Category Archives: EC&&I 833

Let’s add some extensions to your look!


I was first introduced to a plethora of Google Chrome extensions when I took my first graduate EdTech class, ECI831.  There was an extensive list that Alec provided and he quickly reviewed some of his favourites, for which I promptly added to my extension list, although not really knowing what they were all about.  I can say that Extensions GIF by Jen Atkinsome are well used (Google Read/Write, Grammarly, Bitmoji, OneTab) some I haven’t really used…yet (EquatIO, Screenshot Reader), and several that I use without even knowing (DF Tube, Mercury Reader, uBlock Origin). Shelby, Megan, and Trevor have already mentioned some really good ones, so I thought I would do an investigation of some other ones that I have either not heard of or am not familiar with to add to the productivity tools that already exist on my own computer.  This is what brought me to this blog post for which I acquired most of the extensions that I’m going to be reviewing.

*Disclaimer* I have not formally used this tool within my planning and instruction.  This extension is restricted by my school division, not sure why (app not whitelisted for install by admin), so I was unable to play with it to see its full potential.  Therefore, the following review is based on the research I did.

This extension was created in 2014 to add an interactive assessment tool compatible with Google Slides or PowerPoint.  The purpose is to add an engagement element that provides immediate feedback using a formative assessment approach.  Below is a list of highlights and lowlights of this extension.


  • Designed to enhance learning through PowerPoint or Google Slides
  • Platform works well in connected educator and BYOD settings
  • Variety of question types benefit students with a variety of backgrounds and learning preferences (drawing, dragging, text, number, and multiple choice)
  • Teacher has full autonomy over design, flow, and assessment tools usage
  • Teachers can view students’ responses to these questions immediately, and have the option to anonymously share results on-screen for all students to see
  • Clean, easy to use interface, which is attractive to both teachers and students
  • Huge repository of ideas to choose from
  • Partnered up with Merriam-Webster, Newsela, and Flashcard Factory
  • Teachers can share Takeaways (Google Doc that includes all of the slides and student answers)
  • Allows teachers to leave comments for individual students.
  • Students access using their Google accounts by entering a simple code shared by teacher


  • Free version has limited functions; need to use the paid premium version for full student interaction
  • Much of the effectiveness still relies on the teacher’s comfort level and ability to incorporate this tool within each lesson and choosing content that fits this style of instruction
  • Time-consuming to set up for effective use
  • Students rely on the teacher for immediate feedback on responses, which isn’t as easy with each type of question form (ex. drawing)
  • Although student answers are anonymous, they still may identify students and impact student participation

Overall to me, it seems like a fun tool but the time it looks like it takes to set up in addition to the Google Slides/PowerPoint itself seems like a turnoff, but if I were actually allowed to try it out, I may have a different opinion.

Watch a quick tutorial here to form your opinion on this Chrome extension.  Is this something you’ve used?  If so, let me know your thoughts.  Is this something you’d consider trying?  If so, what interests you about it?

*Disclaimer* I have not formally used this tool within my planning and instruction because I just stumbled upon it.  Once again, the following review is based on the research I did.  Unfortunately, there wasn’t much out there for reviews.

Also created in 2014, this extension is meant to streamline the assessment of Google Forms quizzes.  I have just recently been using Google Forms after using it for a project in my EC&I 832 class, and have been thoroughly using it to gather data for the ringette teams that I coach.  Although Google Forms itself has an assessment tool already incorporated, this one adds a little bit more options.  Below is a list of highlights and lowlights of this extension.


  • Assign specific point values for multiple choice, fill-in-the-blank, and short answer questions
  • Lets you send grades to students via email or by sharing in Google Docs immediately after they have completed a quiz or at a later time of your choosing
  • Accepts more than one correct answer for each of the questions on your quiz
  • Partial credit for an answer is an option
  • Easier to print grade summaries
  • Good tool for when you are giving a more comprehensive assessment and want to be able to use a wider variety of scoring and reporting tools.
  • Highlights which questions are most frequently missed which helps you easily identify problem areas
  • Decreases time grading student submissions manually


  • Doesn’t combine the student submissions with the score; you can see the submissions in one sheet and it creates another tab on the sheet for the score
  • Can be time-consuming to set up

Overall, I don’t feel I have enough information to formulate an accurate opinion on this.  This is one I’d like to explore more by implementing in class.   Watch a quick tutorial here to form your opinion on this Chrome extension.  Is this something you’ve used?  If so, let me know your thoughts.  Is this something you’d consider trying?  If so, what interests you about it?

