Podcasts about nearpod

Ryan Flessner, What If I Don't Understand Their Thinking? ROUNDING UP: SEASON 3 | EPISODE 15 “What do I do if I don't understand my student's strategy?” This is a question teachers grapple with constantly, particularly when conferring with students during class. How educators respond in moments like these can have a profound impact on students' learning and their mathematical identities. In this episode, we talk with Ryan Flessner from Butler University about what educators can say or do when faced with this situation. BIOGRAPHY Ryan Flessner is a professor of teacher education in the College of Education at Butler University in Indianapolis, Indiana. He holds a PhD in curriculum and instruction with an emphasis in teacher education from the University of Wisconsin–Madison; a master of arts in curriculum and teaching from Teachers College, Columbia University; and a bachelor of science in elementary education from Butler University. Prior to his time at the university level, he taught grades 3–7 in Indianapolis; New York City; and Madison, Wisconsin. RESOURCES Nearpod Pear Deck GeoGebra  Magma Math TRANSCRIPT Mike Wallus: “What do I do if I don't understand my student's strategy?” This is a question teachers grapple with constantly, particularly when conferring with students during class. How we respond in moments like these can have a profound impact on our students' learning and their mathematical identities. Today we'll talk with Ryan Flessner from Butler University about what educators can say or do when faced with this very common situation.  Welcome to the podcast, Ryan. Really excited to talk to you today. Ryan Flessner: Thanks, Mike. I'm flattered to be here. Thank you so much for the invitation. Mike: So, this experience of working with a student and not being able to make sense of their solution feels like something that almost every teacher has had. And I'll speak for myself and say that when it happens to me, I feel a lot of anxiety. And I just want to start by asking, what would you say to educators who are feeling apprehensive or unsure about what to do when they encounter a situation like this? Ryan: Yeah, so I think that everybody has that experience. I think the problem that we have is that teachers often feel the need to have all of the answers and to know everything and to be the expert in the room. But as an educator, I learned really quickly that I didn't have all the answers. And to pretend like I did put a lot of pressure on me and made me feel a lot of stress and would leave me answering children by saying, “Let me get back to you on that.” And then I would scurry and try and find all the answers so I could come back with a knowledgeable idea. And it was just so much more work than to just simply say, “I don't know. Let's investigate that together.” Or to ask kids, “That's something interesting that I'm seeing you do. I've never seen a student do that before. Can you talk to me a little bit about that?” And just having that ability to free myself from having to have all the answers and using that Reggio-inspired practice—for those who know early childhood education—to follow the child, to listen to what he or she or they say to us and try to see. I can usually keep up with a 7- or an 8-year-old as they're explaining math to me. I just may never have seen them notate something the way they did. So, trying to ask that question about, “Show me what you know. Teach me something new.” The idea that a teacher could be a learner at the same time I think is novel to kids, and I think they respond really well to that idea. Mike: So, before we dig in a little bit more deeply about how teachers respond to student strategies if they don't understand, I just want to linger and think about the assumptions that many educators, myself included, might bring to this situation. Assumptions about their role, assumptions about what it would mean for a student if they don't know the answer right away. How do you think about some of the assumptions that are causing some of that anxiety for us? Ryan: Yeah. When the new generation of standards came out, especially in the field of math, teachers were all of a sudden asked to teach in a way that they themselves didn't learn. And so, if you have that idea that you have to have all the answers and you have to know everything, that puts you in a really vulnerable spot because how are we supposed to just magically teach things we've never learned ourselves? And so, trying to figure out ways that we can back up and try and make sense of the work that we're doing with kids, for me that was really helpful in understanding what I wanted from my students. I wanted them to make sense of the learning. So, if I hadn't made sense of it yet, how in the world could I teach them to make sense of it? And so we have to have that humility to say, “I don't know how to do this. I need to continue my learning trajectory and to keep going and trying to do a little bit better than the day that I did before.” I think that teachers are uniquely self-critical and they're always trying to do better, but I don't know if we necessarily are taught how to learn once we become teachers. Like, “We've already learned everything we have to do. Now we just have to learn how to teach it to other people.” But I don't think we have learned everything that we have to learn. There's a lot of stuff in the math world that I don't think we actually learned. We just memorized steps and kind of regurgitated them to get our A+ on a test or whatever we did.  So, I think having the ability to stop and say, “I don't know how to do this, and so I'm going to keep working at it, and when I start to learn it, I'm going to be able to ask myself questions that I should be asking my students.” And just being really thoughtful about, “Why is the child saying the thing that she is?,” “Why is she doing it the way that she's doing it?,” “Why is she writing it the way that she's writing it?” And if I can't figure it out, the expert on that piece of paper is the child [herself], so why wouldn't I go and say, “Talk to me about this.”? I don't have to have all the answers right off the cuff. Mike: In some ways, what you were describing just there is a real nice segue because I've heard you say that our minds and our students' minds often work faster than we can write, or even in some cases faster than we can speak. I'm wondering if you can unpack that. Why do you think this matters, particularly in the situation that we're talking about? Ryan: Yeah, I think a lot of us, especially in math, have been conditioned to get an answer. And nobody's really asked us “Why?” in the past. And so, we've done all of the thinking, we give the answer, and then we think the job is done. But with a lot of the new standards, we have to explain why we think that way. And so, all those ideas that just flurried through our head, we have to now articulate those either in writing on paper or in speech, trying to figure out how we can communicate the mathematics behind the answer.  And so, a lot of times I'll be in a classroom, and I'll ask a student for an answer, and I'll say, “How'd you get that?” And the first inclination that a lot of kids have is, “Oh, I must be wrong if a teacher is asking me why.” So, they think they're wrong. And so I say, “No, no, no. It's not that you're wrong. I'm just curious. You came to that answer, you stopped and you looked up at the ceiling for a while and then you came to me and you said the answer is 68. How did you do that?” A child will say something like, “Well, I just thought about it in my head.” And I say, “Well, what did you think about in your head?” “Well, my brain just told me the answer was 68.”  And we have to actually talk to kids. And we have to teach them how to talk to us—that we're not quizzing them or saying that they're wrong or they didn't do something well enough—that we just want them to communicate with us how they're going about finding these things, what the strategies are. Because if they can communicate with us in writing, if they can communicate on paper, if they can use gestures to explain what they're thinking about, all of those tell us strengths that they bring to the table. And if I can figure out the strengths that you have, then I can leverage those strengths as I address needs that arise in my classroom. And so, I really want to create this bank of information about individual students that will help me be the best teacher that I can be for them. And if I can't ask those questions and they can't answer those questions for me, how am I going to individualize my instruction in meaningful ways for kids? Mike: We've been talking a little bit about the teacher experience in this moment, and we've been talking about some of the things that a person might say.  One of the things that I'm thinking about before we dig in a little bit deeper is, just, what is my role? How do you think about the role of a teacher in the moment when they encounter thinking from a student that they don't quite understand […] yet? Part of what I'm after is, how can a teacher think about what they're trying to accomplish in that moment for themselves as a learner and also for the learner in front of them? How would you answer that question? Ryan: When I think about an interaction with a kid in a moment like that, I try to figure out, as the teacher, my goal is to try and figure out what this child knows so that I can continue their journey in a forward trajectory. Instead of thinking about, “They need to go to page 34 because we're on page 33,” just thinking about, “What does this kid need next from me as the teacher?”  What I want them to get out of the situation is I want them to understand that they are powerful individuals, that they have something to offer the conversation and not just to prove it to the adult in the room. But if I can hear them talk about these ideas, sometimes the kids in the classroom can answer each other's questions. And so, if I can ask these things aloud and other kids are listening in, maybe because we're in close proximity or because we're in a small-group setting, if I can get the kids to verbalize those ideas sometimes one kid talking strikes an idea in another kid. Or another kid will say, “I didn't know how to answer Ryan when he asked me that question before, but now that I hear what it sounds like to answer that type of a question, now I get it, and I know how I would say it if it were my turn.”  So, we have to actually offer kids the opportunity to learn how to engage in those moments and how to share their expertise so others can benefit from their expertise and use that in a way that's helpful in the mathematical process. Mike: One of the most practical—and, I have to say, freeing—things that I've heard you recommend when a teacher encounters student work and they're still trying to make sense of it, is to just go ahead and name it. What are some of the things you imagine that a teacher might say that just straight out name the fact that they're still trying to understand a student's thinking? Tell me a little bit about that. Ryan: Well, I think the first thing is that we just have to normalize the question “Why?” or “Tell me how you know that.” If we normalize those things—a lot of times kids get asked that question when they're wrong, and so it's an [immediate] tip of the hat that “You're wrong, now go back and fix it. There's something wrong with you. You haven't tried hard enough.” Kids get these messages even if we don't intend for them to get them. So, if we can normalize the question “Tell me why you think that” or “Explain that to me”—if we can just get them to see that every time you give me an answer whether it's right or wrong, I'm just going to ask you to talk to me about it, that takes care of half of the problem.  But I think sometimes teachers get stuck because—and myself being one of them—we get stuck because we'll look at what a student is doing and they do something that we don't anticipate. Or we say, “I've shown you three different ways to get at this problem, different strategies you can use, and you're not using any of them.” And so, instead of getting frustrated that they're not listening to us, how do we use that moment to inquire into the things that we said obviously aren't useful, so what is useful to this kid? How is he attacking this on his paper?  So, I often like to say to a kid, “Huh, I noticed that you're doing something that isn't up on our anchor chart. Tell me about this. I haven't seen this before. How can you help me understand what you're doing?” And sometimes it's the exact same thinking as other strategies that kids are using. So, I can pair kids together and say, “Huh, you're both talking about it in the same way, but you're writing it differently on paper.” And so, I think about how I can get kids just to talk to me and tell me what's happening so that I can help give them a notation that might be more acceptable to other mathematicians or to just honor the fact that they have something novel and interesting to share with other kids. Other questions I talk about are, I will say, “I don't understand what's happening here, and that's not your fault, that's my fault. I just need you to keep explaining it to me until you say something that strikes a chord.” Or sometimes I'll bring another kid in, and I'll have the kids listen together, and I'll say, “I think this is interesting, but I don't understand what's going on. Can you say it to her? And then maybe she'll say it in a way that will make more sense to me.” Or I'll say, “Can you show me on your paper—you just said that—can you show me on your paper where that idea is?” Because a lot of times kids will think things in their head, but they don't translate it all onto the paper. And so, on the paper, it's missing a step that isn't obvious to the viewer of the paper. And so, we'll say, “Oh, I see how you do that. Maybe you could label your table so that we know exactly what you're talking about when you do this. Or maybe you could show us how you got to 56 by writing 8 times 7 in the margin or something.”  