Category Archives: Reflections

The Beginning of My New Sewing Career

It all started with an idea, and a need to be able to sew.  I knew this skill would serve me later in life and come in handy, then I remembered a pin I made back in my early university days to make a t-shirt quilt and there it was: my brilliant idea for a learning project and I couldn’t have been more excited!!


I started off by testing out my hand-sewing skills and after a few trial and errors and re-watching a couple of videos, I felt like I had the hang of it.  To begin, I know I was reliant on my mother for reassurance because as noted in other blogs, I am a slight perfectionist…I crave perfection and the idea that I can learn from making mistakes is absurd.  If I make mistakes often enough, I will quit.  It’s been my nature from a young age, and this project really challenged me to be okay with making mistakes, and learning from those mistakes.  Beginning with hand-sewing was a slow and confidence building technique I needed to start this massive project!  The great thing about hand-sewing was it was easy to fix mistakes and redo stitches.  I was able to do this quite a few times until I felt like I had gained a comfortable understanding of threading a needle, making a stitch, and sewing buttons.

IMG_2034Then came the real test.  I began my quilting process.  I did not expect there to be as many steps as there were and beginning on the sewing machine was terrifying and infuriating.  I know when I get frustrated, I need to step away.  The sewing machine was frustrating and annoying to figure out, but with some help from Youtube and my mother, I got the hang of the ancient machine.  What I don’t think I mentioned in my blogging was that I tapped into my school resources and borrowed a sewing machine from the school.  SO MUCH EASIER!!!  I am so grateful l did this, as I am confident my quilt would not have turned out as nicely and I would have ran into a lot more problems and would have needed to troubleshoot a lot more.

I had to select my shirts, and then cut them all, which was again super time-consuming.  It was at this point in the project that I was questioning my idea and questioning whether I would have enough time to finish.  I used my grandma’s tools and advice for cutting and interfacing the t-shirts.  In this, I also learned that I like to take a lot of different ideas for how to accomplish a task, and work it into something that makes sense to me.  I received advice from my grandma, ladies at the quilt shop, and the internet.  From these sources, I combined methods to complete my quilt in a way that made the most sense to me.  Having advice from so many sources could get confusing, but I also enjoyed having different options and ideas for how to complete this quilt successfully.

GIF via Mashable

When I was cutting the t-shirts, I struggled at first with being perfect once again.  Knowing what I know now, the edges DO NOT MATTER!  I could have saved a lot of time as most of the edges end up as ruffles in my quilt.  I also would have sewed the interfacing on first and then cut!! Even when I did make mistakes cutting, I kept going and convinced myself that it would all work out in the end.  By the time I started cutting the flannel, I was set!  I persevered, and this is not something that I would normally do, but this project pushed me to just keep going and figure out how to fix the mistakes I made. 

IMG_2161Once the cutting was finished, I feared making mistakes on the sewing.  I pinned my flannel to my t-shirts, and I began sewing.  It wasn’t even that bad!  Again, I needed reassurance that I was doing okay and my mother was a great support to answer every call or she was there just to make sure.  This support and reassurance was key to my success because I probably would have struggled more or even questioned my methods has she not been there.  I found having a person to directly talk to, bounce ideas off of, and reassure my work an incredible resource and helpful for the success of the project.  It wasn’t a constant, “Am I doing this right?” but a gentle “good work” which is what everyone needs on occasion.

Once the individual squares were cut, the quilt flew together and I couldn’t have been happier with the way it turned out!  It was difficult to sew together because it was so thick but I now I have the coziest quilt to curl up with at night!


I learned a lot about my learning style in this process.  I found out that this is not relaxing at all, and until I gain more experience, I will not find it relaxing.  The most stressful part of the project was thinking I would screw up and upon thinking more

Screen shot 2012-02-19 at 17.41.24
Lily’s Quilts

about it, I figured out why.  I was working with t-shirts, but not just any t-shirts.  These shirts hold a lot of meaning, and memories for me.  If I screwed up, the shirt and the memory was gone.  This was a high pressure project because it was SO meaningful for me.  I’m grateful I took the risk, but I feel that if I was using regular material, I would have been more relaxed with making mistakes and not as rigid.  I learned that I am an independent learner, and I enjoy things I can do on my own that give my brain a break from a stressful day of teaching, as well as challenge me in other ways.  It was nice to break routine, and make time to learn a new skill.  Overall, I really enjoyed this project and I learned a lot about sewing and about myself as a learner!

