Professional Documents
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Cont933 Course Culminating Activity Jenna Lupton
Cont933 Course Culminating Activity Jenna Lupton
Resource #1
Name of technological resource: HyperDocs
Description of how this resource HyperDocs are versatile teaching and learning tools that can
could be used: be designed to support all learners. In math, HyperDocs
support student learning through sequential, step-by-step
outlines, built-in scaffolded supports, and opportunities to
review and reflect on one’s learning. Teachers can
differentiate their HyperDocs to target specific learners and
monitor student progress through check-ins and diagnostics.
HyperDocs can include links to any or all of the following:
• YouTube
• Online math programs such as Khan Academy,
Mathletics, Splash Learn, IXL, etc.
• Google Forms/Google Docs
• Articles/websites
• Online math games (e.g. Math is Fun)
• Collaborative forums such as Padlet or Answer Garden
• And many more!
Justification for using this As Jennifer Gonzalez explains on her blog Cult of Pedagogy,
resource: HyperDocs can transform teaching practices and have many
benefits for both teachers and students. Within a single
document, students are provided with an outline and
hyperlinks for all of the resources they need to complete a
given task, or series of tasks. Benefits of HyperDocs include
less lecturing and more face-to-face time with students,
flexible and adaptable lesson planning, multimodal learning
opportunities, and increased privacy/discretion amongst
students. Students can work at their own pace, go back to
review content, explore various resources, and reflect on their
learning.
Description of how this resource Google Forms can be used for a variety of purposes, such as a
could be used: check-in, exit ticket, or formative/summative assessment.
Depending on the purpose of the Form, teachers can include
pictures, YouTube videos, and links to various resources.
Students can answer questions, give feedback, and reflect on
their learning as they go through the activity. Teachers can
include content-specific questions to see where learning gaps
exist, and even create an interactive series of questions that
give students choice in their answers.
Justification for using this Google Forms are an excellent way to gather data on student
resource: understanding. When creating a form, teachers can include a
variety of response options (multiple choice, long/short
answer, true/false, checkboxes, etc.) to appeal to different
learners and elicit specific feedback. Videos, pictures, and
links can be included to support learners at all levels.
Resource #3
Name of technological resource: Powtoon
Description of how this resource Powtoon can be used by both teachers and students. To
could be used: convey a specific idea or teach content, teachers can create
animated videos that they can then voice over and share/post
to their YouTube account. Videos could be filmed in
progression so as to build student knowledge and
understanding, or a single video could be created to hook
learners, ask a question, or initiate inquiry. Students with some
technological proficiency could be tasked with creating their
own Powtoon video to creatively demonstrate their
understanding of a given concept. Opportunities for cross-
curricluar applications are numerous, as are its uses in projects
and presentations.
Justification for using this As mentioned, Powtoon is a versatile program that can be
resource: used by both teachers to deliver content/concepts and by
students to apply and demonstrate their learning. Young
Resource #4
Name of technological resource: Padlet
Description of how this resource Padlet is a great tool for collaboration. Like a digital version of
could be used: putting sticky notes on a wall, Padlet is a place where students
can add their thoughts, ideas, and questions to a community
of other learners. In math, Padlet could be used as a check-in,
exit ticket, brainstorm, question board, or to determine prior
knowledge on a concept. Students can also take pictures of
their work and add it to the Padlet wall, great for younger
learners or activities using manipulatives or hand-drawn
responses.
Justification for using this Padlet can be used on any device (smartphone, tablet, or
resource: computer) and easily shared via QR code or link. Its simple
interface makes it accessible for all learners and students can
feel like they are an active part of a collaborative activity as
they see their ideas posted instantly. In relation to BC’s Math
Curriculum, Padlet provides opportunities for learning and
growth in many areas, such as: inquiry, problem-solving, using
technology, communicating, contributing to mathematical
conversations, representing ideas, reflecting on mathematical
thinking, and making personal and interpersonal connections.
Resource #5
Name of technological resource: Hour of Code
Description of how this resource There are so many options for all levels of student coders on
could be used: the Hour of Code website. Different coding programs and
tools, and engaging, kid-focused themes provide accessible
coding learning that can be used in the math classroom and
Justification for using this Coding is becoming more and more recognized as a valuable
resource: and relevant part of the curriculum, with real-world
applications and practical skill development. As BC’s Applied
Design, Skills, and Technologies (ADST) curriculum states, “the
ability to design, make, acquire, and apply skills and
technologies is important in the world today and key in the
education of citizens for the future”. Even very young
students can participate in coding, which has been linked to
the development of essential skills such as problem solving,
data analysis, creative and critical thinking, pattern
recognition, as well as visualizing and representing
mathematical concepts.
Evaluation of My Website
Although I had made websites for courses before, I enjoyed the process of gradually building this
throughout the course. I found that posting assignments as the course progressed was a great way
to keep things organized and didn’t leave me with a major project at the very end. I really liked
exploring my colleagues’ websites too, as I found myself inspired along the way and I appreciated
the different ways of presenting information.
I understand that organizing the headings and pages as they are was so that everyone’s websites
would be consistent and somewhat familiar to navigate. Had I built and designed my website
myself (or if I were to go on to share this as a professional resource), I would probably categorize
and combine some of the sections to simplify the number of pages there are to go through. For
example, I would group SAMR, Common Technology, and Multiple Forms of Technology under
one heading called “Transforming Teaching with Tech”. I would also probably put my Pinterest
As I completed the assignments on this website, I did so through the lens of the grade 2-3
curriculum, as that is what I primarily teach. All of the resources, activities, and lesson plans
included have been purposefully and intentionally created with the BC Curriculum in mind.
Overall, this website offers many valuable resources, examples, and information on teaching and
learning mathematics through technology. As mentioned, I would probably choose to restructure it
a bit for ease of navigation purposes, but overall it would prove to be a useful tool for many
educators and students.