Class 14: Final Class and Portfolio Intro

Featured image: Adobe Spark Post

When someone clicks on your author link, they will see all of your posts in reverse chronological order. This turns all your work this term into a digital portfolio. Here’s your chance to add one last post that will introduce your work to your viewer. 

You can “illustrate” this post with a few of your favorite posts using a WordPress embed. To embed one of your previous posts, just add a “WordPress Block” to your post and paste in the URL of the post you want to add.

Your embed will have your featured image plus the beginning of your post. It will also be an active hyperlink to the post.

Create a final post to showcase your portfolio | Portfolio intros 22-A14

Be sure to give it a good title and featured image. You might want to think “big picture” here. This will introduce your work to the world.

Possible prompts:

  • Highlight / showcase a few of your posts that you are proud of. Maybe offer short explainer for each.
  • Showcase your progress – ” I started here – and now can do more complex work.”
  • Your approach to teaching / learning / tech
  • What you learned about how tech can support instruction.

  1. Complete course assessment at SmartEvals
  2. All blog posts completed – see list here. 
    You should have completed 13 posts – plus this final (14th) intro post.
  3. TaskSteam – upload the URL of your final “portfolio showcase” post

Final Project 2022

Every student will design a lesson that demonstrates effective integration of technology with instructional goals. This will appear at the top of your portfolio. So make a great first impression showing what you can do with instructional technology!

Your post and your lesson are due by Monday April 18th.

  • Students should incorporate one or more digital tools that demonstrate how to effectively integrate technology into a learning experience.
  • You can use a tool we have worked with or another edtech tool you like.
  • Students should create new content (not reuse an old post).
  • Your goal is good alignment between the technology and the learning experience.
  • The audience for your lesson could be your typical students or it could be designed as an “adult PD” as if delivered to peers. 

Students should prepare a WordPress post (due on your due Sunday April 17th) that explains your instructional goals and how they are supported / enhanced by the technology. Be sure your post includes:

  1. Title and featured image
  2. Target student group for lesson – grade level or subject
  3. Instructions for students or guide for other teachers to use
  4. instructional goal (what do you want students to know or be able to do)
  5. an explanation of how the technology you used supports instructional goal
Examples of final projects

Begin with your instructional goal – then think about a good tech tool to achieve it

Goal: provide resources for students while out of school
Tool: create a Google site that delivers content

Goal: to better target instruction
Tool: Use a series of Google forms a pre-assessments

Goal: students work in team to map the community
Tool: MyMaps for students to collect and share content

Goal: Showcase student work with parents
Tool: Have students use photos and narrations to showcase three pieces in a Adobe Video

Class 12: Design with Google Sites

Featured image by on Unsplash

Our course has been hosted on our WordPress site. But here’s another option to design learning via Google Sites. This is a free tool that is especially useful when you want to showcase more content than what “fits” into a WordPress post.

Google sites are free and become part of your content stored in Google Drive. Sites can easily feature text / images and showcase content you have created using Google docs, slides, forms, Google Drawing, MyMaps or YouTube videos. 

Students will also be introduced to our final project.

In Class Assignment 12: Design a Google Site | Google sites 22-A12

Working with a partner (s), design a learning activity that is supported by a multipage Google site. Note: Partners should include their names prominently on start page of Google Site and on the WordPress Post. They can upload one post and notify Peter to make them co-authors.

1. Google site – Start Page (Home Page)
Be sure to include:

  • Unique header image
  • Title of the lesson
  • Authors of the lesson (this will turn into a co-authored post)
  • Target student group. Grade, course
  • Lesson context? – for example – introduction, pre-assessment, part of bigger unit, etc
  • Goal for lesson and how the site helps you meet the goal.

2. Google site – At least 3 additional pages that provide resources and activities for the students 
Be sure to include:

  • Unique header image for each of the pages
  • A scored pre-assessment OR exit ticket using a Google form
  • At least 6 content elements: Images, Slides, Forms, Docs, MyMaps, Google Drawings, YouTube Videos (made by someone else?) 

