Alexandra Esser

EDUW 692
Technology and Communication
Implementation Plan
Weebly
In class this morning we were shown examples of other students finished Weebly
websites. I was very overwhelmed by how elaborate the sites were and was afraid it would be
too much for me to complete. I had never worked with Weebly before and had never heard of it
before this class. I would not characterize myself as somebody who loves technology, and was
very apprehensive at the onset of the project. During class, our instructor explained and
demonstrated how to set up a Weebly website. I asked her many questions and talked to the
other students around me for help.
My plan for my own Weebly is to upload all of my work from the Saint Marys program
and use the website as an assignment and information access point for my German classes. The
Weebly contact page will be helpful to my students and students parents because they will only
have to remember the Weebly site and not have to search for my email address. Since it is
directly connected to my email address I will not have to manage any additional email addresses.
The assignment and document upload pages will be helpful when I teach German II over
Distance Learning next year, because my Weebly site can be a place for students to receive,
download and also submit their assignments. Being able to upload and embed Youtube videos
and Web 2.0 tools (Quizlet, Padlet, Google Slides) will again eliminate an extra set for students
to access these tools. They will be more likely to use and watch the videos on their own if they
are again all on one site instead of search Youtube itself for a video. It is convenient to have the
Web 2.0 components on the Weebly site, because students can bookmark the site and not have to
type in long URLs for Padlet or Quizlet. In essence, everything students or parents may need

can be accessed from my Weebly site rather than a number of different sites where different
usernames and passwords are required.
The SMU tab I have on my Weebly site is helpful for me now because I can drop all of
my important documents, artifacts, and videos under the tabs for each class and not have to
search for these in USB drives, Google Drives, and different computer hard drives. With
everything organized on the Weebly site, I will be able to pull up this site and easily present
everything I have done for the SMU program in my EDUW 696 final presentation. The
navigation I decided for my page makes it easy to read and find because all of the tabs are at the
top of my page and the font is easy to read. This is good for parents and program directors to
find exactly what they need and not require them to search for a long time.
After I set up and worked on my Weebly I found how easy it was to upload my work.
The large icons on the left hand side can be dragged and dropped on the working site and I only
have to click on it again to upload documents, pictures, and videos, or type in text and titles.
With the embed code icon, I found I was able to put all of my teaching videos onto the site from
a Youtube channel I created for myself.
Quizlet
I had heard about Quizlet from other teachers, but never worked with it before. This was
my first time using it and I realized that it was easy to use on a laptop, iPad, or smartphone.
While experimenting with Quizlet during class, I discovered I could change the language
recognition to German and the program would speak the words in German and suggest pictures
based on the German words I put it.
I planned to use it in the following week with my German III students as a way to
improve vocabulary acquisition for the upcoming vocabulary quiz. Before I showed students the

Quizlet program, I put in all of the vocabulary words for the upcoming quiz and assigned
pictures to each German word. Then I showed them how to use Quizlet in class and let them
experiment with it on the Smartboard, their smartphones, and the iPads in my classroom.
The evidence I used to show students did not meet this goal is a comparison of students
grades on a quiz before and after using Quizlet (Artifact A). Before working with Quizlet
students took a different vocabulary quiz and gave the correct answer and article 77.81% of the
time. The goal was to increase this percentage to 85% after students worked and studied with
Quizlet. During the week students were encouraged to use Quizlet as a study tool on their own
and if they finished early during class. On the post-implementation quiz, students gave the
correct vocabulary word, spelling, and article 69.53% of the time, which showed an overall
decrease of 8.28%. I learned through this process that I value programs or applications that are
not inhibited by German in both the design and utilization processes; however, the students need
more guidance when they are introduced to something new. Students did not have enough time
to get used to using Quizlet as a study tool and were not successful on their quiz when they had
to rely on Quizlet for their vocabulary words. I was hesitant at first to use Quizlet and realize
that incorporating new technology with older students must be done over time and not all at
once.
One way that students took Quizlet beyond their limited exposure in my class was for
their final exam review presentations. Students worked in groups of four and each group was
given a section of the test to explain, plan and activity for, and create a worksheet about. One of
the groups chose to use Quizlet for their activity to review the r-sounds in the German language.
The fastest time recorded for matching ten German words to the correct International Phonetic
Alphabet (IPA) character was 14.9 seconds. After this activity, students really seemed to

