Name: Zachariah Stuive
Resource #1
Name of technological resource:
Description of how this resource could be
used:
Justification for using this resource:
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Instagram
This resource can be used in a multitude of
different ways in the math classroom. I will
elaborate on the three uses I would see
myself doing in my own classroom. The first
thing I could do is have a Gram challenge
where I post a math problem related to the
content we learned in last class. As students
come into class they hit Instagram for the
problem of the day and they race to complete
this. I will set it so the post is love one minute
before class starts so it encourages students
to come to class on time as well as try to beat
out their opponent. Each unit will have a
winner and I will have a sweet prize for that
winner. The second way I would use it is to
find resources. I found during my course
studies that Instagram actually has a big
network of math professionals that share
funny memes as well as lesson content and
activities. Instagram would be a resource I will
use in my lesson development process.
Lastly I would use Instagram to get students
excited about Math. Instagram is very much a
social media that students are currently using
so I would get them to connect to school and
learning through a medium that they are
already a part of. It will also pop across their
feed and will add math to their day.
I decided to make a professional Instagram
account with the handle
"mrstuiveteachesmath". I surfed through
numerous other math teachers/tutors/helpers
Instagram accounts and found a few that I
found interesting enough to follow. I chose
Instagram as my professional platform as it is
the current social media network that I am the
most active on in my personal life. Through
using it personally, I understand the
importance students place on the accessibility
of information. With Instagram, I found
numerous accounts that offered math help to
students. Many students do not live in
 situations where they have easy access to
math support (from their parents, siblings,
etc.), so it may be helpful for them to turn to
Instagram with their questions. If I continue to
update my professional Instagram, I could
create a network where students can reply to
my posts about a topic with questions. If
either myself or their peers have time to reply
to their questions before school the next day,
then it may enrich the students learning
experience. I could also only follow accounts
that would add value to my curriculum so that
students can readily search through my
"following" section to expand their network. I
believe that professional learning
communities are valuable. Whether on social
media or in real life, the ability to discuss
ideas with other intellectuals almost always
serves to improve upon those ideas. Through
having a professional social media account,
not only could I reach my fellow local
teachers and students, but I would also have
the opportunity to learn from, and interact
with, other teachers abroad. Never before has
it been so easy to exchange ideas with
individuals around the world, and capitalizing
on this may serve to enhance my teaching
abilities.

Resource #2
Name of technological resource: Kahoot

Description of how this resource could be
used:
I have used Kahoot as forms of both
assessment of learning & assessment for
learning. Before a unit being studied - I often
will do a quick Kahoot quiz right before the
start of a new unit in order to assess where
the students are at with regards to their
previous subject knowledge.  I feel as though
this helps me to not linger or waste too much
time reviewing concepts that they have
already mastered.  This allows us to move
forward much quicker at the beginning of our
unit and teach to the crowds knowledge
base. Mid Unit - As a check-in to see what I
have covered well and what I may need to re-
touch on to ensure complete understanding of
subject matter. Once a unit is complete - As a

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Justification for using this resource:
Resource #3
Name of technological resource:
Description of how this resource could be
used:
© Continuing Teacher Education, Queen’s University, 2020
format of assessment of learning as students
tend to not frown upon a Kahoot quiz like they
would a written test.  It gets them excited to
lends a hand to creating a positive classroom
community. As a brain break -  I love having
a little bit of fun with a Kahoot quiz that is
meant for entertainment.  The excitement that
fills the room is so contagious!
I’ll be honest – I have done quite a few
kahoots in my undergraduate degree and
always had fun with them. I am a competitive
guy and enjoy the fact that it turns learning
into a game. I have used kahoot outside of
the educational setting as well in both family
gatherings and social events. People love
kahoot for the most part and they are
engaged with its easy to use and fun style of
game-play. I however had not used it in my
own practice until just recently. When I did I
was excited to see the students reception of
the tech tool. I created a kahoot tailored just
for my little class of five grade three’s and
they ate up every moment of it. I will use
kahoot because it is a great tool to make
learning fun. Yes students could just guess
their way through the questions, but the joy I
see in students eyes is worth the simple prep.
Flip Grid
* Teacher question- Student Response
- This could be used a flipped classroom
activity for students to do before class, so the
group could watch responses together the
next class
* Discussion generator (gather opinions,
polls, questions, wonders, advice)
* Providing student feedback and rubrics
* Sharing resources, videos, and information
through the Disco Library accessory- This is a
space to find already curated resources to
share and view
* Sharing QR codes 
* Immersive reading tool which reads
information aloud for students 
* Collaborate with other classrooms from in