*Disclaimer* I have not formally used this tool within my planning and instruction.  This extension is restricted by my school division, not sure why (app not whitelisted for install by admin), so I was unable to play with it to see its full potential.  Therefore, the following review is based on the research I did.

Doctopus, is an add-on script for Google Sheets that reaches out to Google Classroom and pulls in the web addresses for student work associated with an assignment. Doctopus acts like a teacher by not only collecting in assignments but also passing them back to your students.  However, it works best when combined with another Chrome extension called Goobric, a combination of Google and rubric.  Goobric allows you to take rubrics that have been roughly created in Google Sheets and inserts them into a Google Doc. 


  • Students receive essential teacher feedback in real time
  • Combines a digital assessment rubric into already created assignments in Google Classroom
  • Individual teacher comments and the rubric data are time stamped and appended to the bottom of the Doc for each student to view assessment information is also sent to a Google Sheet for easy reference and analysis from anywhere at any time
  • Can be used for both formative and summative assessment
  • Teachers can fill out the attached outcome based rubric more than once, and each time the information is appended to the student’s Doc for them to view
  • Ability to click rubric boxes in the same browser tab as the opened assignment
  • Automatically adds up all those points from the rubric boxes afterwards to determine final scores
  • Tools allow teachers to shorten the time it takes to read, comment, and grade student work using a rubric
  • Can leave audio commentary
  • Can create a bank of comments for frequently used narratives so that they can copy-and-paste feedback
  • Allows students to self-assess their work so that they are engaging in metacognition about their work and how it measures against the rubric
  • Easily download PDFs of student essays with the rubric copied-and-pasted into the assignment


  • Quite a few steps to install and set up

No word of a lie, I had a difficult time finding any negative reviews on this extension, aside from my own opinion show above.  I’m intrigued by these tools as online classroom platforms are now required to set up in case we go back to online learning.  Having said that,  many eLearning teachers may be interested in a tool like this since they are already working with students in Google Classroom (for certain school divisions).  Watch a lengthy tutorial here to form your opinion on this Chrome extension.  Is this something you’ve used?  If so, let me know your thoughts.  Is this something you’d consider trying?  If so, what interests you about it?


When it comes to privacy for online applications, plugins/extensions, and/or general web browsing, I am overwhelmed.  However, there are some quick ways to assess some privacy concerns suggested by CommonSense.Org.

First, websites with https:// means that the site is encrypted and has security features for vs. http:// which doesn’t.  Second, see if the tool has a privacy policy.  If it does, it shows a level of security as some tools are difficult to find any policy at all.  Lastly, if you’re still not sure, check with the experts at your school division.  I know my school division has a list of acceptable apps, tools, websites that have been checked for privacy.  Although some things are restricted, like FlipGrid, I’m sure there’s a good reason for this recommendation….right?!? also has a list of hundreds of websites and tools that have been evaluated based on their privacy.   Check out the list here.  There are also some suggested kid browsers that are safer to use.

Another way to protect for privacy is to add Chrome extensions, such as UBlock Origin.  However, with this and other suggested Chrome extensions, are there privacy concerns with adding these to your computers?

Accordng to, you may take some comfort in knowing that  “Google began requiring extensions to only request access to the “least amount of data” starting October 15, 2019, banning any extensions that don’t have a privacy policy and gather data on users’ browsing habits.”  They also suggest that you “review your extension permissions, consider uninstalling extensions you rarely use or switch to other software alternatives that don’t require invasive access to your browser activity.”

Lastly, privacy and online activity go hand in hand with digital citizenship.  This is a no brainer but something that we take for granted when we put students online.  They need to know the ins and outs of how to access and be a part of the digital world.  They rely on us adults and teachers to ensure they are safe and productive online.  Do your part to educate yourself and your students so that can be critical thinkers, connect, be creative, and communicate appropriately.

White Girl Haircut GIF by Trey Kennedy


Ironing out the “bugs”…

Piaget’s constructivism and Seymour Papert’s constructionism sparked my curiosity towards learning more about coding. I have been hearing this term for a while, but I never really knew what it meant. The word itself reminded me of my boring computer programming classes back in high school where I had no idea what was happening. Probably that was the main reason that I never really had any interest in doing coding until I tried out the Logo Emulator. As soon as I opened up the Logo Workbook, I was excited to try programming the Turtle. But when my square didn’t really look like a square, I realized that I ran into a “bug”.