understand the difference between the two r-sounds as demonstrated by the fast time on Quizlet.
A list of these words and the IPA characters is under Artifact E.
Padlet
The first time I saw Padlet was at the first face-to-face meeting for the class, otherwise I
never knew such a tool even existed. When we experimented with it in class it seemed like a fun
way to gather a lot of ideas at once on a given prompt. It seemed like something better suited to
Chromebooks or laptops, but could be accessed and used with iPads as well.
I planned to create a Padlet for my German II students and have them post questions in
German all beginning with different forms of the word which. After I explained Padlet to the
students and showed them how it worked with the iPads, students worked in pairs to write one
which question in the nominative case and one which question in the accusative case. After
students wrote their questions they had the opportunity to answer other students questions. A
simple notes sheet and the homework for the night were also placed on the Padlet for students to
refer to if they were confused. As students posted their questions, they sometimes had
difficulties finding , , and with the iPads but they were able to help each other. They
struggled at first to identify nominative versus accusative questions, but eventually figured out
how to do this by seeing what other students had posted.
On the chapter test students took a week later, they averaged a score of about 80% on the
which section of their tests. I do think that using the Padlet helped improve their performance
and I plan to use it in other ways in my upper level classes. I think it is easier to use Padlet with
Chromebooks or laptops, but the iPads will work if Chromebooks are not available. Evidence
for my Padlet is found under Artifact B.

Google Slides
My current favorite Web 2.0 resource is Google Slides. I first encountered Google
Slides a year ago when I was putting together a presentation for my students to give in Germany.
I was familiar with Google Docs and Powerpoint and had used them a lot as a student, but never
realized Google had its version of a presentation called Google Slides. I talked to other teachers
who were familiar with Google Slides and experimented on my own to learn how it worked.
After I felt comfortable using Google Slides I was ready to use it in class.
A few weeks ago I planned to use Google Slides with my German II students and have
them present in German about their first day of school. The present perfect form of the past
tense was emphasized and students had to have at least 50 words total. The goal was for
students to practice using the present perfect tense with irregular verbs in a context they could
easily relate to.
I titled each slide with a students name then shared the presentation with all of the
students. Once students finished their rough drafts on paper and after I edited them, they used
Chromebooks during class to work on their individual slides. I included an example of my own
first day of school so students could see what their end result should look like. Since I was able
to see the progress students made as they wrote and always had access to the presentation,
students were held accountable for writing on their own slides. I would also be able to grade all
of the slides in one presentation rather than in different files or attachments.
As students worked in class they saw what their peers were writing and referenced a
translation site for help. They were able to help each other insert pictures so I could spend more
time with students on the present perfect tense rather than on teaching technology. A copy of the
printed handout version is under Artifact C.

Google Chrome
In class we learned about bookmarks and other Google Chrome tips. I was familiar with
bookmarks and knew I could bookmark certain sites, but did not know about the page bookmarks
tab Google Chrome offered. It was easy to access, because I only had to go to the menu next to
the omnibox and click on Bookmarks Manager. Then, for each bookmarked site, there was a
large icon to click that took me to the site. To delete the bookmark, I simply had to click on the
garbage can icon and it would delete itself from my manager site.
I can see how using the bookmarks page will be helpful in my classroom because my
students all have Chromebooks. I see myself showing them how to manage their bookmarks and
having them bookmark the site that is connected to the textbooks we use in class. When this site
is bookmarked, they can easily access the site from any Internet connection rather than searching
through Google Chrome and going through the steps to access the review quizzes on this site.
I feel as though I could teach this to students because they learn quickly when I show
them how to do something on the Smartboard. When I show them how to do it in three easy
steps of searching the site in the omnibox, clicking the star, and adding to bookmarks, they will
remember how to do this and can use it in their other classes.
Backchannel Chat
The only experience I have with chat programs are through Facebook and on Google
Drive where the users must be invited or included on the chat by the creator of the chat. I had
never heard of backchannel chat before and when we looked at one through [Link] it
seemed very easy and accessible. This is because the user does not have to sign up or create an
account and can simply type in the name of the chat, a username, and the length of time the chat

