Teaching and Learning with Web 2.0 Tools

Web 2.0 tools have made people active participants in technology and content creators. They have broadened the focus of using the Internet and technology as a tool to access information to a tool to access other people as well. Web 2.0 tools provide many benefits and advantages when used productively in learning environments and activities. They provide opportunities for interaction, communication, collaboration, and knowledge creation. They also are fairly easy to use after users spend time playing around and exploring their features and are flexible in the ways they can be applied. Web 2.0 tools also afford learners with writing and technology skills they will need to be competitive and successful in the workforce someday.

 As more tools are developed, it will be important to be continually evaluating their effectiveness and use in education. I think one of the key factors I will pay extra attention to will be how authentic and productive the collaboration is that the tool affords. Web 2.0 tools help learners be active participants in their education and a large part of that is being able to communicate with others, consider their viewpoints and perspectives, and then make new meaning from what they learn. 

Web 2.0 tools can have pitfalls in their application that include technical problems, easy of use, appropriateness, and how time consuming they can become. It will be important as an educator that the web 2.0 tools I use are secure, protect my students' information, and contain age appropriate material (including any ads) for my young learners in elementary schools. I think this will be part of the process of making sound judgement when choosing to use technology in a lesson that also lines up to my pedagogy and content and isn't just being used for the sake of using technology.

Investigating Hyperdocs

 

What are hyperdocs?

Hyperdocs have been largely misunderstood as documents that contain links to resources and contents. I myself was one of the many that thought this way before doing my own exploration. Hyperdocs are so much more and are an incredible tool that teachers can use for impactful and effective instruction. Hyperdocs can be used to create and package a lesson plan that includes all the elements of a successful lesson. Hyperdocs also foster student collaboration by allowing them to share what they know and learn before, during, and after a lesson. These digital documents are interactive, inquiry based, and can be easily tailored to differentiate for learners based on their needs. Effective teachers use hyperdocs to scaffold students' learning so they are set up with what they need to explore, discover, and make their learning their own meaningful experience. Teachers can use many different ways to create hyperdocs including Google Docs, Google Slides, Canva, Smore, Wakelet, and Microsoft Office to name a few. 

Hyperdoc Examples

While using hyperdocs is a highly effective teaching practice, they can take time to create. We are blessed that there are many educators who are willing to share templates and completed hyperdocs with others so that we do not have to reinvent the wheel. One website that was particularly helpful for finding examples and templates was https://hyperdocs.co/find. I have listed three examples below that I found in my searches. 

• ThingLink Animal Report Hyperdoc
  

This hyperdoc focuses on using a thinglink when creating an animal report. What I liked most about this hyperdoc is how the teacher scaffolded her students' learning by letting them first explore thinglink, then giving them tips on how to use it, and finally giving them an authentic way to apply what they learned through exploration and inquiry.

• Adding Fractions Hyperdoc 4th/5th Grade by @4evrALearner
  

This hyperdoc was created using Google Slides and is a great example of how versatile creating hyperdocs can be. The focus of this example is on fractions, and I appreciate how it embedded numerous opportunities for students to reflect and share their thinking. This provides great feedback and formative assessment for the teacher to use to know how to best intervene or accelerate instruction on a student by student level.

• Animal Habitat Hyperdoc 1st Grade by Amanda Young
  

I liked this example by Amanda Young on animal habitats because it shows how you can use hyperdocs with younger students. The versatility of hyperdocs make it such a great teaching tool because it truly can be adapted to fit any age or grade level.

Hyperdoc Tools

Hyperdocs can be created using so many different tools and websites. I decided to play around with the smore to see how I could use it to create hyperdocs. Smore is an interactive newsletter, flyer, poster, that can be embedded within your classroom website and/or sent directly to parents. While not originally designed to be used for hyperdocs, smore is a suitable option to use, and I found it to be very user friendly. I used one of the free templates offered by smore to get started on practicing making my very first hyperdoc on insulators and conductors for fourth grade science. 

Following similar outlines of lesson plans I saw from other hyperdocs and frameworks I read about, I began adding photos and video clips to my smore hyperdoc. Smore offers options for extra features such as forms, audio, gallery photos, files, and share buttons. I could see using the forms for formative assessments, audio would be great to provide oral administration accommodations for students with IEPs, gallery photos would allow students to showcase the process of creating their final work, uploading files would be handy to provide supplementary materials to scaffold learning, and the share buttons would be great to connect with parents and families and to share resources with other educators. It is definitely a tool I will consider using to make hyperdocs, especially since my school is a yearly subscriber and has access to the premium features.