It was a little embarrassing to see that I failed, but giving up was just not an option. Reading the workbook carefully did help and I really enjoyed the various activities. I noticed a shift in my way of thinking, that failing was not that bad after all, since it helped me stop and reflect on the “bug”. When I got to more complex shapes, I decided to break the commands down into smaller chunks. This way if I made a wrong turn with Turtle, I could fix it immediately instead of having to redo everything. I was able to see how coding requires constant problem solving and critical thinking while figuring out the right degree and direction of making Turtle turn.

I was blown away when I actually created these images. It took several tries, “debugging” but at the end the feeling of accomplishment was amazing. I was learning by doing, by constantly analyzing, and synthesizing the information.

When I realized how interesting coding was, I wanted my 9-year-old son to experience it and as I was scrolling down on my Facebook page, an ad came up WhiteHatJr online coding classes offering a free trial. I signed my son up immediately thinking that this might be a great opportunity for me to see other examples of coding while he gets to try it. It was an hour-long one-on-one session with a teacher from Mumbai. Within that one hour, we went through 8 different activities and both my son and I had a great time. It was interesting to watch my son play while using higher level thinking, problem solving, computational thinking mixed with a great deal of determination and perseverance when he ran into some problems.

My son only counted the rocks, but never realized the little person would have to jump from rock to rock. As a result, he was only able to get to the middle and then got stuck.

At the end of the hour-long session I was amazed how much one can learn through coding. As an English as an Additional Language (EAL) teacher, I was examining how it could be beneficial for my students. Both the LOGO and the activities my son participated in focused on teaching directions, degrees, and angles, counting and using various colours. Since these little games all have a story behind them, students can improve their language skills by reflecting on the game or retelling what the task was. I think it would be interesting to experiment with digital stories as well where students can combine various elements, such as text, images, and audio. This would be a very effective tool especially for language learners since it helps them put aside their fear of being judged. I would like to spend more time experimenting with Scratch since I think that would give more opportunities for my students to improve their English language fluency while creating digital stories.

But my curiosity never stopped and I borrowed a Bee-Bot to see what would it offer to my students? Although it is mostly recommended for younger learners, I can certainly see ways to adapt it and use it with my older students as well. My newcomer students who do not have experience using any kind of technology and have very limited vocabulary in English, this would be an amazing tool to learn in a fun way, to learn by doing.

Today I am convinced that coding is a very effective tool that, as Brian Aspinall says “allows differentiated instruction and personal learning environments”. It offers a reform in education by focusing on hands-on learning while guiding students to become thinkers instead of regurgitating information since “You never want to get on a plane where the pilot learned to fly from worksheets.”

Thank you for reading my blog 🙂

Learning to Drive – the Theories of Knowledge Applied

 Learning Theories and Driving A Car

I am taking a different slant on this week's blog prompt since I don't teach in a traditional K-12 classroom like most of our class.

Instead, I want to apply the learning theories to a new teaching opportunity I have recently had - teaching my teenage son to drive.

It has been 34 years since I started driving.  Now that I have a teen that is old enough to drive, I realized we would both have a lot to learn before he is ready to get his license.  My husband and I decided that I would be the primary guide to help him learn the complexities of driving - not sure how that happened but it did.

It was overwhelming to think about how to teach driving to son, how to break it down and explain all of the assessments and decisions you make with everyday actions like changing lanes or parking your car.

I also knew that how I would teach my son would have to be tailored to his learning style.  Generally speaking, he is pretty cautious and attentive, but he also doesn't like to take criticism or feedback from me.  

First, I gave my son the book on the Alberta Drivers Handbook so he could learn the road rules and essential driving skills in order to pass the Learners Permit exam.  He read the book, studied the signs and rules until he felt ready to write the online exam.  (COGNITIVISM).  

Although I gave him the book at Christmas, it took several months before he had the
intrinsic motivation to actually read it. 

