Providing+Feedback+Su17

After examining the chosen technology resource, provide a brief overview of the evaluation on the wiki by sharing the following information:
 * Your name
 * Name of the Resource
 * Identify the resources as an educational website, software program or app
 * Rate the Resource on a scale of 1 to 10
 * Brief description of the Resource and how it can is used with classroom instruction or training in a work setting. (3 - 5 sentence)
 * How does the resource align with instructional strategy examined for the week (2 - 3 sentence)?

Allison Havens


 * [|Plickers]
 * Website/App
 * **Rating:** 7- While this website provides instant feedback to the teacher and the students, it only allows you ask multiple choice and true/false questions. Also, it requires you to be able to project your computer screen up onto a board so that your students are able to see the questions. This is a free website/app that is easy to use.
 * **Description:** With this website students are given cards with QR codes. Each code is unique to each student. You have to create a class roster before you can begin using this. Once you have set it all up. The teacher needs to download the app on either a Smartphone or tablet. Then you can create questions on any subject. The website allows you to make folders for different subjects or topics. When you are ready to use the students take their cards and the orientation of the card determines their answer of A, B, C or D, while the teacher uses their Smartphone or tablet and scans them. There are two choices the teacher can show during this time, either a bar graph showing the answers or the students name a check mark will be put by their name once their card has been successfully scanned. You can then show the students the correct answer! The website has reports section which shows you who answered what and how well the students did.
 * **Aligns with Instructional Strategy:** According to Pitler, Hubbell, and Kuhn, the goal of providing feedback is to give students information on how they are performing (2012 p. 38). This website/app does just that. It allows students to see what questions they get wrong and in real time. Pitler, Hubbell and Kuhn, recommend that students be engaged in the feedback process (2012 p. 38). This website/app also allows students to do that. They are actively engaged while being provided with feedback on topics.

__Sources__

Pitler, D., Hubbell, E.R., & Kuhn, M. (2012). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD & Denver, CO: MCREL.

Rachael Tucker-Yhap Reference: Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). // Using Technology with Classroom Instruction that Works // (2nd Ed). Retrieved from http://www.ascd.org/Publications/Books/Overview/Using-Technology-with-Classroom-Instruction-That-Works-2nd-Edition.aspx
 * [|Classkick]
 * Educational App
 * Rating: 8/10 – The app is very user-friendly, it was simple to sign up for free as both an instructor and a student. It was also quite visually appealing and easy to navigate with various instructional videos available for guidance on how to use the app effectively. The main downfall I found was that is seemed to be geared towards a younger audience and may not be suitable for use by secondary or post secondary students.
 * App Description: Classkick is an educational app where instructors can provide real-time feedback over the web. It is available as both a downloadable app and through website access. Teachers assign work and then grade, evaluate, and critique directly through the app. Students also have the ability to “raise their hand” to ask for immediate help, at which time the instructor is able to view their screen and provide assistance.
 * Align with instructional strategy: In accordance with the recommendations by Hubbell, Kuhn and Pitler (2012), the app provides feedback in a timely manner and also engages students in the feedback process. Classkick's ability for students to digitally raise their hand for help from the instructor, allows for immediate feedback during the learning process, granting the opportunity for redirection or correction (Hubbell, Kuhn & Pitler, 2012).

PROVIDING FEEDBACK: WikiSpaces: Beata Dabrowska
 * Resource:** [|Doodle]
 * Type:** Website/App
 * Rate:** 9.5/10 As an office administrator or an administrative assistant in higher education, I personally love this user-friendly Polling/Feedback Tool. It is simple and easy to use, especially for visual-learners like myself, and does not require account creation, unless you want to- which I have one. It’s free to use. Although it does provide more elaborate features for extra cost, although myself (or the average user) does not require to purchase those. The feedback of users is displayed in few formats including a calendar and chart that is very visual-friendly and practical. I would only recommend for the app to allow written responses or explanations as part of their written feedback.


 * Brief description of the resource and how it can is used with classroom instruction or professional development (3 - 5 sentences):** This online feedback polling system is quick and easy tool to find a common time, for scheduling pretty much anything - from educational activities to business meetings, etc. It takes the stress away from finding a convenient time-frame for any gathering, by taking a poll from participants, then showing results in visual display. Initiator inputs several time options, participants reply, and then system converts it to provide feedback. Participants and initiator have options to track results.