If you’d like to see the whole thing unfold, here is the link to my project! Until next time!  Thanks for stopping by!

Full. Stop.

And here we are, coming up on Christmas, at the end of a season long journey of discovery into the universe of social media. Yep, that’s exactly what happened. There actually has  been some discovery going on for me, and this is evidenced pretty clearly by my summary of learning last weekend. But let’s back up and see how I got there:

In the Beginning, there was Paranoia…

The journey began at the tail end of a crisp, end of September weekend. I was at my computer screen, toiling over my first blog post of the semester. First blog post ever, to be perfectly honest. It felt so incredibly unnatural experience, putting my thoughts online, that turned into the most natural experience in the world as I spent most of the post dwelling on my fears and distaste of social media. I paid special attention to my fixation on the pitfalls and dangers lurking with social media

And the Paranoia Continued…

I was allowed to further indulge in my preconceptions with my second week reflection. We spent a good portion of our lecture discussing some vivid examples of what can go wrong online, and I highlighted some examples, like this one, and touched on my own experience with my identity being compromised.

The Turning Worm…

It was at this point, a few weeks into the course, that a perceptible shift in my thinking can be observed. In my third reflection, while not abandoning my fears and preconceptions, I began to perceive that they were contributing to me being left behind. I remarked on how different learning is today in comparison to when I was a child (and that wasn’t THAT long ago). The amount of knowledge at our finger tips is astronomically bigger than ever before, and it’s only going to get greater. And social media is one of the tools our kids use to connect and learn. As an educator, my self-talk regarding social media was starting to change.

My fourth reflection continued to build on this theme, as I made deliberate efforts to internalize the positive aspects of social media.  I looked into some well known social media campaigns, like the ice bucket challenge, and found some incredible initiatives, like crisis mapping. None of these things especially surprised me, but I was putting effort into letting these examples sway my overall opinion of social media. Basically, I was trying to unclose my mind.

With Great Power comes Great Responsibility…

At this point, the conversation in EC&I 831 turned towards digital citizenship. This was well timed, as I had already made a conscious and deliberate efforts to hold my negative attitudes at bay and not only consider the potential good of social media, but the inevitability of its presence in my life.

My fifth reflection discussed my own responsibility to teach digital citizenship to the students I support. I read some material that highlighted the pitfalls of relying on a “fear and avoidance” model of teaching digital citizenship, and this spoke to me on many levels. I instinctively knew, as a teacher, that this doesn’t work. But with social media, up until now, I have been disregarding this good practice, and this almost certainly was a by-product of my own personal fears of social media.

But I am the adult here, and I need to move beyond that. The thought also occurred that some of the very things that drive me away from social media are, maybe, things that people do because nobody was there to really teach them how to use social media responsibly.

The Wishful Demise of Textbooks…

My sixth reflection, and seventh, veered away a bit from my responsibility to teach digital citizenship, and moved towards grappling with open education. I pointed out how kids around the world, 617 million of them in fact, do not have access to quality education, despite being in school. I certainly wasn’t alone in perceiving injustice in mega industries thriving off of education, while so many are left out in the cold.

I had the chance to play and experiment with some OER resources, like Khan Academy, and discussed their potential to extend the reach of education. This was personally relevant, as the school I am employed with has had to make some prioritizing decisions around resources for education support, and this has included not paying for Mathletics. Khan Academy can fill in the void (and more) with no actual cost attached to it.

Khan Academy motto: “You can learn anything. For free. For everyone. Forever.” 


It was at this point in my journey that I felt confident enough to take a small detour and relate my experience with Waze. Waze is a social media approach to navigating, and I’ve quite enjoyed it. The data behind the app is not centrally built up, but built by the users. This leads to a pretty responsive map with live traffic data, and up to date information on road closures. It was fun being able to contribute myself, as I added Harbour Landing School to the map.

Winding Down…

As we started to near the finish line, we veered back towards talking about sharing, and the power of learning collaboratively in shared spaces. My seventh reflection discussed Steven Johnson’s notion of idea incubation, how our greatest ideas don’t actually come in flashes of genius, but rather take time to germinate and come to fruition. Along that vein, I related some stories of unexpected technological discoveries that stemmed far from their original design, like the development of the microwave.