3. A WordPress post that showcases the site. (this will be a co-post, so notify instructor who are your partners)
Be sure to include: 

  • Fun title and featured image
  • Authors of the lesson (it’s a co-authored post)
  • An image of the site that serves as hyperlink
  • Repeat the material from your start page (#1) above


Google Sites Tutorials

Class 11: Teach with Book Creator

Teach with Book Creator

Featured image by Free-Photos from Pixabay 

In this class we will explore Book Creator – a simple tool for creating awesome digital books. Create your own teaching resources or have your students take the reins. Combine text, shapes, images, audio and video to make a book that can be viewed online or printed out. There is a paid iPad app, but you can also use the free online version in Safari or Chrome browser.

With a free account, you can get 1 library and create up to 40 books to use in your classroom. There’s no cost per student, and there’s no limit on the number of students that can join a teacher’s library. Also you can delete unused books and keep going.

For this lesson, you should log into Book Creator Online and sign up for a free Teacher Account.

It’s a very easy app to use. Start a new book. I recommend a Landscape 4:3 Comic book. Looks good on computer screen and you to get comic elements even if you don’t use a comic book grid. 

Here’s a quick intro to adding media, comic, shapes and backgrounds for your paper.

Assignment 10: Create a Book | Book Lesson 22-A11

Use Book Creator to make a book and embed in your post. Your book could either be a resource for students to use or a model for books students would make. Or you might want to make something to share with parents. 

Have fun with it. Tell a story or create a lesson or resource for students. You could convert your Google site or re-purpose some of you previous posts into a book.

  • Embed your finished book into a WordPress post that includes a written description of the audience and purpose of your book.  
  • As always, be sure to include a featured image and clever title for your post.

The book should be a minimum of 8-10 pages. Try a variety of content:

  • Text, shapes, sticker, backgrounds.
  • Photos: your own or from the built in public domain search
  • Google map, video and a recording
  • Embedded content from another source (for example a pre or post quiz on a Google form)


How to get started with Book Creator

Left: Screen shot of presentation settings

How to get an embed code to use with WordPress “Custom HTML” block

Below left: sample embedded book with lots of ideas. You’ll see how it displays online with page flips. Below right: Guide to embedding content from other sources.

For inspiration click image link below to go to a whole library
of books made with Book Creator

Class 10: Exploring Place – MyMaps vs Google Earth

Explore place

Featured image by Free-Photos from Pixabay

“Places are locations having distinctive features that give them meaning and character that differs from other locations. Therefore, places are human creations, and people’s lives are grounded in particular places. We come from a place, we live in a place, and we preserve and exhibit fierce pride over places.” ~ National Geography Standard 4: Place

Today’s class will explore interactive images with Google MyMaps and Google Earth. Both apps provide tools for teachers and students to create and share interactive maps that tell a story of place.

Google MyMaps is a great tool for visualizing place with a variety of content and locational tools. You can easily add photos, video, text, routes and shapes. You can collaborate and share your maps via email. It can be easily embedded in WordPress. MyMaps gets saved in your Google Drive account for easy cataloging.

Sample MyMap Projects

MyMaps Tutorials

Google Earth is now a web-based tool that can easily create engaging stories maps that tell a story. With creation tools, you can draw on the map, add your photos and videos, customize your view, and share and collaborate with others. You cannot embed in WordPress. Use a screenshot of you map as a hyperlink from your WordPress post to your map project.

Sample Project: Jane Goodall story 

Google Earth Video Tutorials

Google Earth “How To” in text and images

Students will work in teams during class time to explore both apps, compare instructional use and brainstorm ideas for use. Specific task:

  1. Design a map using MyMaps.
  2. Create a project in Google Earth (begin by searching for place then add to a “new” project)
  3. Be prepared to share your impressions of both apps.
  4. Share a few ideas for classroom use (and which app you would choose).

Assignment 7: Design a Map-based Lesson | Map lesson 22-A10

Students will create a MyMap or Google Earth Project to support a learning activity. Be sure to have multiple locations and some text or visual content at each location. Try these prompts:

  • A community tour around school.
  • A real or fictional journey.
  • Explore the setting of a story.
  • Plot locations of habitats / geographic features.
  • Share an interactive map of a field trip with parents.
  • Make a map of authors you’ve read
  • Any other good idea

Your post should include:

  1. Title and featured image
  2. Target student group for lesson – grade level or subject
  3. Instructions for students
  4. Goal for lesson and how the map helps you meet the goal.
  5. MyMaps can be embedded in WordPress. Get an embed code and use with Custom HTML block Also include a direct link to your MyMap in your post.
  6. Google Earth cannot be embedded. But you can take a screenshot and add a hyperlink to your map project.