This tool may be used within classroom as part of “classroom response system, or data collection and analysis tools” (Hubbell, Kuhn, Pitler, 2012, p. 41) to find a common time for educational purposes. Several uses include, for example: activities such as school events, focus-group session, class field-trip, faculty meetings, or academic off-site group-work. In fact, I will use this tool when scheduling our off-line group work activity for this course in weeks four and eight. Also, my research topic in another course happens to be professional development, so I will use this scheduling feedback tool to find a mutually convenient availability of my research participants as part of pro dev activity.

This resource aligns with instructional strategy examined for this week as it allows “to instantly gather and disseminate specific feedback…the system generates an immediate analysis of user responses” (Hubbell et al., 2012, p. 41). The users have the ability to be engaged and part of the process by viewing response feedback of other users. Tool is helpful for educational strategies such as online surveys, calendars, polls, meetings, events and feedback. The system gathers inputs and works with feedback to find common time for variety of educational purposes, which is all safe, convenient, efficient and confidential.
 * How does the resource align with instructional strategy examined for the week (2 - 3 sentences).**

References: Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed). Doodle. (2017). Retrieved from []

_ Andrea Mera
 * Providing Feedback**
 * Website name:** []
 * Educational website
 * **Rating:** 10/10. //Kaizena// is a free add on that allows instructors to provide instant feedback to students either verbally or in written format, and it allows for a back and forth conversation between students and instructors.
 * **Website Description:** This website is an add on for Google docs which is extremely easy to download and setup. It simply requires users (both students and instructors) to have the add on through Google docs, and then students just have to share their work with their instructor through Google. Instructors can then highlight parts of the document and provide verbal feedback that they record, or can use text to provide feedback. Additionally, instructors are able to share links with resources for their students. The page also allows instructors to pre-program comments on the main web page, and then instructors can select what feedback to share to students’ work.
 * **Aligns with Instructional Strategy:** As a learning management system//Kaizena// meets Pitler, Hubbell, and Kuh’s (2012) requirement of providing students timely feedback that is engaging. For instance, students receive highly customized feedback in a timely manner and have the ability to respond to their instructor’s feedback, which will ensure they are actively engaged. This is a great tool for English students as they usually work on a number of drafts for their assignments and can either collaborate with partners or receive interactive feedback from their instructor to improve their work.

Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed).
 * Reference**


 * PROVING FEEDBACK **

Website/APP
 * Sharon Thurman **
 * [|AnswerGarden] **

__**Rating 10/10: **__ As I believe Answer Garden (“AG”) is an excellent technology tool, I gave it a 10. The simplicity of the website makes it easy to navigate; therefore, I believe it is user-friendly. Also, the site is free, and no registration is required.

__**Website/APP Description: **__ AG is a great feedback tool for brainstorming ideas. It helps to determine whether relationships exists between individual ideas (AnswerGarden, 2017). To create an AG, potential users would go to the following website: []. Users are then able to create a new AG by entering their question or topic in the box provided. After which, users are required to type in their answers using a maximum of 20 characters. The answers are then displayed in a blank space below the answer box. Each AG has its own unique URL that can be provided to students to post their answers to the question, which allows the person who is posting the question to determine commonalities between ideas (AnswerGarden, 2017). AG is a great tool because it can be used anonymously. As a result, students who are shy will feel comfortable sharing their thoughts (AnswerGarden, 2017).

__**How the Website/APP Aligns with Instructional Strategy: **__ AG aligns with instructional strategy examined for the week since teachers can use the tool to motivate brainstorming amongst students or between themselves and students. According to Hubbell, Kuhn, and Pitler (2012), to create a supportive classroom environment, students should be involved in the process of learning. Hence, AG is a great interactive learning tool to encourage feedback in the classroom.


 * References **

AnswerGarden. (2017). Retrieved from []

Hubbell, E.R., Kuhn, M. & Pitler, D. (2012).//Using Technology with Classroom Instruction that Works// (2nd Ed).

**Type:** website **Resource:** [|Rubistar] Rubistar is a website that allows the educators to create rubrics or to download pre-designed rubric templates categorized by their subjects. After free registration, the educators can customize own rubrics given a general template. A vast number of saved rubrics made by the other educators can be searched and viewed to be used as a guideline when customizing own rubrics. Only few features are available on this website, displaying a simple layout and improved usability. The saved rubrics are geared more towards elementary, middle and high school educators and not many are available for the college-level educators. Customized rubrics allow the educators to set the expectations in the beginning of the learning process ( Hubbell, Kuhn & Pitler, 2012, p. 50). As a clinical instructor working at a third-party site, I have numerous objectives based on the professional organization’s standards and educational institution's standards. Using this website, their sheer volume of standards and criterion can be neatly organized and combined into a rubric as a guide for both formative assessment and self-assessment.
 * Eunjin Judith Jung **
 * Rating: ** 9/10
 * Description: **
 * Aligns with Instructional Strategy: **

References Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed). Rubistar. (2008) Retrieved from http://rubistar.4teachers.org/index.php


 * Charlene Dunstan**
 * [|Socrative]**

On a scale of 1-10 I would definitely give Socrative a 10. It is great as a formative assessment tool, with the ability to create polls, quizzes and space races (students compete in teams to answer questions). It’s an educator’s one stop shop. The best thing is it is free up to 50 students.