will stay open. Then anybody can join the chat by writing [Link]/[name of the chat
here] in their browser and begin typing in the thread.
I feel I can apply this to my classroom setting and use students comments printed on the
transcript to count towards participation. Some modifications I could make are typing a question
related to what I just taught and have students summarize or give examples of what we are doing.
I plan to use [Link] during the German IV fairytale presentations so students can give
instant feedback when they watch the videos. This way they will be quiet during the videos, but
I can later read their thoughts about the videos.
Unfortunately, the school year ended before I was able to implement the use of a
backchannel chat with my German IV students. The evidence I would have collected would
have been the printable transcript .pdf. [Link] has an icon on the side of the screen to
let the creator print a list of all of the comments students made during the allotted meeting time.
The skills students in my German IV class would have needed to use are understand the
spoken German in the fairytale videos, identify the previously discussed elements of a fairytale,
assess which elements were present in each video, and write their comments about these
elements present in the video in German. All of these skills are needed for effective
communication in any language so this backchannel chat is a good example of directly
applicable and real-world skills.
Through this process I learned that there are any new ways to incorporate technology into
upper-level German classes. Planning lessons that include new technology like a backchannel
chat takes some creativity for the instructor, but it can be fun. My only concern about using this
in the future is if it truly enhances student-learning or merely replaces a handwritten comment.

Wordle
I have seen Wordle collages before and always admired them on T-Shirts. I did not know
that they were created with [Link] and did not realize how easy they were to create. I simply
went to the website, typed in the words associated with the subject or word I wanted to collage,
and it was instantly created. It was convenient that I could save the file as an image on my
computer and drag and drop it into my Prezi or Weebly site.
I think I can incorporate Wordle in the classroom setting with my German I students who
are creating German state presentations. The modifications I would make would be having them
type the words in German that are associated with the main points of their German state
presentations and show them how to type German characters with umlauts. Creating a Wordle
will require students to think about all of the information they have gathered on their states and
summarize this into keywords. All of these students have Chromebooks so they will be able to
insert their Wordle images as an image on their Prezi presentations.
When I showed students how to create and insert a Wordle they were not overwhelmed
because it was easy to do. They quickly learned other tricks like writing the word three times in
a row separated only by a space made the word larger, and separating words or phrases by ~
kept the words next to each other, but included the spaces.
I offered extra credit to students on their presentations if they created a Wordle by
summarizing the main points about their states. Three students included Wordles in their
presentations and other examples can be seen under Artifact D and on my Weebly site.
Blabberize
As with many of the technology tools, I had never heard of Blabberize before this class. I
had seen videos on my own and on Youtube where still photographs were animated so that they

appeared to talk, but had no idea how this was done. Blabberize is a website where the user can
upload an image of a person or animal and animate the image so it looks like the person or
animal is talking. On one frame it offers three options to add the voice. The user can record
speech, upload an .mp3 file, or record the voice using a phone. It was difficult for me to add the
voice on mine because I had no microphone and instead had to convert an .mp4 to an .mp3
before I could add the voice on Blabberize. After I generated the Blabberize clip, I had to
download it to my computer and then again transfer the file from an .mpeg to an .mp4 and email
it to myself. In order to add it to iMovie, I had to save the emailed .mp4 to my iPad and then
finally insert it into iMovie. Blabberize was tedious for me to use because I had to convert the
formatting to both create and finally use the Blabberize in iMovie.
I intend to incorporate Blabberize in my German IV class. They are creating videos with
iMovie about different fairytales and many of the fairytales include talking animals. I plan to
offer extra credit on the videos for groups that include a Blabberize clip in their videos.
Of the three groups, only one group chose to include a Blabberize in their video. The
student had to find an image of a frog, animate its mouth on Blabberize, write out the script for
the frog, and record himself speaking the lines. He had no trouble making the video clip, but
there were some difficulties with the schools wifi and iPad. I ended up helping him convert his
file to an .mp4 so it would be compatible with iMovie. Then we had to save it to his Google
Drive so he could download it on the iPad he was using for iMovie. As technology in society
and the workplace advances, it is important to know how to work with different file formats and
convert them as necessary. Through this project, the students in the group that chose to include
the Blabberize had to do exactly this with my help.

I learned that introducing new technology programs will always be difficult or confusing
at first, but once students have done something once themselves they can usually do it again.
One thing I would do differently for next time would be to have systematic instructions for
Blabberize printed out in addition to directions for re-formatting the files for iMovie. This way I
would not have to spend so much time on helping students do something that is clearly described
for them.
Password
Before this class I had played the game Catchphrase that is very similar to the game
Password. The goal is to get the guesser to say the word on the screen without saying the word.
The other students can give the guesser any clues as long as they do not say the password. I
created my own Password game on Google slides and put a different word on each slide. This
was easy to create because I could copy and paste the slides and only change the word for each
slide.
This week in all of my classes, the students are reviewing for their final exams and I
wanted to use Password in my German II class to help them review the past participles of verbs
from their vocabulary lists. In addition to the participles, each slide had a 30-second timer that
began counting down when I hit the play button. From that point students had 30 seconds to
give the guesser clues in order to get him or her to say the correct participle.
The way I planned to collect evidence on whether this technology would increase
students understanding of past participles was how often the students guessed the correct
participle within the 30 seconds. I planned to give each student a chance to be the guesser and
two or three slides to guess for.