How to set sharing and get embed code from MyMaps

How to set Sharing in Google Earth – use a Screenshot of a portion of your map with a hyperlink in WordPress

Class 9: Video Creation Tools

Video Creation Tools

Featured image by Alexander Shatov on Unsplash

In today’s class we will look at some “alternative” tools for creating videos to share with students – screen casting / paper casting , Apple Clips, Adobe Creative Cloud Video Maker, and EdPuzzle.

Student will work in small groups – exploring one of the following five apps. They should prepare the following to share with class:

  • A tip for using the app
  • One thing they liked
  • One thing they did not like
  • A sample video to share with the class

1. Screencasts and PaperCasts

  • Keep it simple. Think of audience and purpose. 
  • Keep it short. Why make students sit through a long how-to?
  • If you can, use a plug in mic (just a standard smartphone earbud mic works well). Do a quick test to check the volume level and mic position first to get sound level right.
  • Practice a few times to find efficient ways to demonstrate and describe what you’re doing.
  • If you will be entering much text as part of the task, I create a text document first so I can copy/paste text into what you’re demonstrating ( I hate watching videos of people typing).
SAMPLES FROM former students HERE

Apps / Tools for Creating Screencasts

1. Mac users can make screencast use QuickTime Player – it’s built into Macs. You can easily capture your screen with narration. 
How to Use on Mac Here. 
You can upload your video to your YouTube account. You can then get the URL to embed in a WordPress “YouTube” block.

2. Make a screencast with  Loom – a free Chrome browser plug in
To get Loom open your Chrome browser and get the Loom extension here.   Or download a desktop versions here

How to Use Loom Here
Loom hosts your video. You can get an embed code from Loom and use it with a WordPress “Custom HTML” block to embed into your WordPress post. 

How to get Loom Embed Code

3. Paper Casting = Sketch out a lesson and videotape it. Shoot a video using your smartphone. You can use little slips of paper or you could draw. If you’re not an artist, you could also shoot a video of you reading a picture book. You can upload your video to your YouTube account. You can then get the URL to embed in a WordPress “YouTube” block.

by Madi Ohashi and Lauryn Nakashima

2. Apple Clips

Clips – an Apple project that makes cool videos designed for sharing on social media. Think Instagram on steroids. Shoot you own images or videos or use animated versions of yourself. Auto transcribe your words into titles. Add filters, stickers or shoot green screen. It is iOS only and runs on iPhone, iPad, and iPod Touch. Built in social network sharing. 

Clip videos can be uploaded to YouTube directly from the Clips App. Then embed YouTube video using a YouTube embed block.

by Emily Bechen

Get started with Apple Clips

3. Adobe Creative Cloud Video Maker

Video Maker– Part of the Adobe Creative Cloud suite. Built in storyboards allow you to integrate images, video, sound. Choose public domain images and soundtrack. Runs on iPhone, iPad. But also can be used with desktop browser. Built in social network sharing. T

To get an embed code, “Publish

by Audrey Muller

How to use Creative Cloud Video Maker

4. EdPuzzle

EdPuzzle. It’s a free web-based tool that you can use to pick a video, add your magical touch and track your students’ understanding. It allows you to add questions, audio and notes to existing videos from Y ouTube, Khan Academy, Crash Course and more. If you’d rather record and upload your own video, go for it! 