With Socrative, classroom engagement is made simple. Login is easy and can be accessed through a pre-existing Google account. Since Socrative is Cloud based it allows students to use their laptop, tablet or smartphone. Teachers can prepare activities or make then up on the fly in response to what is occurring in the class at the time. Virtual rooms can be set up with activities to keep your students connected while working remotely.

Immediate feedback is key to a positive learning experience and outcome. “Games and simulations, for example, allow teachers and students to get near-instantaneous feedback //during// the learning process, allowing for immediate redirection or correction of misconceptions.” (Hubbell, et al., 2012, p. 39). Socrative aligns solidly with this instructional strategy. Not only does it provides feedback to the students but is a great aid to Teachers in assessing where their students are at and identify possible gaps in their learning.

References: Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed). Socrative. (2017). Retrieved from []

[|Kahoot] Educational app Rating: 9 – the application is easy to use, requires very little set up time and is a free resource. However, all students would need access to some sort of device to respond to the questions, quizzes, games, etc. Brief description: Kahoot is a free educational app that works on a number of devices. It allows instructors to engage participants throughout a lesson and collect valuable information in the moment. Instructors can use quizzes, discussions or surveys to engage participants. Kahoot allows the instructor to set the parameters and then creates an environment where participants can participate quickly by responding on their personal devices to the on-screen prompts. Kahoot then summarizes the responses on the main screen, allowing the instructor to respond appropriately and allowing the participants to see each other’s responses and perspectives. Align with instructional strategy examined for the week (2 - 3 sentence): In my opinion, Kahoot meets the most of the recommendations for providing feedback as outlined by Hubbell, Kuhn & Pitler (2012). It engages students in immediate feedback and allows the instructor to determine what learning objectives have been achieved and what content may need to be revisited.
 * Meaghan McNeil**

References: Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed). Kahoot. (2017). Retrieved from []

Podcasts/Voicenotes as feedback - https://www.teachingchannel.org/videos/student-feedback-through-technology
 * Claudia Mellad**

Rating: 10 - this is simple but get genius idea as the instructor is able to say a lot more than what they would write and the likelihood of the student listening to it is much higher than simply reading the comments on a paper. Brief Description: Students submit assignments and the instructor provides feedback in the form of an audio recording for student review. This allows students to obtain much more comprehensive feedback as opposed to written comments on a document. The instructor can read sentences back to the student in the recording to clarify meaning and provide suggestions for improvement or praise work that is well done. Align with instructional strategy for the week: I strongly believe that audio feedback meets the recommendations outlined in the course text because it provides students with the opportunity to ask questions and follow-up directly with the instructor to potentially enhance their work for the next assignment.

Hubbell, E.R., Kuhn, M. & Pitlet, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed).
 * References:**

Teaching Channel (2017). //Podcasting to Personalize Feedback.// Retrieved from https;//www.teachingchannel.org/videos/student-feedback-through-technology.

[|Quizizz] Educational website and app I rate this resource as a 10
 * Deborah Sargeant**

This resource can be used by instructors to create quizzes for real-time use or as take home assessments. The responses can be used by instructors to gauge if students are meeting learning objectives. A feedback report can be sent to students after each quiz (Quizizz, 2017).

This resource aligns with the instructional strategy providing feedback because the resource “not only provide[s] the student with judgment-free practice and immediate feed-back but also make the activity fun” (Hubbell, Kuhn, Malenoski, & Pitler, 2007, p.51). The website also has the ability to engage parents in the feedback process, making the learning a collaborative process (Quizizz, 2017).

References

Hubbell,E., Kuhn, M., Malenoski, K., and Pitler, H., ( 2007). Using Technology with Classroom Instruction that Works.

Quizizz. (2017). Retrieved from https://quizizz.zendesk.com/hc/en-us

**<span style="font-family: Arial,Helvetica,sans-serif;">Gianni Rotondo **
I chose to evaluate an **educational website** called ExploreLearning.