When we played Password in class, students had almost 100% success guessing the
participles. Each student had an opportunity to be the guesser and guessed three slides in a turn.
Only one student who struggles with learning German was not able to guess her participles
within her 30 seconds. Otherwise, Password was successful in helping students review German
past participles.
During the game, the students giving the clues had to use problem-solving skills and
show they could change tenses in the German language. They knew they could not say the
participle so they either had to give the English translations or the infinitive form of the verb
from which the participle came.
I learned that when German II students were able to work together and encourage each
other to succeed rather than compete against each other, they were more willing to participate in
the game. Password created a non-threatening environment because the guesser had to rely on
good clues from his or her peers rather than only his or her own previous knowledge.
Kidblog
In the past, I have used a blogging site to set up a personal blog when I was studying
abroad and I assumed Kidblog would be similar to the site I used. Although I had never used
Kidblog before, it turned out to be very user-friendly. The large button labeled Post brought
me to a text area where I could type a post, review it, and click the Publish button to make it
public. It was similar to a blogging site I have used before because it also let me preview any
post before I actually posted it to the blog.
Kidblog could increase student achievement in written communication. Writing is a
major component of communication for any target language (TL) and a blog format would allow
students to write in a familiar rather than the formal way they usually use for class. Students

could also comment on each others blogs and through the process practice evaluating each
others posts.
Evidence that could be collected would be printouts of individual students blogs written
in German. I could prompt them to write about a certain topic and/or include certain grammar
elements and grade their blogs for each criteria. Comments students make could be collected as
evidence of their participation and evaluation of their peers blogs. Some modifications I would
make might be for students to comment on my blogs that I set up so they do not have to bother
with logging in and remember another username and password. This way everything would be
in one place and I could easily access all students comments under given topics or themes.
As mentioned before, the skills students would use are comprehending the prompt,
writing in a familiar style, and applying their knowledge to write a comment on the blog. When
they comment, they will have to evaluate their peers comments and respond to them. This is
helpful because students use higher-level skills in Blooms Taxonomy that they will have to use
on placement tests if they plan to go to college.
What I learned from working with Kidblog is that blogs can be useful in the classroom,
but I prefer working with platforms with which I am already familiar. I am aware that learning
new things often leads to more enriching activities, but all blog sites are similar and yield the
same results. In the future, I will incorporate blogging into my lesson plans but probably not use
Kidblog as my platform.
Kid graphing site
This was an interesting site because it was so easy to input the data and select which
graph I wanted to display the data I gathered. All of the text boxes were clearly labeled and
described how the data would be displayed in different graphs. I have a lot of experience

creating graphs in Excel programs where the user has complete control over how the graphs turn
out, but the kid graphing site seemed to eliminate some of the more involved steps that Excel
has.
I can see why it would be useful for students to use because it prompts all of the input
boxes and the focus of the lesson could be on the data and data gathering rather than setting up
the graph itself. Site that are easy to use and need minimal instruction are easier to include in a
lesson especially if students have no previous experience with Excel.
The evidence that would be collected to show student achievement are the graphs
themselves. Students could title and label each axis in German and then I could check that they
have gathered and put data in correctly.
Although most graphing in the German classroom is simple, I could use graphing as a
way for students to complete Umfragen (polls) where they are required to ask and answer
questions with everyone in the room. I would have the Umfragen coincide with the topics we are
discussing. For example, if transportation is the topic then students would gather data on the
different modes of transportation their peers take to and from school. They could then input the
data on the kid graphing site and hand in their graphs as evidence of their participation.
The skills students would use are asking and answering questions, and interpreting each
others responses. Interpretive activities are part of the Wisconsin Standards for Foreign
Languages so gathering data for their graphs align with the state content standards.
From this activity, I learned that there are simpler ways of doing tasks I sometimes find
overwhelming or complex. Although I am now competent with Excel graphing, it is convenient
that this site that has simplified graphing. I will probably stick with Excel for my graphing
needs, but I will consider including the kid graphing site in my lesson plans.

