• Kahoot vs Quizlet: which is better for assessing student learning?


    Assessing student learning is a critical aspect of education, and technology has made it easier and more efficient for teachers to gather data on student performance. Two popular educational apps that teachers use for this purpose are Kahoot and Quizlet. I will compare the two tools and determine which is better for assessing student learning.

    ISTE Standard 7:

    “Educators understand and use data to drive their instruction and support students in achieving their learning goals.”

    My Question:

    What are the advantages and disadvantages of using Kahoot and Quizlet for assessing student learning, and which platform is better suited for different types of assessments and learning objectives?

    Overview of Kahoot and Quizlet:

    Kahoot and Quizlet are both online platforms that allow teachers to create quizzes and games to assess student learning. Kahoot is a game-based learning platform that allows teachers to create interactive quizzes, surveys, and discussions that students can access via their mobile devices or computers. Quizlet, on the other hand, is an online platform that allows teachers to create study sets and flashcards for students to use for self-paced learning and assessment. (Liao, Y. W., Chen, N. S., & Lin, C. H. (2020)

    Free and Paid Versions

    Both Kahoot and Quizlet offer free and paid versions. Kahoot’s basic plan is free, but the premium version, Kahoot! Pro, offers additional features such as personalized branding, advanced reporting, and collaborative learning. Quizlet also offers a free version, but the premium version, Quizlet Teacher, offers additional features such as customizable quizzes, progress tracking, and the ability to create class accounts. (Kahoot.Quizlet)

    Privacy Policies

    Both Kahoot and Quizlet have privacy policies that protect student data. Kahoot’s privacy policy states that they collect personal information only for specific purposes and do not share it with third parties without consent. Quizlet’s privacy policy also states that they collect personal information only for specific purposes and do not sell or share it with third parties without consent. (Kahoot.Quizlet)

    Benefits and Drawbacks of Kahoot

    Kahoot has several benefits for assessing student learning, including:

    1. Engaging and Interactive: Kahoot’s game-based learning format makes it more engaging and interactive than traditional assessment methods, which can increase student motivation and participation.
    2. Real-time Data Analysis: Kahoot provides real-time data analysis, which allows teachers to track student progress and adjust instruction as needed.
    3. Customizable: Kahoot is customizable, allowing teachers to create quizzes and games that align with their specific learning objectives.

    Bao, W., & Sweeney, J. (2019)

    Some of the drawbacks of Kahoot include:

    1. Limited Assessment Types: Kahoot is primarily designed for multiple-choice questions, which may not be suitable for all assessment types.
    2. Limited Question and Answer Options: Kahoot has limited question and answer options, which may not allow for more complex or nuanced responses.

    Dichiaro, D., & Ciampa, K. (2019).

    Benefits and Drawbacks of Quizlet

    Quizlet also has several benefits for assessing student learning, including:

    1. Self-Paced Learning: Quizlet’s self-paced learning format allows students to learn and review at their own pace, which can help with retention and recall.
    2. Diverse Question Types: Quizlet allows for a diverse range of question types, including multiple-choice, true/false, and fill-in-the-blank, which can accommodate a range of assessment needs.
    3. Customizable: Quizlet is customizable, allowing teachers to create study sets and quizzes that align with their specific learning objectives.

    Gopalakrishnan, L., & Soni, A. (2021). 

    Some of the drawbacks of Quizlet include:

    1. Limited Interactivity: Quizlet is less interactive than Kahoot, which may make it less engaging for some students.
    2. Limited Data Analysis: Quizlet does not provide real-time data analysis, which may make it more challenging for teachers to track student progress and adjust instruction as needed.

    Aragon, C., & Immediato, T. (2019). 


    Based on the comparison of Kahoot and Quizlet, both tools have their advantages and drawbacks. However, Kahoot’s game-based learning format and real-time data analysis make it a more engaging and effective tool for assessing student learning, particularly for formative assessment. Therefore, if I had to choose only one tool for my classroom, I would recommend Kahoot.


    After evaluating both Kahoot and Quizlet, it is clear that both tools have their own unique benefits and drawbacks for assessing student learning. Kahoot is a game-based learning platform that allows for interactive quizzes and surveys, while Quizlet is a study tool that provides students with self-paced learning and assessment opportunities.

    In terms of privacy policies, both platforms are committed to protecting student data and adhere to privacy laws such as the Family Educational Rights and Privacy Act (FERPA) and the General Data Protection Regulation (GDPR). Both platforms also offer free and paid versions with varying features and capabilities.

    If I had to choose only one tool for my classroom, I would recommend Kahoot. The interactive nature of the platform allows for more engagement and participation from students, which can lead to a more effective assessment of their learning. Kahoot also offers collaborative learning opportunities and advanced reporting features in their paid version, which can be valuable for teachers looking to analyze student performance data.

