Edtech 533 Final Reflection

Before taking this course, I had only been a casual user of YouTube, and rarely used it in the classroom because it is blocked in my school. Mainly I had used it for my own entertainment purposes at home. By creating my own YouTube channel, I have learned how to locate the multitude of educational videos available and curate them into playlists to use in my classrooms.  I have been adding to my playlists throughout the semester and will continue to do so after this course.  It has helped me integrate video more often into my lessons.  Creating the playlist lesson and the media literacy lesson was also a valuable learning experience.  The playlist lesson showed me how to use one of my curated lists of videos to create a lesson directly in YouTube.  The media literacy lesson showed me how to develop a lesson using both Google Forms and YouTube videos.  I have never developed lessons like this before and I found them to be very useful to use with the students in my computer classes.  Finally, one of my major accomplishments was learning how to create my own professional educational videos.  I am still a novice, but I have realized that I do have the capability to create my own videos and feel that I can use what I have learned to help my students create quality videos as well.    

I think that I value the use of YouTube in education more now that I have taken this course.  There is a lot of junk and crazy videos out there, but what I have learned throughout this course is that it is possible to create an account filled with superior videos that can be used to enhance a student’s educational experience. I still believe that YouTube should be blocked on the students’ computers in my school solely because I work at the elementary level and I do not want them to be exposed to something that they shouldn’t.  I am thankful that we have developed an easy work around for our teachers, though, so that they can access YouTube videos to share with their students on their computers.  Through my experiences, I have realized that with proper leadership and guidance YouTube can be a wonderful tool for teaching students how to create quality multimedia experiences and how to analyze the videos they view.  

Being media literate means that one has the ability to access, analyze, evaluate, and create media.  When a person is media literate, they can better understand and evaluate the messages they receive through all types of media including the television, radio, internet, music, and print.   In order to be media literate, one must be able to analyze what the creator wants us to believe or do and identify any marketing strategies or techniques of persuasion.  Someone who is media literate should also be able to evaluate whether the information presented shows bias or provides misinformation or if parts of the story are being left out.  One should also reflect on their own beliefs and values and evaluate media messages using those beliefs and values.  As an educator, it is my job to help my students develop these critical thinking skills. While teaching digital citizenship lessons, I have only briefly touched on media literacy with my students.  After creating my media literacy lesson, I was really struck by how essential it is for me to put more of an emphasis on educating my students on the importance of becoming media literate.  Many times when my students sit down in my computer lab to work on projects and research, I observe them using pretty much any piece of information they find without ever questioning who created the information, its reliability, and whether or not it is credible. Now, I find myself stopping the students more often and having them pause and analyze the information they are viewing or reading before they decide to apply it to their classwork.  It is my goal that they start to move away from taking things at face value and believing them to be true all the time.  

Throughout my reflection I have listed some specific ways that I will use the projects, skills, and ideas from this course like adding to my playlists and continuing to build new playlists.  I will also continue to educate my students in developing their media literacy skills.  I’d like to continue creating more Powtoon educational videos in order to demonstrate computer skills that we use in my computer classes and for digital citizenship lessons.  I think that my students would love to create their own Powtoon video demonstrations and I hope to be able to purchase a subscription for my school.  We also offer electives at my school to our junior high students.  I would like to offer video production during one of these modules and teach my students the three steps of pre-production, production, and post production.  We have never offered anything like that at my school, and I think it would be a learning valuable experience for them.  

The following three projects demonstrate mastery of the AECT Standards:

Educator’s YouTube Channel:

Standard 1  (Indicators 1.1, 1.2, 1.3, 1.4): I created a YouTube channel with an educational focus to house instructional content and the videos I created for this course.  I selected educational videos for my channel and categorized them by educational topic.  I also added subscriptions that featured channels that house videos that could be used in my educational setting.  I assessed YouTube videos and subscriptions to channels to determine whether they would be of educational value for my classroom setting.  I successfully categorized and organized the playlists and subscriptions on my channel for easier access when using the videos in the classroom.    

Standard 2 (Indicators 2.1, 2.2, 2.3, 2.4): Knowing the content that I need to cover with my students in their computer and library classes, I used that knowledge to carefully evaluate and select educational videos that would support classroom lessons and improve student learning and performance.  

