As an Instructional Technology Coach, one of my core responsibilities is to work with teachers to effectively utilize technology to support learning. This is by done by through a collaborative effort with much one-on-one work in discussions and project planning. I assist teachers in the process of successfully integrating technology into the project-based curriculum which often times includes push-in support. The over-arching goal is to use technology as a tool that supports and enriches the learning & curriculum.

Take a look below for a few examples of projects:

6th Grade Humanities

Virtual Museum

[Remote Learning Project]

As part of the class the students do a study of ancient civilizations, and the project culminates with the students creating an artifact and written work about their civilization.

Usually this culminated with a night at the museum, but how could we transform this into a digital experience while school operated remotely?

I helped the teachers device a plan for the museum to be transformed into a comprehensive digital experience where different committees of students would help build towards the goal of an interactive website and virtual exhibit that would be called "The Wildwood MAC" short for the Museum of Ancient Civilizations.

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6th Grade Humanities

Google Expeditions VR Experience

[ISTE Standard: Global Collaborator]

Google Cardboard brings immersive experiences to the classroom. As a part of this project redesign the “Ancient Egypt” Google Expedition was brought to the class with Google Cardboard Headsets. VR simulations allow students to explore different realities and have an alternative learning experience that is impossible in the traditional classroom. Students were very engaged with their experience of visiting the material they were learning about in class.

8th Grade Science

Google Slide Animations, Video Basics & Storyboarding

[ISTE Standards: Knowledge Constructor & Creative Communicator]

In this multi-class collaboration with the teacher. I introduced students with the concept of stop-motion animations and how to create this using tools on their computer. We explored both concepts, including those of storyboarding, shot types, B-Roll, as well as the technical aspects of creating a stop-motion using Google Slides and Quicktime, and the basics of utilizing audio and iMovie in their video projects. I also created a dedicated website as a resource for the students.

Humanities: Blogging & Digital Citizenship

8th Grade Humanities

Introduction to Blogging & Digital Citizenship

[ISTE Standard: Creative Communicator]

In this year-long initiative to bring in blogging into the student’s self-directed projects, I assisted with helping provide the technical and conceptual needs of implementing an individual for each student. An important aspect of this project was that the students would post their work and ideas, as well as to participate in the act of giving and receiving feedback. This was kicked-off with a session about how to set up blogs, use a rich text editor, and a discussion around guidelines and expectations to be a Digital Citizen. Each student was guided to set up their blog and a how-to of taking and adding some multimedia components.


The Final Website

Creating a Gamification & Blended Learning Website

Transforming the Student Experience

Project Overview & Objectives

This project was a complete redesign of both the presentation and implementation of the grade 6 Math curriculum by bringing in elements of both gamification and blended or “hybrid” learning to the classroom.

Gamification can be defined as the process of applying game elements, game mechanics, and game thinking to non-game situations.

This project utilizes aspects of both content gamification (which is the application of game elements) and structural gamification (which is the application of game elements to propel a learner through content). One goal of this project is to transform student experience and promote deeper engagement with the content.

Project Objectives

  • Transform the student experience and promote deeper engagement of the content through the use of gamification

  • Utilize a combination of Google Sites and Google Classroom to create a workflow for students to receive and hand-in their work

  • Create an organized and structured “virtual” classroom

  • Leverage digital forms and exit tickets to gauge student learning

  • Build a digital environment where students can work more independently as well as one that provides differentiation for students who need to review the concepts or go further in their learning

ISTE Standards

The redesign of this curriculum aligns with the ISTE standard for an “Empowered Learner,” where a student will leverage technology, in this case the learning website, to take an active role in choosing, achieving and demonstrating competency in their learning goals. This platform promotes students to “use technology to seek feedback” [ISTE Standard 1c] through built-in feedback points provided as digital forms and exit tickets and “customize their learning environments in ways that support the learning process” [ISTE Standard 1b] through pathways of differentiation to either review material or go deeper into the concepts.

Example of a Level’s legend where icons are used to denote information

Project Information


The theme of Mario Bros. has been adapted to fit the context of the Mathematics class where students move through the levels (units) and within each level students also move through the stages (lessons). Elements of design have been utilized to create a more appealing student experience, to clearly denote the action points for students, and the use of icons to aid the user experience and communication.

Reorganization & Restructuring

The content for this class has been reorganized and restructured to incorporate elements of gamification and to embed interaction points. Each stage is structured to have a progress map to communicate to the learner where they are within the level, a “Do Now” activity, concept material, activity or independent practice material, an exit ticket, and information to homework. Another aim of this project is to create a uniformed and consistent learner experience.

Each stage also provides a uniform structure for differentiation where the student can proceed to a “Back to Basics” page for that lesson to review concepts or go to a “Challenge Work” page to go further within the concept. To promote access for the teacher to student data, the “Do Now” activity answer submission and exit ticket form submission have been transformed into digital forms. This will allow the teacher to easily see both whole class and individual student information.

Workflow Redesign

Another aspect of this project was to rethink and redesign both the workflow of the class and the student. To promote achieving learning objectives, we aim to create a consistent and engaging class experience by creating a blended or “hybrid” classroom. By combining traditional classroom methods along with independent pathways for students to work through the material, the aim is to create a more engaging class experience where students have a clear understanding of what they should be doing and the teacher is free to provide support instead of direct instruction. By providing a space for the complete lesson to be located, students can easily go back to the information when needed and have access to it if they are absent.

The incorporation of using Google Classroom into the workflow for students will also provide a digital organization structure for both teacher and students, as well as to create a system for students to hand-in their work digitally.