I started to connect this personally to my own habits with regards to professional sharing, outlining the venues in which I am comfortable sharing (ed camps, with colleagues, basically anything face-to-face), and my lingering caution with sharing online (funny how everything seems to keep coming back to that).

Flipping the Grid

My final reflection was a last hurrah to experiment with some applications that harness social media for learning. I chose to play with Flipgrid, an app that lets student present learning in a fun and creative way. It allows for the teacher to pose a question by video, and lets students record answers by video as well. It was a pretty fun experience for the students who got to partake.

This was kind of a nice exclamation point on my reflection process for me. One more pointed reminder that, for the sceptic (me), that social media can be used to some great positive ends. They can be grand, like a massive charity drive, or more personal, like an application that supplements good teaching practice.

In the End

And so this led me to where I am now, trying to summarize my experience through video. EC&I has been a very positive experience for me. An experience that has impacted my practice in meaningful and, just as importantly, actionable ways. My attitudes on social media have certainly shifted towards a more moderate stance, and this is a stance that better fits with my clientele of students who are very much in tune with social media. My adventure with seesaw has, as stated in my summary video, been a game changer. It is something that I cannot imagine being without.

Thanks Alec!

ECI 831: Summary of Learning

Where did the semester go? It went by so fast, but it was certainly busy. I have really enjoyed the topics we explored in this class and the tech tools and apps we were encouraged to try out! I am looking forward to continuing using them and incorporating them into my teaching practice.

Here is my summary of learning using Powtoon.

When I sat down to create my summary of learning, I spent 2+ hours on VideoScribe.  As Steffany mentioned in her review of this animation software, it was a steep learning curve. I also did some screencasting of a live Poll Everywhere word cloud, but I decided to switch to Powtoon. I am sure glad I did! Although it took many hours to create my six-minute video, I am happy with what I accomplished. I would love to use Powtoon again. There are Christmas themes that would be perfect to send as holiday greetings!

Thank you all for an excellent semester of learning and engagement!


My Summary of Learning

Here is my finished Summary of Learning Project!  It was a lot more work than anticipated, but I only ran into a couple of hiccups in the process! I used Adobe Spark, and I really liked the simplistic layout and the ease to record. My laptop mic wasn’t working the greatest, which causes a lot of re-records so it was nice to be able to do it over and over again until I was satisfied with the slide! The only thing I didn’t like was that I couldn’t place a lot of imagery on the slides unless I created the images myself. The download speed took awhile but that could have easily been my connection.  Anyways, here it is!
Enjoy my video and I’ll see you all on Tuesday! 🙂

Google Classroom

Tansi classmates,

I decided to delve into the Google Classroom this week. As mentioned in my first post, I had thought about implementing a Google Classroom earlier in the semester. Since I did not do that for a Major Digital Project, I thought that it would be good to do some more research into it in case it is something I decide to pursue in the future.

I am interested in learning more about Learning Management Systems in general. From what I gather, Google Classroom is best suited for academic purposes and not so much for corporate training. Has anyone used a corporate training LMS? If so, which one? What were your experiences?

As I poked around in the Google Classroom I noticed a few features that I really liked. The first was that you can plan ahead. When you click on the + button to create a new assignment you have the option to create assignments to use right away, or you can create future assignments that you will use in the future. I can see this being extremely useful if you have some time before a class to have all the assignments ready so that you can just activate them on the day that you need them. Do any of you use this feature?

I also liked that you can customize pretty much all of the settings in order to manage what your students can see, post, comment, and edit. I can see how this would help with classroom management in the online environment. Since I am used to working with adults, it is also nice to have a little more liberty for them to manage the environment.

I used the + button to create announcements, assignments, and questions. I found the interface extremely easy to use and I had no problems interacting with it.


Without having a class, it would be difficult for me to comment on all of the limitations of the Google Classroom environment. For those of you who use Google Classroom, could you share what you consider to be some of the limitations? Chris, I remember you said in class that it appears as though your students have missed an assignment if they choose to hand in a paper copy and you don’t have the option to change that. Are there any other challenges that you have with it? Anyone else?

I did do some more research about the advantages and disadvantages of the Google Classroom. I read this review which seems to touch on many of the advantages that I mentioned. These include: easy to use, effective for sharing, speeds up assignment process, easy feedback, paperless, and interface friendly.

