Edpuzzle was first introduced to me at a technology professional development during one of my school's PLC meetings. Edpuzzle is a wonderful tool that can be used both for instruction and formative assessments. This tool can be used as instruction because if you are trying to teach students a new concept you can either create an instructional video or you can search through multiple sources for one that meets your needs. You can then assign the video for students to watch, and actually this tool even links along with your's and your students' google classroom accounts.
However, the truly wonderful part about this technology tool is that you are able to formatively assess students as they watch the video. While the video is playing you can create multiple choice, true/false, or open ended questions for students to answer as they watch the video. Your questions can either be an extension of what students are already learning about or even a question to see if they were paying attention to the video. Another thing I love about this tool is that you can set it so that students cannot skip at anytime during the video. This requires all students to watch the enitire video and answer all questions. Since Edpuzzle links with google classroom accounts, you can clearly view what percentage of students have completed the video and questions. Also, you can look at individual student's results and progress. As you can see in the image below, it is very easy to view student and class progress from your end. As you can see, from reasoning above, Edpuzzle is simply a wonderful tool, and can be used in a large array of ways.
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Wouldn't it be wonderful if there was enough time in every class period to observe every student as they complete a problem? Wouldn't it be great if there was enough time to sit and listen to every student's thought process? With the technology application called ShowMe, all of this is possible. ShowMe allows students or teachers to record both their writing and voice. In Math I would love to sit with every student to watch them solve a problem or listen to their thought process, but there is simply not enough time in the class periods. Therefore, I use the technology tool to have my students record themselves as they go through the solving of a given Math problem. This allows me to clearly see if each student is grasping the concept at hand, and if not I can clearly pinpoint where their thought process may be incorrect. Also, since their work is recorded using this tool, I can view the students' work during the time that works best for my schedule, and I have plenty of time to watch as many student's work as I would like to.
Not only is ShowMe an excellent tool for student use, but for teacher use as well. Teachers can record their voice and writing as they explain a concept for students. This video created by the teacher could be watched for a flipped classroom activity, individual activity, or for students to watch when a substitute is present. ShowMe has been very useful for me in my classroom, and my students seem to enjoy making the ShowMe videos as well. Grade Cam is a tool that I wish I would have had access to from the very beginning of my teaching career. From the very beginning of my education to become a teacher I have heard things such as assessment data. I used to wonder how on earth I was supposed to have time to analyze data when I spend so much time grading the assessments alone. However, with the use of Grade Cam, grading and analyzing assessments has never been easier with the use of Grade Cam.
Grade Cam eases the job of grading assessments because it gets the job done for you! As long as your assessment consists of multiple choice, true/false, or multiple selection questions, all you have to do is scan student response sheets and Grade Cam will grade the assessment for you. There is even a feature with this tool that students can take the assessment using their technology, so that there is no paper and you do not even have to scan the responses. Using Grade Cam to grade the multiple choice portion of my assessments has saved me so much time. Grade Cam is even more amazing because it even organizes your data for you for analyzing. Grade Cam can organize your assessment data in various ways, so that you can control what data you are viewing. For example, you can view the overall average or percentage correct on each question (see below). You can even determine whether you want a complete overview of your data or if you want to view it by class, gender, etc. I personally love to use this feature of Grade Cam to compare my class results and to view my overall results. It is always interesting to me to see whether I had one class do better on an assessment than another because sometimes I make adjustments to lessons throughout the day. This tool allows me to see whether those lesson changes were beneficial for my students or not. Also, I like to look at my overall results to see which portion I need to focus on re-teaching from the assessment. It is always interesting to see the most and least missed question. All of Grade Cams features make it so much easier to grade and analyze assessments in order to better educate my students. Recently I became very ill and had to take off work for a whole week. My initial reaction to having to take off all week was dreading the amount of sub. plans and materials I would have to gather while I felt terribly sick. Also, began to wonder how I would be getting my students to learn new content if I was not there. However, little did I know, Google Classroom was about to make my life so much easier when it came to leaving sub. plans while allowing my students to continue learning new content.
Using Google Classroom, I was able to post announcements for my students each day to inform them of their assignments each day I was out. I was also able to post worksheets for my students to complete on Google Classroom, so that none of my co-workers had to make copies for me. I was able to easily monitor whether students completed the assignment from home which helped me to judge how much work to assign the following day. Lastly, I was able to post instructional videos for my students to watch prior to completing their assignments each day. These instructional videos allowed my students to continue learning, even when I was not present in the classroom. I have always appreciated Google Classroom, but I did not truly appreciate it until I realized just much easier it made my life when I had to be away from my classroom for a week, Google Classroom has been simply amazing for me. During this school year, my PLC partner and myself, discovered the hidden gem called Socrative. This technology tool has been a excellent way incorporate technology into our 1:1 Math classrooms. This tool has provided a wonderful assessment and activity tool within my classroom. Through this tool students are able to answer provided questions to demonstrate their understanding of content. As a teacher, you then receive the results organized in a wonderful format to view student results (see image below). Questions can be asked in multiple formats including multiple choice, true/false, and short answer.
The next thing you may be wondering about Socrative is how do you give students specific questions to be asked. Well, you can either create a new quiz on your own or import one that has already been created by someone else. It is very easy to create a new quiz on your own, but I have found a wonderful blog that provides some already made for my content and grade level. I have used this tool countless times this year. It gives the students an opportunity to use their Chromebooks in a Math classroom and provides me with excellent student data. Using my data throughout the year I have been able to easily formatively assess what concepts students still need more time on. Math is a subject that I struggle with incorporating technology into. However, I was recently able to use technology to gather data for my lesson on Scatterplots. The purpose of my lesson was for my students to be able to create a scatterplot. However, I wanted them to be able to take ownership in their work and create a scatterplot of data that seemed interesting and connected to them. Therefore, I had every student in my classroom to share their shoe size and age to use as data for their scatterplots. In order to collect this data efficiently and quickly I was able to use technology. I created a Google Sheet and shared the link with all of my students in order for them to access the sheet from their Chromebook to enter their own personal data. This use of technology was very quick, but it allowed the students to share their data quickly and efficiently which would have been impossible without technology. I feel that this activity went very well, and students seemed to enjoy have their own personal data to use to create their scatterplots.
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