    Overall, both Kahoot and Quizlet are useful tools for assessing student learning, and the choice between the two ultimately comes down to personal preference and the specific needs of the classroom.


    Aragon, C., & Immediato, T. (2019). The effects of Quizlet use on learning and retention of medical terminology. Teaching and Learning in Nursing, 14(3), 182-186. https://doi.org/10.1016/j.teln.2018.12.002 

    Bao, W., & Sweeney, J. (2019). The effects of Kahoot!, an educational technology, on performance, engagement, and learning in undergraduate nursing students. Nurse Education Today, 75, 65-71. https://doi.org/10.1016/j.nedt.2019.01.015 

    ISTE standards: Educators (no date) ISTE. Available at: https://www.iste.org/standards/iste-standards-for-teachers  

    Gopalakrishnan, L., & Soni, A. (2021). The effectiveness of Quizlet in learning and retention: A systematic review. Journal of Education and Learning, 10(3), 27-42. https://doi.org/10.5539/jel.v10n3p27 

    Kahoot! (n.d.). Pricing. Retrieved from https://kahoot.com/pricing/

    Quizlet. (n.d.). Compare Plans. Retrieved from https://quizlet.com/upgrade?redirect_uri=%2Faccount%2Fbilling%2Fplans 
    Liao, Y. W., Chen, N. S., & Lin, C. H. (2020). Comparing the effectiveness of Kahoot! and Quizlet in supporting learning outcomes. Journal of Educational Computing Research, 58(5), 1304-1327. https://journals.sagepub.com/doi/full/10.1177/0735633120902806

  • How can Feedly help teachers learn from others, develop themselves, and improve student learning?

    In the past, there was a face-to-face collaboration for the professional development of teaching . But now teachers can easily share resources with co-workers within the same school as well as across schools, countries, and even continents because digital practices are so portable. Collaboration seems to be becoming a necessity in this new reality, allowing educators to learn about new digital tools, integrate new teaching technologies (both high-tech and low-tech), and share responsibility for developing online or home-based resources. (Andrea Honigsfeld & Jon Nordmeyer,2020)

    Model: 2

    ISTE Standard 1: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. 

    Standard 2: Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.


    In this model, I would like to focus on developing teachers by learning about others and discovering what is new in education to develop student learning. My question about this model? How can Feedly help teachers learn from others, develop themselves, and improve student learning? (S1)


    I will use Feedly’s RSS to answer my question. Feedly helps you search, organize, and save time. Not only that, but it also helps you work with colleagues to find the best learning practices for students. In the beginning, you can create a free account and then create a file. More than one file can be created. I created the first file and called it Digital Education, to which I added the pages of my classmates so that I could organize and read their blogs first by receiving alerts on my phone when a new article was published on their page, and I could read all of their articles on one page at Feedly. Also, you can check if you are reading this article or not, so I think it is very useful to make sure that you have read all of your classmates’ blogs. The other file was in professional development for teachers; by searching for professional development in the search box, articles and pages will appear for you, and you can read them without leaving Feedly. And you can follow the page that you liked to be able to follow the new articles firsthand on this page. You can follow all professional development articles with the first updates to help you find best practices for student learning.

    Feedly will help you by researching topics and trends for educators’ professional development to teach students best practices across the entire web. Feedly AI can help you expand your knowledge gathering by identifying articles from sources that are not in your feeds. Select one of your feeds and click “Train Feedly AI” to create a priority. What you can ask Feedly AI to prioritize is shown in the following examples: When you create a priority, Feedly AI will start capturing new articles, which you can find in the Priority tab or in the Feedly AI Priorities section on the left navigation. To enable Feedly AI to recognize and hide certain topics, our engineering team has developed specialized filters to muffle audio. Feedly AI’s deduplication skill removes duplicate content from feeds and keyword alerts, with a brief summary of relevant articles saved to your forum on a particular topic or project. (Annie Bacher, 2020)

    Share your team of educators’ analysis. Your team’s research and intelligence become more organized and collaborative when you add them to Feedly. The best student learning and best practice professional development content you and your team find on the web or in Feedly can be saved to special areas called team boards. To share insights with your colleagues and your organization, you can tag, organize,and annotate content.