Just getting them to clarify and try to help us understand all of the amazing things that are in their head. I will often tell them too, “I love what you're saying. I don't see it on your paper, so I just want you to say it again. And I'm going to write it down on a piece of paper that makes sense to me so that I don't forget all of the cool things that you said.” And I'll just write it using more of a standard notation, whether that's a ratio table or a standard US algorithm or something. I'll write it to show the kid that thing that you're doing, there's a way that people write that down. And so, then we can compare our notations and try and figure out “What's the thing that you did?,” “How does that compare to the thing that I did?,” “Do I understand you clearly now?” to make sure that the kid has the right to say the thing she wants to say in the way that she wants to say it, and then I can still make sense of it in my own way. It's not a problem for me to write it differently as long as we're speaking the same language. Mike: I want to mark something really important, and I don't want it to get lost for folks. One of the things that jumped out is the moves that you were describing. You could potentially take up those moves if you really were unsure of how a student were thinking, if you had a general notion but you had some questions, or if you totally already understood what the student was doing. Those are questions that aren't just reserved for the point in time when you don't understand—they're actually good questions regardless of whether you fully understand it or don't understand it at all. Did I get that right? Ryan: Yes. I think that's exactly the point. One thing that I am careful of is, sometimes kids will ask me a question that I know the answer to, and there's this thing that we do as teachers where we're like, “I'm not sure. Why don't you help me figure that out?”—when the kid knows full well that you know the answer.  And so, trying not to patronize kids with those questions, but to really show that I'm asking you these questions, not because I'm patronizing you. I'm asking these questions because I am truly curious about what you're thinking inside and all of the ideas that surround the things that you've written on your paper, or the things that you've said to your partner, to truly honor that the more I know about you, the better teacher I can be for you. Mike: So, in addition to naming the situation, one of the things that jumped out for me—particularly as you were talking about the students—is, what do you think the impact is on a student's thinking? But also their mathematical identity, or even the set of classroom norms, when they experience this type of questioning or these [types] of questions? Ryan: So, I think I talked a little bit about normalizing the [questions] “Why?” or “How do you know that?” And so, just letting that become a classroom norm I think is a sea-changing moment for a lot of classrooms—that the conversation is just different if the kids know they have to justify their thinking whether they're right or wrong. Half the time, if they are incorrect, they'll be able to correct themselves as they're talking it through with you. So, kids can be freed up when they're allowed to use their expertise in ways that allow them to understand that the point of math is to truly make sense of it so that when you go out into the world, you understand the situation, and you have different tools to attack it.  So, what's the way that we can create an environment that allows them to truly see themselves as mathematical thinkers? And to let them know that “Your grades in other classes don't tell me much about you as a mathematician. I want to learn what really works for you, and I want to try and figure out where you struggle. And both of those things are important to me because we can use them in concert with each other. So, if I know the things you do well, I can use those to help me build a plan of instruction that will take you further in your understandings.”  I think that one of the things that is really important is for kids to understand that we don't do math because we want a good grade. I think a lot of people think that the point of math is to get a good grade or to pass a test or to get into the college that you want to get into, or because sixth grade teachers want you to know this. I really want kids to understand that math is a fantastic language to use out in the world, and there are ways that we can interpret things around us if we understand some pretty basic math. And so how do we get them to stop thinking that math is about right answers and next year and to get the job I want? Well, those things may be true, but that's not the real meaning of math. Math is a way that we can live life. And so, if we don't help them understand the connections between the things that they're doing on a worksheet or in a workbook page, if we don't connect those things to the real world, what's the meaning? What's the point for them? And how do we keep them engaged in wanting to know more mathematics?  So, really getting kids to think about who they are as people and how math can help them live the life that they want to live. Creating classroom environments that have routines in place that support kids in thinking in ways that will move them forward in their mathematical understanding. Trying to help them see that there's no such thing as “a math person” or “not a math person.” That everybody has to do math. You do math all the time. You just might not even know that you're doing math. So, I think all of those ideas are really important. And the more curious I can be about students, maybe the more curious they'll be about the math. Mike: You're making me think that this experience of making sense of someone else's reasoning has a lot of value for students. And I'm wondering how you've seen educators have students engage and make sense of their peer strategies. Ryan: Yeah. One of the things that I love to see teachers doing is using students' work as the conversation starter. I often, in my classroom, when I started doing this work, I would bring children up to the overhead projector or the document camera. And they would kind of do a show and tell and just say, “I did this and then I did this, and then I did this thing next.” And I would say, “That's really great, thank you.” And I'd bring up the next student. And it kind of became a show-and-tell-type situation. And I would look at the faces of the other kids in the room, and they would kind of just either be completely checked out or sitting there like raising their hand excitedly—“I want to share mine, I want to share mine.” And what I realized was, that there was really only one person who was engaged in that show-and-tell manner, and that was the person who was sharing their work. And so, I thought, “How can I change that?” So, I saw a lot of really amazing teachers across my career. And the thing that I saw that I appreciated the most is that when a piece of student work is shared, the person who really shouldn't talk is the person who created the work because they already know the work. What we need to do as a group is we need to investigate, “What happened here on this paper?” “Why do you think they made the moves that they made? And how could that help us understand math, our own math, in a different way?” And so, getting kids to look in at other kids' work, and not just saying, “Oh, Mike, how do you understand Ryan's work?” It's “Mike, can you get us started?” And then you say the first thing, and then I say, “OK, let's stop. Let's make sure that we've got this right.” And then we go to the kid whose work it is and say, “Are we on the right track? Are we understanding what you're …?” So, we're always checking with that expert. We're making sure they have the last word, because It's not my strategy. I didn't create it. Just because I'm the teacher doesn't mean you should come and ask me about this because this is Mike's strategy. So go and ask the person who created that.  So, trying to get them to understand that we all need to engage in each other's work. We all need to see the connections. We can learn from each other. And there's an expectation that everyone shares, right? So, it's not just the first kid who raises his hand. It's “All of you are going to get a chance to share.” And I think the really powerful thing is I've done this work even with in-service teachers. And so, when we look at samples of student work, what's fascinating is it just happens naturally because the kid's not in the room. We can't have that kid do a show and tell. We have to interpret their work. And so, trying to look at the kid's work and imagine, “What are the types of things we think this child is doing?,” “What do we think the strengths are on this paper?,” “What questions would you ask?,” “What would you do next?,” is such an interesting thing to do when the child isn't in the room. But when I'm with students, it's just fascinating to watch the kid whose work is on display just shine, even though they're not saying a word, because they just say, “Huh.” They get it. They understand what I did and why I did it.  I think that it's really important for us not just to have kids walk up to the board and do board work and just solve a problem using the steps that they've memorized or just go up and do a show and tell, [but] to really engage everyone in that process so that we're all learning. We're not just kind of checking out or waiting for our turn to talk. Mike: OK, you were talking about the ways that an educator can see how a student was thinking or the ways that an educator could place student work in front of other students and have them try to make sense of it. I wonder if there are any educational technology tools that you've seen that might help an educator who's trying to either understand their students' thinking or put it out for their students to understand one another's thinking. Ryan: Yeah, there's so many different pieces of technology and things out there. It's kind of overwhelming to try and figure out which one is which. So, I mean, I've seen people use things like Nearpod or Pear Deck—some of those kind of common technologies that you'll see when people do an educational technology class or a workshop at a conference or something. I've seen a lot of people lately using GeoGebra to create applets that they can use with their kids. One that I've started using a lot recently is Magma Math. Magma Math is great. I've used this with teachers and professional development situations to look at samples of student work because the thing that Magma has that I haven't seen in a lot of other technologies is there's a playback function. So, I can look at a static piece of finished work, but I can also rewind, and as the child works in this program, it records it. So, I can watch in real time what the child does. And so, if I can't understand the work because things are kind of sporadically all over the page, I can just rewatch the order that the child put something onto the page. And I think that's a really great feature.  There's just all these technologies that offer us opportunities to do things that I couldn't do at the beginning of my career or I didn't know how to do. And the technology facilitates that. And it's not just putting kids on an iPad so they can shoot lasers at the alien that's invading by saying, “8 times 5 is 40,” and the alien magically blows up. How does that teach us anything? But some of these technologies really allow us to dig deeply into a sample of work that students have finished or inquire into, “How did that happen and why did that happen?” And the technologies are just getting smarter and smarter, and they're listening to teachers saying, “It would be really helpful if we could do this or if we could do that.” And so, I think there are a lot of resources out there—sometimes too many, almost an embarrassment of riches. So, trying to figure out which ones are the ones that are actually worth our time, and how do we fund that in a school district or in a school so that teachers aren't paying for these pieces out of their pocket. Mike: You know what? I think that's a great place to stop. Ryan, thank you so much for joining us. It has been an absolute pleasure talking with you. Ryan: It's always great to talk to you, Mike. Thanks for all you do. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

Send us a textIn this episode, we're getting to the heart of what really drives student success—engagement. As a school leader, you have the power to shift your entire building by helping your staff focus on what matters most: connecting students to their learning in meaningful ways.We'll explore how student engagement impacts achievement, why it's more than just participation, and what the research says about how it shapes outcomes like graduation rates, test scores, and long-term success. You'll get real strategies you can bring back to your teachers—from tech integration to interactive structures—all designed to support the whole learner: visual, auditory, kinesthetic, and more.Here's what you'll walk away with: ✅ The 3 types of student engagement—and how to spot them ✅ Practical ways to boost classroom energy using tools like Nearpod, Think-Pair-Share, and student-led choice ✅ How learning styles factor into engagement and achievement ✅ Real data that connects engagement to increased academic performance ✅ What building leaders can do today to remove barriers and keep students connectedThis episode is packed with value for any principal, AP, coach, or instructional leader who's ready to create a culture where engagement leads to achievement.

