might hear no more homework at first, but if you dig deeper, you’ll find issues.”

Step Two: Find a Quality App and Test It

Once educators have decided what they want in an app, they might get overwhelmed by the sheer number of options.

Poth recommends reading teacher reviews and sample uses on a site like Common Sense Education or EdShelf. She also says you can chat with the communities on those sites or on Twitter to get feedback from other educators.

At Kent State’s RCET, Karl Kosko, an assistant professor, and others are evaluating apps specifically for special education teachers as part of the SpedApps project. Their database can be accessed by all educators.

Once a teacher has found the right app, he or she will need to do one more thing before introducing it to students: Test it.

“It seems like a very simple thing, but it is the first and foremost,” Kosko says. “Educators should play through the app and think about how their students will use it and misuse it.”

Step Three: Make Sure the App Connects with Your Lesson

Perhaps the most important step of all for educators is choosing technology that supports their teaching and their curricula.

Kosko suggests that teachers really think about how they are going to teach their students to use the app, and then use it for a purpose that will work in the classroom.

“Don’t just use it randomly,” he says. “The apps should be related to something students are currently learning.”

Also, if using anything that needs technology at home, Poth says teachers need to be aware of what students have access to.

“At the beginning of each school year, I give my students a paper and ask them what kind of device they have, if they access at home and what kind of tools they know how to use,” she says.

WAVEBREAKMEDIA/THINKSTOCK

This is a post by Jacqueline Jensen, following our Blab interview talking edtech in the classroom.  Thanks for this post and the opportunity Jacqueline and Piktochart!

Talking EdTech with Teachers

As Piktochart’s Community Evangelist, fostering community among our 5-million-strong user base is one of my primary goals. As I wrote after first joining, my role here on the Piktochart team focuses on interacting with our users at every level — from live events around the world and conference talks to jumping onto the latest up and coming social platform to chat with Piktochart users.

So far, we’ve tried a number of new initiatives. We think it’s important to share valuable content with not only our user community, but with startups, designers, educators, and marketers all across the globe. When we tried out Blab, we picked an awesome guest and gathered community questions to chat about.

Back in June, we went looking for educators to join us to discuss more about how to bring technology into the classroom. Education technology, also known simply as EdTech, refers to the creation and use of software and hardware intended to bring technology to education.

This segment of the technology world has heated up thanks to investment from organizations like the Bill and Melinda Gates Foundation, the United States government, and even tech venture capital investment firms like Andreessen Horowitz. In fact, in just the first half of 2015, private investors alone poured $2.5 billion into EdTech companies — leading to the creation of countless technologies for classrooms around the world.

Here at Piktochart, our team was thrilled to hear we were recently honored in the American Association of School Librarian’s 2016 Best Websites for Teaching and Learning. Educators have been using Piktochart in their classrooms since we launched in 2012, and we couldn’t be more pleased to know we are making a difference in the minds of students around the world.

To get the skinny on what’s going on in classrooms when it comes to EdTech — from best practices and challenges to favorite tools and privacy policies — we brought in two Piktochart users who are making a big impact by bringing technology into their school. For the first time, we had two guests on our Blab,Rachelle Poth and Mary Ottenwess.

Rachelle is a foreign language teacher at Riverview Junior-Senior High School in Oakmont, PA. She enjoys using technology in the classroom and finding ways for students to have more choices in their learning. She has presented at several technology conferences in Pennsylvania and at ISTE in Denver this past June.

Mary has been in education for 25 years. She started out in a public high school library and is now the Instructional Technology Specialist at Catholic Central High School in Grand Rapids, MI. She was the one that didn’t step back when they asked for volunteers to run the computer lab and thus her adventures in EdTech began!


What is your biggest pain point with your school’s current EdTech setup?

Rachelle said her biggest complaint when it comes to EdTech tools, which is shared by other teachers she talks to, is the fact that things sometimes don’t go as planned with technology.

“Best case scenario doesn’t always happen when it comes to technology,” she said. “You have to be prepared for the little bumps that come along the way.”

Mary echoed Rachelle’s thoughts about technology being unpredictable. She also added that limited professional development time for teachers is another hurdle when it comes to her school’s EdTech setup.

“An hour once a month just isn’t enough time,” said Mary. “Students come in an hour late and we have a meeting with all teachers at the school. Teachers will go around and talk about what they are using in their classrooms, discuss a particular tool, or discuss a method. Because we are trying to cover so much in a single hour, hitting everyone’s skill and comfort level as well as giving them time to try the tool often means a lot of 1:1 follow-up.”