Create a free teacher account at EdPuzzle
Follow these steps to create an account, a test class, and make content

Here’s how to get an embed code from EdPuzzle to use with “Custom HTML” block in WordPress

ASSIGNMENT 9: Create a VIdeo-based lesson | Video lesson 22-A9

Design a video-based lesson as the basis of your next post. Your post should include:

  1. Title and featured image
  2. Context of the activity
  3. Target student group for lesson – grade level or subject
  4. Instructions for students
  5. Embed the video in the post

Here’s some ideas for video lessons you might create

  • A video that supports instruction or delivers content
  • A myth, fairytale or folktale
  • A quick synopsis of a book or movie

Class 8: Create Interactive Lessons with Google Forms

Create Interactive Lessons with Google Forms

Today’s class will be a deep dive into using Google Forms to individualize learning. We will explore techniques to create lessons that allow student responses to direct students to new content. With modification they can be used to create quizzes that give students immediate feedback and remediation. Similar techniques can be used to give students a chance to choose their own path through content.

We will focus on three use cases:

  • Survey – gather user input
  • Self Graded Quiz – provide feedback on correct / incorrect answers
  • Branching Form – user responses create a new path
  • Our Google Tools Self Assessment Link
  • Morning Check-In (with images) Link

Self-Graded Quiz

Here are some sample self-graded Google quiz created by former students

  • Rhymes (Graded)  Link
  • Addition (Graded – with feedback)  Link
  • Fractions (graded with video feedback) Link

For a written introduction see:
Google Forms: The Ultimate 2022 Guide

After an introduction to Google Forms, students will work in small groups to create their own self graded quiz.

Branching Forms – USer’s responses create a new path

Google forms can be set up so that a response will send the user to a specific section of the form. This can be used in testing – getting a wrong answer takes the student to remediation content. Or in a “Choose your own Adventure” – where student responses can lead to selected content. See examples below:


  • Parrot quiz (after answering go to section with explanation and next question) Link
  • Simple differentiated quiz on Google Drive Link


  • Museum walk through (adventure / test)  Link
  • Halloween (adventure)  Link
  • Choose your California trip (adventure)  Link

Assignment 8: Interactive Lessons with Google Forms | Forms lesson 22-A8

The post should include:

  1. Featured image and clever title
  2. A direct link and an embedded version of your self-graded quiz
  3. A direct link and an embedded version of your branching form
  4. A paragraph describing how you might make use of Google forms in the classroom

The post should include a self graded quiz with:

  1. Header image
  2. At least 8 questions
  3. Use at least 3 different question formats
  4. Use images to illustrate at least one question
  5. Auto feedback on correct/ incorrect answers
  6. At least one video and one link feedback

The post should include a branching form – test or adventure – with:

  1. Header image
  2. At least two paths from first question
  3. Multiple content and questions on each path

Note: You will need to get an embed code from your Google forms to use with the “Custom HTML” block in WordPress and embed in your post.

To get an embed code for Google Forms to use with WordPress: 

Class 7: Matching Technology to Instruction

Matching Technology to Instruction

Featured image by Willi Heidelbach from Pixabay

In today’s class we will explore at the alignment of instructional goals and tech resources / tools. Student will work in small teams to design a lesson supported by technology. Student teams should design a joint post that showcases their work. (Instructor will explain how to add joint authors to posts).

Student are free to choose any tech resources or tools – they are DO NOT have to be ones we have used in this course. Could also include tablets, mobile apps or other devices.

You can direct your post to “your students” or explain your lesson to your “fellow teachers.”

When student team has completed draft of post – contact instructor to assign joint authors.

Assignment 7: Tech Lesson Design | Tech Matched Lesson 22-A7

Posts should include:

  1. Title and featured image.
  2. Multiple authors names at top of body of post.
  3. Target student group for lesson – grade level or subject.
  4. Instructional goal of lesson – what will student know .or be able to do? (Could be based on formal standards).
  5. Outline of the lesson process – directions to students or explanation to fellow teachers.
  6. Tech resources and tools for teacher and / or student.
  7. How tech resources and tools support reaching instructional goal.
  8. Sample of resource, tool or final product.

Class 6: Tell Your Digital Story

Tell Your Digital Story

Featured image by Nong V on Unsplash

Today’s class will look at two different digital storytelling tools – Microsoft Sway and Adobe Creative Cloud Express. Each app is web-based and can be used to create visually striking single page website.

Students will receive some basic instruction in both apps. Then they will break into groups to explore both apps and make sample webpages with each. Finally each group will design and present a comparative analysis of output and ease of use of both apps.