Justification for using this resource:
Resource #4
Name of technological resource:
© Continuing Teacher Education, Queen’s University, 2020
your school to across the world with “Grid
Pals”
* Allow for student leadership with “Co Pilot”
feature, this allows students to take the lead
on a grid, allowing them to respond to other
students to conduct research or collect
information 
* Students verbalize math thought processes
(ex. Explaining their problem solving steps)
* Flip Hunt challenges: where students login
to view posts challenge (this could be school
wide) then post a video of them doing the
crazy challenge
* TTOC lesson plans- leave a flip grid,
students can then post and share their
learning and reflection from the day as well
* Sharing books reviews
* Practising learning different languages
* Guest speakers (from outside the
classroom)
* Building student portfolios
* Supporting absent student 
 Sharing and celebrating student work 
Flipgrid stands out to me in terms of flexibility
and user-friendliness. Flipgrid is an education
based video creating and sharing space, also
known as a “meeting space” for groups of
people to share ideas. This program allows
for someone to post a question, for example,
and illicit replies from an audience in the form
of short videos. These videos are then shared
to the “grid” for the rest of the group to view.
Flipgrid can be used at any age, it is free, and
easy to access! Flipgrid is also easy to
manipulate and create whatever assignment
needs the classroom teacher is needing.
Flipgrid can differentiate from a quick check in
to a unit culminating project. Flipgrid can also
be made private and protects students
creations.
Google Suite / Google Drive / Docs / Etc
Description of how this resource could be  I have organized folders in my Google
used: Drive - as soon as I'm given anything
on paper, I either toss it or I scan it
and then upload it to my Google Drive
 All of my weekly lesson plans are on
Google Docs (makes it super simple
to share and is great to keep
templates for TOC plans as well)
 All of my unit plans and lists of links to
great resources are in my Drive
 I use a lot of programs that are linked
to my Google Classroom 
 My students have used Google Docs
to complete self-assessments to share
during Parent Conferences >> I use
the SmartBoard to project the
student's self-assessment during the
conference and as we discuss next
steps/goals, I type in the document
while we are conferencing
 Recently, our staff has embraced the
use of Google Docs to sign up for
things, book the library, etc.
 I use Google Classroom to share
"Home Learning Plans" with my
students now
o Plans are in Google Slides
format and I hyperlink videos,
other docs, etc.
o Students are getting better at
finding things and figuring out
how to "turn in" work and
share docs with me
o I've been recording myself
doing read-alouds and posting
the videos on Google
Classroom
o Parents are connected to my
Google Classroom so I can
communicate with them
through there
o I use my district Gmail account
to email students and parents
o I use a Google Sheet to keep
track of work that's turned in
right now
o I used a Google Doc to plan
for small group instruction 