Standard 3 (Indicators 3.1, 3.2, 3.3, 3.4): This YouTube channel was created with a knowledge of learning principles and best practices.  The video resources were selected based on learning principles and best practices so that they would optimize learning in the classroom.   The videos and subscriptions were categorized for easy accessibility and to be shared in order to improve learning in specific topic areas.  

Vlog with Closed Captioning:

Standard 1  (Indicators 1.1, 1.3, 1.4): I created a Vlog discussing the pros and cons of YouTube in education.  In this Vlog, I evaluate how YouTube can be used effectively in the educational setting and also comment on its drawbacks.  

Standard 2 (Indicators 2.1, 2.2, 2.3, 2.4): Using my knowledge of the field of education, I discuss how using YouTube can improve learning and performance outcomes for students.  I also assess the negative aspects of using YouTube in an educational setting.

Standard 3 (Indicators 3.1, 3.2, 3.3, 3.5, 3.6): This Vlog was created using research backed by educational principles and best practices made available from multiple resources.   I discuss the pros and cons of YouTube in education with an emphasis on safety for students, how it can be used appropriately in an educational setting, and some of the negative effects of the open access that is offered on YouTube.   Closed Captioning was added to this video so that those with hearing difficulties might still be able to obtain the necessary information being conveyed in the video.

Standard 5 (Indicator 5) Before creating this video and my commentary, I performed extensive reading and research in order to form my opinions.  

Short Form Educational Video:

Standard 1  (Indicators 1.1, 1.2, 1.3, 1.4): I created a short educational video for my elementary computer students to help them master identifying the parts of the computer.  This video was created using Powtoon.   

Standard 2 (Indicators 2.1, 2.2, 2.3, 2.4): This video was created with the knowledge that my students have to master identifying the parts of the computer by the fifth grade.  Using this video will enhance instruction rather than going over the information using a worksheet.  

Standard 3 (Indicators 3.1, 3.2, 3.3, 3.5, 3.6): This video was created with a knowledge of learning principles and best practices.  By using this video each school year, students will learn through repetition.  The media used in the video were found on the public domain and were properly cited.  The video was closed captioned for hearing impaired students to be able to obtain the information presented.  

Advertisements

Accessibility Features on My Computer

Accessibility features are designed to help people with disabilities use technology more comfortably. Although some accessibility features require special software downloads, many are built into the operating system of your computer or mobile device. For this class and while working at my school, I use a laptop with the Windows 7 operating system.  I have never really pursued using the accessibility features available on this system, but through research and experimentation with the system, I have found many accessibility features that would benefit the needs of others who might have a disability and would find the normal features of Windows 7 difficult to use.  

Microsoft  supplies a central location for locating their accessibility settings and programs.  They call it the “Ease of Access Center” and it can be found in the Control Panel  or by pressing the Windows Key + the letter U when logging in to the computer.  The first item that is listed in the Ease of Access center is an option a user can click on that allows Windows to suggest settings to make the computer easier to see, hear, and use.  The user can fill out a questionnaire regarding their sight, dexterity, hearing, speech, and reasoning.  Depending on the user’s disabilities, this questionnaire might be hard for the user to fill out on their own, but it could be completed with assistance from another person.  Once the questionnaire is filled out, the user can obtain a list of recommended settings to try.  The Ease of Access center also provides quick access to common tools that are used for accessibility and one can explore the settings by category (Microsoft, 2015).  

Accessibility Tools for Those with Vision Difficulties

The magnifier tool in the Ease of Access Center magnifies the screen or a portion of the screen to make text, images, and objects easier to see.  This makes it easier to view text and images and see the whole screen more easily which would benefit someone with visual impairments.  One can set the magnification level to up to 16 times the original size. One can also make the computer easier to see by selecting a High Contrast Theme.  With a high contrast theme, colors are inverted so white becomes black and black becomes white.  This would benefit users with weak eyesight because it helps make it easier to read the text and reduces eye strain.   Users can also turn off unnecessary animations that might be distracting and can change the size and color of the mouse pointer in order to make it easier to be seen on the screen. There is also an option available to use the computer without a display.  This tool would allow those with poor eyesight or the blind to be able to use the computer.  By clicking on certain options, one can have the text read aloud and also receive an audio description of what is happening in videos.   