Send us a textIn this special episode, Alex sits down with Adam Franklin, our very first guest on EdTech Insiders, who returns three years later with an exciting new venture. Adam is a former high school history teacher turned edtech entrepreneur. He previously taught at YES Prep Brays Oaks HS in Houston, TX and coached the varsity soccer team. Adam earned a masters degree in Learning, Design, and Technology from Stanford GSE in 2016 where he also served as a researcher and writer for the Stanford History Education Group. In 2017, he joined Nearpod, then a Series A startup, to help lead the content arm of the business where he stayed through their $650M acquisition by Renaissance in 2021. In early 2024, Adam left Nearpod to join the Teaching Lab Studio as a fellow to build out innovative products at the intersection of AI and Education, with StudyBuds, a teachable agent practice platform, being his primary focus. 

Machine Learning, AI Agents, and Autonomy // MLOps Podcast #283 with Zach Wallace, Staff Software Engineer at Nearpod Inc. // Abstract Demetrios chats with Zach Wallace, engineering manager at Nearpod, about integrating AI agents in e-commerce and edtech. They discuss using agents for personalized user targeting, adapting AI models with real-time data, and ensuring efficiency through clear task definitions. Zach shares how Nearpod streamlined data integration with tools like Redshift and DBT, enabling real-time updates. The conversation covers challenges like maintaining AI in production, handling high-quality data, and meeting regulatory standards. Zach also highlights the cost-efficiency framework for deploying and decommissioning agents and the transformative potential of LLMs in education. // Bio Software Engineer with 10 years of experience. Started my career as an Application Engineer, but I have transformed into a Platform Engineer. As a Platform Engineer, I have handled the problems described below - Localization across 6-7 different languages - Building a custom local environment tool for our engineers - Building a Data Platform - Building standards and interfaces for Agentic AI within ed-tech. // MLOps Swag/Merch https://shop.mlops.community/ // Related Links https://medium.com/renaissance-learning-r-d/data-platform-transform-a-data-monolith-9d5290a552ef --------------- ✌️Connect With Us ✌️ ------------- Join our slack community: https://go.mlops.community/slack Follow us on Twitter: @mlopscommunity Sign up for the next meetup: https://go.mlops.community/register Catch all episodes, blogs, newsletters, and more: https://mlops.community/ Connect with Demetrios on LinkedIn: https://www.linkedin.com/in/dpbrinkm/ Connect with Zach on LinkedIn: https://www.linkedin.com/in/zachary-wallace/

Are you struggling to find the right resources to effectively support your ELL students without spending hours on lesson planning?In this episode of the Equipping ELLs podcast, host Beth Bochet shares her top five essential resources for ESL teachers looking to support their English language learners (ELLs) effectively. Whether you're navigating lesson planning for diverse classrooms or searching for tools that truly make a difference, this episode delivers actionable insights. Beth discusses the importance of phonemic awareness, the power of visual aids for vocabulary retention, and how digital libraries can transform accessibility for students. She highlights key resources such as Hegarty Phonics, SnapWords, and Nearpod, explaining how these tools foster engagement and growth.Additionally, Beth emphasizes the flexibility and comprehensive support offered through the Equipping ELLs membership. From downloadable K-12 lesson plans to interactive training and a vibrant educator community, this membership ensures teachers have what they need to succeed. Learn why personalized resources, adaptable curriculums, and consistent student check-ins are crucial for fostering literacy and confidence in ELLs.Resources & LinksJoin the Equipping ELLs MembershipShop our TpT Store⁠⁠⁠Join the Equipping ELLs MembershipShop our TpT StoreHeggerty PhonicsSnap WordsReading A-ZEpicUnite for LiteracyNearpodFlocabulary

Zach is joined by Xian Lu to talk about culturally responsive teaching and the importance of prioritizing authentic relationships with students. Show Notes MCP Podcast episode 114: World Language Acquisition (more of a focus on language learning, with Xiaomin Sun) (https://podcast.modernclassrooms.org/114) Building a Class Contract for Antiracist Learning (https://nearpod.com/t/life-skills/8th/bts-2020-class-contract-for-antiracist-learning-L53413129?oc=lesson-library&utm_source=link) (the Nearpod lesson Xian mentions) Learning for Justice (https://www.learningforjustice.org) Culturally Responsive Teaching and the Brain (https://crtandthebrain.com/about/), by Zaretta Hammond Why Are All the black Kids Sitting Together in the Cafeteria (https://www.amazon.com/Black-Kids-Sitting-Together-Cafeteria/dp/0465060684), by Beverly Daniel Tatum You can connect with Xian by email at reninglu@gmail.com (mailto:reninglu@gmail.com) and on LinkedIn (https://www.linkedin.com/in/xian-lu-702ba1172/) Contact us, follow us online, and learn more: Email us questions and feedback at: podcast@modernclassrooms.org (mailto:podcast@modernclassrooms.org) Listen to this podcast on Youtube (https://www.youtube.com/playlist?list=PL1SQEZ54ptj1ZQ3bV5tEcULSyPttnifZV) Modern Classrooms: @modernclassproj (https://twitter.com/modernclassproj) on Twitter and facebook.com/modernclassproj (https://www.facebook.com/modernclassproj) Kareem: @kareemfarah23 (https://twitter.com/kareemfarah23) on Twitter Toni Rose: @classroomflex (https://twitter.com/classroomflex) on Twitter and Instagram (https://www.instagram.com/classroomflex/?hl=en) The Modern Classroom Project (https://www.modernclassrooms.org) Modern Classrooms Online Course (https://learn.modernclassrooms.org) Take our free online course, or sign up for our mentorship program to receive personalized guidance from a Modern Classrooms mentor as you implement your own modern classroom! The Modern Classrooms Podcast is edited by Zach Diamond: @zpdiamond (https://twitter.com/zpdiamond) on Twitter and Learning to Teach (https://www.learningtoteach.co/) Special Guest: Xian Lu.

Maria Barrera, Founder & CEO of Clayful tells us about how Clayful provides on demand online wellness coaching for students to help build resilience in real time. Maria leveraged her experience as a mechanical engineer, and as a founder of Nearpod, the online educational platform, to develop a system that addresses mental wellness through this school-supported platform.  Clayful offers accessible, preventative mental health resources to families of all socio-economic statuses. Clayful's diverse mental health workforce and partnerships with schools have already impacted thousands of students across the country.##https://www.clayfulhealth.comMaria's LinkedIn - @Maria BarreraMaria's X - @mariabarrera__Clayful's LinkedIn - @ClayfulClayful's X - @clayfulheathIf you enjoy our content, please like and follow - and review if you can!

Join us to hear Arezoo Karimi, a university lecturer in Iran and a PHD candidate in TEFL, as she explains how to use mobile applications for language learning, in particular Nearpod. She gives advice on the unique features of Nearpod and how they can help us as teachers.  Listen to hear more! --- Support this podcast: https://podcasters.spotify.com/pod/show/ttelt/support

Olivia Odileke is the dynamic CEO of Kampus Insights and a passionate advocate for innovative education. As the author of "Beginner's Guide to Nearpod" and "Spark Curiosity: A Guide to Quick Inquiry Tasks," Olivia has established herself as a leading voice in educational technology and student engagement strategies. With a track record of training over 15,000 teachers, Olivia is on a mission to revolutionize the student learning experience. Olivia and her team at Kampus Insights live by the mantra: "Sparking curiosity is the holy grail of teaching." In this episode she expands on her mantra, and we go on to discuss strategies for engaging students in the classroom, emphasizing the importance of personalized, teacher-centered approaches, and sparking curiosity in teachers and students.For all links and resources mentioned in this episode, head to the show notes: https://www.educatorforever.com/episode93.

In the newest episode of New Teacher Talk, hosts Anna and Beth are joined by Maryellyn Friel from 3NBCTs to discuss supporting student learning both inside and outside the classroom for students of all ages. Tune in for expert advice and practical strategies to help students thrive in various learning environments. Don't miss this insightful conversation on enhancing student success! NEARPOD:  https://nearpod.com/formative-assessment Edmentum Organizers:  https://info.edmentum.com/OrganizationalToolkit_Downloads.html Short Video with Ideas from When:  https://www.youtube.com/watch?v=7MiEWXA-JWk

The tech-savvy Girl Tech Innov8rs are putting a bow on the 2023-2024 school year with some last-minute pizzazz before the bell rings for Summer Break. Get ready for a sneak peek into exciting summer learning opportunities, tips on becoming an MIE Expert, and the hottest updates in Nearpod. Tune in for awesome ways to wrap up the year with Memory Wheels, Word Summaries, and virtual reality adventures!