“As a workaround for time, we have teachers create tutorials to view prior to the professional development sessions,” noted K-12 EdTech coordinatorCourtney Kofeldt in the chat.

What opportunities are given to kids through EdTech and how can teachers learn to embrace them?

Mary said EdTech really expands a student’s world. They can collaborate and share with not only each other, but with experts in the field. Students can use project-based learning and inquiry-learning, and they can use and develop real-world skills for college or a career. For teachers, Mary thinks technology makes things simpler.

Rachelle agreed. She believes the opportunities provided by technology are tremendous.

“Technology provides opportunities to students to allow them to show what they have learned and to use a tool that is meaningful to them. Without the technology, they wouldn’t have been as engaged,” she said. “I don’t use technology for the sake of using it, but rather as a way to increase opportunities.”

When given a choice of tools to utilize on their projects, Rachelle finds students talk to their friends about the learning curve of each software. Students work together, collaborate, and learn from each other about how to use technology.

What’s the best thing technology has allowed you to do in your school that you couldn’t have done otherwise?

Mary shared an example from her school, Catholic Central High School in Grand Rapids, MI. Using technology, a French teacher was able to bring in a video feed from a classroom in Canada. The American students communicate in French to sharpen their skills, and they’re also able to learn more about the other students culturally.

“Students are not only collaborating with the students in another country, but those next to them in their classroom too,” explained Mary. “It’s fun to watch the collaboration.”

Rachelle says that technology has allowed her to continue the conversation with students after class time ends. She found more and more that her students had questions once they got home and started working on their homework or projects, and technology allowed her to be available to them during those key moments.

“It really bothered me that when class ended, that would stop their learning process in a sense,” she said. “I use technology to bridge that disconnect. I use messaging to help.”

Do you as the teacher (or your school) assess the privacy and security of a tool before letting students try it?

Rachelle said she pays close attention to privacy and security settings before bringing a tool into the classroom. She does this by creating an account on her own and reviewing the settings herself. Rachelle also sends home a notice to parents at the beginning of the year informing them of the tools that will be used in the classroom.

She also relies on the thoughts of other teachers, and she noted these sites and communities as her go-to sources:

  • Common Sense Graphite, a community of educators who take the guesswork out of finding innovative ways to use technology in the classroom;
  • EdShelf, a socially-curated discovery engine of websites, mobile apps, desktop programs, and electronic products for teaching and learning;
  • EdCamp, an organic, participant-driven professional learning experience led by a community created by educators, for educators.

Mary added that her school has a tech team on staff who will verify security before launching a new tool in the classroom. First, they start with a pilot program and monitor progress while the new EdTech tool is being tested in the classroom. During that pilot, they will be on the lookout for glitches or security holes.

Which tool/platform/methodology has been the biggest hit in your classroom and why?

Rachelle, Mary, and participants in the chat were excited to share their favorite EdTech tools! Check out the list below:

What are 3 most important skills kids have gained in your classroom thanks to technology?

Everyone agreed that more collaboration and creativity is taking place in the classroom thanks to technology.

“I have noticed students really develop the 6C’s — Communication, Collaboration, Critical Thinking, Creativity, Character, and Citizenship — when tech is integrated,” said Courtney Kofeldt in the chat.

Rachelle added she often notices that projects from her students go above and beyond her expectations. “Technology gives them that voice to speak out and be part of something when otherwise they wouldn’t have been,” she said.

Mary says teachers have benefitted from technology as a way to improve their skills, too. She notices more collaboration happening between teachers and growth of their professional networks thanks to technology making it easier to work together.

Thanks to technology, both students and teachers alike are building up their confidence. “It’s ok to have something not work,” explained Mary. “Technology allows students to take the lead. Teachers aren’t always the one with all the knowledge.”

Mary also touched on her school’s Digital Citizenship Course, which is an ever-changing movement to educate students on the proper use of technology — when to use it (or leave it behind) and best practices.

“I teach motion graphics at UCLA, and it is wonderful to see what the students create once they understand the tools,” added Eric Rosner in the chat.

How can teachers improve their tech skills in order to make classes more interactive and multimedia oriented?

Rachelle’s advice is simple:

“Just pick something and start it!” she said. “Really. You don’t know if it’ll work for you until you try it. Pick something small and give it a try.”

She suggested teachers consider learning new tools alongside students. Rather than a teacher-driven project, why not try a student-driven project? She found her students enjoy it, and as a teacher, it keeps her fresh. Use the challenge of a new tool as a learning lesson for both the students and the educator.

“Not everything is going to work, and that’s ok,” added Mary. “We teach our kids to learn from failure, and we need to do the same.”