Accessibility Tools for those with Dexterity Difficulties

Windows 7 offers the capabilities to use the computer without the need to use the keyboard or mouse.  If a person is missing limbs, has dexterity issues, or has other physical or cognitive disabilities, settings can be chosen to use a pointing device.  Users would be able to type on an on-screen keyboard using a mouse or another pointing device such as a joystick by selecting keys from a picture of a keyboard (Roblyer, 2016, p. 412).  The on-screen keyboard can also be re-sized and customized so that it is easier to see and use.  Text prediction can be enabled as one types so a list of words pops up that predicts what the person might be typing so he/she might not have to type out the whole word.  One can also avoid using the mouse or keyboard by choosing a setting to speak into a microphone to control the computer, open programs, and dictate text (Microsoft, 2015).  In Windows 7, the computer can also be set up so that the mouse can be controlled by the keyboard.  The mouse would be turned off and controlled by the numeric keypad. The keyboard can also be adjusted for ease of use.  “Sticky Keys” could be turned on so that instead of having to press three keys all at once like Ctrl+Alt+Delete, one can press one key at a time.  Filter keys is another feature that can be turned on.  When this feature is turned on, the computer would ignore or slow down brief repeated keystrokes or when someone holds down a key for several seconds unintentionally.  If a user finds the keyboard and mouse to be too difficult to use, Windows 7 does offer Windows Touch.  With Windows Touch, if a user has a touch-screen monitor, he/she can just touch the computer screen in order to work (Microsoft, 2015). I do not have a touch screen monitor so I was not able to try this feature out, but it seems similar to using an iPad.   

Accessibility Tools for Those with Hearing Difficulties

In Windows 7, there are text or visual alternatives available for sounds.  Visual notifications can be turned on when sounds occur.  Text captions can also be turned on for spoken dialog.   

Exploring the accessibility tools available in Windows 7 really got me thinking about some of my students and how I can better help them while they are in my computer lab.  I have never heard of any of our students being referred to an assistive technology team as mentioned in Roblyer (2016, p. 408); however, now that I know about the tools that are readily available within our software, I feel more prepared to offer suggestions for ways to better use our technology to support my students as they grow and learn.     

Microsoft. (2015). Microsoft accessibility. In Microsoft. Retrieved November 15, 2016, from https://www.microsoft.com/enable/products/windows7/  

Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed., pp. 408-412). Upper Saddle River, NJ: Pearson.

Obstacles to Integrating Tech in Language Arts

Using technology should be an integral part of education in today’s classrooms, but it does come with its challenges.  It can make the learning situation much more complex, yet educators recognize these difficulties and continue to work and prepare themselves to try and integrate technology successfully.  

In the area of language arts, technology has changed the format and types of communication that people encounter which adds new challenges to language arts instruction. Literacy used to involve being able read and write and make meaning from the written word.  With the ever-present and constantly changing internet, 21st Century literacy skills now include being proficient in media literacy, digital literacy, and information literacy (Roblyer, 2016, p. 261). Teachers must develop new instructional strategies to help students adapt to a more global means of communication.  This means while teaching students how to read and write, we also must empower them to be able to analyze and critique the messages portrayed in images, language, and sound (Alliance for Media Literate America, 2001).  We also have to teach them to recognize when information is needed and how to find, evaluate, utilize, share, and create content in an ethical manner even when guidelines and rules continue to change or are ambiguous (“What is digital literacy?”, 2009).

In order to deal with these new skills, teachers must include new strategies in Language Arts instruction. To advance reading and writing skills, teachers must teach students how to read not only written text, but also multimedia text.  Using multimedia in instruction helps students decipher text that is nonlinear (Robyler, 2016, p. 263).  Teaching about information literacy should not be isolated to one lesson, but should be an ongoing process.  Students need to learn how to perform proper searches and evaluate information for reliability and credibility each time they seek out information.  Finally, we cannot be afraid to allow students to interact socially.  Instruction should allow students to share their work and encourage collaboration with their peers and with others on a more global scale.

It seems wonderful that there are policies in place that recognize the need for using technology in Language Arts instruction and Roblyer (2016) lists a lot of great strategies for addressing these needs, but let’s be honest, there is still one large issue that needs to be addressed—professional development.  It’s hard to expect an educator to even know how to grow as a literacy professional and connected educator when they do not receive any type of quality, formal instruction.  Many times school leadership does not provide this type of professional development so it is up to the educator to personally seek out their own professional learning through developing personal learning communities and communities of practice (Roblyer, 2016, p. 268).  One would hope that an educator would realize the valuable knowledge gained and be motivated and have the ability to seek out these relationships and opportunities.