    I want my son to be a good and safe driver.  But there is alot to learn, including:
  • Knowing the law and the motor vehicles act
  • Understanding the inner workings of a vehicle and how your car functions
  • Identifying the rules of the road, and important signs 
We started slowly to build his foundational knowledge and skills.  At first, I would model my driving actions and choices while I drove and he was in the passenger seat "Now, I am shoulder checking to see if the lane is clear before I change to it".  

Once he passed his Learner's exam, he was given his permit which allows him to drive with an adult. This encourages the student to practice the skills required to successfully learn how to safely operate and drive a vehicle. 

The first time that he would sit behind the driving wheel he was fearful of whether or not he could actually drive the vehicle (BEHAVIOURISM). But we took it slow,  and we had him practice in a large empty parking lot.  This helped reduce stress, and nervousness so he could focus on the task before him.  We made slow and deliberate turns to become familiar with the feel of the vehicle.  (CONSTRUCTIVISM)

We progressed from the large parking lot to practicing on the streets of our neighbourhood.  (TRANSFER OF KNOWLEDGE). He was able to transfer his practice from the parking lot to the streets he is already familiar with.  The transfer of his knowledge was automatic and applied to a familiar situation to that the differences were not that challenging.

My son was eager to get behind the wheel, and had a serious case of overconfidence and ability.  As his teacher/driving instructor we came to an agreement that he would listen and follow exactly as I instruct him to do.  I provide immediate feedback such as "great job turning into the right lane" or "you are going to fast, slow down".  These are examples of classical conditioning using positive and negative reinforcement.

When we are practicing driving and he attempts something new such as merging onto a busy road, or parallel parking he gains confidence in his abilities as a driver and this is an example of operant conditioning as he has learned a new skill that rewards himself.  It was 

  • He has learned that if you turn the wheel left, the car goes left. The car going left reinforces the behavior of turning the wheel left.  The behavior of turning the wheel left when he wants to go left increases.
  • He has learned that when you press on the brakes, the car slows down. The car going slower reinforces the behavior of pressing the brakes.
He tells me he is very comfortable driving because of the years he played "Mario Kart" on his Wii video game console.  (CONSTRUCTIVISM).   One thing I have become acutely aware of his that now he is invested in learning to drive, he looks to how I handle myself behind the wheel.  What I do and say are modelling what is ok and what is not.

Wish me luck as we navigate the next phase beyond our own neighbourhood and onto the busy streets of Calgary!

Me as a learner and a teacher

Throughout the years my teaching philosophy has been influenced by various learning theories. Since I work with small groups, behaviour problems are not something I need to deal with on a daily basis. I know, I feel quite fortunate! So, behaviorism from the perspective of focusing on the importance of consequences is not present in my daily life as a teacher. I do like to reward students though once in a while for their hard work just to show my appreciation. For evaluation purposes, I use report card inserts to show student growth, so just doing well in school to get good grades is not the case either. The benefit of using report card inserts is that it is always positive. It is a celebration of the improvement of my students’ English language skills.

If I think back of my schooling, it was probably 90% based on behaviorism. We were constantly evaluated/ graded, so I studied because I wanted to get good marks.

Due to this, I feel that in my school, developing advanced problem solving skills, inferencing, critical thinking were not a priority and what affected me mostly later on in life was the lack of advanced English language development.

I was taught English for 12 years and when I moved to Canada, I struggled expressing myself. I cannot say that cognitivism was not present since I learnt vocabulary words, grammar, I also had a lot of information stored in an organized and meaningful manner. I had the connections in my mind, I just didn’t have the opportunity to create meaning from experience (Bednar et al., 1991). As described in the article, “Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective”, I feel that the specific interaction between the learner and environmental factors are critical when it comes to creating knowledge. “Just as the learning of new vocabulary words is enhanced by exposure and subsequent interaction with those words in context (as opposed to learning their meanings from a dictionary), likewise it is essential that content knowledge be embedded in the situation in which it is used.” As my classmate, Lisa mentioned Meaningful Learning helps transfer knowledge in real life situations. The rote learning based on memorization that took place for so many years in my home country was taken to the next level by me getting the opportunity through my everyday life in Canada to implement what I had learnt. This gave me the opportunity to experience the constructivist approach to learning since my everyday interactions helped me to create meaning. In my realistic setting, I was able to learn “shades of meanings of given words” and it never felt like studying since it was all relevant to my lived experiences.

