Tech Resource Summary
CONT933 Course Culminating Activity
Name of technological resource: HyperDocs
Description of how this resource
could be used:
Justification for using this
resource:
© Continuing Teacher Education, Queen’s University, 2020
Jenna Lupton
Resource #1
HyperDocs are versatile teaching and learning tools that can
be designed to support all learners. In math, HyperDocs
support student learning through sequential, step-by-step
outlines, built-in scaffolded supports, and opportunities to
review and reflect on one’s learning. Teachers can
differentiate their HyperDocs to target specific learners and
monitor student progress through check-ins and diagnostics.
HyperDocs can include links to any or all of the following:
• YouTube
• Online math programs such as Khan Academy,
Mathletics, Splash Learn, IXL, etc.
• Google Forms/Google Docs
• Articles/websites
• Online math games (e.g. Math is Fun)
• Collaborative forums such as Padlet or Answer Garden
• And many more!
As Jennifer Gonzalez explains on her blog Cult of Pedagogy,
HyperDocs can transform teaching practices and have many
benefits for both teachers and students. Within a single
document, students are provided with an outline and
hyperlinks for all of the resources they need to complete a
given task, or series of tasks. Benefits of HyperDocs include
less lecturing and more face-to-face time with students,
flexible and adaptable lesson planning, multimodal learning
opportunities, and increased privacy/discretion amongst
students. Students can work at their own pace, go back to
review content, explore various resources, and reflect on their
learning.

Name of technological resource: Google Forms
Description of how this resource
could be used:
Justification for using this
resource:
Name of technological resource: Powtoon
Description of how this resource
could be used:
Justification for using this
resource:
© Continuing Teacher Education, Queen’s University, 2020
Resource #2
Google Forms can be used for a variety of purposes, such as a
check-in, exit ticket, or formative/summative assessment.
Depending on the purpose of the Form, teachers can include
pictures, YouTube videos, and links to various resources.
Students can answer questions, give feedback, and reflect on
their learning as they go through the activity. Teachers can
include content-specific questions to see where learning gaps
exist, and even create an interactive series of questions that
give students choice in their answers.
Google Forms are an excellent way to gather data on student
understanding. When creating a form, teachers can include a
variety of response options (multiple choice, long/short
answer, true/false, checkboxes, etc.) to appeal to different
learners and elicit specific feedback. Videos, pictures, and
links can be included to support learners at all levels.
Resource #3
Powtoon can be used by both teachers and students. To
convey a specific idea or teach content, teachers can create
animated videos that they can then voice over and share/post
to their YouTube account. Videos could be filmed in
progression so as to build student knowledge and
understanding, or a single video could be created to hook
learners, ask a question, or initiate inquiry. Students with some
technological proficiency could be tasked with creating their
own Powtoon video to creatively demonstrate their
understanding of a given concept. Opportunities for cross-
curricluar applications are numerous, as are its uses in projects
and presentations.
As mentioned, Powtoon is a versatile program that can be
used by both teachers to deliver content/concepts and by
students to apply and demonstrate their learning. Young

Name of technological resource: Padlet
Description of how this resource
could be used:
Justification for using this
resource:
Name of technological resource: Hour of Code
Description of how this resource
could be used:
© Continuing Teacher Education, Queen’s University, 2020
students may struggle with learning all the functions and
tools, but students with some technological proficiency could
benefit from this creative outlet. In line with much of the ADST
BC Curriculum, Powtoon provides opportunities for
developing natural curiosity and inventiveness, developing
skill through play, exploring various technologies, and
extending capabilities.
Resource #4
Padlet is a great tool for collaboration. Like a digital version of
putting sticky notes on a wall, Padlet is a place where students
can add their thoughts, ideas, and questions to a community
of other learners. In math, Padlet could be used as a check-in,
exit ticket, brainstorm, question board, or to determine prior
knowledge on a concept. Students can also take pictures of
their work and add it to the Padlet wall, great for younger
learners or activities using manipulatives or hand-drawn
responses.
Padlet can be used on any device (smartphone, tablet, or
computer) and easily shared via QR code or link. Its simple
interface makes it accessible for all learners and students can
feel like they are an active part of a collaborative activity as
they see their ideas posted instantly. In relation to BC’s Math
Curriculum, Padlet provides opportunities for learning and
growth in many areas, such as: inquiry, problem-solving, using
technology, communicating, contributing to mathematical
conversations, representing ideas, reflecting on mathematical
thinking, and making personal and interpersonal connections.
Resource #5
There are so many options for all levels of student coders on
the Hour of Code website. Different coding programs and
tools, and engaging, kid-focused themes provide accessible
coding learning that can be used in the math classroom and
 beyond. There are different programs for various degrees of
technology use: from little or no devices, poor or no internet,
to full access to computers or tablets. Different coding
“languages” and cross-curricular topics can also be specified
when selecting a program. In math, this website could be used
as a centre or early finisher activity, or it could be used as part
of a mini-unit on coding or exercise on problem-solving.
Looking ahead to a “hybrid” system of in-class and home
learning, Hour of Code activities would be a great way to
bridge the gap and engage students in math activities at
home and then connect/reflect on their learning at school.