    Your ability to take advantage of Feedly AI’s Like Board skill, which trains Feedly AI to prioritize articles similar to those you’ve previously saved, will be improved by how well-organized and focused your team boards are. One of Feedly’s most popular features is the team newsletter. Team boards can be turned into newsletters that send an automatic summary of posted content. Newly listed on this board. In addition, you will be able to communicate regularly with individuals outside of your team by adding their email addresses to your recipient list. Learn more about the possibilities for creating structured newsletters from team boards. Linking your team’s Feedly account to Slack will enable you to send notifications to specific channels when a team member adds content to a board. Tag a team member in your article notes to tell them an important story or opportunity. A Slack user who is not part of your Feedly team may be mentioned. Team boards can be included with Microsoft Teams integration. Take advantage of all the great content your team already collects and organizes. Use these integrations right away. And see the impact your team can have when you use Feedly to share knowledge and ideas.

    (Annie Bacher, 2020)


    In my search for the best tool to help teachers professionally develop best practices for student learning I found Feedly’s RSS tool. One of the benefits of Feedly is organizing work or studying and saving time. By searching for articles on collaboration between teachers for the professional development of student learning. Read all articles on one page via Feedly. Not only that, but you can work with your colleagues to research topics that interest you.So I think Feedly is an excellent choice for educators looking to collaborate for the professional development of student learning.


    Bacher, A. (2020) Getting started with Feedly, Feedly Blog. Available at:


    Bacher, A. (2020) Share insights with your team, Feedly Blog. Available at:


    Andrea Honigsfeld & Jon Nordmeyer. (2020)Teacher collaboration during a global pandemic (no date) ASCD. Available at: https://www.ascd.org/el/articles/teacher-collaboration-during-a-global-pandemic 

    ISTE standards: Educators (no date) ISTE. Available at:


  • Zoom vs. Microsoft Teams: Which is Better for Collaboration Meetings?

    Zoom VS. Microsoft Teams

    Since the spread of the COVID-19 epidemic, many programs for remote communication and working from home have spread due to the difficulty of mobility, so many diverse companies in various countries of the world, as well as training academies and universities, have resorted to online communication programs to make video calls and hold conferences and conversations (Microsoft Teams and Zoom), which have received great demand. During the recent Corona crisis, we will review in this blog a comparison between Microsoft Teams and Zoom applications.


    Which apps enable teachers to interact with their coworkers and students, collaborate on development, and guarantee fair use?

    ISTE Educator Standard 4

    Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.


    Collaboration in the modern workplace is increased by Microsoft Teams within the Microsoft 365 universal toolkit. Microsoft Teams is a chat-based workspace in Microsoft 365 with persistent chat, simple file access, customizable and extensible features, and the security that teams trust to fulfill the needs of this evolving modern workplace. It was developed as a chat-based workspace in Microsoft 365 with persistent chat, simple file access, customizable and extensible features, and the security that teams trust to fulfill the needs of this evolving modern workplace. Microsoft Teams was developed as a chat-based workspace in Microsoft 365 with persistent chat, simple file access, customizable and extensible features, and the security that teams trust to fulfill the needs of this evolving modern workplace. ((Microsoft ,2023)

    Zoom Teams from all around the world use the complete Zoom platform to allow innovative working, learning, healthcare, service delivery, event hosting, and workforce empowerment models. Zoom technology was integrated by CrowdOptic into a video integration solution that enables hospitals to webcast surgical procedures live for instruction and technical support. Cobb County School District integrated Zoom into its unique learning management system to provide seamless access to Zoom for its teachers and students. The Digital Storytelling Lab at Columbia University used Zoom and Miro to create immersive virtual learning experiences. Hamilton County Developmental Disabilities Services uses Zoom Phone to support its users and foster greater participation among the families it supports. Visit our customer stories page to see how big and small businesses alike explain why they selected Zoom and how our platform helps them do their best and most important work. (Janine Pelosi,2021)

    Studying students’ perspectives on the Zoom application Results and Discussion The responses collected from the 5-point Likert-type survey items were grouped into four categories: students’ attitudes toward the use of Zoom; students’ perceptions of the impact of using Zoom on their learning; students’ perceptions of their classroom engagement while using Zoom; and students’ comparisons between face-to-face and Zoom sessions. 22.58% agreed that they enjoyed using it, while 48.39% disagreed. 19.36% indicated that they would like to use Zoom in other classes, while 55.01% disagreed. The means of students’ responses for the five survey items ranged from 2.29 to 3.10 out of 5, which indicated a less favorable level of support for the use of Zoom. Serhan et al. (2018) found that 9.68% of students agreed that the use of Zoom improved their learning, while 61.29% disagreed. 