Mary advised teachers to expand their professional network to get to know other educators. Social channels are a great way to do this — and Mary specifically suggested getting involved in Twitter chats. For a comprehensive list of Twitter chats all about education, check out this list Mary shared with us on the Blab!

What are your recommendations for someone who is just starting to use technology in the classroom, and may be a bit hesitant?

Rachelle suggested focusing on one area in your classroom you can try to improve using technology. Give a new EdTech tool a shot, use it minimally, and be patient with getting comfortable with it.

Mary suggested finding another educator who is using technology you’d like to try and simply watching them use the tool in their classroom. Finding a tech mentor is key to getting comfortable!

How can tech help all students to be engaged, to reach each student?

If students are on different levels, Mary said EdTech tools can help bridge that gap. She particularly likes Khan Academy for this purpose. She also suggested putting up a rubric for an assignment, but allowing students to choose their technology tool to complete the project.

“Students are not all the same,” added Rachelle. “By giving them choice with technology tools, you’ll see they can create anything they desire, and you learn more about them as individuals. When the choices are given and nothing is set in stone, it pays off.”


The team at Piktochart had a blast during our Blab with Rachelle Poth and Mary Ottenwess! Thanks to both of them for stopping by! If you’re interested in learning more about how Piktochart can help out in your classroom, check out a few more of our EdTech posts!

This post originally appeared on Piktochart’s blog here.

TeachThought: Thanks to Terry Heick for publishing part two of this post.

Technology Can Make The Learning Process More Transparentby Rachelle Dene Poth

In my last post, Finding Out What Students Are Thinking: 10 Tools To Get Them Talking, I shared tools that can help promote student communication.

The additional benefit for using tools like these is that you can take what you hear and learn and the next day in class anonymously share some ideas to get the discussion going.

Even if you try to keep things anonymous, you will have the students who immediately fess up and say “yeah that’s mine,” because that’s just what the students do, which is okay because they are willingly sharing what they said.

And if it does come down to a right or wrong kind of question and that student is in fact incorrect, that’s an even better lesson–a better example for the other students in the classroom to show that it’s okay to answer something and to be wrong.

These are the experiences that build character and growth mindset and help students become more involved in their own learning path.

A Few More Tools: Communication Through Collaboration

If you’re looking for a way to have students speak more regularly about different topics, share their ideas, or be more involved in class discussions, you may want to consider some other format for “talking.”

Having students write in their own blog, where they can keep their responses private and you can respond directly, is a great way to learn about the students and what they are thinking. Having this communication format is also helpful with relationship building.

Through blogging, you can give feedback which helps to provide support for students and can help them to gain confidence. By building confidence in this way, they have a chance to become more open to and comfortable with sharing their ideas in class.

As teachers, any opportunity to share our own experiences, especially when we share experiences that reflect our fears of making mistakes and taking risks, is helpful to our students.  Showing that we are sometimes wrong is okay, because we are all are constantly growing.

Writing Spaces

So what about some tools?

Wikispaces is a social writing platform for creating an online space for collaboration. Creating a wiki might be a great way to have students collaborate together on a topic if they are working in small groups. Some options for collaboration are creating a page for a discussion, set up a pro/con debate, or a even class website. Students can build confidence and comfort by collaborating in this way.

Padlet is a virtual wall for posting thoughts, discussion, and more. It could also be another way for students to work together and build some of these skills for collaborating any time and anywhere.

Tools For Reflection & Feedback

Choosing the right tool comes down to what type of conversation you looking to involve students in.

Is it open-ended?

Do you want the students to speak out in class or do you want them to think about something, have time to process it and answer after class?

That’s the benefit of offering blended or flipped learning experiences. The conversations don’t have to end when class ends. The questions don’t have to be asked during class because teachers can set up questions after class using tools like these I’ve shared, or Let’s Recap.

Let’s Recap is a way to record a prompt, ask questions, and then have students respond through video. Teachers can then view the response or see the daily reel, and provide feedback to each student.

A tool such as TodaysMeet can be useful for a “backchannel” chat in class, or to open up discussion after the school day ends. Either way, it is another quick option to get the conversation going or to use as a way for students to ask questions.

The goal of all of these tools is to get them talking–to know what their thoughts are–so that we can help them grow.

Why Does Student Feedback Matter?

Teachers need student feedback to help guide our next steps and provide learning experiences which are meaningful.  We want our students to feel comfortable. Depending on the age group being taught, the content being covered, and whether the technology is available and accessible to the students, you can determine which of these tools might facilitate learning the best.

