Month: November 2021

EDDL 5101: Assignment 4 ~ My Technology Integration Activity Design

Learning objective: Students will be able to independently submit their natural resources inquiry project digitally for formative feedback through Google Classroom.

Statement of what the student is going to do: Students will go onto Google Classroom and upload their inquiry project for feedback. Once I have read over their project and written feedback I’ll return their digital assignment for them to look over and continue with. Students will also be able to access previously discussed videos and lessons on their topic through our class Google Site.

Activity Description: This is an online activity designed for the end of a Grade ¾ natural resources inquiry unit. This synchronous activity will be a collaborative project between groups of 2-3 students in my class. Students will have had the opportunity to explore different natural resources the past two months in class and each group will have selected one they’d like to learn more about. Students will work collaboratively to fill out their planning page that has guiding questions about their chosen natural resource. They will fill out their planning page synchronously on Google Docs and submit it to me, through Google Classroom, for feedback before moving on to create mode. Create mode is where they make their Google Slide presentation to showcase their learning. There will be a designated time they must submit what they’ve completed so far to a Google Classroom assignment for teacher feedback. Their final presentation will also be submitted through Google Classroom.

Scope: This activity encourages students to be more reflective on their learning and aware of the importance of revision. According the the BC Curriculum (n.d.), ongoing assessment is important and guides the student in their understanding of concepts, shows them their mistakes and supports them in setting new learning goals. This activity is an important step in students learning journey.

Prerequisites: Students will already have previous knowledge on how to access Google Classroom and attach a document. They will also have had a lot of practice writing in Google Docs and Google Slides. Students will also have previous experience working collaboratively on a synchronous activity together. 

Target audience: Grade 3/4 students in my classroom. This activity is planned for the end of Term 2.

Learning Outcomes: At the end of this activity, students will be able to submit their natural resources inquiry project for feedback and act on revisions suggested by teacher.

Student activity materials: Students will need the use of a Chromebook at school and access to digital or print copies of instructions, planning booklet and natural resource information sheets.

My Storyboard for my Website

Universal Design for Learning (UDL)How principles of UDL are integrated throughout my activity

Engagement – The “WHY” of learning: Students take in and learn information in various ways. To make sure my students are engaged and motivated to learn about natural resources I will present the information through pictures, videos, and text, also including current events that is relevant to their interests. To encourage collaboration among students I’ll use various activities such as partner talks, class discussions, and written worksheets. The activity of submitting their inquiry project in Google Classroom will prepare them for their future of education where teachers are increasingly going digital. 


Providing multiple means of representation – The “WHAT” of learning: The way I’ll present my instructions on my Google Sites is through written instructions, pictures and video. This will give students a choice in using visual or auditory information for all stages of the inquiry project. A graphic organizer/booklet will be available for students to guide them towards the key ideas and relationships for how natural resources affect the land (CASEL, 2018). On Google Classroom where students will submit their inquiry project there will be written instructions, as well as a video reminding them of what they are to attach to the assignment.


Providing multiple means of action and expression – The “HOW” of learning: How students showcase their learning needs to account for what is optimal for them, providing options for action and expression (CASEL, 2018). In the Google apps there is a voice-to-text option students with poor written output can use to express their learning. There is also an option for students to record a video and attach it into their Google slides. Students will also be given the option to extend their physical project through a labeled diorama. They will be expected to take a picture of anything they create and put it in their Google slides. I give multiple means of how they can showcase their learning of natural resources.    


BC Curriculum. (n.d.) Classroom assessment and reporting. Retrieved from 

CASEL (2018) The Universal Design for Learning Guidelines. Retrieved from 

Creative Commons (2021). CC Search. Retrieved from 

Epic [Online Book/Video Library] (2021). Retrieved from 

Google Site (2021). Google G Suite Apps. Retrieved from

Kiddle [Online Search Engine] (2021). Retrieved from 

Powtoon [Online video creation site] (2021). Retrieved from 

Screencastify [Online Chrome Extension] (2021). Retrieved from

Week 9: Activity 3 – Welcome Video

Check out my video on Vimeo!