Hyperdocs Reflection

Through my exploration and research this week, I realized how much I have underestimated the power and depth of hyperdocs as an educational tool. Hyperdocs represent the sweet spot where pedagogy, content, and technology can collide to produce effective teaching and transformative learning for students. Hyperdocs enable me to be an effectual lesson designer, go beyond the textbook, provide choice and diversity is student learning options, incorporate the best learning tools from the web, facilitate learning, and encourage and provide opportunities for collaborative learning. I'm sold and will be using hyperdocs more intentionally and regularly in my classroom and as part of my teaching. 

Exploring YouTube

 

The Evolution of YouTube    

The first video in the history of YouTube was posted on April 23, 2005. The following two months resulting in 19 more videos with very minimal views. Who would have thought back then that YouTube would one day become the powerhouse it is today. It is the second largest search engine, with Google being number one. It has more than 4 billion hours worth of video viewers each month, 1.5 billion active users every month, and an estimated 500 hours of video content are uploaded to YouTube every passing minute. It is clear that YouTube has become the next step in the evolution of the Internet, as Google predicted when it purchased YouTube for $1.65 billion in October on 2006.

Personal History with YouTube

In the early years of YouTube, I remember using it mainly for music. I used it mostly as a tool for looking up lyrics and watching music videos. It wasn't until after I graduated high school in 2009 that I began to experience YouTube for more than just music. YouTube has become a living encyclopedia with videos and tutorials on practically every topic and project. I have used it to learn a myriad of skills including: organizational tips, toddler girl hairstyles, minor plumbing repairs, effective teaching strategies and tips, and how to use certain technology and its features. I have even watched YouTube videos on how to use YouTube. YouTube has completely revolutionized how the world accesses information and solves problems

YouTube Playlists

I enjoyed learning how to make playlists this week and the process of actually creating them. This is a great feature to use to curate lists of video resources for particular content areas, professional development, and personal interests. Using this feature can come in handy when I find videos of interest to me but am limited on time. I can simply save them to a playlist to watch later. Creating the playlists also made me aware of how many educators are using YouTube for their own personal professional development by seeking out tutorials and lectures by experts in our field that speak to hot topic areas such as technology integrating, effective teaching strategies, and the importance of building relationships. Through making the different playlists, there were a few times I kept seeing content made by the same channel. This led to me exploring those channels in more depth and eventually subscribing to their channel to get updates on new content they share that will most likely fit my needs and interests. Some of the channels I subscribed to are New EdTech Classroom, Alice Keeler, and Ditch That Textbook.  I also see the value of playlists for saving favorite videos that you'll want to use or access again in the future, as we always think we will remember the name but in reality it is just better to save it in a organized place for ease of access in the future. Finally, I learned through my exploration of YouTube that you can save other user's playlists to your YouTube library. This is a great time-saving feature to use when finding playlists that fit what you are looking for, and it also is a great feature to use to share playlists you have created with fellow coworkers and colleagues. 

Click on the links below if you are interested in viewing or saving any of my playlists to your library.

1. Web 2.0 Tools
2. Teaching and Learning with Technology
3. Twitter & Twitter Tools
4. Future Library Media Specialist
5. Special Education: Resource Math

Twitter Adventure

 

I vividly remember sitting in a college classroom in the fall of 2009 listening to my fellow classmates discuss and debate the implications and future outlook of a new application called Twitter. In my own ignorance about the impact of technology, I quickly scoffed at the idea and predicted it wouldn't take off.  Needless to say, I was wrong- very, very wrong. Now 15 years since its debut, there are over 500 million tweets sent per day on Twitter.

Twitter has been described as the SMS of the Internet. It has connected billions of people across the world through the use of short bursts of text AKA "tweets" and has revolutionized social media with the use of hashtags to follow and curate information. Personally, I am not a regular or avid user of Twitter. Throughout the years I have dabbled in it here and there, mostly to keep up with celebrities, follow politics, and to stay up to date on current events or election campaigns. I have employed the use of Twitter at educational conferences at the request of keynote speakers, but I honestly have never thought about Twitter's application in the classroom, especially since I work at the elementary level. The Twitter adventure I embarked on this week has in many ways challenged my thinking much like what happened when I first heard about Twitter in that college classroom many years ago.