    Additionally, 9.68% concurred that using Zoom boosted their subject confidence, while 70.97% disagreed. The results of this study agree with the results of Wang et al. (2018), who found that student participation in Zoom was low. This study found that students found Zoom sessions to be more flexible and convenient than face-to-face classrooms, but there were some disadvantages, such as more distractions, difficulty staying focused, and difficulty communicating with instructors face-to-face. Additionally, the quality of interaction and feedback was not the same as in person, making it difficult to learn from and interact with anyone during the use of Zoom. The major disadvantages of using Zoom, according to students, include distractions (42.11%), poor quality interaction and feedback (36.64%), poor educational quality (15.79%), and technical difficulties (5.26%). Wang et al. (2018) found that the researchers did not observe any critical technical difficulties, and the students in their study did not report any major technical difficulties while using Zoom. (Serhan, D., 2020)

    A study of students’ satisfaction with the Microsoft Teams application in distance learning The questionnaire and interview data were analyzed in this study using a 4-point Likert scale and three descriptive statistical methods. 500 students from the Faculty of Teacher Training and Education made up the population, and 176 samples were distributed among five study programs. To ascertain how students felt about using the Microsoft Teams application for online learning, survey and interview data were analyzed. Results and discussions were obtained using a Google Forms survey that was distributed. Table 2 reveals that 58% of respondents chose to agree to the use of Microsoft Teams as an online learning application, and 28.48% of respondents strongly agreed. However, 34.51% of respondents chose to disagree, while 28.45% did the same, indicating that some students may have encountered difficulties while using Microsoft Teams for learning. 81.2% of survey participants believed Despite the need for improvement, the learning process would continue using Microsoft Teams during the pandemic. The most significant information in this text is that the Faculty of Teacher Training and Education UNIPA students are willing to participate in online learning using the Microsoft Teams application and that they have a favorable opinion of its use. They also make recommendations on how to use Microsoft Teams to enhance the learning process, including enhancing the way that course material is presented, fostering balanced interaction between professors and students, and offering tutorials on how to use the Microsoft Teams application. During the COVID-19 pandemic, FKIP UNIPA students had a positive opinion of using the Microsoft Teams application in online learning, with During the pandemic, students anticipate lectures using Microsoft Teams to continue. However, the internet connection there was less reliable, and using Microsoft Teams used up a lot of internet quota. Lecturers should be more inventive and interact with students about Microsoft Teams to solve these problems. (Kristiana Nathalia Wea and Agustina Dua Kuki, 2021)

    In a study on the impact of the Microsoft Teams and Zoom applications on improving teaching and learning English during the COVID-19 pandemic, From the point of view of English teachers in Palestine, there is no denying that the tremendous and quickening pace of technological development in all spheres of economic, industrial, commercial, and educational life has given rise to a number of terms designed to capitalize on these technologies in the field of education, such as the virtual environment, schools and electronic laboratories, learning management systems, electronic courses, e-learning, and educational platforms. This compelled educational institutions to revise their plans and strategies for teaching while also working to incorporate contemporary technologies. This study looked at how the Microsoft Teams App and Zoom App improved English teaching and learning during the COVID-19 pandemic from the perspectives of Jenin City’s English teachers. When asked which videoconferencing program they preferred, the majority of participants selected Zoom because of its ease of use.

    (Manal Hamarsha & Tahani R. K. Bsharat, 2022)


    My research in this unit focused on delving into what is the best digital tool for every employee and student to use: is it Zoom or Microsoft Team? I set out to learn more about the different ways to organize these tools and benefit from them in remote collaboration. Educational institutions, universities, and many companies have used remote communication tools. Limitations limit the ways in which teachers can facilitate collaboration with students and are challenged by other collaborative tools that are approved for use. However, there are many business and professional apps available that are designed to increase productivity, collaboration, and workflow. I believe many of these applications are still useful for collaborative work between colleagues, administrators, and managers. Moreover, the features inherent in Microsoft Teams, including channels, tabs, file storage and sharing, and chats, are widely leveraged to support collaboration with students and staff. It is vital that these aspects be arranged and streamlined in a way that is simply accessible and understandable when evaluating survey data and anecdotal experiences of staff and students. understood by all stakeholders. Microsoft Teams is inclusive and flexible but can be overwhelming for some. Therefore, Microsoft Teams needs training so that everyone can use it fairly. On the other hand, Zoom offers easy access for students and teachers, collaboration tools such as simultaneous screen sharing and the ability to record meetings, and integration with Outlook and Gmail for scheduling meetings. From my research, I find that Microsoft Teams is more distinguished for collaboration and development, but it needs training so that teachers and students can use it fairly. However, Zoom is easier and more flexible for teachers and students, and it does not require training.


    staff, I.T. (2023) Microsoft teams increases collaboration in the modern workplace at Microsoft, Inside Track Blog. Available at: https://www.microsoft.com/insidetrack/blog/microsoft-teams-increases-collaboration-in-the-modern-workplace-at-microsoft/ .

    How the world connects: Why half a million businesses choose Zoom (2022) Zoom Blog. Available at: https://blog.zoom.us/how-the-world-connects/

    Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students’ attitudes and perceptions of using Zoom during COVID-19 pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 335-342.