Using technology just to use it doesn’t make sense. But using it to help students find their voice, learn more about what they want to do, what they can do, and what they are having trouble understanding does.

These tools and others like them, can help to connect those ends. And since learning feedback is critical to student growth, sometimes we need other methods for connecting with the students; this is when technology has a purpose.

Technology can expedite the feedback process and gives us real live results. We can give feedback to the students, the information is saved, and we can use it as a way to give a voice to those who would not necessarily be willing to use their voice in the classroom.

For now, maybe keep it simple. Start with the question, “What do I need to know about my students?”

Then look at these tools and others like them and start experimenting.

Posted in Edutopia Community Discussion, the second part of my thoughts on Homework Alternatives.

As a student in elementary and high school, I recall having homework assignments in most, if not all of my classes each night. I remember carrying home a lot of worksheets, lugging home several textbooks, and at times transporting poster board and binders back and forth to school.  We had a lot of tests, pop quizzes, and projects.  Most of the time, I remember the homework was the same for each student, in each class, and I cannot recall now nor do I even know if I was aware back then, of students doing different assignments. I understand why teachers assign homework which is the same, the purpose is to assess students on a particular skill, and maybe it just really works for that learning target. And some benefits for students are having a peer, to work through an assignment with or ask for clarification, can be helpful.  But it can also be detrimental, for a few reasons.  Students are not getting the practice they need by having the same assignment, and the possibility of students copying assignments is also something to consider.  Copying assignments leads to a loss of learning, and students will have to re-learn the material twice. There is a lot of discussion about the real value of and purpose for homework, and these are just a few of the pros and cons to consider.

 

Over the past few years, with the rise of technology and so many options available for learning experiences through it, solely using a worksheet or assigning the same homework does not have to persist. I have noticed variations in my students, both during our interactions in the classroom but also while grading assignments and projects, or even just reading the responses to their reflections or blogs.  For homework, some students can finish the worksheet in two minutes, possibly before the end of the class period, if time remains.  And there are others, who may struggle to complete the work and as a result, end up spending 20 or 30 minutes on the exact same assignment. So, I asked myself, how can I reach both types of learners, and provide opportunities that will be beneficial, meaningful, but more importantly more personal to their needs. How can I give each student the practice that they need?

Making some changes

So how did I decide to change the “everybody has the same homework” practice?  After a holiday break and taking some time to reflect over the first part of the year and talking with students, I decided to seek ways to give students options for the type of homework they wanted to complete.  I came up with two or three choices of how I could do this, and will admit, that I was a bit anxious, since changing the traditional homework assignments would involve taking a risk.  But I truly believed that it was worth it, to see what, if any difference it would make for my students.

The three options I started with were:

1.    Quizlet: I had sets of cards and as an alternate assignment, I asked the students to select and complete activities which they felt would help them the most.  Because we have a class account, I can monitor their progress and they have many options for practicing the vocabulary, playing games and other activities to build their skills.

2.    Kahoot!: We have played games of Kahoot! in class for the past few years, and initially I was using it as a class game, using games which I created. But I soon realized that making up so many quizzes was really time consuming.  While there are lots of public quizzes available, I wanted to have the questions be more specific to their needs.  So for a different type of homework assignment, I asked students to create their own Kahoot! game using a specific number of terms or verbs and share it with our class. This led to more authentic practice and a lot more resources for all students to learn from.

3.    Blendspace: I have an account with Blendspace, and I can create and share lessons that I have created which include videos, games, tutorials and much more.  As homework practice, I can decide to assign a particular lesson for students to work through or I can simply share the URL and provide resources and give students the choice to use the resources within the lesson.

4.    Other options: Some other ideas for changing the type of homework assignments used are to create a list of different assignments or tasks and give students some choices in how to practice the content material. They may decide to work through all of them, or simply use some, but the important thing is that the choice is theirs and the practice will be more meaningful. Assigning homework in this way encourages students to have a choice on where to begin, not all students have to do the same thing, and it helps to focus on their individual needs.

 

What did the students think?

The students appreciated having more of a choice in assignments.  Using these options gave them the chance to try some new ways of learning, which they were not used to, but it was a way to provide differentiation.  I know that having a lot of games available to play in class with Kahoot and the extra Quizlet study cards, benefitted all students. The one tricky part is being able to monitor their work, but this comes with developing the relationships and having clear expectations. Including students in the conversation and making sure we focus on the accountability and responsibility aspects will help. The students are more engaged, become more empowered by having a choice in their learning path.

