As I’ve begun planning for the upcoming school year (which starts in just one, very short week for me!!!) I have been thinking back over the activities and the tools I used teaching last year and considering new tools I can use this year. Over the summer, I’ve read some articles about education in the digital age and so as I look into new things to try this year I’m considering how these tools can help me to build 21st Century skills in my students. Last week I posted about my thoughts on 21st Century teaching and some big ideas I have for my classroom and teaching strategies I hope to start integrating such as flipped learning. I’m excited to give that a whirl, but I know that flipping my classroom isn’t going to happen all at once. With two new preps to plan this year among other new extracurricular commitments, I’m also looking for new (or more) digital tools I can incorporate this year that are both low prep and effective. 

When I mention that I want the tool to be “effective”, I mean something more than just its usability. I want the digital tool to help me create an authentic opportunity for my students to build those 21st Century skills. I have to keep in mind that the work my students do using digital tools needs to feel worthwhile to them. Students want to see the work they do with the tool connecting directly to the other things they do in or outside of math class. 

One tool that I’ve been very impressed with is Desmos. Desmos originally got its beginning as online graphing software, a lot like a digital calculator. Since its internet birth, Desmos has grown to become a beloved tool of Math educators everywhere. Desmos still graphs, but it also includes an Educator’s account where teachers use already-created lesson modules, activities, and games, or create their own. Last year, I used Desmos modules a few times with my 7th graders. Using these modules, students don’t need an account – they just got to the website and enter a code and begin working through each slide at their own pace. They answer questions and post to their class, do card matches, or manipulate buttons on screen to see animations of a graph or table. My favorite thing about Desmos is the ability a teacher had to see exactly what their students are drawing or saying on their screens while in Dashboard mode. Teachers can pause the progress of all students at any time. If teachers project their own devices while in Dashboard they can also anonymize the identify of students so that if they want to point out a particular answer or mistake they do not have to name students. I like Desmos because it is usually easy to find an activity that works for what you are teaching and if you can’t find something you like, you can create your own. Desmos also meets some of the criteria for 21st Century skill building as well – students take ownership for their own learning by working at their own pace, communicating effectively with classmates, and working to creatively solve problems on their own. 

I’ll be looking to incorporate more Desmos activities this year, but I’ve also been looking into other tools that are new to me. One I’ve found interesting is called CueThink. With CueThink, students use problem solving steps to think through and then create a video explaining a solution to a given math problem. It is available in browser and app mode. I won’t go into too many details here, but will link my video review of CueThink here. 

I liked CueThink because of its ability to connect students as they share their videos. However, unlike Desmos, CueThink does require students to set up an account with their emails and their posted videos can be viewed publicly by any CueThink user. This brings up some questions about digital safety and ethics. While we as educators in the modern world want our students to build their communication skills not only with each other but with peers and others across the world, we have to consider how we are protecting their data and privacy as well. It is imperative that nothing we do or use every compromises this. Sadly, this sometimes limits what tools we can use in our classrooms, even if those tools have great features. In accordance with the State of Kansas’ Student Data Privacy Act, my district has some strict rules about which digital tools we can use. Unfortunately, CueThink is one that I will have to inquire about and see if it can be added to our list of approved digital platforms that parents agree to let their children use. Desmos does a great job of protecting the identify of students by not requiring sign in from students, but also doesn’t save their work once students exit a session. Since CueThink saves their work, they need to have a sign in system. I do find it interesting they CueThink posts are so public since it is meant to be an educational tool, and all educators should be careful about public posting of student work even if it doesn’t show it their faces.

I’ll be inquiring about getting CueThink approved soon, but in the meantime I’m still on the hunt for more tools I can incorporate next year!