     Kristiana Nathalia Wea and Agustina Dua Kuki 2021 J. Phys.: Conf. Ser. 1842 012016. Available at: https://iopscience.iop.org/article/10.1088/1742-6596/1842/1/012016 

  • Improve Searching For Reliable Information

    Background and Motivation

    It was a good opportunity for me to help teachers and students of my school develop collaborative learning on how to search for reliable information. Although I am not currently a classroom teacher and do not have typical teaching responsibilities in my daily work, I continually pass on important information about helping potential teachers at my school. And they always find it helps them to develop and achieve their goals with their students. I feel confident that I have put together an outline of a meaningful and engaging informational session that will help students navigate the first steps of the degree process with confidence and clarity, ultimately helping them to differentiate themselves if becoming a teacher is the right move professionally at this time, and if so, how to make it happen reality. Not only that, she was able to think creatively about how she could leverage digital tools to make the session interactive, student-centric, and practically useful for those attending.


    Introduction for this six-day activity, this project focused on collaborative learning and how to search for and share information from trusted sources, which is a well-known learning strategy. Proven effective in many classroom activities. Students influence each other. Especially important, if it is directed in the desired way to achieve the desired goals. This strategy also gives the teacher more room to point out and talk about weaknesses, especially in classes with large numbers. Because of my belief in the positive results of collaborative teaching, I have sought to develop and integrate it with modern digital technologies and tools. This activity can be transformed through technology integration so that students can also access reliable information materials online and share their assessments with others. For this to happen, students need to practice good digital citizenship skills by acknowledging rights and responsibilities and participating in a positive, safe, legal, and ethical manner consistent with ISTE Student Standard #2.ISTE Standard 2: Digital Citizenship will be taught explicitly at the beginning of the year in a single lesson, modelled, and practiced. It will then be reviewed and incorporated into each lesson throughout the year, similar to how teachers usually teach routines. Informal assessment, scaffolding, and individual feedback are essential to helping students gain digital citizenship skills.

    Stage 1 – Desired Results

    Stage 1 – Identify Desired Results
    Specific goals: During this unit, we will focus on collaborative learning between students, and students will learn how to search for reliable online resources.   It will: Use the ability to search for accurate information on the Internet in collaboration with the class students.They know the trusted sites for articles and information.Use online resources to learn.information while avoiding plagiarism and citing sources for their participation.ISTE Standards: Knowledge Builder 1.3. Students 1.3b:Students collaboratively assess the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.   What are the key questions that will be considered?

    What are the main questions that will be considered?What tools can help us search for reliable sources?What are the tools that help us encourage students to collaborate outside the classroom?How can students access the information they need?Is this information online?What are good online resources?Online university libraries?The most important question?How can access to good sources be ensured?How can we create a safe environment for cooperation among students?What is the importance of obtaining information from reliable sources?Self-education guarantee?  

    What understandings are desired?

    Best practices for improving collaborative learning processes on how to research the Internet will be taught to students.   Students will know what characteristics a useful and trustworthy Internet resource should have.   Students will be able to learn cooperatively in an ethical and safe manner. Students will be able to use Internet materials in an ethically and legally responsible manner.   Students will understand the structure and purposes of online information. What key knowledge and skills will students acquire because of this unit? Students will acquire the following skills: knowledge of reliable sites for data and articlesKnow the skill of cooperative learning to search for information.Give feedback to colleagues cooperatively and ethically.Data collection skills Data analysis skills from different sourcesFind information online from trusted sources.The ability to search for information on the Internet.  

    Students will be able to: Search the Internet for reliable information in cooperation with each other.Identify incorrect sources and information on the Internet.Learn about trusted sites on the Internet.Use tools that assist them in their search for information.Acquisition of communication skills and collaborative learning with students.

    Stage 2 – Determine Assessment Evidence

    What evidence will show that your students understand
    collaborative learning ability.The ability to use information search skills.The ability to identify reliable sources.the ability to communicate with students in a safe environment.They can search for the source of the information.They can identify unreliable sources.They have the skills of analysis, interpretation, and asking questions about information to determine its credibility.The ability to use and share information in ways that are consistent with digital citizen standards to have knowledge of using research tools.To be able to draw on trusted sources to solve a problem in their community or school.
    What other evidence needs to be collected considering Stage 1 Desired ResultsStudent Self-Assessment and Reflection
    The relationship between reliable sources and solving a problem in society is biased.What a digital technology and social media spread information can benefit our lives.Understand and demonstrate digital literacy.  Student self-evaluation and reflection Students will find and use trusted sources to solve problems in their community. Students will think of ways to find solutions with their skills in research and invention methods. Students will collaboratively research and devise a solution to a problem in their community. Students will help their community fight to find solutions to society’s problems through technology.  