The Girl Tech Innov8rs can't end 2023 without reflecting on their top three favorite edtech platforms and the updates they gifted this year. From Nearpod to Canva, they each cover their favorite features and releases. Reading Progress and Coach is a hot topic during this episode with new features and demonstrations. Also, more information is shared about exciting session announcements at #FETC this January. 

Maria Barrera, is a Stanford-educated engineer and founder & CEO of Clayful. She is committed to addressing the youth mental health crisis. Born in Colombia and understanding the pressures of adversity, she leverages her experience from her pioneering role on Nearpod's founding team to create impactful solutions in education.Through her tireless research and collaboration with a diverse team of experts, Maria developed Clayful, offering accessible, preventative mental health resources to families of all socio-economic statuses. Her dedication to training a diverse mental health workforce and establishing partnerships with schools has already impacted thousands of students across the country.Recommended Resource:Switch: How to Change Things When Change is Hard by Dan and Chip Heath

Spooky season may be upon us but these edtech updates are nothing to fear! This episode is all about new and exciting additions to not only edtech applications but also to the Girl Tech Innov8rs and their podcast. Laurie and Julia will share the latest and greatest of the new Microsoft Edge,  time-saving and professional graphics with Canva, and student feedback using Nearpod. 

In this episode, I share some ideas to explore for the fall that focus on STEM learning and a bit about AI. Check out KinderLab Robotics, CoSpaces Edu, Code.org, Nearpod, and more! Learn more about my work from the testimonials provided on my blog site. Bring me to your school or conference for sessions or keynotes on Artificial Intelligence, Augmented and Virtual Reality, Emerging Technologies(Blockchain, NFTs, metaverse, and Web3), SEL, and STEM. You can book me here. My books are available at: bit.ly/pothbooks

Are you in education and want tactile advice on finding your next career path? Are you overwhelmed thinking about writing your resume, transitioning out of your comfort zone, and interviewing? Listen to this episode for accurate advice from people who know what they are discussing. You can get out of education and start your next journey. Listen to find out where your path will start and possibly take you. Listen to the end to learn how to win Erin's Resume Blueprint coupon.https://www.erinlewber.com/Transitioning roles is a process.If you're running in circles...It may be time for a consultation with my teamBest part?They're *transitioned teachers*Meaning they were in your shoes.They get it.And they got it done.Let them show you how, too.https://www.linkedin.com/in/lindsey-d-barnes/I'm an educator with over ten years of experience in the Special Education classroom. I am passionate about using Ed Tech in the classroom to create equitable learning experiences, and I believe all students can succeed.Throughout the course of my career, I've used educational technologies like Goalbook, Lexia, Zearn, Kahoot, Nearpod, and Reading A-Z to improve the classroom learning experience for my students. Colleagues say I'm a good thought partner with a knack for looking around corners; I'm the person colleagues come to when they need help solving a problem or creating a plan. I'm internally competitive - big challenges motivate me and I love exceeding goals.I'm eager to apply my proven abilities to build strong relationships with parents, students, and administrators in the educational technology industry.Twisted Teachers Podcast wants to hear from you!Leave us a voice message! https://www.speakpipe.com/TwistedTeachersWebsite-Twistedteacherspodcast.comLINKTREE :https://linktr.ee/twistedteacherContact us via email: Twistedteachers2@gmail.comInstagram: @twisted__teacher; @inked_educator68; @escaping_educationTik Tok: @inkededucator @escape_educationFacebook: @TwistedTeacherLinkedIn: https://www.linkedin.com/in/jennifersquireroberts

Si quieres conocer cómo utilizar Nearpod para mejorar el diseño de tu material instruccional y crear clases más interactivas este episodio es para tí. --- Send in a voice message: https://podcasters.spotify.com/pod/show/entremaestrospodcast/message

Our Microsoft Education community is growing and we couldn't be more excited! Join us this month as we congratulate the newest MIE Experts and those returning for another year! Catch up on the edtech professional learning that took place over the past couple of weeks including, Nearpod, Curriculum EdTech apps, and Microsoft OneDrive. Also, there are important changes in Stream that you won't want to miss. 

This episode is sponsored by Flocabulary and Nearpod. I enjoyed the opportunity to chat with Mike Judd, a senior curriculum manager at Nearpod and Flocabulary as well as a Flocabulary lyricist and rapper. He is based in the New York City area and has been with the company for five years. We talked about Flocabulary and the many ways that educators can bring Flocabulary into the classroom and how easy it is to add a Flocabulary video to your Nearpod lesson. We also discussed the great contests that are available for students throughout the year. Black History Month, AAPI Month, and Hispanic Heritage Month contests are held each year and engage students in creative and meaningful learning opportunities. Links are below to check out the events and some of the winners! For more information, check out the resources below: Flocabulary Nearpod The Week in Rap Flocabulary blog: A great place to learn more about how to best use Flocabulary in the classroom as well as upcoming initiatives like student contests How to master teaching academic vocabulary to students: A recent blog about teaching academic vocabulary using Flocabulary Student contest winners: Hispanic Heritage Month Rap Contest 2022: More info on our 2022 Hispanic Heritage Month Rap Contest winners (since the next one launches soon!) What's new with Flocabulary Plus: Back to school 2023: Information on what's new with Flocabulary 2023 Black History Month Contest Blog and Winners AAPI Month Contest and Winners Hispanic Heritage Month Contest  Check out the video of a previous winner of the Hispanic Heritage Month contest: https://www.flocabulary.com/unit/jose-hernandez/. Connect on Social: Facebook, Instagram, Twitter Subscribe to my blog at www.Rdene915.com

Discover essential tools for success with your ESLs in this episode of Equipping ELLs!With insights drawn from classroom experience, we delve into five indispensable resources that can transform your teaching approach. From honing phonemic awareness through Heggerty Phonics to engaging high-frequency words with Snap Words, and from harnessing the power of digital libraries and interactive platforms like Nearpod to enriching vocabulary acquisition, this episode equips you with practical strategies to equip your ELLs. Join us as we seek to create dynamic, effective, and engaging learning environments for all students!Resources: ⁠⁠⁠Join the Equipping ELLs MembershipShop our TpT StoreHeggerty PhonicsSnap WordsReading A-ZEpicUnite for LiteracyNearpodFlocabulary

I had a great chat with Dr. Gene Kerns, the Vice-President and Chief Academic Officer of Renaissance Learning. Gene is a third-generation educator with teaching experience from elementary through the university level and K-12 administrative experience. He currently serves as Vice President and Chief Academic Officer of Renaissance Learning.  With nearly 20 years of experience in leading staff development and speaking at national and international conferences, his former clients include administrators' associations across the country and the Ministry of Education of Singapore. Gene received his Bachelor's Degree and Master's Degree from Longwood College in Virginia, and also holds a Doctor of Education (Ed.D.) from the University of Delaware with an emphasis in Education Leadership. He is the author of 3 books on educational topics. About Renaissance ⁠Learn more about Renaissance and their “See Every Student” brand transformation. Renaissance Learning combines assessment, instruction, and insights—all while keeping teachers at the center of classroom decisions. Explore the tools that are integrated within and learn more about the Star Assessments to Nearpod connection. Links to Renaissance site, blog, and so many resources for educators and families. Renaissance Learning⁠ ⁠Renaissance Blog Posts⁠ Renaissance Focus Skills Renaissance Webinars Renaissance on LinkedIn Renaissance Twitter Renaissance YouTube - videos, webinars

In this ISTE Spotlight episode, Todd Brekhus (Chief Product Officer at Renaissance and General Manager at Nearpod) and I explore how EdTech can boost student engagement and support real-time data collection. We delve into Nearpod's interactive lessons, formative assessment features, and its integration with Renaissance's offerings. Show notes: https://classtechtips.com/2023/07/02/data-collection-bonus/  Sponsored by Nearpod: http://www.nearpod.com  Follow Nearpod on Twitter: https://twitter.com/nearpod  Follow Monica on Instagram: https://www.instagram.com/classtechtips/   

The guys sit down with Todd Brekhus (Chief Product Officer at Renaissance and General Manager at Nearpod) and Laurie Guyon (Coordinator for Model Schools at Boces in upstate New York, author of Smile Learning: Leveraging the Power of Technology) to discuss the power of Renaissance and Nearpod! --- Support this podcast: https://podcasters.spotify.com/pod/show/edutechguys-conference/support

In this episode, I chat with Mike Judd from Flocabulary. He's the Senior Curriculum Manager at Nearpod and an actual Hip Hop MC! He takes us through the journey of how a Flocabulary song goes from idea to published song. There are a lot of moving parts to this to ensure that the finished product is worthy of being a part of the Flocabulary library and ultimately, a teacher's playlist for students. To learn more, listen to this episode. To connect with Flocabulary and Nearpod, use the links below. Buen provecho!   Connect With Gabriel Carrillo EdTech Bites Website: https://edtechbites.com EdTech Bites Twitter: https://twitter.com/edtechbites EdTech Bites Instagram: https://instagram.com/edtechbites EdTech Bites Facebook Page: https://facebook.com/edtechbites EdTech Bites YouTube Channel: https://www.youtube.com/channel/UCQCZcyW4BkCFQ5P2BLK61xg About Mike Judd Mike Judd is the Senior Curriculum Manager at Nearpod. He's been with the Nearpod team since 2018. Learn More About Flocabulary Flocabulary Website: https://www.flocabulary.com/ Flocabulary On Twitter: https://twitter.com/Flocabulary/ Flocabulary On Instagram: https://www.instagram.com/flocabulary/ Flocabulary On Facebook: https://www.facebook.com/flocabulary/