Some of the disadvantages included the following: it does not allow for multiple domains and that may make it difficult to switch between different Google accounts, limited integration options (ex. Google Calendar), there are many commands that one would only be familiar with if one is accustomed to using Google products, the inability for learners to share work with their peers, and no automated quizzes or tests. Finally, another limitation is that the classroom has not integrated other tools such as Google Hangouts which limits the interaction. A chat component would make the Google Classroom a lot better.

I found this review to be helpful. I do agree that having the ability for learners to share their work with their peers would be great, particularly for adult learners. Furthermore, I agree that integrating other Google tools, such as hangouts, would be great additions. I do like that you can use the Google Drive to upload all of assignments and documents. This would be so convenient and allow the teacher to have access from anywhere that they are.

Finally, I watched this video that reviewed all of the features of the Google Classroom. It was very informative! I would love to hear from those of you who use it. In particular from anyone who has used it outside the K-12 environment!

Flipping the Grid

What is it?

This week, I chose to review Flipgrid, an app/webpage that offers another way to harness social learning in our classrooms.

Why did I choose it?

What drew me to this Flipgrid was the relative simplicity of the concept. I could easily imagine myself implementing this and reaping some rewards. I could also easily imagine how engaging this will be for any class I support, whether it be younger novices to technology in grade three, or more savvy tech users in grade eight.

How do we use it?

The concept, again, is pretty simple. It was pretty easy to get going.

  1. Create a grid. The grid represents your classroom, or group.
  2. Create a topic.  The topic is what your students will be responding to, by video.
  3. Share the topic with students by link, QR code, or embed it into a class web page. 

Here is a walk-through to help you create your first grid and a simple topic:


  • easy to get teacher account going
  • free version ($$$) has enough options to make use of application
  • a plus for student engagement +
  • ability to share videos with parents
  • assessment tool: can give feedback through rubrics right to their video


  • can be time intensive to get larger groups (the classroom) using the application
  • potential challenges if access to technology is a limitation
  • students may be uncomfortable speaking on camera


Flipgrid certainly has a clever idea on their hands. No, I don’t feel like this is anything that will revolutionize the classroom, but it certainly can be a nice supplementary tool.  It can be another fun way to demonstrate learning in the classroom, and that can make it worthwhile on its own.

In looking back at past reviews of Flipgrid, there were complaints about affordability ($$$), a pervasive and recurring theme in our current climate at Regina Public Schools. In her review of Videoscribe, one of Steffany’s main concerns was the cost of the application. Likewise, Thanh Hoang Nam Le’s main complaint about Studytracks was it’s cost of subscription. Flipgrid obviously got the message, and released a free version called Flipgrid One. This is what I used for the trial, and I honestly found it enough to make effective use of the application.

It can turn into a bit of a time intensive endeavor to get all of your students a chance to record their video This is especially the case if access to technology is an issue at your school. On top of this, the grade threes I was using this with required a bit more coaching to get going than older students would.

But boy did they love doing it. The amusement they derived from watching their votes for what movie to watch next for lunch was priceless. It was almost like watching that end moment of a survivor episode, when castaways are voting one another off.  It was good fun!

Flipgrid will definitely be one more tool to use as part of an arsenal of ways to demonstrate learning.

Thanks for reading, and until next time:

Week 11: Studytracks – Study like this

Think about how easy it is to remember the lyrics of Umbrella by Rihanna or Purple Rain by Prince. Imagine now the students can remember the Start of Civilization in History or Newton’s Law in Physics. It’s totally possible because now the students have Studytracks, the app that put curriculum into catchy Hiphop songs.


Here is one example of the study tracks in math I got from Youtube

and here is another track that teaches Straight line graph in Math.


Basically, all you or your students need to do is to download the app “Studytracks” available on both iOS and Android. When opening the app, you will see “Sign up” page where it has two options whether the students are taking UK or US curriculum, well unfortunately there’s currently no Canada’s curriculum but I find the lessons for each subjects in the app are quite universal and I bet every students will find something worth learning with this app.


After you signed in, there will be a lots of options on the subjects that you want to learn through songs.



(There are several subjects: Physics, chemistry, math, world history, geography, literature, English)

And in each subject, there are several study tracks on different topics that students can learn. They can also save or share the tracks that they like and after listening to the tracks several times, students can also take the tests to see how much they remember.