    Phase 4

    Stage 3 – Plan Learning Experiences and Instruction
    1.    Sharing and greeting (2-5 minutes)
     When students enter the room (or the virtual room, if they are online) they will see the video Writing Videos for Kids: How to Evaluate Sources for Reliability
    This video serves three purposes:
    1) Engages students from the moment they enter the classroom. This video helps them give them an idea of reliable information.
    2) The teacher gives some time for the students to give and share their experience of searching for information with their classmates.
    2.    Test of Credibility: (5 minutes)
     Students participate in quizizz to test their skills in identifying true and false information. H
    3.    Introduction to reliable sources (10 minutes)
    Start by forming small groups in a circle among the students to discuss and answer the question, “What are reliable sources?”
    • Submit key questions and discuss the digital portal.
    • Ask the students to brainstorm and then share their ideas.
    • What would your trusted sources be involved in? How can they help you?
    4.    independent practice (20 minutes) Searching.
    ·       Students will be able to access Google Slides which contain
    Digital tools for research, instructions for using them, and reliable websites.    
    ·       . Students will research a problem in their community or school and search for reliable information on how to find the problem.
    ·       Students complete a ‘self-assessment’ form and submit it to the teacher. Rethink and review.
    This self-evaluation is shared with the teacher, who will be able to evaluate and compare the students’ self-evaluation and the teacher’s on the same criteria. There will be cases where students may think they have identified the similar, but are missing a lot, or think they have understood the main idea but misunderstood it. This discrepancy is common. This valuable information creates the opportunity for a personal, teachable moment. The teacher will then provide feedback to the students, during a one-on-one meeting, through a message, or an explanatory video. How feedback is provided will be determined by the complexity of the intervention required and the preference of the student.
    Include a title of an issue you researched/or text links here:
    1.     What kind of problem did you search for?
    2.     What website or digital tools did you use?
    3.     Were you able to find a solution to the problem?
    4.     Have you shared your sources with your colleagues?
    Check all that apply:
    I was able to
    o   Understand reliable sources.
    o   Use of digital tools and websites.
    o   Understand how to share trusted sources with my classmates.
    o   Understand the importance of reliable sources.
    What strategy helped you to search for reliable sources?
    What would you do to improve your information search skills?
    5.    Collaboration in small groups (10 minutes)
    In a small group discussion, learners can share what they think about what reliable sources are, why they are important, and how they can share them. R, E2
         W, H, T.
    6.    Informal Reflection and Evaluation (5 minutes)
    Students collaborate in creating a word cloud of all the research skills they used to find reliable and engaging sources.
    To interactively create the word cloud, I got the free version of Mentimeter.
    (An alternative activity might be polling students using Poll Everywhere or Zoom.)
    The teacher will read the word cloud to informally assess students’ answers. If something important was not included, the teacher will include it in a future lesson.
    After class or homework: asynchronous learning and group discussion Rethink and review:
    ·       Students hand in or submit the self-assessment that was used in class.
    ·       Students share M The information students share will be similar to what they share verbally in groups.
    The teacher reads the handouts and informally assesses the students’ communication skills to guide future learning.
    This activity is scheduled once a week. While the Explanatory Communication Assessment will be given at the beginning of the course, during the first time the teacher explains the activity, and students will use it to measure and document their progress, it will only be filled out and handed to the teacher at the end of the term.
    Turn this activity into an authentic assessment.
    Ratings and titles will later be compiled on a public site that will serve as a reference for other classmates and possibly other students from the local school, district, and community.
    Students will also collaborate in finding a problem in their community and searching for solutions.
       Differentiation determined.
    This activity is completely tailored to the different needs, interests, and abilities of the learners as they look for problems in their community or in their school that are appropriate to their level, interests, and preferences.
    Students will also have the option of reading printed books and reading materials from the classroom and/or school library. If the class is personal, the teacher can easily monitor who is doing the assignment and who is not. In the online classroom, the self-assessment can be shared with the teacher so that the teacher can see which titles have been chosen by observing shared Google Docs. The teacher will make suggestions and give direction to students who are not assertive or who are not doing an assignment.
    digital citizenship
    ISTE Standard 2: Digital Citizenship will be taught explicitly in one lesson and designed, practiced, and integrated into every lesson throughout the year, similar to how teachers normally teach routines. Informal assessment, scaffolding, and individual feedback are essential to helping students gain digital citizenship skills.
    Six facets of understanding
    The following are examples of the six aspects of understanding. Informal assessment, scaffolding, and feedback are essential to helping students reach all six aspects of understanding.
    The student can explain what reliable sources are.
    Students can learn which information comes from known sources.
    Students can apply the knowledge gained from their search for solutions to society.
    Students can share their trusted sources with their classmates.
    Students can find solutions by researching an issue in their school or community.