Microsoft Sway

Microsoft Sway is free. As long as you have a Microsoft account, you can use Sway. (Student will use their UP Microsoft account.)

Here’s a sample Sway created by Dylan Hite ~ 2018

Here’s a Sway from Lauren Nakashima ~ 2019

More student work using Sway

Adobe Express

Adobe Web Page is part of the Adobe Creative Cloud Express suite. Students should sign for a free account. Then click + and navigate down to “Web Page.”

Here’s a Adobe Web Page made by Braelyn Higdon ~ 2020

Where I'm From

Here’s one made by Emma Cromwell ~ 2020

My Page

More student work using Adobe Express

Assignment 6 – Tell your story: “Where I’m From” | Stories 22A-6

In the poem, “Where I’m From,”  George Ella Lyon tells the story of her youth in Kentucky.

Note: I have used the WordPress “Verse” block and set the font small.

I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
(Black, glistening,
it tasted like beets.)
I am from the forsythia bush
the Dutch elm
whose long-gone limbs I remember
as if they were my own.

I’m from fudge and eyeglasses,
from Imogene and Alafair.
I’m from the know-it-alls
and the pass-it-ons,
from Perk up! and Pipe down!
I’m from He restoreth my soul
with a cottonball lamb
and ten verses I can say myself.

I’m from Artemus and Billie’s Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger,
the eye my father shut to keep his sight.

Under my bed was a dress box
spilling old pictures,
a sift of lost faces
to drift beneath my dreams.
I am from those moments–
snapped before I budded —
leaf-fall from the family tree.

Use the poem as inspiration for your digital story of “Where I’m From” using either Sway or Adobe.

First “write” your story, then use your preferred app to illustrate it. (It does not have to be as long or artistic as the one above – but have fun with it and make it personal.) 

It should have a title that starts “I’m from (something artsy).” Be sure to put your name in the subtitle.

Your WordPress post should include:

  • Featured image (could be image used your story)
  • A post title that is the same as your digital story
  • The “text-only” version of your story 
  • Your embedded digital story 
  • What you liked about the app – why you choose it.

How to get an embed code

1. First get the embed code from your Sway or Adobe.
2. Then copy embed code and paste into WordPress “Custom HTML block”

How to get Sway Embed code – click share then get embed code
How to get Adobe Embed Code

Class 5: Teaching with Google Drawings

Featured Image by Cinthya Liang from Pixabay

Last week, we explored Google Jamboard. This class will introduce Google Drawings – which can be used as a browser version or as a Chrome plugin.

Student will learn Drawings basics and explore examples of how it can be used in the classroom. These are showcased in the Google Drawing below. Direct link to drawing.

Class activities:

During class we will approach Google Drawings from three perspectives:

  1. Explore the app
  2. Comparing it to Google Jamboard and Google Slides
  3. Scavenger hunt looking for teaching ideas with Google Drawings

1. Explore Google Drawings

Student will explore the app using Tangrams and Shapegrams

2. Comparing Google Drawings

Students will work in teams to develop comparisons of Google Drawings with Google Slides and Google Jamboard.

Step 1: Develop a graphic comparison of the features of 3 apps (what they can / can’t do). Use one of the 3 apps and be prepared to share.

Step 2: Go back to two Jamboard lessons from last week and show how they could have been done using Google Slides and another Google Drawings. Try to find examples that demonstrate strengths and weaknesses of apps.

3. Google Drawing Scavenger hunt

Working in small teams find at least 5 good examples of how teachers effectively use Google Drawing to achieve one of the goals below. Your goals should match your breakout group number. Curate your examples on a Pinterest of your own design and then share the URL with the instructor for posting below.

Present information – Elizabeth, Isabella, Lannie

Create moveable activities – Hailey, Kate Kate

Foster artistic creativity – Georgina, Jenna

Check for understanding / pre- or post-test – Jack, Mykaela

Teach in a content area: example, math – Chloe, Marlee

Assignment 5: Design a Drawings Learning Activity | Google Drawing Lessons 22-A5

Design a Google Drawings based lesson as the basis of your next post. Your post should include:

  1. Title and featured image
  2. Context of the activity – see our list #3 above (ex. Brainstorm, etc)
  3. Target student group for lesson – grade level or subject
  4. Instructions for students
  5. Goal for lesson and how the Drawings help you meet the goal.
  6. Be sure to include a direct link to your Drawing and embed the drawing in the post

How to publish Google Drawing and get the embed code

1. First students will need to click the Sharing Button in the upper right of the Drawing. That opens up a box where you can set sharing to “Anyone on the internet with this link can view.”