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(The more a student listens to different study tracks, the more points he/she will get)

20171127_035249000_iOS 1

(There’s also lyrics that appear while the song is being played, students can remember the lessons through both listening to catchy hip-hop songs and reading the lyrics)


For me personally, I loveeeeeee Hiphop and when I discovered this app, I was like: “Is it the coolest thing ever?” I am not teaching but if someone asked me would I recommend this for students, I would definitely say yes because of the following reasons:

  • I observe that teenagers now are more and more keen on Hip hop and I feel this app is more like it’s tailored to this generation. Studytracks really helps to communicate what the teachers want to teach to the students in a way that students can feel comfortable and feel good when learn lessons through catchy Hip hop songs.
  • These tracks can boost students moods when they listen to them.
  • Students can listen to them on the bus, or car when they come to school…everywhere and it’s really convenient.
  • I can see the potential of Studytracks to be some sorts of professional development for teachers as it’s nice for teachers to be involved with something that’s not just the straight old normal educational stuff (Well, unless you hate Hiphop…)
  • For me even when I know that I don’t need to learn all the stuff in the app but I do listen to them when I am in the gym just because these tracks are just so good!



  • You need to pay a subscription fee if you want to unlock more tracks



  • I am not teaching but I would say maybe the lesson in each track does not cover enough what the students need to learn, maybe teachers can be able to assess this aspect better.


  • Really hope the developers of Studytracks will develop many more subjects in other country’s K-12 curriculum.


Would you consider introducing learning through songs, especially by Studytracks app to your students, leave some comments, I would love to hear about your opinions. Thanks!





Facilitating an Online Educational Group Discussion Using Facebook

This week in #ECI831 we are checking out and reviewing apps that can have educational uses. Instead of finding an app to review first, I decided to take a particular formative assessment in my post-secondary level Commercial Law 220 course that needs a new discussion forum. Let me explain. In this course, we have numerous in-class discussions around common commercial situations and how the law of torts, employment law, property law etc. would apply. The issue that arises is that some students need more time to formulate their thoughts; and therefore, typically run out of time to respond, losing out on valuable feedback from me or their classmates. Also, some discussions warrant more than class time allows. This would be perfect to move to an online format!

An online format would allow students time, say one week, to formulate answers, and comment on others’ line of thinking. We do use a learning management system (LMS) to deliver Law 220 to distance students. However, I have found that the online discussion portion to be quite limiting in that the instructions, videos, articles or any materials to support the discussion cannot be housed on one page.

Although you won’t be able to read the instructions for the Law 220 discussion on this screenshot of the LMS platform, you will note that there are two highlighted links. The first, is to a video the students must watch before engaging in the discussion topic; and the second, is a link to the discussion forum to post their answer. These are a lot of steps, and is quite cumbersome to navigate! I wanted to find another solution that is user-friendly or even perhaps something they are familiar with. I turned to TodaysMeet, but soon realized that it could not accommodate videoes or attachments, nor could students reply directly to each other. I thought of a Twitter chat, but this discussion topic needs about one week to truly engage in. Additionally, the posts will be longer than what a tweet could handle. However, I do see merit in using a Twitter chat if the objective was to have students hone their skills in being succinct.

After searching the web, an idea came to me to use a closed group on Facebook. Although I am familiar with Facebook, I have never set up or facilitated a closed group for either a personal or educational purpose. I had to see it in action, so I set up a group called Law 220 – Winter 2019. Click on the link and join the conversation about the extent of liability that Tim Hortons may have for serving hot tea. To bring you an authentic list of strengths and weaknesses, I invited a small number of my Facebook friends to try it out. Below is a list of what I discovered as I facilitated the group discussion:

  • As a closed group, this discussion is private. Although, I would recommend changing the setting so that only the administrator can approve group members.
  • Inappropriate comments can be deleted.
  • Embedding videos directly from other websites to a closed group is very easy. As is, other documents including pdfs.
  • Students can comment on each other’s posts.
  • Most students will be familiar with operating Facebook, it is a free app and can be accessed from most mobile devices. No computer is necessary. The major downfall of the LMS we use is that there is no app.
  • When new comments are posted, students are notified.
  •  By clicking on a student’s name you can see all their posts in the group.
  • Students may view Facebook as a strictly informal means of communication; and therefore, not view this as an assignment per se. Although it is important to make students aware of proper Netiquette in both formal and informal discussions, it is recommended posting guidelines for all to follow in the group.
  • If more than one question is posted in the group discussion, the most recent post will appear first. If the questions are in sequential order, like mine are, this may cause confusion. Students would need to scroll through the posts to locate the next question.
  • The description of the discussion, which provides the students will the initial instruction, is not very visible. However, this can be pinned to the top of the discussion forum. BUT only one post can be pinned at a time.
  • If you use your own personal profile to set up the group students can send you a friend request. Therefore, if you would rather your students not find you on Facebook, I would recommend using a professional/alternative profile to facilitate your discussion.