Listen to the full episode here (https://podcast.modernclassrooms.org/18) On this week's episode, we discuss the benefits of using instructional videos in a self-paced class, best practices for building instructional videos, and strategies educators can use to build engagement with their video lessons Show Notes Graphic on research-based best practices for instructional videos, which we were referencing during recording https://www.flickr.com/photos/191556970@N04/50763268171/in/dateposted-public/ (if the image doesn't appear, click here (https://www.flickr.com/photos/191556970@N04/shares/98F0u6)) Kareem's Screencasting Piece in Cult of Pedagogy (https://www.cultofpedagogy.com/screencast-videos/) Screencast-o-matic (https://docs.google.com/presentation/d/10JtgTDkzE6hnxhcHoSEPVi7QWSA2SXlJ2xwtQdDtyHg/edit?usp=sharing) Screencastify (https://learn.screencastify.com/hc/en-us/sections/360008793034-User-Guide-Getting-Started) Explain Everything (https://docs.google.com/presentation/d/16f8bXojkYnK06I06zNKt5J9Z0Hqqz8vYkTRCpvwCSX0/edit?usp=sharing) Edpuzzle (https://docs.google.com/presentation/d/1z8sWGDotmEoG82ZK_5alaANSDutj0dxJ6Bf2zAfnqSw/edit?usp=sharing) Playposit (https://knowledge.playposit.com/article/213-building-a-bulb-in-playposit-3-0) Nearpod (https://docs.google.com/presentation/d/1lUn6W78ulJn01lDf8CbadxxrGUjhcqfFihplKmSYHdU/edit?usp=sharing) Desmo (https://www.desmos.com/) The Cornell Note Taking System (http://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/) Follow us online and learn more: Apply to become a Distinguished Modern Classroom Educator (https://modernclassrooms.org/distinguished-educators) Modern Classrooms: @modernclassproj on Twitter and facebook.com/modernclassproj Kareem: @kareemfarah23 on Twitter Kate: @gaskill_teacher on Twitter Zach: @zpdiamond on Twitter and Learning to Teach (https://www.learningtoteach.co) The Modern Classroom Project (www.modernclassrooms.org) Modern Classrooms Online Course (learn.modernclassrooms.org) Take our free online course, or sign up for our mentorship program to receive personalized guidance from a Modern Classrooms mentor as you implement your own modern classroom!

In this week's Aspire to lead episode, Amber Calderon shares how about the importance of recovering emotionally over the summer and establishing health work boundaries to protect our emotional wellbeing.  In this episode, we discuss: Creative professional development and communities Accelerating learning  Are you emotionally safe at work? And about Classroom Champions! About Amber Calderon: Amber attended Baylor University with a degree in Psychology & Rhetoric and Argumentation. During that time I worked alongside the Dean of Psychology as his research assistant. She decided to get certified to be a teacher and taught elementary for four years! During that time, Amber managed the suicide hotline and was a Sexual Assault Crime Victims Advocate for 6 years.  While teaching, she quickly realized how lonely the profession was in addition to lack of resources. Amber started creating her own lesson plans and when searching Pinterest, discovered that there was a whole community of teachers just like her – wanting to make connections and build a digital community. These teachers were also making money from their lesson plans! She used my Psychology degree to leverage marketing tactics and made more than my teaching salary in my first year teaching! This caught the eye of the Founder of Nearpod…and thus her corporate journey began. Follow Amber Calderon: Website: https://peppyzestyteacherista.com/  Twitter: https://twitter.com/AmberrCalderon  Instagram: https://www.instagram.com/amberrcalderon/?hl=en  Linkedin: https://www.linkedin.com/in/amber-calderon-b83b3a92/  YouTube: https://www.youtube.com/channel/UCkBsfniu0_Mx_YfbhatIF_Q  Supporting the Podcast! Have you ever thought about supporting the Aspire to Lead podcast? For just $5 a month, you can help me continue to create and produce valuable content for aspiring leaders in education. I understand that everyone has their own preferences and budgets, so if $5 a month isn't feasible for you, no worries! The podcast will always be available to listen to for free. However, if you do find value in the podcast and can afford to contribute, your support would mean the world to me. By becoming a patron, you're enabling me to continue doing what I love and providing you with quality content. Thank you for considering supporting the Aspire to Lead podcast on...

This week, we are sharing our favourite formative assessment tools. Formative assessment is essentially how we are assessing students for what they know while they are learning it in an ongoing format. There are so many great EdTech tools available to provide feedback to your students while they are learning, so we are sharing our favourites for inspiration!If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don't miss out on any new content! And consider supporting the show by buying us a coffee or two!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!Featured Content**For detailed show notes, please visit our website at https://edugals.com/101**Formative assessment = assessment for learning = assessment as learningOur favourite tools:Screencastify - use prompts, problem solving explanations, pictures, visuals, retrieval practiceMote - great Google integrations, Mote Loops, MoteCon 2022 sessionsGoogle Forms - self-grading quizzes, flipped classroomKahoot, Quizizz, Gimkit, Blooket - great game apps for assessment, spreadsheets for Q uploadsAll things Google - collaborative, slides, comments, emoji reactionsLow tech - paper or whiteboards are great!Digital whiteboards - Jamboard, Miro, etcEdPuzzle, PlayPosit, Nearpod, Screencastify - interactive questions for assessmentInteractive presentation tools - Nearpod, Pear Deck - try self-paced mode!Padlet - online collaborative bulletin board, digital word walls, collaborative sharing, Q&APlickers - combo of low and high tech using QR codesPolling tools - Poll Everywhere, Mentimeter, Answer GardenPortfolios - check out E074 to learn more - Google Sites or Drive works wellInterviews & Conversations - have students prep ahead of time with audio or video tools mentioned abovePodcasting - reflective, works well for problem solvingSupport the showConnect with EduGals: Twitter @EduGals Rachel @dr_r_johnson Katie @KatieAttwell EduGals Website Support the show

Toni Rose is joined by Avery Balasbas to discuss the value of self reflection practices both for teachers and learners, as well as ways to facilitate student reflection in a Modern Classroom. Show Notes More info on MCP Webinars (https://www.modernclassrooms.org/webinars) and Scholarships (https://www.modernclassrooms.org/scholarships) Nearpod (https://nearpod.com/) Pin@y Educational Partnerships (PEP) (http://www.pepsf.org/)  Avery's Classroom Video (https://youtu.be/DIK7Zh3RD8I) Connect with and follow Avery: Instagram (https://www.instagram.com/balasbasays/) Wine Thursday Podcast (https://linktr.ee/WineThursdayPodcast) Avery's Blog (https://balasbasay.school.blog/) Avery's Website (https://sites.google.com/view/balasbasays/home?authuser=0) Twitch (https://www.twitch.tv/averyballsballs_) YouTube (https://www.youtube.com/@averyballsballs) Contact us, follow us online, and learn more: Email us questions and feedback at: podcast@modernclassrooms.org (mailto:podcast@modernclassrooms.org) Send us an audio note (https://docs.google.com/forms/d/e/1FAIpQLSffmqSsaaU7M0MTXowApIOt-wace2tD6LPct73oEQOlaFp4vQ/viewform?usp=sf_link) and we'll include it on a future episode! Modern Classrooms: @modernclassproj (https://twitter.com/modernclassproj) on Twitter and facebook.com/modernclassproj (https://www.facebook.com/modernclassproj) (remember you can tweet us questions by using the hashtag #askMCP) Kareem: @kareemfarah23 (https://twitter.com/kareemfarah23) on Twitter Toni Rose: @classroomflex (https://twitter.com/classroomflex) on Twitter and Instagram (https://www.instagram.com/classroomflex/?hl=en) The Modern Classroom Project (https://www.modernclassrooms.org) Modern Classrooms Online Course (https://learn.modernclassrooms.org) Take our free online course, or sign up for our mentorship program to receive personalized guidance from a Modern Classrooms mentor as you implement your own modern classroom! The Modern Classrooms Podcast is edited by Zach Diamond: @zpdiamond (https://twitter.com/zpdiamond) on Twitter and Learning to Teach (https://www.learningtoteach.co/) Special Guest: Avery Balasbas.

Accelerated by a global pandemic, youth are experiencing a mental health crisis unlike anything we've seen before.There aren't enough clinical providers. For every 1,200 students there's only one school psychologist.Lack of providers makes support inaccessible. Costs are high and waitlists are as long as 4-6 monthsSupport is reactive rather than proactive. Students don't get help until they reach a breaking pointEducators are burnt out. There's not enough support & educators are feeling the burdenClayful provides coaching for every student - when & where they need it. We chat with founder Maria Barrera about:Maria's experiences as an immigrant from Colombia What it takes to get schools admin, teachers, counselors, parents, and students onboard The financial incentives that make it possible for schools to provide Clayful The importance of providing support, not advice - and the inspiration behind this intentionHow to measure success and what to optimize for -  "We want to reach more kids - but we also want to build their own capacity to coach themselves. If we design for daily use, does that mean we become a crutch? How do you define value? If one session changes a kid's life, is that enough?"About MariaMaria ran her first coaching session when she was 15. Then as a tutor, and now as founder of Clayful, Maria has always found joy in coaching others through everyday life stressors and challenges. This led her to start a tutoring company while getting her engineering degrees at Stanford University, to leading growth, product, and marketing at edtech leader Nearpod, and to being a part of the early team at HR-focused, a16z-backed, ChartHop. Now, she is building Clayful to be the support she wished she had had (and that would have saved her lots in therapy bills!). With Clayful, kids have access to personalized resources that improve their mental wellness, regardless of socio-economic status.Follow Maria:LinkedIn TwitterFollow Clayful, and bring Clayful to your school;LinkedIn Instagram Twitter www.clayfulhealth.comSupport the show