References:

Alliance for Media Literate America. (2001). What is media literacy? AMLA’s short answer and longer thought. In Center for media literacy. Retrieved November 8, 2016, from http://www.medialit.org/reading-room/what-media-literacy-amlas-short-answer-and-longer-thought

Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed., pp. 261-268). Upper Saddle River: Pearson.         

What is digital literacy? (2009). In Cornell University Digital Literacy Resource. Retrieved November 8, 2016, from https://digitalliteracy.cornell.edu/welcome/dpl0000.html

Integrating Technology into the Library

It is no longer a question of whether to use technology in schools, but how to effectively use technology to enhance student learning.  As the library media specialist for my school, my role is to come up with innovative ways to use technology across the curriculum, design student experiences that use technology in original ways, select appropriate resources, and collaborate with my colleagues to plan effective student-centered technology enhanced lessons.  These lessons must allow students to develop their information literacy and computer skills, interact with members of the community, and understand that the skills they are learning can be applied to their everyday lives (Hughes-Hassell, 2001).

Technology is a tool that can be used in the library to solve problems.  Hughes-Hassell (2001) states that it can be used to “gather, organize, analyze, and present information.” There are many ways to use technology effectively in the library in order to make it more engaging, relevant, and authentic. One basic way is to use technology to play review games with students on library skills, genres, parts of a book, library terminology, the Dewey decimal system, etc. Using video in the library can really help create a more complete picture when presenting lessons to students. Chances are pretty good that you can find a clip on YouTube to enhance any lesson and if not, you can upload your own video to share with the students.  It is very expensive to house current encyclopedias on site at school; however, through technology, my students can access the most current electronic resources such as encyclopedias, journals, and magazines to gather research information. Digitized resources through the Library of Congress can augment lessons through the use of primary sources.   Technology can help students communicate with other students from around the world or reach out to scientists, researchers, and authors.  Older students might contact experts using e-mail.  Skype visits with experts might also be set up to aid in lesson understanding and allow students to communicate with authors about books they have read and the writing process.  Portable technologies, such as laptop computers or iPads, can be used to gather data outside the classroom and tools such as spreadsheets can be created to help students analyze their data.  Students can use a variety of authoring tools like presentation tools, digital booklets, animated reports, and videos to present any type of project or research.  Technology can also be used to take students on virtual field trips and simulate real-life experiences for students. Webquests can guide students to search the internet for specific information.   Technology can provide scenarios and interdisciplinary connections to enhance learning.  For example, after reading the book Gopher Up Your Sleeve  by Tony Johnston, students might use websites like enature.com to learn more about the animals in the poems.

Technology on its own does not facilitate learning, but a huge difference is made when it is used in conjunction with meaningful resources and authentic experiences.  School librarians should collaborate with teachers to design learning opportunities that utilizes technology to address the needs of the learner and curriculum goals.  

 

Hughes-Hassell, S. (2001). Enhancing student learning with technology. In American Library Association. Retrieved November 6, 2016, from http://www.ala.org/offices/sites/ala.org.offices/files/content/publishing/editions/samplers/penaasl.pdf

Digital Games in the Library

Children learn best when the content is relevant to them and when they can make connections between new and old material.  Sometimes it can be challenging to make these connections, but using games can help.  Games can help strengthen teacher to student and student to student relationships.  Children like playing games because they can have fun while they are learning.  Teachers like games because they help boost students’ academic confidence and develop their social and problem-solving skills (“Teaching with Games”, n.d.).

Both games and gamification have been used for educational purposes from preschool all the way through higher education.  They are useful because they are engaging and motivate the learners (Young, 2016).  Motivating students to learn, especially in topics that do not initially interest them, can be a challenge for all educators especially for library instructors.   I have yet to meet an elementary student who loves to learn about library skills and research so using games, especially digital games, in my library has many advantages.  

One advantage is that the students are learning through the process of playing a digital game.   Digital games might help a student understand a new library concept or idea such as:

  • ABC order and how fiction books are shelved.
  • The Dewey Decimal system and locating non-fiction books on the shelf.  
  • Parts of a book
  • Literary Genres
  • How to search the library catalog
  • Library Orientation
  • Research Skills
  • Digital Citizenship

Digital games are more engaging for my library students.   From year to year, my students need a lot of review and practice with library skills.  Handing today’s students worksheets on these topics is not very engaging and meaningful.  Because my class is not graded, students are less motivated to complete worksheets, but a lively digital game sparks their interest and the students are more willing to participate.  