I have to admit, I was very excited at the prospect of finding a more user-friendly discussion forum like Facebook!

I am happy that my friends were able to test it out so I could come to understand some its strengths and weaknesses. I think educators can use this forum to facilitate a group discussion. The only major drawback, as I mentioned, is that multiple questions (posts) will go out of order due to the most recent being responded to rising to the top of the page. However, the big plus for me is that there is an app for this forum and it’s familiar to most students.

Do you have any suggestions for a social media app that would accommodate what I described above?

If you checked out my online discussion forum I would love to hear your feedback! Are there any strengths or weaknesses that I missed?

Thanks for stopping by!


Formative Formative Formative!

I decided to take a closer look at Formative and I was impressed.  Going in, I wasn’t exactly sure what it was, but it is very similar to Socrative.  It is a formative assessment tool for teachers to help track data, give quick assessments, get real-time results and track student growth.  It can be used for any subject, and there are a variety of different types of questions you can create.  This was my favourite part!!  So many times, teachers are limited to multiple choice for online assessments and this tool really pushes the

Via Giphy

boundaries for what is offered.  You can create questions as well as upload existing documents, PDFs, or questions you’ve already made (no reinventing the wheel here!).  I think the thing I like most about this tool is that you can track and see the student data live.  There is a video that explains the process very well, and you can even give students hints, and give them feedback as they are working.  There is a ton of potential using Formative and the best part….it syncs with Google Classroom!!!!  I’ve been really thinking about moving from a paper and pencil classroom, to a more online and paperless environment, and I think this tool may help me get there.  I have also struggled with getting students to buy into my Google Classroom.  I post all notes, assignments, and due dates/exam dates on it, but I can’t get EVERY student on it.  They reject it or are too lazy to figure out how to access it and I think this tool would help me get the rest of them on board.  They will need their log-ins and if the two systems are linked then I am set!

Continuing, I think this is a great tool for teachers to use in the classroom because you can see real data, in real time!  It is quick to make, easy to integrate (as most students now have a device) and students don’t even NEED a log in; just a code for your assessment.  If you’re feeling brave and want to give my Calculus problem, a try here is the link and the code is: LSPPBN. I think it would be an effective entrance/exit slip assessment that I would be able to assign as homework or get students to do on their way out the door.  It’s flexible and provides many different opportunities for learning, and answering.  There is even Math Tools available!!  It even could have the potential to link to the outcomes of our curriculum, as it is already linked to Alberta’s.


One thing I didn’t like was that I could assign math problems…but getting students to write out and show their work on a screen would be difficult as many of them would rather just do it on paper and I agree with them.  Showing their work on a screen is tedious and unnecessary, and unless it is a quick question, students would not benefit from the technology (so multiple choice is my limit in most cases).  I also loved that I would be able to see my students’ responses in real time,

Meme Generator

BUT what time?  When am I ever sitting at a computer or in from of a screen while my students are working?  Or working on phones?  It is a great asset to the tool, but not beneficial to me, as I would almost never be just sitting at my computer watching their progress on a screen.  It would be nice!  But it is unrealistic for me.  Does anyone think it would benefit them more?

The potential is great for short assessments where teachers are checking for understanding before, during or after a lesson.  In math, it is limited, and it all depends on the types of questions the teacher has in mind to ask.  Some things are better left for pen and paper, while others could definitely be used by Formative.  In class, we discussed Kahoot and I love it, but it makes everything and every question a competition.  This tool is the same, but takes away the competition and puts the focus on learning the content.  I like that!  Again, this is a tool used for formative assessment so it would make sense that full length exams should not be created in this format.  It’s possible, but then as a teacher, you need to be specific on expectations and guidelines for pulling up other resources while working.  There is a lot of monitoring that would be downloadnecessary for this to work properly, but I think with enough practice and patience, this tool could be a huge asset to a classroom.

What do you guys think?  Would you use this tool in your classrooms or have you?  What kind of questions would you ask?  Are the specific subjects you would use it with or have?