Today's topic is all about the importance of continuous training and how we can keep it fun and fresh. When it comes to training team members, no matter what their role is, managers might be feeling the stress and the worry. Turnover rates are high in all industries right now, so how can we design training sessions and content to keep things fresh, fun, and continual? Julie Nash joins us today with 27 years experience in the vet world. From the technical to the managerial, Julie has done it all. In addition to managing a practice, she is also a consultant helping other practices with this exact problem. With all of her experience in the industry and even as a certified professional in human resources, Julie answers a lot of questions in this episode and offers resources to use in training to keep things fun. With her guidance, we'll learn how to get started and how to keep the momentum going.   Show Notes: [2:14] - Julie has a lot of experience in multiple areas of the veterinary field. [4:02] - Training has to be fun. People learn more when they are energized but also at ease and comfortable where they are. [5:25] - What's the difference between a subject matter expert and someone who has the skills to teach? [6:21] - People who are highly skilled tend to forget how intimidating they can be. [7:31] - Having ongoing conversations with everyone involved is important. We learn how other people learn and what they need when we continue to converse. [8:47] - It is humbling to be the person who does not feel comfortable asking questions. Humility is the most important value as a trainer. [10:02] - Every role has a different set of expectations and the same is true for putting people in charge of training and development. [12:19] - Julie admits that she didn't realize the impact of having a strong momentum in training and development until she was put in charge of it. [14:01] - Everyone has a turnover problem right now and it's not just in the veterinary field. [15:26] - Think about the essential skills for each role and start there when designing training material. [16:42] - What are the basic competencies that need to be prioritized in early training? What gets them through a basic week? [18:23] - If we don't have a list of competencies and know exactly what each role needs before we begin training, we will continue to have turnover problems. [20:35] - Through conversations, Julie learned the areas that needed training sessions and materials provided. [22:12] - Cross training on some tasks can be a game changer for the practice. [23:55] - Team building should also be considered when designing training content. [24:44] - Nearpod and Kahoot are great resources to use in your practice to facilitate some games and training.   Thank you for listening. Remember you are not in this alone. Visit our website for more resources.   Links and Resources: VHMA Web Page VHMA Coronavirus Resources VHMA Facebook VHMA Twitter VHMA on Linkedin Practice Moxie Nearpod Kahoot

In this episode, Julia shares all about the #LIT -Leaders of Innovative Technology cohorts and how to become an MIE. Laurie informs us of a new opportunity from our Nearpod partners called Demo Slam and how educators can share and learn from one another and receive swag and prizes! Stay up to date on the latest Swivl branding changes and the hottest new updates in Canva. 

Maria is the founder and CEO of Clayful - a mental health platform for young kids. Prior to Clayful, Maria took on leadership roles in Growth and Marketing at ChartHop and an education technology company, Nearpod. While receiving her bachelors and masters in Mechanical Engineering from Stanford University, she also worked for Boeing and GE Aviation in Manufacturing Engineering. Enjoy!

Maria Barrera is the founder of Clayful, a company on a mission to help kids build the skills and resilience to tackle anything that comes their way. Clayful is saving some pilot spots for the Leading into Leadership Podcast community! To learn more go to clayful.co/leadership. Throughout her career in education, technology, and human resources, she has always been focused on solving big problems in complex systems. Now, she is tackling the biggest problem of all - the mental health crisis. Maria's dedication to helping others is rooted in her own experiences. She ran her first coaching session when she was just 15, and has always found joy in coaching others through everyday life stressors and challenges. Her passion for education led her to start a tutoring company while getting her engineering degrees at Stanford University, and to working with thousands of districts as a member of the founding team at Nearpod. With Clayful, Maria is bringing together education, technology, and healthcare in a way that is helping kids improve their mental wellness, regardless of socio-economic status. Connect with Maria and Clayful on social media:linkedin.com/in/maria-barrera-42033427/ twitter.com/mariabarrera__instagram.com/clayfulhealth twitter.com/clayfulhealthfacebook.com/clayfulhealthGet your autographed copy of Road to Awesome: The Journey of a Leader hereBook Darrin to speak at your school or conference contact us hereGrab your copy of Darrin's FREE e-book Walk in Your Purpose Check out Darrin's blog for great leadership tips and ideasSign up for the Road to Awesome email list and newsletterHave a book idea you'd like to submit to Road to Awesome? Click here

In this week's episode, Maria Barrera shares how she discovered a mental health crisis and was determined to help solve the issues that were affecting students, teachers, and the community.  In this episode, we discuss: Creating a business based on a community need Partnering with schools to assist in crisis Resources to battle mental health  About Maria Barrera: Maria is the founder of Clayful, a company on a mission to help kids build the skills and resilience to tackle anything that comes their way.  Throughout her career in education, technology, and human resources, she has always been focused on solving big problems in complex systems. Now, she is tackling the biggest problem of all - the mental health crisis.  Maria's dedication to helping others is rooted in her own experiences. She ran her first coaching session when she was just 15, and has always found joy in coaching others through everyday life stressors and challenges. Her passion for education led her to start a tutoring company while getting her engineering degrees at Stanford University, and to working with thousands of districts as a member of the founding team at Nearpod.  With Clayful, Maria is bringing together education, technology, and healthcare in a way that is helping kids improve their mental wellness, regardless of socio-economic status.  Follow Maria Barrera: https://www.linkedin.com/in/maria-barrera-42033427/  https://twitter.com/mariabarrera__ Follow Clayful https://www.linkedin.com/company/clayful/  instagram.com/clayfulhealth/  https://twitter.com/clayfulhealth Gain Additional Resources at clayful.co/aspire  New OFFICIAL Sponsor of the Aspire to Lead Podcast! [caption id="attachment_4158" align="alignnone" width="1024"] Toddle, Aspire to Lead. Joshua Stamper, Leadership Boot Camp[/caption] This episode is sponsored by Toddle. Toddle is an all-in-one teaching and learning platform used by over 40,000 educators around the world! This year, Toddle is hosting the largest virtual gathering for school leaders across the globe on March 3rd and 4th. Join 5000+ school leaders and leadership experts at #SchoolLeadersBootcamp and learn, connect, and grow with your professional learning network! Get your FREE pass now – https://bit.ly/3WgLHYe Additional Sponsor of the Aspire to Lead Podcast!...

The Girl Tech Innov8rs are back in action and really sharing the love this month with tons of edtech updates. In this episode,  Laurie shares with us the hottest topics around  FETC and beginning-of-the-year tech conferences that you won't want to miss.  Also, learn about the newly released AI app that has everyone talking and hear what updates Julia has to share!  Details surrounding the upcoming summer summit and professional learning offers are released. 

Welcome back to our Weekly Round-up of Edtech news across the industry! Our top stories this week:1) Companies Becoming Platforms through Consolidation- HMH acquires school testing non-profit NWEA- Instructure (maker of the Canvas LMS) acquires evidence platform Learnplatform - Zoom launches 'Essential Apps' including Kahoot! and Prezi- Jack McDermott of Chegg on consolidation in Edtech  2) Edtech Winter creating CEO turnover- Upgrad CEO Arjun Mohan resigns- Newsela CEO Matthew Gross leaves, Pep Carrera from Nearpod takes helm- Udemy CEO and Board Chair retires, is replaced by Head of Udemy Business- Inspera changes CEO3) Seattle schools suing big tech- Seattle schools are suing TikTok, Instagram, Facebook, Snapchat and YouTube for causing mental health crises 4) Student Financial Aid Startup Frank Being Sued by J.P. Morgan Chase- After J.P. Morgan Chase acquired Frank for $175 million to better compete with Fintech companies, Jamie Dimon and co are now suing the company, alleging that Frank invented 4+ million fake users to close the sale. -  Ben: "the FTX of Edtech."5) Edtech Conference Season is Underway- GSV announces its "GSV 150" and the "Elite 200"- SxSWEdu announces its launch contest participantsFunding RoundsLEAD School becomes Unicorn, acquires Pearson's K-12 Business in IndiaToddle raises $17 millionEduvanz raises $12.6MSchola raises $10MHowdy extends series A

In this podcast episode, Aileen and Katie discuss music activities, lessons, picture books, and tech tools for which they are thankful, from "Great Big House" to Nearpod.

Zach is joined by Afton Dean to talk about how she used the model in her high school Media Production class and about using the model in creative, project-based classes more generally. Show Notes Q&A Webinar Registration Link (https://modernclassrooms.zoom.us/webinar/register/WN_sZLgLjyTRfO1abcUocXhVQ) FB Group (https://www.facebook.com/groups/modernclassrooms) Final Cut Pro (https://www.apple.com/final-cut-pro/) Adobe Premier (https://www.adobe.com/products/premiere.html) CNN10 (https://www.cnn.com/cnn10) Flip (https://info.flip.com/) (formerly Flipgrid) Loom (https://www.loom.com/) Nearpod (https://nearpod.com/) Edpuzzle (https://edpuzzle.com/) MCP Subtitling Tutorial (https://sites.google.com/modernclassrooms.org/subtitles/home) Screencastify (https://www.screencastify.com/) Email Afton at afton.dean@modernclassrooms.org (mailto:afton.dean@modernclassrooms.org)** Contact us, follow us online, and learn more: Email us questions and feedback at: podcast@modernclassrooms.org (mailto:podcast@modernclassrooms.org) Send us an audio note (https://docs.google.com/forms/d/e/1FAIpQLSffmqSsaaU7M0MTXowApIOt-wace2tD6LPct73oEQOlaFp4vQ/viewform?usp=sf_link) and we'll include it on a future episode! Modern Classrooms: @modernclassproj (https://twitter.com/modernclassproj) on Twitter and facebook.com/modernclassproj (https://www.facebook.com/modernclassproj) (remember you can tweet us questions by using the hashtag #askMCP) Kareem: @kareemfarah23 (https://twitter.com/kareemfarah23) on Twitter Toni Rose: @classroomflex (https://twitter.com/classroomflex) on Twitter and Instagram (https://www.instagram.com/classroomflex/?hl=en) The Modern Classroom Project (https://www.modernclassrooms.org) Modern Classrooms Online Course (https://learn.modernclassrooms.org) Take our free online course, or sign up for our mentorship program to receive personalized guidance from a Modern Classrooms mentor as you implement your own modern classroom! The Modern Classrooms Podcast is edited by Zach Diamond: @zpdiamond (https://twitter.com/zpdiamond) on Twitter and Learning to Teach (https://www.learningtoteach.co/)

This month's episode dives deep into new updates and feature changes in Microsoft Forms, Flocabulary, Nearpod, and Outlook email. Join the Girl Tech Innov8ors as they share the spotlight on the newest and returning MIE Experts, Tech Connect 22, and how to register for the sessions you won't want to miss.  