Throughout this week I tried to keep an open mind about the capabilities of Twitter, despite my previous experiences. This assignment revealed three brilliant uses of Twitter that radically changed the way I view and will use the app going forward: hashtags, lists, and the ability to tweet from other applications. 

Using the college class hashtag #ETEC527 really opened up my mind to the possibilities and genius of using this simple trick. Hashtags make it easier to discover posts, follow topics of interests, and filter through a sea of information to find relevant content. Previously, I had described Twitter as not being user friendly and over complicated to use. Using the hashtags to search for content really made my experience much more user friendly this time around, making me rethink the way I had been using Twitter before. Another benefit of using hashtags was the way it connected me with people and groups to follow that focused on a particular topic or subject of interest. It is a great way to network with other educators and experts in the field. 

Using hashtags and following people are great features, but it can lead to a massive amount of information being sent to your feed making it feel cluttered, overwhelming, and disorganized. The list feature allows you to customize, organize, and even prioritize the Tweets in your timeline. I appreciate how I can create lists on my own by topic or interest. This makes managing the large amount of content manageable and more user friendly. I can even pin lists to my homepage so that I don't miss content that's important to me.

Cross Posting

Our culture and world has become immersed in social media. Its impact has changed the way we share and create information. I have been aware of the ability to share content to different platforms such as Twitter for sometime now, but I honestly never done it. This week I was reading a blog post about the top new educational tech tools in 2022. I wanted to share the content with my fellow classmates as it pertained to an upcoming group project we all shared. It was so nice to be able to share the article immediately on my Twitter feed along with our class hashtag to connect to my other classmates without having to leave the website I was on. I know this has been a possibility for awhile, but I suppose I have never had a real need to use it before now. I plan to use this feature much more in the future. 

Twitter is, for the most part, a user-friendly tool that has many features that make sharing and curating content simple and fast. From a professional viewpoint, I still am not sure how I could use Twitter on my elementary campus due to age restrictions and the maturity level of my students. I do not think it is an appropriate ed tech tool for this group demographic. However, I do see many ways it could be used in a professional manner between my colleagues and myself. We could create a school hashtag that could be used to share relevant articles, ideas, and research with each other about the best teaching practices and effective technology. Lists could be curated and shared that follow experts in the field that pertain to our school's objectives and goals or to follow political leaders that have a direct impact on the laws that affect public education. Twitter could be used as a way to garner feedback from each other on important school matters and decisions. Twitter is also a great way to connect families and build school camaraderie by making the community feel included in what is going on inside the school. 

Twitter and I have come a long way from our first introduction back in 2009. I believe Twitter and I are finally becoming friends after this week of exploration as I better appreciate what it can offer and bring to the table. While it isn't a tool that works in all educational situations, it definitely brings value to the table when used appropriately to foster collaboration and sharing of content.

Vanity Search Assignment

I approached my vanity search from four different viewpoints- searching while synced with my district Google account, searching as a guest user on Google, searching by videos, and searching by photos. 

The results I received from these searches were a mix of expected and unexpected findings. 

Currently, I am not an avid user of social media for personal reasons and as a result of articles and research I have done on the impact social media can have on mental health. However, I realize from my search results that my past use of social media was still very much accessible and "alive" on the web, and that other sources than myself had influence over my digital presence.

My first searches were focused on website results. I received similar results when both searching logged into Google and searching as a guest, yet the hierarchy of the results were a little different. I believe this is most likely due to certain filters enabled by my school district when I searched logged into my account. My YouTube, Pinterest, and teacher webpage were all part of the top results in both searches. These are sites I expected to show up in my digital footprint as I have used them all somewhat recently and frequently. It was eye-opening thinking from a work perspective how these three showed up together and the possible implications that could have if an employer, student, or parent decided to "Google" me. I use YouTube mostly as a professional resource to upload videos for my students, yet it also tracks anything I have watched for both personal and professional reasons. This is similar to my Pinterest account. While I use Pinterest to find teaching inspiration, I also use it for personal interests as well. Regardless, the pins and boards all populate together. It just reminds me of the care I need to take when using accounts for both professional and personal purposes, and I may need to consider making separate accounts for each. It isn't so much that what I am using these sites for personally is controversial or negative, but more that my personal beliefs, interests, tastes, bias, etc. do not necessarily need to be paired up next to my professional interests and philosophies. 