Digital games can help students make connections with the library content and form positive memories of their learning.  When activities are fun and interesting, they stand out in students’ memories and can facilitate learning.  The students may recall the information more readily after playing the game.   Some students might remember library vocabulary words after playing certain games, others learn from reading the clues provided in certain games, and other students learn when they hear their classmates call out answers. Using digital games appeals to all different types of learners because they provide a variety of experiences for students. (Stathakis, 2013).

Using digital games with young students is one of the many effective tools that can be used in library instruction.  Effective digital games create a collaborative and enjoyable experience for the students which increases their engagement and motivation resulting in learned material.  When used properly to meet desired objectives, digital games can have a positive impact on a student’s educational experiences.  

Resources:

Stathakis, R. (2013). Five reasons to use games in the classroom. In education world. Retrieved October 19, 2016, from http://www.educationworld.com/a_curr/reasons-to-play-games-in-the-classroom.shtml

Teaching with games. (n.d.). In education world. Retrieved October 19, 2016, from   http://www.educationworld.com/a_curr/strategy/strategy065.shtml

Young, J. (2016, July 1). Can library research be fun? Using games for information literacy instruction in higher education. Retrieved October 19, 2016, from http://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=1973&context=glq

 

Acceptable Use Policies

An Acceptable Use Policy (AUP) is a document constructed by an institution that details the manner in which it would like its members to use technology including the internet. Many schools and districts have Acceptable Use Policies that address both acceptable and unacceptable behaviors for students, faculty, and staff when using technology and the internet.  Prohibited behaviors usually include plagiarism, piracy, cyberbullying, and visiting sites deemed inappropriate by the school.  Acceptable behaviors include being a positive digital citizen, having proper netiquette, and using the internet properly for school purposes (“1-1 Essentials-Acceptable Use Policies”, n.d).

A 2009 article by Education World titled “Getting Started on the Internet: Developing an Acceptable Use Policy (AUP),” states that an Acceptable Use Policy should contain six key elements.  They are “a preamble, a definition section, a policy statement, an acceptable uses section, an unacceptable uses section, and a violations/sanctions section.” The article goes on to explain each section.  The preamble details why the policy was created and the goals of the policy.  Key words in the policy are explained in the definition section.  This ensures that everyone reading the policy understands the terminology.  The policy statement lists what computer, mobile device, and internet services are covered and when the students can use those services.  The acceptable use section breaks down the appropriate use of school technology and the internet.  The unacceptable uses portion must give specific examples of inappropriate student use.  Finally, in the violations/sanctions section students learn how to report violations and the consequences they will receive should they violate the policy.

All schools and districts are different and create Acceptable Use Policies that are relevant to their situation.  The following are excellent examples of Acceptable Use Policies for elementary schools in the United States:

I feel that my school’s Acceptable Use Policy leaves a lot to be desired.  After reading about Acceptable Use Policies and viewing examples from other schools, I would like to initiate a conversation with my principal about revising our policy to make it more detailed and transparent for our faculty, staff, parents, and students.  Our current AUP can be seen by clicking on the following:acceptable-use-policy

We also have a 1:1 iPad program for our sixth through eighth grade students at our school.  The following document is sent home with the students and is signed by the students and parents: ipad-contract-2014I feel that this document is a better example of an Acceptable Use Policy because it incorporates the suggested sections that I mentioned above.  After reviewing both of our school’s policies, I think that the policy we have in place for the iPads should be edited to include all types of technology and the internet and used as the AUP for all our students in grades kindergarten through eighth grade.  Even though our kindergarten through fifth grade students are not 1:1, they do have access to iPads in the classroom and use our school computer lab.  

As educators it is important for schools to provide students with access to the digital world, yet we must do it in a way that protects our students.  An AUP is the first step toward protecting our students as long as it is enforced and supported by all members of the school community.  

References:
1-to-1 essentials – Acceptable use policies. (n.d.). In commonsensemedia. Retrieved October 4, 2016, from https://www.commonsensemedia.org/educators/1to1/aups
Getting started on the internet: Developing an acceptable use policy (aup). (2009). In education world. Retrieved October 4, 2016, from http://www.educationworld.com/a_curr/curr093.shtml

 

Video Interviews

I interviewed five of my co-workers, all educators in an elementary school, about their feelings and ideas for using video in the classroom.  Please take a look below.