Google Classroom has added special add-ons for using Edpuzzle, Kahoot, Pear Deck, Nearpod, and 14 other tools from within the Classroom window. Also, now you can format text within your Google Forms. And, Canva fanatics rejoice, Canva has added a screen recorder and other enhancements!   Access this episode on YouTube as well: youtu.be/F5cBftzH8xM   TODAY'S CONTENT:   00:19 - INTRO   02:12 - GOOGLE CLASSROOM ADD-ONS https://blog.google/outreach-initiatives/education/classroom-add-ons/ https://edu.google.com/intl/ALL_us/workspace-for-education/editions/compare-editions/   04:33 - GOOGLE CLASSROOM KAHOOT ADD-ON   05:00 - GOOGLE CLASSROOM PEAR DECK ADD-ON https://www.peardeck.com/google-classroom-add-on   05:45 - GOOGLE CLASSROOM EDPUZZLE ADD-ON   06:21 - GOOGLE CLASSROOM NEARPOD ADD-ON   06:54 - OTHER GOOGLE CLASSROOM ADD-ONS   08:05 - ONE BY WACOM GIVEAWAY! To Enter: (1) access this episode in YouTube, (2) like the episode, (3) subscribe to my channel, (4) click the notifications bell, and, finally, (5) comment on this video.   09:36 - TEXT FORMATTING IN GOOGLE FORMS! https://workspaceupdates.googleblog.com/2022/06/new-font-options-google-forms.html https://workspaceupdates.googleblog.com/2022/06/rich-text-formatting-in-forms-editor%20.html   11:11 - TODAY'S SPONSOR: VIZOR vizor.cloud/jake   12:17 - SCREENCASTING AND MORE IN CANVA canva.com/features/online-video-recorder canva.com/newsroom/news/Make-Work-Flow-More-Effectively-with-these-5-New-Features   15:03 - BULK ORDERS FOR MY BOOK!   15:41 - AUDIENCE QUESTIONS   17:01 - DAD JOKE TIME!   17:42 - CLOSING     HELP SPREAD THE WORD! Share about The EdTech News Brief in your favorite staff lounge or social media platform! If you dig the show, head over to Apple Podcasts, Podchaser, or another podcast review platform and review it! Share about the show with the hashtag #TheEdTechNewsBrief! Follow The EdTech News Brief wherever you listen to audio!   FEEDBACK! You can ask your questions or make comments! Let your voice be heard. Email JakeMillerTech@gmail.com Use my Speakpipe Page - speakpipe.com/eduducttape

The Girl Tech Innov8rs are back in action! Dive right in with Laurie and Julia as they talk about the start of the school year with our edtech platforms. This episode covers all the newest Nearpod updates and features for teachers including the new teacher dashboard. They also cover the essential beginning of the year tips for Canvas including rostering, student enrollment, curriculum materials, and more. Also, you won't want to miss the opportunity to become a leader of innovative technology by joining LITslps this year! 

Join the Girl Tech Innov8rs as they share the latest updates with Microsoft Teams assignments and what new content apps can be added to your lessons! Don't miss the awesome new enhancements in Nearpod including the collaboration board, Time to Climb, and student views. Last but not least be the first to hear about the new upcoming PD offerings for St. Lucie educators! 

In this episode, Becky and Danny explore technology integration. Discussing everything from digital citizenship, to philosophies of technology integration, to digital platforms and projects ideas that enhance student learning experiences, the two share their best practices for technology integration in the elementary classroom. Episode Resources: Digital Citizenship Project 3 Great Tools from Flippity Get in Touch: Becky's Blog - Redhead Education A Couple of Teachers Twitter Becky's Twitter Danny's Twitter Instagram Mentioned in this Episode: Programs & Apps for Engagement: Flipgrid, Canva, Book Creator, Flippity, Pear Deck, Nearpod, Clips, Kahoot, Gimkit, Booklit, Clips, Swift Playgrounds, Tynker, Sphero EDU Tech Tools: Sphero, Ozobot, Makey Makey Programs for Security: Insight, Securely

GotTechED the Podcast Episode #107: 10 New Eye-Popping EdTech Tools for TeachersWelcome back to GotTechED the podcast this is Episode 107 called “10 New Eye-Popping EdTech Tools for Teachers” In this episode, we'll review 10 edtech tools that are super awesome, new to us, and worth getting excited about. We'll also discuss the results of the recent 2022 March EdTech Madness bracket by ClassroomQ cofounder Kyle Niemis.  This is another episode you don't want to miss. Check it out. Segment 1: Updateshttps://www.myedtechbundle.com/ (Myedtechbundle.com)  Top 16 for 2022 https://www.canva.com/ (Canva) https://bookcreator.com/ (Book Creator) https://info.flipgrid.com/ (FlipGrid) https://www.mote.com/ (Mote) https://www.blooket.com/ (Blooket) https://www.gimkit.com/ (Gimkit) https://quizizz.com/ (Quizizz) https://kahoot.com/ (Kahoot) https://screencast-o-matic.com/ (Screencast-o-matic) https://www.screencastify.com/ (Screencastify) https://edpuzzle.com/ (Edpuzzle) https://www.wevideo.com/ (WeVideo) https://nearpod.com/ (Nearpod) https://www.baamboozle.com/ (Baamboozle) https://www.kamiapp.com/ (Kami) https://www.peardeck.com/googleslides (Pear Deck) Segment 2: 10 Edtech Tools and Resources to Check out in 2022 https://screencast-o-matic.com/screenpal (ScreenPal)  https://podcastle.ai/ (Podcastle) https://www.blackmagicdesign.com/products/davinciresolve (Davinci Resolve)  https://www.typeform.com/ (Typeform.com ) https://edit.cartoonize.net/ (Colorcinch) formerly Cartoonize  https://mapmaker.nationalgeographic.org/ (National Geographic MapMaker) https://www.activelylearn.com/ (Actively Learn)  https://goboard.com/ (GoBoard) https://www.gather.town/ (Gather)  Melon https://melonapp.com?ref=wegotteched (https://melonapp.com?ref=wegotteched) Segment 3: Where to Find GotTechEDGoDo us 3 favors Subscribe to GotTechED the Podcast https://itunes.apple.com/us/podcast/gotteched/id1358366637?mt=2 (Apple Podcasts) https://open.spotify.com/show/7zyzfCkSDNHkKdqxmh9XLB?si=YhSdMa6BQVmcLHbSrYxE9Q (Spotify) https://play.google.com/music/listen?u=0#/ps/Indeizidhz4h37mawfylwdgco4y (Google Podcasts)   https://www.stitcher.com/search?q=gotteched (Stitcher)   https://www.youtube.com/channel/UCMIQwu39Tkow3kduRQAH85w?view_as=subscriber (YouTube)   https://twitter.com/WeGotTechED (Twitter)    https://www.facebook.com/WeGotTechED/ (Facebook) Write us an Apple Podcast Review! Tell your friends about http://www.gotteched.com (www.gotteched.com) Tell your friends about the Teach Better Podcast Network Music Credits:The Degs: Shotgunhttp://freemusicarchive.org/music/The_Degs/ ( http://freemusicarchive.org/music/The_Degs/) @bensoundshttps://www.bensound.com/ ( https://www.bensound.com/) Subscribe to our Podcasthttps://itunes.apple.com/us/podcast/gotteched/id1358366637?mt=2 (Apple Podcasts) https://open.spotify.com/show/7zyzfCkSDNHkKdqxmh9XLB?si=YhSdMa6BQVmcLHbSrYxE9Q (Spotify) https://play.google.com/music/listen?u=0#/ps/Indeizidhz4h37mawfylwdgco4y (Google Podcasts)   https://www.stitcher.com/search?q=gotteched (Stitcher)   https://www.youtube.com/channel/UCMIQwu39Tkow3kduRQAH85w?view_as=subscriber (YouTube)   https://twitter.com/WeGotTechED (Twitter)    https://www.facebook.com/WeGotTechED/ (Facebook) Connect with us on Social MediaGuise on Twitterhttps://twitter.com/GuiseGotTechEd ( @guisegotteched) Nick on Twitterhttps://twitter.com/NickGotTechEd ( @nickgotteched) GotTechED the Podcast on Twitterhttps://twitter.com/WeGotTechEd ( @wegotteched) Join the Conversation and our PLNOur favorite part of recording a live podcast each week is participating in the great conversations that happen on our https://www.facebook.com/WeGotTechED/ (Facebook Group Page).    Need a Presenter?As experienced presenters and content creators, you can...