The search results that surprised me where links to websites I had not used in years or perhaps never, yet somehow I had an account. Linked In was one result I was not expecting because I do not remember ever signing up for this resource or using it. I did some digging around to see if I could figure out when the account was created, but was unsuccessful. My Twitter account also showed up as a top result despite the fact that I have not used it since 2014, and even then I only ever tweeted or retweeted a handful of times. A TikTok account I created during the pandemic also showed up as a top result. I found this to be strange since there was only one video ever created on it, and it was never used again. This was also true for a Spelling City account. 

Among the photos and videos, I found a very similar theme. Most were concerning infant swimming resource (ISR) lessons due to my advocacy of childhood drowning after my daughter tragically passed away in 2019. One of the webpage results from a news outlet also tied into this theme which made me realize how easy it is for others to find out personal details about a tragedy in my life. There were also photos from the obituaries of my daughter and grandmother, a blog post by my sister from 2011, a teacher appreciation award from 2016, and a Go Fund Me campaign that I donated to. 

There were three take-aways I had from this assignment. First, I realize that the majority of my digital footprint is made up from or tied to my profession as a teacher. Most of my social media usage is linked to teaching resources and ideas, and several photos populated from school events. Second, I was able to draw the conclusion that my digital footprint is considerably smaller than many. Perhaps so many older sources of information populated in the top results because there wasn't many results to begin with. Finally, I realized my digital footprint can be and is impacted by others and the ways they tag me or share information about me. My school website, my sister's blog, and news outlets all returned in my searches. While I was not the author of any of this content, they still contributed to my presence on the web. 

Tech Play 4: Information Literacy

What is Information Literacy?

Information literacy is the knowledge and capability to find, evaluate, organize, use, and communicate information in all its various formats. It requires decision making and problem solving through the combination of research skills, critical thinking, computer technology aptitude, and communication skills. Information literacy has quickly become a requirement in the 21st century for academic success, workplace effectiveness, and participation in society as knowledgeable citizens.

Information Literacy Tools

• Edmodo: Edmodo is a learning platform that effectively addresses blended learning and remote learning with communication and collaboration features. Edmodo merges familiar social networking features with those frequently found in classroom management systems. It provides a safe and easy way for students to connect, share content, and access homework and school announcements. This tool supports the visual literacy, computer literacy, and critical thinking skills needed to become an informationally literate learner. It does neglect research and library skills which are critical tools needed for the 21st century. However, teachers and students could use Edmodo to share artifacts of learning and assignments that require students to learn and share their sources and Boolean search processes to develop these skills that Edmodo doesn't hit on directly.

• Diigo: Diigo is a social bookmarking website that allows users to bookmark and tag webpages. It also allows users to annotate web pages and PDFS directly online, organize links, references, and personal input to create a structured research base, and share their research easily with others. Diigo supports the development of information literacy skills by building students computer literacy, research, and critical thinking skills, yet neglects the area of information ethics. Since students will be bookmarking information directly from webpages, sources will naturally be cited which helps in the justifying the lack of informational ethics and helping students learn to identify and use credible and authoritative sources.

• Whooo's Reading: Whoo's reading is a website that challenges students to think critically about what they read. Students answer open-ended questions about the book they are reading and write reviews using audio or typed submissions. Students can see what their classmates are reading and offer recommendations to one another. This encourages students to think critically about what they are reading and to collaborate with their peers to gain reflective insight about unfamiliar text. This is a tool geared directly towards critical literacy that overall neglects the other informational literacy skills listed in the graphic above. The justification for using this tool despite the skills it neglects is in how strongly it helps develop critical reading and thinking skills. These skills are practically a prerequisite that students have to have to be able to effectively develop and learn the other NFIL skills listed in the infographic.

• Common Sense: Digital Passport: Digital Passport by Common Sense is a suite of 6 interactive games that hit on issues that students face in today's digital world. Students learn important digital citizenship skills that teach them to use technology responsibility to create, learn, and collaborate. The interactive games address creating safe and secure passwords to protect your security online, online multitasking and the benefits of focusing on one task at a time, deciding what information is appropriate and inappropriate to share with others online, cyberbullying, using effective key words for searching online, and using media content to create a new piece while giving proper credit to sources they used. This is a great tool that addresses each of the skills needed to be informationally literate listed in the infographic. 

