Into the Driver's Seat
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Into the Driver's Seat
Building learners' independence through thoughtful technology use
Curated by Jim Lerman
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Three Good Ways to Use TodaysMeet in Your Classroom ~ Free Technology for Teachers

Three Good Ways to Use TodaysMeet in Your Classroom ~ Free Technology for Teachers | Into the Driver's Seat | Scoop.it

by Richard Byrne


"TodaysMeet.com is a completely free service for hosting backchannel discussions. Over the years I’ve used it in a variety of ways including as a real-time discussion during a classroom viewing of a video, as a tool for quickly polling my students, and as forum for students to anonymously ask questions. "

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Updated - A Teacher's Guide to Classroom Backchannels & Informal Assessment ~ Free Technology for Teachers

Updated - A Teacher's Guide to Classroom Backchannels & Informal Assessment ~ Free Technology for Teachers | Into the Driver's Seat | Scoop.it

by Richard Byrne


"Back in January I published a guide to using backchannels in the classroom. Shortly after I published that guide Wallwisher changed its name to Padlet. This weekend I updated the guide to include the Padlet name as well as some updated directions. The guide includes ideas and directions for using Padlet, Socrative, and TodaysMeet. You can download the guide here and view it as embedded below."


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Free Technology for Teachers: Padlet Streams - A Simple Way to Create a Group Blog

Free Technology for Teachers: Padlet Streams - A Simple Way to Create a Group Blog | Into the Driver's Seat | Scoop.it

by Richard Byrne


Padlet (formerly known as Wallwisher) is one of my favorite tools to use to have students quickly share ideas, questions, and multimedia notes on one page. Until today all of the notes that were added to a Padlet page appeared wherever a visitor double clicked. You can still use that free form format, but now you can also use a chronological format that Padlet is calling "streams."  Streams places all notes into a chronological order based on the timestamp of when each note is written.


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