Technology has changed the way effective teachers reach, inspire, engage, and motivate students. Nearpod technology is a way for nurse educators to connect their presentations to students' mobile devices in a face-to-face or online classroom. Dr. Susan Kelly explains how she uses Nearpod in her pathophysiology nursing course to help students learn and prepare for quizzes, exams, standardized tests, and the NCLEX.

Learning is always hard work, but sometimes it feels easier and we're more motivated to persist if there's an element of play involved. What can we learn about learning in the context of games that we might use to foster student learning in higher education? That's a topic we've explored several times here on the podcast, and I'm glad to share another discussion of this topic in today's episode. Miguel “Miko” Nino is the director of the Office of Online Learning at the University of North Carolina Pembroke. He is also chair of the UNC Online Leadership Collaboration and serves on the review boards for the Journal of Online Learning Research, Contemporary Issues in Technology and Teacher Education, and the Journal of Technology and Teaching Education. He's also an old friend of Leading Lines producer, Julaine Fowlin. She sat down recently with Miko (virtually) to talk about the elements of games and play that we can bring into the learning environment. Miko talks about his passion for learning and games and reasons to “gamify” the learning experiences we design, and he shares lots of practical tools and strategies for doing so. Links • Miguel (Miko) Nino's staff page, https://www.uncp.edu/profile/miguel-miko-nino • Miko Nino on Twitter, https://twitter.com/miko_nino • Mentimeter, https://www.mentimeter.com/ • Nearpod, https://nearpod.com/ • Quizlet, https://quizlet.com/ • Portfolium, https://portfolium.com/ • ForAllRubrics, https://www.forallrubrics.com/

Marta Pascual Barea is the executive director and founder of School of Wonder, a social enterprise that creates immersive experiences and games to play in the fresh air in which kids and families become protagonists of imaginative stories full of fun missions that activate their imagination and connect them to the world they explore. I was fortunate to be able to help lead an adventure this fall in Prospect Park in Brooklyn, New York. It brought me so much joy to take part in the rich journey Marta offered the children, who were invited to discover the secrets of Gaia through a series of magical experiences that unfolded throughout a beautiful day filled with nature, laughter, art, and science. In my conversation with Marta, she shares the journey and motivation behind creating School of Wonder. We reflect on the importance of offering immersive nature experiences to children, and what partnerships and strategies make that possible in today's world. We revisit powerful moments we shared working with children together this Fall and unpack the significance of choices we make as adults facilitating children. Marta shares what's next for her and School of Wonder, such as re-imagining theme parks. Watch the full video of this podcast on YouTube here: https://youtu.be/6n7Wtf2Okys School of Wonder's website: https://www.theschoolofwonder.com/ Read more about Marta in her bio: https://www.theschoolofwonder.com/the-founder Learn more about the Four Gardens: https://www.fourgardenspodcast.com/ Marta's Full Bio: Marta Pascual Barea is an experiential educator and learning experience designer, with a solid background in K-12 Education innovation and school system reform. She has 12+ years of international experience as a specialist in school evaluation, curriculum and assessment frameworks, and implementation of innovative solutions in classrooms. In these capacities, she has contributed to important education policy reforms (UK Department for Education and NJ Department of Education) and participated in cutting-edge projects in leading ed-tech companies of the United States (Amplify Education, Edpuzzle, Nearpod and Google Expeditions). She started her career as strategic consultant at Boston Consulting Group and became passionate about K-12 Education after co-creating the Spanish version of Teach for America (“Empieza por Educar”) in 2009. Intro music by Bensound.com

GotTechED the Podcast  Episode #106: EdTech March Madness BracketWelcome back to GotTechED the podcast this is Episode 106 called “Edtech March Madness Bracket” In this episode, in honor of the 2022 March Madness Tournament, Guise and I invited March Edtech Madness creator Kyle Niemis to the show to discuss 16 edtech tools as they compete to be the ultimate edtech tool champion. This is another episode you don't want to miss. Check it out. Segment 1: UpdatesNJECC Conference March 7-8 Youtube Video  https://apps.apple.com/us/app/momento-podcast-clips-to-text/id1530089886 (Momento: Podcast clips to text ) https://www.myedtechbundle.com/ (Myedtechbundle.com)  Segment 2: 16 Tools Compete for the Championship Top 16 for 2022 https://www.canva.com/ (Canva) https://bookcreator.com/ (Book Creator) https://info.flipgrid.com/ (FlipGrid) https://www.mote.com/ (Mote) https://www.blooket.com/ (Blooket) https://www.gimkit.com/ (Gimkit) https://quizizz.com/ (Quizizz) https://kahoot.com/ (Kahoot) https://screencast-o-matic.com/ (Screencast-o-matic) https://www.screencastify.com/ (Screencastify) https://edpuzzle.com/ (Edpuzzle) https://www.wevideo.com/ (WeVideo) https://nearpod.com/ (Nearpod) https://www.baamboozle.com/ (Baamboozle) https://www.kamiapp.com/ (Kami) https://www.peardeck.com/googleslides (Pear Deck) New ones added https://www.canva.com/ (Canva) https://www.baamboozle.com/ (Baamboozle ) https://www.kamiapp.com/ (Kami) https://screencast-o-matic.com/ (Screencastomatic) Ones we took off https://insertlearning.com/ (Insert learning ) https://www.formative.com/ (Formative ) https://wakelet.com/ (Wakelet ) https://padlet.com/ (Padlet ) Other ones considering https://web.seesaw.me/ (Seesaw) https://www.adobe.com/ (Adobe) https://www.polleverywhere.com/ (Poll Everywhere) Segment 3: Where to Find GotTechEDDo us 3 favors Subscribe to GotTechED the Podcast https://itunes.apple.com/us/podcast/gotteched/id1358366637?mt=2 (Apple Podcasts) https://open.spotify.com/show/7zyzfCkSDNHkKdqxmh9XLB?si=YhSdMa6BQVmcLHbSrYxE9Q (Spotify) https://play.google.com/music/listen?u=0#/ps/Indeizidhz4h37mawfylwdgco4y (Google Podcasts)   https://www.stitcher.com/search?q=gotteched (Stitcher)   https://www.youtube.com/channel/UCMIQwu39Tkow3kduRQAH85w?view_as=subscriber (YouTube)   https://twitter.com/WeGotTechED (Twitter)    https://www.facebook.com/WeGotTechED/ (Facebook) Write us an Apple Podcast Review! Tell your friends about http://www.gotteched.com (www.gotteched.com) Tell your friends about the Teach Better Podcast Network Music Credits:The Degs: Shotgunhttp://freemusicarchive.org/music/The_Degs/ ( http://freemusicarchive.org/music/The_Degs/) @bensoundshttps://www.bensound.com/ ( https://www.bensound.com/) Subscribe to our Podcasthttps://itunes.apple.com/us/podcast/gotteched/id1358366637?mt=2 (Apple Podcasts) https://open.spotify.com/show/7zyzfCkSDNHkKdqxmh9XLB?si=YhSdMa6BQVmcLHbSrYxE9Q (Spotify) https://play.google.com/music/listen?u=0#/ps/Indeizidhz4h37mawfylwdgco4y (Google Podcasts)   https://www.stitcher.com/search?q=gotteched (Stitcher)   https://www.youtube.com/channel/UCMIQwu39Tkow3kduRQAH85w?view_as=subscriber (YouTube)   https://twitter.com/WeGotTechED (Twitter)    https://www.facebook.com/WeGotTechED/ (Facebook) Connect with us on Social MediaGuise on Twitterhttps://twitter.com/GuiseGotTechEd ( @guisegotteched) Nick on Twitterhttps://twitter.com/NickGotTechEd ( @nickgotteched) GotTechED the Podcast on Twitterhttps://twitter.com/WeGotTechEd ( @wegotteched) Join the Conversation and our PLNOur favorite part of recording a live podcast each week is participating in the great conversations that happen on our https://www.facebook.com/WeGotTechED/ (Facebook Group Page).    Need a Presenter?As experienced...

Episode 2 of Season 2 brings us an exhilarating conversation with our good friend and colleague, Glen Irvin. Glen is a bigger nerd than us only because he's been doing it a bit longer. Our conversation focuses on the relationship between EdTech in K12 and Higher Ed. Glen's insights help us see what's so different on the K12 side, but ultimately how most of us operate on the same rules of EdTech integration. Lastly, Glen gives us his top tech tool, and you know it's one of the HiTech team's favorites: Nearpod. For more information on these tools and our conversation, check out the episode page here. Make sure to follow Glen in all of his spheres! https://twitter.com/irvspanish https://www.twitch.tv/irvspanish https://www.youtube.com/irvspanish For all of our episodes and resources for each app we discuss, head over to our website at hitechpod.us. --- Send in a voice message: https://podcasters.spotify.com/pod/show/hitechpod/message

November 19 2021 - Episode 73The Ignite EdTech Podcast with @mrkempnz1. Introduction2. Question for you - What sustainable practices do you have for EdTech in your school?3. EdTech Tool of the Week - Nearpod4. EdTech Tip of the Week - Sustainability for EdTech in Organisations5. Interview with Zoe Weil6. Win this weeks prizes (Zoe's Books) by going to bit.ly/edtechwin and completing the short form (Competition ends 9am SGT on Wednesday 24 November).7. Subscribe, Rate and ShareIf you have a question that you want answered on the podcast please emailinfo@igniteedtech.comConnect with Mark Quinn here or via email markquinn9129@gmail.com Links from PodcastZoe on Twitter and Humane Education on TwitterHumane Education WebsiteZoe's BookThe World Becomes What You Teach TedX via Zoe WeilHumane Education Solutionary FrameworkWorldwise Learning BookHumane Education Micro-credential ProgramNearpod Resources