Collaborative Research Projects

In small groups based on topics of interest either chosen or assigned, students will use Diigo to collaborate, share sources, and critically think through sources. This activity transforms learning to the modification level of technology integration because Diigo allows for significant task redesign of research through the learning affordances it provides.

Content (C): 5. 7 E- Students will interact with sources in meaningful way such as notetaking, annotating, freewriting, or illustrating.

Pedagogy (P): Inquiry-based learning pedagogy uses teaching and learning strategies that include student-centered research and investigation. It fosters the development of critical thinking, reflection, and authentic, meaningful discussion. 

Technology (T):  Diigo allows users to bookmark digital items as well as highlight and add sticky notes to keep track of specific sections. These annotations can then be shared with groups created by the teacher, leading to greater, more effective collaboration with their peers as they determine which sources are useful, engage in critical thinking discussions, practice appropriate commenting, learning how to tag items for archiving, and ultimately simulating an authentic learning experience where students participate in the exchange of information and critical thinking in a way that adult professions do.

Social Book Review Activity with Whooo's Reading

Students will use critical reading skills to compose a book review recommendation once per grading period that will be added to the class's bookshelf on Whooo's Reading website by analyzing plot development, text structure, and author's purpose. Students will then choose a book by reading classmates' recommendations and collaborating with their peers about books using critical reading skills. This activity transforms learning to the augmentation level of technology integration.

Content (C): 5.7B Students will write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Pedagogy (P): Learner-centered pedagogy creates an environment that speaks to the heart of learning. It involves students by engaging them in the material through discussion and reflection. This activity allows students to share their opinions and thoughts about text through using their critical thinking and reading skills. to  

Technology (T): Whooo's Reading allows students to give a book a rating and review once they have finished reading it. Students rate the book with 1-5 stars and then respond to a prompt that guides their review. The review prompts are different each time to keep students engaged and thinking. Students book reviews are shared with the class on the classroom's class shelf to help other students discover what their classmates recommend or don't recommend and why.

Creativity Tools

Creativity Tools and Their Importance

Creativity tools are mediums that allow users to create or produce work that is both digital and shareable.  Creativity tools are important for educators to know about and use with students because they have the ability to create knowledge that didn't exist before by synthesizing information and bringing engagement and meaning to learning experiences. Creativity is necessary for innovation and has quickly become an in-demand job skill and will continue to be one in the future. Using creativity tools with students will ensure we are equipping students with the skills they need to develop a creative mindset. Online creativity tools are superior to other tools due to their tendency to motivate students to learn, light up their brain as they use higher order thinking skills, and spurs= emotional development through resilience as they go through trial and error in completing their projects. Scratch, Pixton, and Buncee are three creativity tools I've explored.

Scratch

Scratch is a coding community for children and a coding language with a simple visual interface that allows young people to create digital stories, games, and animations. I like how Scratch gives students the ability to think creatively, reason systematically, and work collaboratively with others as they learn how to code to create art, games, interactive stories, and other projects. It offers starter projects that students can use to learn the basics of coding, or students can jump right in with a blank project and learn as they explore through trial and error. Coding cards with sequential steps and educator guides are provided for projects that can easily be implemented in the classroom. Due to its explorative nature, it is fairly challenging to figure out. Scratch purposefully did this so students could develop their understanding through problem solving what did and didn't work. I could see this becoming very frustrational for my students to understand and think there could be more guidance provided without sacrificing on their explorative learning model. I can also see this tool being very time consuming to use in class without a stand alone coding time. Time is a huge commodity for teachers. Therefore, I do not think the benefits of this tool justify the amount of time it requires and would most likely not use it personally or with my students.

Pixton

Pixton is a comic creation website for classrooms where teachers and students can create and share comic strips. It is very user friendly and uses self-directed learning tutorials to teach students how to create projects in minutes. Students and teachers can share their work using a link which fosters more collaboration and makes it possible for teachers to make templates tailored to whatever project or content matter is addressed. The website offers a free version that allows users to make avatars and class photos but not much else. Teachers can subscribe monthly or pay a yearly membership fee to gain access to much more content including word bubbles, special effects, backgrounds, templates, character facial expressions, and much more. With the paid content, students can easily get lost or overwhelmed by the amount of choices and possibilities which can result in lost instruction time. I could also see students getting too concerned about the artistic component of their comic where the writing and dialogue suffers. I think this tool is highly engaging for students and I like the shareability aspect. I would consider using this personally and for my students if it was completely free. If I did decide to purchase it, I would have to be sure to teach clear guidelines about how much time can be spent exploring the artistic content.