    In contrast to a single-day, one-hour lesson, the Understanding by Design framework is most frequently used in a unit. There will be more opportunities during a unit to describe the progression of students from pre-assessment to mastery. By including all WHERETO learning experiences and instructional steps in a single lesson, I hoped to improve a one-day unit. Through this exercise, I was able to improve my daily lesson plan and think about how the teaching methods might fit into a regular schedule. There might be elements, like formal assessments, that don’t occur frequently. Additionally, when using the UbD to plan one lesson, it became clear how students could reinforce previously covered ideas like digital citizenship. What would transpire, however, if a student had recently transferred from another institution or had been absent when digital citizenship was specifically covered? I would have to make a digital folder with all the documentation of previously taught concepts in order to prepare for such scenarios. Rubrics and handouts for daily activities can also include links, which is even better. Michelle Lampinen describes and offers examples of interactive rubrics in the Edutopia article Interactive Rubrics as Assessment for Learning. The links to supporting those skills can be included in every lesson, even though digital citizenship and the six facets of understanding are embedded throughout the units but may not all be realized in a single lesson. Students do not move through the six facets of understanding or improve their digital citizenship skills. in a linear or homogeneous manner. To support students, it is crucial to read their work and self-evaluations, monitor their progress, build scaffolds, make digital documents easily accessible, and provide each student with individualized feedback.


    Gonzalez, J. (2014). Understanding by Design, Introduction and Chapters 1-4. [Blog post]. Accessed on March 10th 2021 http://www.cultofpedagogy.com/ubd-chapters-1-4/

    Writing videos for kids: How to evaluate sources for reliability (2018) YouTube. Available at: https://youtu.be/q1k8rcYUmbQ

    ISTE Standards for Students. Retrieved from  https://www.iste.org/standards/for-students

    Hernandez, V. (2021) Sharing Resources with your school community and beyond, Edutopia. George Lucas Educational Foundation. https://www.edutopia.org/article/sharing-resources-your-school-community-and-beyond/

    How can my kid find reliable sources for school reports? (no date) Common Sense Media.https://www.commonsensemedia.org/articles/how-can-my-kid-find-reliable-sources-for-school-reports

  • Digital Collaboration


    Global education as an idea and practice has attracted a lot of attention these days, and researchers have developed a theoretical framework for citizenship in the era of globalization. Three research-based dimensions of global citizenship are presented within this framework: understanding global events, issues, and perspectives; participation in global networks; and advocacy for global issues and problems. Today’s students in the United States, known as the millennial generation, use the Internet more than 90% of the time, and more than half of them use it to research politics. Technology has the power to shape young people’s political, economic, and social environments. As many as 87% of 12- to 17-year-olds use the Internet, and the number of American teens using the Internet has increased by 24% over the past four years. The majority of states in the US offer PK-12 courses in subjects such as American history, world history, government, economics, political science, sociology, and psychology, making social studies education one of the most important platforms for civic education. To prepare citizens for the twenty-first century, the field of social studies must overcome many obstacles. This study looked at three aspects of engaged citizenship in a global age and how students’ use of technology relates to each. He found that using PowerPoint and the Internet affects student civic engagement and motivation, but other factors, such as how the activity is focused on the student, may also have an effect. In addition, the ontology students’ civic beliefs and the ways in which they used various techniques to develop the knowledge, perspectives, and behaviours needed for active citizenship were examined. ( Brad M. Maguth, 2012)

    This study focused on parental involvement during the first pandemic-related confinement in Portugal, with most students taking online classes and 80% of parents helping their children study for at least 30 minutes each day. According to this study, parental involvement time decreases significantly as children become more independent, but there are usually smaller differences between primary and secondary education than one hour. Some parents faced difficulty organizing their working hours while helping their children access their online classroom, especially those who went to public schools.(Educ. Sci. 2021)

    The challenge of global cooperation for my students in grades 6 through 12 is that the elementary school has been using COVID-19 devices, but many parents report that their children are still having access problems. When adults are working and students are online at the same time, there is a significant fight over access to synchronous learning times. This is in addition to the physical space and Internet access issues.

    ISTE standard and goal I want to address are:

    ISTE 7a: Inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities. 

    Course objective four. Model and promote diversity, cultural understanding, and global awareness by using digital-age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community.


    How can technology be used to encourage civic engagement among students and broaden their cultural and global awareness?