Justification for using this
resource:
Coding is becoming more and more recognized as a valuable
and relevant part of the curriculum, with real-world
applications and practical skill development. As BC’s Applied
Design, Skills, and Technologies (ADST) curriculum states, “the
ability to design, make, acquire, and apply skills and
technologies is important in the world today and key in the
education of citizens for the future”. Even very young
students can participate in coding, which has been linked to
the development of essential skills such as problem solving,
data analysis, creative and critical thinking, pattern
recognition, as well as visualizing and representing
mathematical concepts.

Evaluation of My Website
Although I had made websites for courses before, I enjoyed the process of gradually building this
throughout the course. I found that posting assignments as the course progressed was a great way
to keep things organized and didn’t leave me with a major project at the very end. I really liked
exploring my colleagues’ websites too, as I found myself inspired along the way and I appreciated
the different ways of presenting information.

I understand that organizing the headings and pages as they are was so that everyone’s websites
would be consistent and somewhat familiar to navigate. Had I built and designed my website
myself (or if I were to go on to share this as a professional resource), I would probably categorize
and combine some of the sections to simplify the number of pages there are to go through. For
example, I would group SAMR, Common Technology, and Multiple Forms of Technology under
one heading called “Transforming Teaching with Tech”. I would also probably put my Pinterest

© Continuing Teacher Education, Queen’s University, 2020

board together with the Social Media page and include a link to my professional Facebook profile.
The Financial Literacy assignment could share a page with the Lightbot coding tutorial called
“Mathematical Literacy” since they both require (and/or develop) “language” skills in numeracy for
reasoning, analyzing, and problem-solving a real-world or practical problem. I think that by
reducing the number of headings, viewers would be more willing to explore all the pages without
getting lost or overwhelmed with the number of headings to click through.

As I completed the assignments on this website, I did so through the lens of the grade 2-3
curriculum, as that is what I primarily teach. All of the resources, activities, and lesson plans
included have been purposefully and intentionally created with the BC Curriculum in mind.

Curriculum Content Big Ideas Curricular Competencies

Technology, in all its various forms, can be so accessible for learners at all levels and mathematical
comprehension can be acquired through practice, inquiry, exploration, and innovation. For
example, the HyperDoc lesson develops an understanding for data and probability as students
learn how to collect, analyze, and present data in a graph. Students also learn how to make
generalizations and work on computational fluency skills. The Common Tech lesson addresses
numbers and quantities and uses patterns to make generalizations. Students use technology to
explore mathematics and practice communicating their mathematical thinking in many ways. The
SAMR activity demonstrates how technology can be used to gain a deeper understanding of
geometry and measurement as well as engage in problem-solving activities that require the use of
mathematical vocabulary and language. The Lightbox tutorial demonstrates how coding can be
used to develop, demonstrate, and apply mathematical understanding through play, inquiry, and
problem solving. Coding also has the ability to connect mathematical concepts to each other, to
other areas, and to students’ personal interests. Students can learn about financial literacy by using
technology to help them solve real-life problems, such as in this Lego activity. Here, students
develop an understanding of coin and bill combinations, spending and saving, and how to explain
and justify mathematical ideas and decisions.

Overall, this website offers many valuable resources, examples, and information on teaching and
learning mathematics through technology. As mentioned, I would probably choose to restructure it
a bit for ease of navigation purposes, but overall it would prove to be a useful tool for many
educators and students.

© Continuing Teacher Education, Queen’s University, 2020