When looking back at my learning curve, I can certainly see the importance of the three crucial factors when trying to be successful at learning, especially when it comes to a foreign language: the activity (practice), concept (knowledge), and the culture (context) (Brown et al., 1989). As the constructivist approach states, in order for me to be able to transfer my knowledge, I needed to be “… involved in authentic tasks anchored in meaningful contexts”. As a language learner and English as an Additional Language teacher, I agree that “If learning is decontextualized, there is little hope for transfer to occur.” But teaching my students in small groups also gives me the opportunity to incorporate many of the principles of Connectivism, such as: learning and knowing diverse opinions and views, maintaining and nurturing connections that play an important role in learning, focusing on connections between different fields, ideas and concepts as well as incorporating accurate, up-to-date learning activities. Not only in school, but during my Master’s Certificate Program in Educational Technology, I have experienced that within our hub we are well-connected where we can foster and maintain knowledge flow.

Peggy A. Ertmer and Timothy J. Newby

Today I would describe my teaching and learning as a mixture of all four learning theories. It depends on the students’ proficiency level and personality what strategy I see more beneficial since I do not believe in one size fits all. But I ALWAYS try to be the guide on the side (Vygotski) in order to help my students feel safe while immersing themselves in their individual learning journey.

EdTech! EdTech! What the Heck is EdTech?

We shape our tools and thereafter our tools shape us.
– Marshall McLuhan

The word technology always seems to relate to electronics as this is how our world tends to understand it.  We rely on its functioning to allow us to organize, perform, problem solve, compile, create, and present information to those that request or require it with or without human involvement.  However, technology itself has many definitions:

  • science or knowledge put into practical use to solve problems or invent useful tools.  (
  • the sum of the ways in which social groups provide themselves with the material objects of their civilization (

Education technology can be defined as:

  • the combined use of computer hardware, software, and educational theory and practice to facilitate learning.
  • creating, using, and managing technological processes and educational resources to help improve user academic performance. (Wikipedia)
  • the development and application of tools (including software, hardware, and processes) intended to promote education
  • a study and ethical practice for facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” (General Assembly)

From these definitions, I have gleaned my own interpretation of educational technology from the word cloud above:

Practical and ethical scientific processes, resources, and tools based on societal knowledge and values that promote and enhance academic performance through the creation and application of both (computer) hardware and software.

As I try to understand how EdTech has impacted my educational endeavours, both as a student and teacher, I am reminded of not only how old I am, but how much has changed.  As Tarina and Joceyln reflected, I too remember the TV/VCR cart being an exciting part of my elementary years.  The overhead projector was “exciting” as well as it allowed my Grade 7 teacher a never-ending spool of transparency paper to write continuous notes so that he wasn’t restricted to limited chalkboard space.  However, as I reflect, most of the educational technology tools that I remember from my early educational years were used more by the teacher than the students.

david hasselhoff technology GIF

In high school, I took classes that focused on using specific technologies such as a typewriter (yes, Lisa, I too took a typing class in grade 9) and information process, which essential was how to uses the tools on a computer such a word processing and formatting.  Nowadays, we assume students already have these skills and unfortunately, we are usually wrong.  Are these not essential skills to have in order to effectively use programs that are meant to improve our efficiency?  I’ll come back to this point.

In my undergrad, I spent a couple of classes in one course that focused on writing on a chalkboard and whiteboard in addition to learning how to operate and use an overhead projector.  Not only that, but I was also introduced to the idea of educational technology when I took ECMP 355 with the one and only Alec Couros, in which I was introduced to the wonderful world of HyperStudio and other technologically advanced tools.  Wait, it gets better.

My first teaching job plopped me right into the role of “computer” teacher for which I educated grades 7, 8, and 9 students on how to Boolean search online and how to use Microsoft Word, Excel, and PowerPoint tools effectively.  Then I fell in love with using a document camera and using a Smart Board (although not as effectively as I could have) to make materials more accessible to students as I taught.  Once again, tools that I used, not students.

Now, we have opportunities to use technology on a more regular basis with individual students with initiatives such as Connected Educators through the Cathlotic System.  Although I don’t teach in this system, this is something that I wish Regina Public would offer as I hear about the wonderful things that some Connected Educators, lots within our current class, are doing.  I would love to be able to learn from any of you if you’re willing to share some things that you’ve had huge success with.