Edubakery (Bingo Cards)

I thought that this site was an incredible tool for world language teachers or any teachers
who teach vocabulary-heavy content. Edubakery is a site where the teacher can put in up to 50
vocabulary words and each word has the option of a clue for that word. Then the teacher can
press generate and the site will generate 30 individual bingo cards that are all different. These
can be downloaded and saved as a .pdf on the teachers computer. In the past when I wanted to
play bingo with my students I would hand out a blank bingo (Lotto) card and have the students
fill in their own cards with the vocabulary words we were learning. After a few rounds, students
would trade cards with their neighbors, but sometimes it was hard to read the students
handwriting. I had tried making bingo cards in Word document, but that took too much time and
I abandoned that attempt.
Edubakery and the bingo card generator in particular would help increase student
achievement because students would hear the vocabulary repeated many times and play a game
at the same time. With the computer-generated bingo cards, students would always see the
correct spellings and not struggle to read their peers handwriting. It is known among language
teachers that frequent repetition of new vocabulary words is crucial for vocabulary acquisition
and playing bingo involves frequent repetition.
Evidence collected to show students have learned would be to have students read off and
translate their winning bingo words, and the teacher can keep track of how many times each
student wins a game. If a student wins, he or she is clearly participating. After playing bingo,
students could then take a vocabulary quiz and the quiz scores could be collected to show
students have mastered the vocabulary words.

The ways I would modify the bingo game for my German students would be to change
the title to the German word for bingo, Lotto. I would then put all of the call words in German
so students have practice reading them in German. When calling the words, I would first call the
words in German and then call the English translations. When the students had to tell me their
winning bingo words, I would first have them give the German and English translation, then
have them use the words in complete sentences.
The skills students would use while playing bingo are interpreting and translating the
words they hear, using correct pronunciation when call their own words, and spontaneously
producing complete sentences. Oral communication relies on some level of spontaneity, which
can only happen if the vocabulary words are already in place for the students.
From exploring this site, I learned the there is a program that will generate 30 different
bingo cards from customized lists. Now I can save money instead of buying the bingo cards
from other companies and I can align the vocabulary words with my textbooks. I know I will
use this site again in the fall and look forward to many bingo games with my students.
MOOCs and OCWs
From what I read about massive open online courses (MOOC) and open coursework
(OCW) it seems that both are another attempt and pushing more technology into education at the
collegiate level, but they may have been implemented before education was ready for them.
Both MOOCs and OCW are ways of sharing collegiate level coursework, lectures, and notes
with a wider audience who may not be able to attend courses at a college or university for a
variety of reasons. While OCW simply gives access to the content, MOOCs actually offer credit
for the course and is treated as an online course.

One reason I might try these online courses is the affordability. The lower or no cost of
MOOCs are appealing to me, but they seem like just another online class to me. It seems like a
great idea to offer a course and make it accessible from any location, but as I said, it is a
variation of an online class. Some people who may not have the money to pay for regular
enrollment at a university may benefit from this technology, or people who work during the day
and would otherwise not be able to get to the face-to-face meetings. MOOCs do seem like a
great way to expand one's knowledge of something if he or she does not need to have completion
credits for it.
Some disadvantages I can see all relate to not physically meeting with a professor. If a
student needs help understanding something in a live lecture, he or she can (usually) raise his or
her hand and have the question clarified immediately. If a student is watching online, then he or
she has to remember the question and email the professor, and then wait for the professor to
respond. For those students who do not complete the courses, the lower completion rate may
reflect poorly on the professor and the professor may not be as reputable as before the MOOCs.

Doodle
In the past, I have been a recipient of Doodle schedulers and admired how easy it was to
respond to them. A matrix is sent to whomever is included in the invite and he or she simply
clicks the bullet that corresponds with the meeting days and times he or she is able to attend.
These answers are then gathered on the senders Doodle site and he or she can select a day and
time for the meeting that the majority of recipients can attend.
It does not seem like it could increase student achievement, but Doodle might be useful
for when I schedule my EDUW 696 presentation and want people in many different buildings to