How I created my video

I used Powtoon to create my video. I’ve wanted to figure out how to make a decent video using this program for a while. The free version really limits your ability to personalize your videos. I had made a character that looked more like me and didn’t realize I couldn’t export the video with that character. I had to go back and change them all. But this website is fairly easy to use and get the hang of. I just used a template and changed the words and character to what I wanted. When I have a bit more time I would like to play around with making one from scratch and see how easy or difficult it is.

Where do I see myself using this video. 

I would totally use this video on the first day of class, or even as the first video I send home to parents through a Class Dojo post. I don’t see myself using this specific video in my Technology Integration Activity, but I could make a funny one to put on the homepage of my Google Site.

Any other suggestions you might have for increasing teacher presence in your own context.

With my age group of Grade 3/4 all learning is done face-to-face in class, so I wouldn’t be making a lot of videos to send home about learning content. But I can see myself using videos more to engage students in their learning. If I can get a rhythm going with Powtoon I’d love to keep making little videos that either summarize content I’ve taught or use it to introduce new lessons.

EDDL 5011: Week 8 – Activity 2 (Finding Resources)

Create a list of digital resources that you will need as you develop your Technology Integration Activity project. These could include:

  • Images:
    • I’ll be using images to go alongside my instructions so I’ll search for them through the Creative Commons and open access resources we have available.
  • Audio resources
    • I don’t know if I’ll use any audio resources in my project.
  • Video resources
    • These resources will be mainly through YouTube and making my own audio recordings.
  • Documents
    • The documents I use will be ones I’ve created myself.
  • Interactive activities
    • I don’t have any interactive activities planned for my project.

Will the resources provide universal accessibility?

Yes! I’ll use the UDL model for planning and implementing the activity of students submitting their assignment to me.

EDDL 5011 – Week 8: Activity 1 (Digital Safety Plan)

My Technology Integration Activity project will require the creation of a digital learning space where students submit their Inquiry projects for formative assessment. I believe it would be beneficial for me to create a Digital Safety Plan as students will be collaborating with their classmates online for the project. I will also need to create a Digital Accessibility Strategy as there will be distribution of digital resources from myself and they’ll be using Google Drive applications (Google Classroom & Google Sites).

Digital Safety Plan

Students will…

  • Understand safe and responsible digital behaviour used online (Lesson/discussions as a class, use examples of improper behaviour and discuss why that is unsafe) 
  • Know how to search safely and effectively for online material (Lesson on proper use of search engines, use Kiddle as primary search engine)
  • Understand the importance of reporting concerns they have to the teacher (Class discussion on telling someone when they’re concerned about what they’ve seen or hear online)

Teacher will… 

  • Understand the potential risks their students may face when using an online application (Must do a risk assessment and research site before students)
  • Understand how to keep students data and work safe and secure (Use a secure LMS system with no potential for an outsider to join, know how to reduce or eliminate risk)

I also just discovered this document from my school district listing the Roles and Responsibilities for Digital Technology in Schools. It is extremely lengthy and I think would benefit from making it more in ‘kid-friendly’ language so students understand what is expected of them. 

Digital Accessibility Strategy

Elements of resources that you will create or using the Universal Design for Learning framework

  • Online resources used in my Technology Integration Activity will use words, but rely a lot on pictures due to the age group of my students. Videos will also be used as a way to give information as one of my students is visually impaired.

Tools you could use to test for digital accessibility issues

  • I plan on looking at all the features YouTube has to offer for accessibility. Some of my students are well below reading level, so having access to receive their instructions via video or audio would be extremely beneficial. 

Strategies you could use to improve digital accessibility

  • Through the varied use of:
    • Video, images, audio, text


Becta. (2010). Safeguarding children online. Retrieved from

EDDL 5011. (2021) Module 8: Coursework

UDL On Campus. n.d. Retrieved from

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