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Justification for using this resource:
Resource #5
Name of technological resource:
Description of how this resource could be
used:
© Continuing Teacher Education, Queen’s University, 2020
o My students can sign up on a
Google Doc for a one-on-one
Zoom chat with me a few times
a week
 I've recently used Google Forms to
survey parents to find out how the
learning at home is going
 On my Macbook, iPhone, and iPad >>
I use the apps for Google Drive, Docs,
Classroom, Gmail etc.
When I was in Grade 6/7 I was part of a
laptop program where we used google quite
extensively. I am familiar with it and find it
very user friendly. I was a TTOC the last two
weeks and I saw a few classrooms riddled
with copious amounts of paperwork
everywhere. It amazes me how little I use the
binders and manuals on my shelves. I’ve
made a real effort to go paperless with a lot of
my resources. When I took a G-Suite course
through my district a few years back, it
changed the way I taught and store
information. G-suite in encapsulating and has
everything I need to run my classroom
practically free online.
Twitter
Twitter is alike to Instagram in that is has
copious amounts of possible uses. Twitter
can be anything I need it to be in my
classroom – from think tank to artistic space
of expression. Here are my top three things I
could think of. Number one is to Tweet
homework and assignments - Both teachers
and students can easily and quickly tweet
details of homework and assignments using
Twitter in education. You can also include
links to important online sources/pages, and
don’t forget to mention the due dates in your
tweet. Number 2 is the collaborative nature of
twitter. The email seems to become an old
fashioned tool for collaboration. Now teachers
can motivate students to use Twitter in order
to work on collaborative assignments. This
way, you can also intervene at any point by
 giving a good advice, sharing an interesting
link with your students, or helping them with
important resources for research. Lastly
number 3 is the network that Twitter casts in
terms of hashtags. I could do creative
projects where students are given a hashtag
and told to explore the reaches of what is
posted. The only thing it that I would need to
use twitter in this way with an older audience
of students because with twitter being a social
network it can have some weird people doing
weird stuff on it.

Justification for using this resource:
Social media is the platform for
communication for this era and these
students. So if I can bring learning into a
space that has been primarily social it will
encourage students to see that learning is not
a boring activity done in front of a text book
within the four walls of a classroom. Twitter is
accessible anywhere there is internet and it
connects students to a global network of
voices and opinions. After a few classes on
digital citizenship and understanding the
nature of social media Twitter could be a
powerful mean in which students voices are
not only heard by the teacher and their fellow
classmates but the entire twitter verse.

Evaluation of Your Google Site:

Well first off, I want to recognize that I did not make a google site but choose to try out
Weebly. Here at the end of the class I am wishing I did follow the recommendation of making a
google site but I did make one another class and found out just how easy to use and google
friendly it is. You can check out that site here. I found Weebly restricting and regardless the time
I put into formatting I could not get the vibe I was hoping for. I have also used WordPress in the
past and found that if I was a little better verse in plug-in’s etc. I would have really enjoyed that.
Here is a link to that site. As for my final product I am happy with all of the content that we have
uploaded to it through this course. I think it is a valuable professional development resource and
one that I can easily refer back to in the years to come. I can share my learning from this class
with a simple sending of a link and I can reflect on my learning by looking back on this site. I
think if I was to use this for my students I would take the information and organize / move it to
google sites. A lot of our work such as the form, slides, and doc work are much easier to embed
from google drive into a google site. I would say the site I currently have is effective in holding
the information that I was asked to put on it, but I would still like to make it even more user
friendly by categorizing the work and making navigation bar changes. I just am not a fan of the
(more) option when my bar turns into a dropdown menu.

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 In terms of the site effectiveness in relation to curriculum I would say that the site can be
super effective or not at all depending on the user of the site. I am looking at the curricular
competencies for Math 6 right now and depending on what information the students access on
the site – this will relate to different competencies. If students end up looking for example at my
Pinterest page then they will see a link to a post that has twenty math card games. This would
directly link to “use logic and patterns to solve puzzles and play games” competency found on
the Math 6 document. I would say however that if we take a step back and look not just at the
content / curricular competencies / big ideas, we see that the site meets and links extensively to
the core competencies in place by the ministry. Not only is this site an excellent example of
communication, it also provokes creative and critical thinking through its resources and
encourages students to thoughtfully reflect.
The two biggest areas that I can see immediate increased effectiveness on in my site is
if I re-organized the tabs under headings, as well as made a social media account such as
twitter and linked it to my site. The site currently is missing that communication piece where a
students can talk with me or comment openly on a forum. I do have a contact me page that I set
up but I am thinking I could link a social media page to the site so that posts or tweets show up
when the students interact with a certain hashtag or something. It would make the site more
interactive and get students not just viewing the content but interacting with it.

© Continuing Teacher Education, Queen’s University, 2020