2. Then students will use the process below to “publish your Google Drawing to the web” and get an embed code to use with WordPress’s “Custom HTML” block.

Class 4: Teaching With Jamboard

Teaching with Jamboard

Featured image by Gino Crescoli from Pixabay

We will lead off today’s class with a Google tools self assessment. This will help guide our study moving forward.

Class Overview

Activity 1: We will introduce Jamboard with a “Hello My Name Is” activity.

Activity 2: Working with your group – answer the following on our collaborative Jamboard.

  • What does Jamboard do best? 
  • How do you manage use with students?
  • What technical requirements need to be met?

Activity 3: How would you set up and run Jamboard to do the following?

Answer question above – working in groups of two on this Jamboard on the slide that matches your group number. What does teacher do? What do students do?

  1. Brainstorm
  2. Graphic organizer
  3. Showcase student work
  4. Timeline / diagram
  5. Concept (mind) map
  6. Entrance / exit ticket

Activity 4: Jamboard Scavenger Hunt

Working in small teams find at least 5 good examples of how teachers effectively use Jamboard to achieve one of the goals above: Your goals should match your breakout group number. Curate your examples on a Pinterest of your own design and then share the URL with the instructor for posting below.

Jamboard Scavenger Hunt Results

  1. Brainstorm: Georgina, Kasidy, Lannie Board
  1. Graphic organizer: Jack, Jenna  Board
  1. Showcase student work: Chloe, Hailey Board
  1. Timeline / diagram: Kate,Mykaela Board 
  1. Concept (mind) map: Isabella, Marlee Board
  1. Entrance / exit ticket: Elizabeth, Kaelyn Board

Assignment 4: Design a Jamboard Learning Activity | Jamboard lessons 22-A4

Design a Jamboard based lesson as the basis of your next post. Your post should include:

  1. Title and featured image
  2. Context of the activity – see our list #3 above (ex. Brainstorm, etc)
  3. Target student group for lesson – grade level or subject
  4. Instructions for students
  5. Goal for lesson and how the Jamboard help you meet the goal.
  6. Be sure to set the “Sharing” setting of your Jamboard to “anyone on the internet with this link CAN VIEW.”
  7. A screenshot of the Jamboard (Jamboard cannot be embedded into another site)
  8. Use the screenshot with text hyperlink to Jamboard (like I did below)

Class 3: Our Tech Lives

Our tech lives

Featured images by the author

In today’s class we will explore the role of technology in our lives – how do we use it, how does it impact us, what works (what doesn’t) and implications for teaching and learning in the digital age.

Students will work in teams to interview one another and distill some answers to our questions. We will work through a consensus building process to develop shared class point of view (POV) on the role of tech in our lives.

We will conclude by discussing how technology impacts teaching and learning.

Assignment 3: Our Tech Lives | Tech Lives Posts 22-A3

Students will develop a web post that builds on or responds to our class discussion of our tech lives. You might be inspired by ONE of the following prompts.

Don’t forget your clever title and featured image. Feel free to use images and embeds to illustrate your writing. And it’s a chance to be creative – instead of an essay – why not write a poem or record (and embed) a TikTok? Or a Pinterest

  1. What is your personal relationship with the technology in your life? Here’s a chance to reflect on a personal level. Are you addicted to social media? Does tech improve your life?
  2. Interview people from other age groups (younger siblings, parents, grandparents?) What role does technology play in their lives? How is it similar / different from other age groups?
  3. How does technology impact teaching and learning?
  4. Another prompt / approach to explore the role of tech in our lives or schools

TIP: If you want to add poetry or formatted text use the “Verse Block”

There was a farmer who had a dog,
And Bingo was his name-O.
And Bingo was his name-O!