The Basic Suite of Software

There are three tools that are part of the basic suite of programs used by both teachers and students.  They are word processing, spreadsheet, and presentation software.  These programs offer several benefits including improved productivity, appearance, accuracy, and increased interaction and collaboration (Roblyer, 2016).

Word Processing

Word processing software allows the user to create typed documents with text and graphics.  According to Roblyer (2016), this type of software has become one of the most commonly used in the educational setting.  Because I teach computers, I repeatedly use this tool with all of my students in kindergarten through eighth grade.  Word processing software offers the relative advantages of time, a more polished appearance, materials sharing, collaboration, and the support of student writing and language learning (Roblyer, 2016).  As a teacher, I often use Microsoft Word or Google Docs to create handouts, forms, and documents used in my lessons.  I save anything I create in Word to Dropbox and my Google Docs can be accessed anywhere.  This saves time because I do not have to reinvent the wheel and can alter the documents from year to year as needed.  By using word processing tools, the documents my students and I create are neater and more polished which creates a professional appearance and makes it easier for everyone to read.   More and more, I am creating my documents on Google Docs because of its abilities to easily share my work with my colleagues.  I also use it with my junior high students so that they can share documents with me and each other.  I like the idea of being paperless and the instantaneous ability for us to collaborate and edit documents together.    Word processing tools allow my students to enhance their writing and communication skills as they type papers and reports.  I also like how they use the text translation tools found in the word processing tools when they complete assignments for their Spanish class.

Spreadsheets

Spreadsheets are used to organize, manipulate, and display data (Roblyer, 2016).   There are many relative advantages to using spreadsheets in education including saving time, organizing information, and increasing motivation when working with math computations (Roblyer, 2016).  In my school, we use Google Sheets to keep track of progress monitoring for students in reading and math.  We are able to share and edit this information in real-time with the colleagues in our PLC’s and with our resource teachers in order to determine our students’ educational needs and groupings for RTI. Through the use of formulas, it  is easy to color code who might need additional help, who is understanding the information, and who needs enrichment.  I use spreadsheets in my computer class to keep track of students’ typing test scores and in the library to keep track of students rotation in centers.  Projects that I have completed with my students in the computer lab have covered creating formulas, organizing information into a table, sorting data, creating a budget, and creating bar, line, and pie graphs. I would have to say that they enjoy creating the graphs especially when they can customize the look of the graphs.  My students use this tool the most during science fair time to display the data from their experiments.   

Presentation Software

Presentation software displays text, images, audio, and video in a slide show format (Roblyer, 2016).  It is routinely used in the educational setting.  Presentation software allows the presenter to organize information, break it into smaller parts, and present it in sequential order.  A well designed presentation supplements the speaker’s explanation. Those working on a presentation can collaborate in a variety of ways to the final presentation product (Roblyer, 2016).  Many of the teachers in my school use PowerPoint to help guide their students while taking notes in class.  I usually use it to project information to my students and occasionally for lessons.  I have to admit that I avoid PowerPoint as much as possible because typically the students eyes glaze over as soon as a large presentation is projected on the screen.  The main reason I use presentation software with my students in the computer lab is to increase their ability to create a proper presentation and gain practice in public speaking.  My students in grades 4-6 love creating presentations.  It is often a challenge to get them to condense the amount of information on each slide and limit the amount of transitions and animations.  They love movement on the slide and adding graphics.  I work very hard with them to ensure that their presentation is not too over the top.  They also struggle with being able to present their information rather than read off the slide, and many of the students are more focused on what is on the screen rather than listening to the information their classmate is presenting.  My junior high students are a lot better at presenting their information, but I often try to find something a little more interesting than using Google Slides or PowerPoint because they find it old and boring.  When they are doing presentations, I often have them choose an online tool such as Prezi or VoiceThread  to make it more interesting.

I feel that teachers use the three software tools described above on a daily basis.  It is important for students to work and obtain proficiency with these tools too.  They are widely used in our society and students will need to be familiar with them as they move throughout their educational experiences and into the workforce.  

Roblyer, M. D. (2016). Integrating educational technology into teaching (Seventh ed., pp. 109-136). Upper Saddle River, NJ: Pearson.