Buncee

Buncee for Education is a platform where teachers and students create and share multimedia presentation boards by adding Buncees, or slides. The website provides tools that can be embedded or shared by email, social media, QR code or URL. It is much simpler then other popular multimedia presentation sites and therefore much easier for students to use. Students can create projects that include drawings, animations, videos, emojis, stickers, and lots more. Students can add images from the extensive library and search online for pictures, videos, and music. My favorite feature is the Buncee idea lab where 2,000 plus templates have been shared to be used by teachers to instantly start using Buncee in the classroom. Buncee has a freemium model where a lot of features are free but some, such as organizing a class, recording audio, and adding more than 3 slides to a project, require purchasing a Buncee Plus plan that start at $20 a year. An example class of 25 students would cost $80 a year which seems pricey to me when teachers already have tight purse strings. Buncee does offer plans for school districts that would make using the premium version of it much more feasible and affordable. With so many options for content, it would be essential to provide students with tutorials on design effectiveness to avoid an overpowered presentation. It will also be important to set clear expectations for students to avoid projects that continue to linger on due to a student spending too much time exploring and not enough time creating. I definitely could see using Buncee in the classroom for my students and myself, although I would start off with the free plan and only upgrade if there was a legitimate learning need for it.

Affordances of Buncee

Out of the three, Buncee is by far the creativity tool I can most see myself implementing in my classroom. One of the affordances this tool offers is the many add-ons that students could use in their presentation. Text, animation, video, recording, stickers, lists, drawings, quizzes, QR codes, and even more are all options students can explore using with their presentation, thus ensuring that each student's work will be unique and different from others. The plethora of creativity options students can use encourages work ownership and engagement at a deeper level and allows the user to customize their presentation to their particular interests and purposes. It provides an authentic medium for student reflection on their learning which provides invaluable information for both student and educator. Another affordance of Buncee is its idea factory. Buncee's idea factory provides tips, tutorials, and templates to help administrators, teachers, and students discover innovative ways to learn. Ideas are searchable by topic areas and give descriptive ways to extend the learning beyond the classroom. This added feature frees up time for the user and allows them to get started with Buncee in minutes to enhance parent engagement, build a school brand, or support project-based or blended learning activities.

Using Buncee in the Classroom (TPACK Model)

Buncee can be used for so many projects in the classroom in virtually any content area. One idea I would use Buncee for is a biographical research project where students would choose to research someone who is important to them.  I did a similar project when I taught 4th grade ELAR. This activity would cover the following content standards:

• ELAR TEK 4.13 Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes

• Technology Application TEK 4.4: Critical thinking, problem solving, and decision making. The student researches and evaluates projects using digital tools and resources

The pedagogical approach falls in line with the constructivist theory where learners construct their learning through being involved and an active participant in what they are studying. Students will need to read texts and explore other informational sources to learn about their chosen person. Students will then have to reflect on what they learned. determine what should be shared in their presentation, and how it should be shared by making design and layout decisions. Buncee affords the learner a vast library of options and choices that can be used to share students' evidence of learning in an effective, appealing, and meaningful way that fosters and encourages further student ownership of their work and learning journey fulfilling the ultimate goal of constructivist learning theory.

Another idea I would use Buncee for in my classroom is for student-led conferences. The learning objective for this task would be to encourage students to take responsibility and ownership of their learning by involving them in goal setting and the assessment process. This objective would be long-term and ongoing. This idea is backed up pedagogically by the humanism learning theory where the focus is on producing an environment that is conducive to self-actualization where the learner's needs are met and they are free to set their own goals, with the support of the teacher, in light of their self reflection of their performance and growth. The affordances of Buncee supports the humanism approach to learning by maximizing on student engagement with the massive amount of personalization options provided from backgrounds, animation, media uploads, variety of formats for artifacts, and much more. Students also have to make decisions in choosing which artifacts to use to demonstrate their skills and learning ability and how to best do that. Buncee gives students the ability to tailor their presentation to their individual needs and provides a medium that gives students choice in format, layout, and design they feel best works for their vision and message. The shareability feature of Buncee also makes it easy for students to share their work with other family members, teachers, and coaches, and it makes it a working document with a longer shelf life as it can be added to and share with future teachers and advisors, in essence creating an ePortfolio for the student.