attend. A Doodle scheduler would cut down on the number of emails and long threads to many
people when trying to schedule a meeting with many people.
Next spring I am taking students on a trip to Germany and I will need to plan a number of
parent meetings leading up to the trip. Doodle would be an efficient way to coordinate some of
these meetings since the students parents have busy schedules.
SurveyMonkey
There are many surveys I have received over the years to either complete or create for
classes or work. Most sites that create surveys include the same types of questions that include
but are not limited to: multiple choice, fill in the blank, drop down, text box, Likert scales, and
matrices. What I liked about SurveyMonkey was the drag and drop feature to insert questions.
After dropping a type of question into the working survey area, each part of the question was
labeled with instructions so I knew what to put in each box.
Surveymonkey could increase student achievement with participation or take the place of
a homework assignment. Students have complained about the worksheets I typically give for
homework and to check for their understanding and sending them a survey to complete would
eliminate extra paper, and also let me see their answers before class the next day. This way I
could anticipate what specifically to go over in class instead of asking students if they had any
questions or concerns.
After I created my survey, I sent the link to my students and asked them to complete the
survey. The evidence I collected was three responses after only a day and I was able to read how
each student answered for each question. There was 100% success when I asked students my
name and their own names, and the rest of the questions were for their opinions. SurveyMonkey

also gave the option to view overall results instead of individual results and this would help me
see how the class answered on average.
The biggest modification I made to my survey was getting to write the questions and
answer options in German. There were a couple questions where students could write their
answers in German in the text box and this showed me how much they remembered about
spelling from the end of the school year.
The skills students used to complete the survey I sent them were reading the questions in
German, comprehending the questions meanings, and producing complete German sentences
using grammar and vocabulary they have not used since the school year ended. It was helpful to
send them the survey during summer to see how much they retained since school ended.
From sending my students a survey through Surveymonkey, I learned how easy it was to
send them the link and view their answers. Since we are on summer break I did not anticipate
many students to respond, but I was surprised that a number of them did complete the survey and
answered with correct and complete German sentences. I also learned how many students do
and do not check their email accounts over summer.
Answer Garden
I had no previous experience with Answer Garden before this assignment. It reminded
me a lot of Wordle and Padlet combined into one site. It functioned the same as Padlet where
anybody with the link could add an answer to the Answer Garden, but with Answer Garden I
could choose how long to keep the link active. With Padlet I do not think this is possible. For
each response to a given question, Answer Garden collected the words and organized them into
what looked like a simpler Wordle.

Answer Garden could be used to increase student achievement in the same ways Padlet
and Wordle might. The Web 2.0 aspect of Answer Garden allows the entire class to answer in
live time, provided they have the link. The way it organizes the words like a Wordle help
students think about all of the words in relation to one another and allow them to brainstorm
multiple answers together.
Evidence that could be collected is a screenshot or saved image of the Answer Garden.
Since Answer Garden does not show individual students answers it would be best for small
groups of students to create their own Answer Gardens on an iPad and mirror the image with
Apple TV. This way the entire class could view each groups Answer Garden and I could see
what they are thinking about the prompt. Skills students would use for this are again similar to
Padlet and Wordle. Students have to brainstorm answers depending on the prompt and select the
most appropriate answers.
What I learned from this assignment is there are many websites where students can write
their answers in live time. They are all very similar, but they each have their own certain
features for the teacher to choose.
Diigo
I had no previous experience with Diigo before this assignment and did not know
anything like this existed. The most experience I have had with bookmarking and compiling
websites into a list was with the bookmarks tab in the browser. With Diigo the user can create a
list of resources and add websites, .pdfs, or images to the list. There is an Add button on the
left with a dropdown and this lets the user choose if he or she is going to add a website link, .pdf,
or image. Then the user can title the resource, write a short description, and create a tag, if
desired.

A Diigo list like this would be useful for a teacher to keep track of certain websites or
videos that are connected to specific lessons or units. Diigo eliminates the need to create a Word
document of these resources, which frees up space on the teachers computer. It would be useful
for students when they have longer research projects and want to remember the sources they
used or found informative. This way they would not have to search again for the sources they
used on a different day.
Evidence that students have used a number of credible resources would be a screenshot of
their Diigo list, or students could list the websites from their Diigo list on a references page in
their research projects.
Flipquiz
I have made many Jeopardy-like review games in the past for my students before they
have taken tests, but I have always written them on paper and used the document camera, made
them on a power point, or created one with the Smartboard Notebook software. With Flipquiz, I
was able to enter the title and categories for the review I wanted to make, and then fill in
questions and answers to correspond with the different level of difficulty for the questions. After
I generated the Jeopardy game, I was able to click on the different numbers from 100 to 500 in
each category and read the question would pop up on the screen. There was also a button for me
to click to reveal the answer to each question.
Flipquiz would increase student achievement in the same ways my former versions of the
review game did. Students could select questions from categories they felt confident with or
those that needed more review and gather points to win. The questions would cover the most
important points on an upcoming quiz or test and show students what they would need to review
individually before the quiz or test.