From my LRT lens, the technology that I immerse myself with is assistive technology.  This is sometimes thrown at students with the mindset that it will fix their problems.  Unfortunately, there is a process of incorporating this technology with the understanding that there could be some failures before successes are made.  There needs to be specific training with individual students, wait….individual teachers as well, before these tools can be deemed effective or else we are setting everyone up for frustration and failure.  Essentially, I like to ask:

  • What is the purpose of this technology (substitute, augment, modify, or redefine)?
  • How is this technology going to improve or enhance the students’ academic performance?
  • How do we effectively incorporate this technology into the classroom environment for this student?
  • What tasks will this technology be used for?
  • How will we know if a student is successful with this technology?

It’s imperative that collaboration is at the forefront for technology integration or else more time will be spent on troubleshooting.  I speak from a recent experience when our school received iPads from the division for specific students.  They arrived without the requested application (Clicker Writer) installed, and even so, no one has been given any PD on the app itself that we are expecting students and teachers to use in class.  This goes back to Meira and Shelby‘s point about PD support.  Some students are assigned or given tech to use but not always taught how to use it effectively, especially those that struggle with traditional ways of demonstrating learning.  We need to provide them specific instruction, allow them to practice in isolation, and then slowly integrate them into the classroom with it so that they can gain independence in not only the academic task but the technological task as well.

vr technology GIFTechnology is always changing and advancing, which means educational technology is always changing and advancing.  We need to ensure that there is a purpose to its usage, proper training is employed so that it can be used to its full capacity, and we reflect and re-evaluate continuously so that we are gaining from it rather than unknowingly neglected some of the disadvantages that may be impeding overall progress and development.

“First we build the tools, then they build us.”
-Marshall McLuhan


My personal understanding of educational technology

At the start of my 5th class with Dr. Alec Couros, I feel that my personal understanding of educational technology has been shaped enormously. Those people who took classes with me previously, are aware of my very different background. I grew up in Romania as part of a Hungarian minority group. Even though Communism ended in 1989 (I was in 5th grade), it took quite a long time to catch up to the rest of the world. So, I have seen and even been to a computer lab in high school where I was taught programming (still don’t have a clue what it is) and we went to Internet Cafes to check our emails and do a bit of reading. You’d think twice how long you’d browse there since it was not cheap.

Looking back at my childhood and my students’ struggles they had to face in March of 2020, make me think of a serious issue discussed by Neil Postman. “Who specifically benefits from the development of a new technology? Which groups, what type of person, what kind of industry will be favoured? And, of course, which group of people will thereby be harmed?” One of my biggest concerns when thinking of educational technology is the digital divide. Working in a community school, many of our families cannot afford having devices. When switching to online teaching, it took a month for our families to receive one device per household. Then they had to figure out how technology works. Having the laptop up and running was not the end of the struggle though. The next problem was which child would have a turn on the computer?

Another concern is how technology is being used in the classroom, when all the obstacles of booking the devices and having them up and running are overcome? I am thankful for the many opportunities my school division offered to learn more and immerse myself in the world of educational technology. I had the opportunity to learn more about TEAMS, Seesaw, Razkids, Flocabulary, Vocabulary etc. English learning programs. The classes that I have been taking as part of my Masters Certificate Program in Educational Technology and the additional learning opportunities created by my school division create a nice blend in order to help me move towards a balanced personal TPACK model.

During our group discussion in class, Dean shared a very interesting thought “tech should be invisible”. Dean described technology as a tool that becomes part of the learning process giving more opportunities for students to learn. He also mentioned the SAMR model based on using technology with a purposeful way in order to enhance learning. Since teachers are at different levels in the area of Technological Knowledge as well as comfort level, I think there is a lot more work to be done in order to reach to the point where technology is not only used as a time filler.

The SAMR model leads me to Kozma’s (1994) argument “If we move from “Do media influence learning?” to “In what ways can we use the capabilities of media to influence learning for particular students, task, and situations?” we will both advance the development of our field and contribute to the improvement of teaching and learning.”

But is it only media that can help us master Dale’s Cone of Experience? Not necessarily, but I believe that educational technology can serve as an irreplaceable tool if used properly. Educators need to watch out for the trap of practicing pure “consumerism” and focus on learning and guiding students towards “creating”. And with creating comes sharing where we cannot forget about taking the time to teach our students how to navigate the world of technology safely by raising responsible digital citizens.

Thank you for stopping by!