    The previous year, two educators, Nicole Edwards of Educating for Democracy in the Digital Age and Chris Sloan of Judge Memorial Catholic High School in Salt Lake City, Utah, saw the potential of connecting with their students via a Google Hangout. By using online tools like visual.ly and easel.ly, Edwards showed her students how to make infographics, and the students then used those tools to make a group project. By taking the chance to express what they were thinking to others, the students developed the courage to speak their minds and the knowledge that what they say matters. To bring about long-lasting change, civic engagement educators should concentrate on local issues that are important to them, share their infographics online, and raise awareness of these issues. California’s Michelle Espino, a literacy teacher, decided that recycling should be a class project after realizing how important it is on her campus. More than 704 gallons of waste were successfully diverted from landfills for recycling. The best practices for civic engagement educators include starting small, making connections to local issues, and innovating with the assistance of other educators. We now have a ton more opportunities than ever before to communicate with one another and have important conversations.(Young Whan C, 2016)

    For example, using digital and media literacy skills to help students understand, investigate, and connect with the world outside of their classroom, teachers need to think about and promote new ways of connecting, collaborating, thinking, and creating beyond the classroom. According to the Partnership for 21st Century Learning (P21), students need to develop the “sensibilities” for advancing solutions that will have an impact on future generations. Global competence is essential for innovation. The teacher expertise framework for developing 21st century skills (P21) is a helpful tool for considering the teacher’s role and responsibility for fostering environments and implementing instructional strategies that promote cultural and global awareness. Teachers can connect with classrooms around the world using digital tools like Flipgrid and Skype to understand, research, and have discussions. Global problems. Students have the chance to learn about the world and pose questions to experts through virtual field trips and guest speakers. Through ePals, teachers can also connect their students with overseas virtual pen pals. Students are encouraged to participate in critical and in-depth discussions about how cultures are represented in print and digital media by ePals, which offers a private workspace for international classrooms. Students can record their screen, annotate over multimedia, and narrate analysis of media content using tools for screen annotation like Screencast. These concepts support the two listed indicators, as well as a wide range of indicators for teachers and global competencies. In order to support and foster global competencies in the students, teachers should look for professional development opportunities to learn how to best integrate digital tools and media.(TEPHANIE BRANSON AND MEGAN JONES, 2018)

    The most important information in this text is the eight tactics for increasing student engagement in the classroom. These include using technology in the classroom to guide their learning, work together, and comprehend topics that interest them more deeply. Additionally, blogs are brief online articles that are gaining popularity all over the world. By publishing written assignments as blogs, students can showcase their work and encourage one another. Like Medium, WordPress, Blogger, and Weebly, there are free blogging platforms available. Podcasts and videos are both engaging formats for submitting assignments. A computer or portable media player can download podcasts as digital audio files. Having access to immediate communication with anyone, at any time, via the internet can boost students’ interest on a worldwide scale. Gamifying Your classroom comes to life when you introduce competition or levels of achievement to a lesson, and applying gaming principles can enhance learning. Compared to written text, visuals offer more information and are more engaging. Using presentation software like Keynote or PowerPoint, simple infographics can be created. Every student’s reading should be recorded using voice recording software because occasionally students are unaware of the sound of their voices during reading. Using an interactive whiteboard to hold students accountable for their attendance can save you time compared to taking attendance by asking students to raise their hands. Because online learning is becoming more and more common in educational settings, think about using different teaching and grading techniques. Online, make and exchange digital plans involving the students are made with Plankboard. You can evaluate students’ comprehension of and aptitude for following instructions through online tests. You can learn more about using technology in the classroom by reading our articles Your First Steps in Creating Tech-Savvy Teachers and 3 Tips on Using Technology to Foster Engaged Students.( Chalk, 2023)


    Maguth, B.M. (2012) The effective implementation of professional learning communities – ed, https://files.eric.ed.gov/fulltext/EJ1118192.pdf  . 

    STEPHANIE BRANSON AND MEGAN JONES Ila’s Blog (no date) International Literacy Association. Available at: https://www.literacyworldwide.org/blog/literacy-now/2018/02/23/using-digital-and-media-literacies-to-expand-global-perspectives

    Links to an external site.

    Ribeiro, L.M. et al. (2021) Parental involvement during pandemic times: Challenges and opportunities, MDPI. Multidisciplinary Digital Publishing Institute. Available at: https://www.mdpi.com/2227-7102/11/6/302

    C., Y.W. (2016) Civic engagement in the Digital age, Common Sense Education. Available at: https://www.commonsense.org/education/articles/civic-engagement-in-the-digital-age.

    Bennett, S. (2023) How to increase student engagement with technology, Chalk. Available at: /https://www.chalk.com/resources/increasing-student-engagement-technology/

    Links to an external site.  

     ISTE student standards. Available at: https://iste.web.unc.edu

Subscribe To My Newsletter

Subscribe for new travel stories and exclusive content.