Evidence that could be gathered to show that students have learned would be for me to
keep track of which question(s) each student answered and whether they answered correctly or
not. For questions that were not answered correctly, I could have students copy these questions
on a piece of paper and answer them as homework. Included in their answers would be an
explanation for why this is the correct answer. I could then check if they answered the same
questions on the quiz or test correctly.
Some modifications I would make to Flipquiz would be to write all of the categories,
questions, and answers in German. I would also tell the students the categories a couple days
before we play the game and have them write questions for each category as homework. Then I
would draw from their questions to fill in the game.
The skills students would need to use when playing Flipquiz depend on what kinds of
questions are asked. For the one I made, students would have to conjugate given verbs in the
present and past tenses in German.
What I learned from making the Flipquiz was how quickly I can create a version of a
game I have already been playing with my students. I liked that I could save my games and
reuse them rather than throwing them away after I play them.
Animoto
I had no prior experience with Animoto before this class. I have seen many picture
montages put to music, and had made one myself in iMovie, but not with Animoto. It seems that
Animoto has changed its website from what the instructions said, because I was only able to
make a sample movie with the Animoto watermark over the top. There were many chances for
the user to upgrade and purchase a more complete version of Animoto, and I found this
distracting.

Animoto could increase student achievement and justify educational trips the German
students take. After the German Club goes on a field trip or students go to Germany, the
students could compile the pictures they took from the trip to show the administration what they
did and learned during the trip.
The evidence that could be collected could be either the Animoto video itself or a writeup that students could hand in explaining everything in the videos they created.
Some modifications that could be made would be to have the school purchase the full
version of Animoto for students to use, or find a way to get a free trial that does not include the
watermark. The skills students would use to create an Animoto are consolidating the most
important information that they saw and learned, and describing why this is important.
After creating my own Animoto I learned that there are many ways to make picture
montages to music. I also learned that companies will lure users in with a free demo, but create
something like a watermark or limited use as an attempt to get the user to spend money. It is
good to know there are many possibilities out there, but users must determine which will be best
for them.
Polleverywhere
Polleverywhere was something I have seen and heard of before, but had not tried out.
Essentially, the user can pose a simple yes/no, multiple choice, or short answer question to an
audience. After the question is recorded and generated, Polleverywhere creates a code for the
audience to text message to a short number. After the audience texts this code, they can then
answer question posed and the answers are collected on Polleverywhere in live time. All
answers are also anonymous.

This could increase student achievement because it gives the teacher instant feedback on
how the students answered the question and shows how many students actively participated. The
teacher can then assess whether students have understood the content or see where more
instruction is still needed.
Evidence that I collected from this were the percentages of the class for how many
students preferred cats, dogs, or did not have a preference. A screenshot or printout of the results
can also be printed and assessed after all students have answered.
The skills students used on the Polleverywhere I created involved technology. They had
to figure out how to send the given code in a text message to the given number. Then students
had to decide whether they considered themselves a dog person, cat person, or both dog and cat
person.
I learned that students enjoy seeing their answers instantly recorded on the front board.
Most students bring their phones to class with them, so they were happy to have a chance to use
them in class without the fear of having their phones taken away. One downside to using
Polleverywhere is if students do not have unlimited texting on their phones or have to pay for the
text in order to participate in the poll. For this reason, I prefer using Padlet in order to avoid any
possible fees the students might have to pay.
Netiquette, Fair Use, Website Validity and Website Alignment
Two activities about web safety that I looked at for high school students were called
Overexposed and Risky Online Relationships. The first activity talked about the dangers of
sexting or texting and not knowing exactly how many people might see a seemingly private sext
or text. The second activity dealt with recognizing and avoiding online predators.

When I was in high school, neither sexting nor online predators were a big deal or
something I needed to be cautious about. Since teenagers today are constantly connected to the
Internet, they need to be aware of the dangers of online activity. By educating students about
these dangers, they are able to make safer choices while online.
In both of these activities, students would explore the role of digital technologies in
relationships, understand risky forms of self -disclosure and their possible consequences, develop
.and identify strategies to promote online and offline positive relationships. They would also
compare and contrast stereotypes and realities when it comes to Internet safety, learn guidelines
for determining safe online relationships, especially with strangers or casual acquaintances, and
brainstorm ways to help teens avoid risky online behavior.
Socrative
I was not familiar with Socrative until I tried it for this class. It is a website where
teachers can create quizzes that include multiple choice, true/false, and short answer questions
and creating the quizzes is very user-friendly. There is a large button to create a quiz and three
options to click to add new questions. Each option corresponds to the three different kinds of
questions. After typing in each question, there is also the option to indicate which answers are
the correct answers and offer an explanation for why this is the correct answer.
The user has the option to download any quiz he or she has created and print off as a .pdf.
The evidence that could be gathered to show increased student achievement are the scores for
each student after they take the quiz. One possibility would be a pre- and post- test where
students take the same quiz before and after instruction. A higher score on the post-test would
show students have improved. The way I would modify the Socrative quizzes for German would