We can use methods like this to focus on the areas where students need help the most. Personalizing the homework assignments in these ways can prove to be time consuming, as far as tracking their work, but it is completely worth it because of how beneficial it is to their learning. And that is what matters most.

I tried Recap at the end of the year and really enjoyed what it offered.   I appreciate the opportunity to have my experience shared on Recap.

Posted on July 20, 2016Posted in Guest Post

Student voice is very important in education today. Teachers benefit greatly by understanding what the students’ needs and interests are, their backgrounds and other experiences they bring with them to the classroom. Students participate in so many diverse learning experiences aimed at providing the best practice through multi-modal instructional methods, to personalize instruction, drive student learning and to provide the resources and support necessary for student success. And while the teacher may believe that each learning experience they provide is valuable and will benefit the students’ growth in the class, it is critical to seek input from the students themselves to really understand the impact these methods have on their learning.

Involving students in conversations can happen in many mediums. With all of the digital tools available today, there are endless possibilities available for substituting the traditional face-to-face conversations or having students write some type of a response such as a self-reflection in class. Having students reflect on a particular learning experience or participate in a discussion after class, are valuable opportunities for teachers as well to learn more about the students and to continue building those vital relationships. Including students in the planning and gathering input from them benefits the learning environment tremendously and there are many ways to do this. I found a new method of encouraging students to share their thoughts this year, through Recap.

Deciding to Try Recap

Toward the end of the school year, I wanted to try some new tools in the classroom, to keep students engaged and motivated through the end of the year. I thought that trying out some new ideas would work well at this time, because I could use the information to reflect and plan over the summer. I came across Recap and was very interested in trying it out with my students.
I was initially unsure of whether it would be easy to implement into my classroom, or even how I would use it, but as with all things, sometimes you have to just take a chance and see how it works out. So I did just that and created a class for my students using Recap. The first time I logged in and created a video in which I asked the students to share their thoughts about some of the projects we had done, some of the tools that we had used, and any other insight that they wanted to provide to me. I explained how Recap would work and set up my recording for them. It was very easy to use and to set up. More important, students were excited about this new experience and felt comfortable in sharing their ideas.

Ideas for Using Recap

There are many uses for Recap in and outside of the classroom to have students respond to a prompt, have a debate on a topic, use it for a speaking assessment, and many more possibilities depending on content and grade level taught. But one of the biggest benefits I think it provides is a comfortable way for students to connect with their teachers and to honestly share their ideas, thoughts or reflections. Students are often afraid to speak up, we all are, and having a tool which enables the assessment or reflection to be done in the comfort of one’s own home or place, is very beneficial.
After the first time my students completed the assignment, watching their responses compiled into a daily reel, several things were clear. I could see that they were comfortable, which was very important to me, especially when trying something new like Recap. I also appreciated the fact that they took the risk to share their ideas and provided honest evaluations of my teaching and their classroom experiences. And I really like that I was able to give them feedback as well following their video responses.

The Foreign Language Classroom

As a foreign language teacher, I can use this in my classroom to have students complete speaking assessments, discuss topics we are working on in class, whether it be a work of art or particular reading, and they can give their honest opinions in a more comfortable, safer environment for expressing themselves. It is also quite useful for students to do a reflection of my instruction or of their own skills, interests and needs in the classroom. The nice thing is that either way, teachers and students can learn about each other, and grow from the feedback given.

I was very excited after this initial experience with Recap and so I tried it with several of my other classes. The response was all positive and I know that I will use it a lot more in the upcoming school year to have students complete speaking assessments, have discussions and more activities like these. But more than these uses, it is a way for me to better understand their needs and to learn more about them in the process. A way to continue building the vital relationships that help to build a positive, supportive classroom environment.

There are many ways to use Recap in the classroom but also as part of professional development, conference presentations and much more.

About Rachelle Dene Poth

She is a Spanish Teacher at Riverview Junior Senior High School in Oakmont, PA. She is also an attorney and earned her Juris Doctor Degree from Duquesne University School of Law and recently received the Master’s Degree in Instructional Technology from Duquesne. She enjoys presenting at conferences on technology and learning more ways to benefit student learning. She is the Communications Chair for the ISTE Mobile Learning Network, a Member at Large for Games & Sims, the Innovation Resources Co-Chair for the Teacher Education Network and the PAECT Historian. Additionally, She is proud to be involved in several communities including being a Common Sense Media Educator, Amazon Inspire Educator, WeVideo Ambassador, Edmodo Certified Trainer, Nearpod Certified Educator and also participate in several other networks. She enjoys blogging and writing for Kidblog and is always looking for new learning opportunities to benefit my students. You can connect with her on Twitter @rdene915.

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