I give this resource a **9 out of 10 rating**. It is very user friendly and has an abundance of resources and lesson materials. It is a reliable and credible. It provides links to other sources and the links are fully operational. To create an account is also very easy. There is a 30-day trial, however, subscription is necessary if you wish to continue after the trial period.

This educational website allows for the instructor to create classes with lessons in Science and Math. The students are given a code to the class so that they can log-on and work through the material. This resource provides "interactive online simulations" (ExploreLearning, 2017) called Gizmos, where students can explore the concepts and work through the material.

This resource aligns with the instructional strategy of providing feedback because students are allowed to experiment and practice with a concept right on the computer and the feedback is instantaneous. Students would also be given an assessment on the topic and again feedback is immediate (Hubbell,Kuhn & Pitler, 2012).


 * References:**

ExploreLearning Gizmos: Math and Science Simulations That Power Inquiry and Understanding. (n.d.). Retrieved May 14, 2017, from https://www.explorelearning.com/

Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed).

Pearl Fernandez
Chapter One: Providing Feedback

[|Audacity] Audio software

Audacity is a free program which allows teachers to create and edit audio files and use the audio file as a way of communicating with their students. The software allows teachers and students to provide feedback on assignments submitted by recording their comments and feedback in an audio file and using it as a way of communicating with each other.


 * Rating: 8/10: **

I give this resource an 8 out of 10 as it is a free software and anyone with a computer and an internet connection will be able to download and use it. Audio feedback has been found to be helpful in improving a student’s listening skills. I personally would appreciate this web tool as I prefer to communicate verbally as oppose to using written forms of communication like email. Although I have not had the opportunity to use this resource, it appears easy to use as there are detailed tutorials teaching you how to use it online.


 * Brief description of the Resource **

Audacity is an audio feedback platform where Teachers and students can provide verbal feedback on assignments submitted. Its gives students the opportunity to submit their papers and have the teacher give them verbal feedback before making the necessary changes and resubmitting the assignment. It saves paper and time as the work is submitted electronically.


 * How does the resource align with instructional strategy examined for the week? **

According to Hubbell, Kuhn, and Pitler, technology can allow feedback to be collected and shared in one place which further allows interaction among students and teachers in different geographical locations. Furthermore, Hubbell, Kuhn, and Pitler identify audio files as an effective way of sharing information between students and teachers. Audacity allows for feedback to be obtained from the teacher immediately which has been found to have a greater impact on student behaviour (2012). Students do not have to wait long periods of time before getting feedback which allows the teacher to correct any misconceptions students may have about course material sooner than later in the course. .
 * References**

Audacity. (2017). Retrieved from http://www.audacityteam.org/

Digital Tools for Giving Feedback. (2016). Retrieved from https://www.teachingenglish.org.uk/blogs/amin-neghavati/digital-tools-giving-feedback

Hubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using Technology with Classroom Instruction that Works// (2nd Ed). ___


 * Daniel Robertson**


 * Providing Feedback**


 * [|Duolingo]**


 * Source:** Educational App


 * Rating: 10/10** - This rating is based on the ease of use, mobility, interface and features of the app. It does what it’s supposed to do and does it well all for free.


 * Description:** Using short lessons Duolingo makes learning a new language as easy as commuting to work. I used to do two or three lesson a day on my way to work. The app is designed as a game, so as you complete levels and learn more your level increases. If a competitive edge is what you need to learn, you can compare your level against those of your friends on the leaderboard. There are also lives to lose as you progress on a level answering questions in different formats; answers can be written, spoken or selected from options. The feedback is immediate, so if you lose too many lives you don’t get to complete the level and have to start again. The app also has features to make you keep coming back, like reminders that can be via the app or emailed to you as well as a streak counter that goes up the more you play.


 * Instructional Strategy Alignment:** The app engages students in all the ways that are prescribed for good feedback. Hubbell, Kuhn and Pitler (2012) involved good feedback provision as: addressing what students do wrong and right, being timely, referencing a criteria, and engaging students in feedback. Duolingo addresses all of those areas. The app gives points for right answers and notes the wrong ones and why they are wrong immediately. The feedback is always timely because it is always immediate and the feedback for wrong answers includes how to get the question right in the future. As the app is a one on one experience learners have the full attention of the instruction without any distractions.

ReferencesHubbell, E.R., Kuhn, M. & Pitler, D. (2012). //Using technology with classroom instruction that works// (2nd ed.). Alexandria, VA: ASCD