be to create a quiz for each chapter that include the main points or learning objectives. I would
then give these to students to take at the midpoint of the chapter to check for understanding.
Google Forms
Like many of the previous assessments or polls, I have completed a number of Google
Forms that were sent to me, but have never sent one out before. Google Forms is accessed
through Google Drive and is very simple to set up. After titling the form, I was able to add any
number and type of questions that I wanted and send the form to any contacts. It was confusing
at first to find how to set the form to a more public viewability, because I had to go through four
different steps to change the setting.
Evidence that is gathered from Google Forms is collected and saved in a spreadsheet with
the same title as the form, and saved in Google Drive. In the spreadsheet, I was able to view
how each person answered each question. This would be useful in the future to translate into
graphs and save me the time of compiling the data, and creating a graph by hand.
All of the German I and II students will have Chromebooks next year at my school and I
can see myself incorporating more Google Forms in place of quizzes or formative assessments. I
would have to make sure each student is only allowed to complete the form once, and that they
are not communicating with other students during the quiz. I believe, however, that the chat
function has been disabled on all school devices and would not anticipate this becoming a
problem.
I learned that Google Forms is a lot simpler than I thought it would be and am looking
forward to using it in my classroom. It will help me compile and gather data for my PDP and
better assess how students are learning.

ForAllRubrics
I had no previous experience with the ForAllRubrics website and have always made my
rubrics in a Word document. After I created a login, it was easy to fill in the boxes on the readymade rubric template. I could copy the text from a rubric made in Word and paste it into the
corresponding box on the website. Once each box was filled, it I was able to download it as a
.pdf to print and add to my Weebly. I liked that the website stores all of the rubrics I make so I
do not have to use the space on my schools drive for all the rubrics I make.
Rubrics are a great way to assess students learning and by filling them out I can see
where students have improved or need more instruction.
Screencastomatic
I have used the camera on my laptop to record videos, but had no prior experience
recording what is on the computer screen. I liked that I could record myself teaching with the
power point and use the mouse in the recording at the same time.
Screencastomatic would be very useful when I have flipped classroom lessons. This fall
I will be teaching a distance learning class and the nature of the class leads to many interruptions
and missed instruction time. If I can record the lessons ahead of time and let students watch
them during their missed class time, then instruction time is not wasted and students can stay on
pace with my Regis students.
I anticipate making more slide presentations that I can record myself describing and
putting them on Moodle for my Regis and distance learning students.
Although Screencastomatic was difficult to navigate because it does not archive the
videos, I am interested to try different sites that do essentially the same thing.

Artifact A
These are the results of the clothing items vocabulary quiz that German III students took before
new any implementation of the action plan, and the results of the bathroom items vocabulary
quiz they took after studying with Quizlet. There were twenty items pictured on the first quiz
and sixteen items pictured on the second quiz. Students had to write the correct article and
spelling of each word. Individual data for each student was first collected and averaged below.
Pre-implementation

Post- implementation

Student

Correct articles and spelling

Student

Correct articles and spelling

a3

11

a3

b3

18

b3

c3

14

c3

d3

16

d3

13

e3

18

e3

10

f3

17

f3

13

g3

11

g3

h3

15

h3

11

i3

10

i3

11

j3

17

j3

14

k3

17

k3

11

l3

14

l3

m3

17

m3

13

n3

17

n3

14

o3

18

o3

16

p3

19

p3

13

Average

15.56

Average

11.12

Percentage

77.81

Percentage

69.53

Artifact B
This is a screenshot of the Padlet I set up for German II students to practice writing questions
beginning with the German words for which. A notes sheet and the students homework for the
night is also included on the Padlet.

Artifact C
Here is a copy of the printable overview of the presentation done with German II students on
Google Slides.

Artifact D
Here is the example of a Wordle a student and I created for my German I class and inserted on
my Weebly for German I

Artifact E
This is a screenshot of the Quizlet stack a student made for the game or activity
component of his groups final exam review presentation. This stack helps students review the rsounds in German for two characters of the International Phonetic Alphabet (IPA).