Checked into K-12 Digital Classroom Practice Conference 2018

Blogging in the Classroom

Using Doug Belshaw’s notion of ‘Digital Literacies, I will focus on critical thinking, creativity and communication. If a school wished that they could cover just about all the Digital Technologies Curriculum using blogging. Blogging has so many entry points that it can be differentiated to the needs of any learner and/or classroom.


Ongoing Reporting with GSuite

Using Doug Belshaw’s notion of ‘Digital Literacies, I will focus on critical thinking, creativity and communication. Although this does not necessarily cover coding, documentation and ongoing reporting covers most other aspects, such as data collection and creating digital solutions. The point of ongoing reporting is to be differentiated. The challenge is choosing the right solution for the problem at hand. This will be addressed in the session.

Liked Intelligence Having Fun: Keynoting Learning Technologies Summer Forum 2018 in London (AmusED)
What does “creativity” have to do with “learning technologies”, the future of work, working with teams in the corporate sector? Why does something so seemingly esoteric need to be unpacked? Can an abstract concept like “creativity” be made relevant and practical to folks who need useful strategies they can implement tomorrow?
Checked into EdTechTeam Canberra Summit - 16 & 17 April, 2018

Ongoing Reporting with GSuite

Session Description

It can be easy to look at an application and provide one answer, the problem with this is that it does not cover all contexts. This presentation will explore some of the possibilities of GSuite to support ongoing reporting and assessment.


Click here for a copy of the slides.


Visual Graphics with Google (Demo Slam)


With the rise of digital texts, it is easy to save quotes these days. The challenge though is do something with them. Using Slides, it is easy to combine text and images in order to develop deeper understanding.

Quote from Rushton Hurley’s keynote at EdTechTeam Canberra 2018


Checked into Flipping the Learning
This is a collection of instructions that were turned into a blog, located at:

Here is a PDF copy of the resource, which includes screenshots.


Starting a Blog

The term blog derives from ‘web log’ and was initially coined to describe “discrete entries (posts) typically displayed in reverse chronological order.” There are many different platforms out there, each having their benefits and negatives. What does not change is the focus presenting mixed media, including video, text, images and audio. Blogging provides many opportunities.

Kathleen Morris discusses a number of benefits, including home-school connections, authentic audiences, developing a classroom community and ICT skills. Here is a guide to starting a blog with Global2:

  1. GLOBAL2 HOMEPAGE: Go to the Global2 homepage ( and click ‘Log In’ in the top left hand corner.
  2. LOG IN: If you already have an account, enter your credentials and sign in. Otherwise, click ‘Register’ to sign up for a new account.
  3. REGISTER AN ACCOUNT: Enter a username, valid email address and decide if you want to start a site or just create an account. Usernames can only contain lowercase letters (a-z) and numbers, while the email account used must relate to your educational institution, for the domains associated with state and Catholic schools have already been entered into the system. It is important to think about what personal information is posted online and this starts with a username. You are also required to agree to the terms of service listed.
  4. CREATE A SITE: The next step is to create a web address and site title. The address must be at least four characters long and include a mixture of letters and numbers. There is also a range of privacy settings to help define the audience of the site. The department recommends the ME WE SEE model in breaking down these differences. Other than the address, the rest of this information can be changed at any point (Settings > Reading). Therefore, it is a good idea restricting permissions to just the owner until comfortable in sharing with the world.
  5. DASHBOARD: Once signed up and/or signed in, users are taken to dashboard. From here it is possible to do many things, including creating a post, uploading media and installing plugins.

Embedding Third-Party Content

A number of web services allow users to insert content. This can be useful in enhancing your site, without adding additional plugins and functionality. Here is a guide to embedding content with Global2:

  1. CREATE NEW ENTRY: Go to the top of the blog and click on ‘new’. This entry can be a post, wiki or page. They all allow embedding.
  2. EMBED CONTENT: There are two methods for embedding content with Global2:


Edublogs builds on the code to automatically embed content from some services, including Flickr, YouTube, Instagram, Twitter, Scribd, SlideShare and Pinterest. (See this Edublog post for a full list of sites and steps involved.) This involves pasting the full URL on a separate line and making sure that it is not hyperlinked.



For services not supported, you can use an embed code to add content. To do this, go to ‘Add Media’ where you can paste in the embed code.


NOTE: One of the benefits of an actual embed code is that you can directly adjust the various attributes, such as height and width. It is also possible to paste the code in directly using the text editor as opposed to the visual editor.


Podcasting is a means of capturing multimedia via RSS and taking the content with you. Although it is often associated with audio, it includes video as well. This content can be inserted via the media library, listing this as a podcast provides a feed that is searchable, subscribable and downloadable. One of the challenges is finding a service to manage this process. Global2 provides a plugin which supports this task.


  1. INSTALL PLUGIN: Go to Plugins menu and search ‘podcast’. Once found, activate the podcast plugin.
  2. SETUP ACCOUNT: A new sub-menu is added to the Settings menu (Settings Menu > Podcasting). Open this and work through the various options, including title, summary, tags, categories and player options. Once everything is complete, press ‘Save Changes’.
  3. ADD MEDIA: Create a file and upload this into the media library by clicking ‘Add New’ in the Media menu. Copy the URL associated with the uploaded file.
  4. CREATE POST: Begin a new post. There is a space at the bottom of the editor to paste the link to the media file. Once added, assign author and keywords associated with the file. Then click ‘Send to Editor’ to add shortcode into the post and publish to finish.

NOTE: Although podcasts can be both audio and video, the maximum file upload for Global2 is 50mb which limits the use of video.


Making a Class Blog

Blogs can provide a means for managing a whole class to collectively engage in learning. Watch this video from Sue Waters for a short introduction:

Unlike other spaces, such as Google Classroom or Edmodo, blogs can also provide more control over content. Using a theme like Houston also provides a useful introduction to social media. Here is a step-by-step guide to setting up a class blog:

  1. CREATE A CLASS: Identify a site to act as a hub. This might be a new site or a pre-existing one. Once decided, ‘Create a Class’. This is done via the My Class menu (My Class > Create a Class).
  2. SET UP CLASS SITE: Work through the settings. First, confirm the site is to become a hub. Then decide how this site will be used, whether posts and comments will be moderated and the privacy settings applied to all the blogs.
  3. BONUS – CREATE STUDENT USERS AND BLOGS: When creating student accounts and new users, it is important to consider the details that might be provided through the username and URL. A simple rule to follow is to avoid putting three pieces of personal information, this includes things such as tagging names on photos in the metadata. Edublogs provide further suggestions here.

NOTE: In addition to students, teachers can be added to multiple student blogs via the Users Menu (Users > Add New).

Creating a Shared YouTube Channel

Although individuals can have a channel where content is posted, another way of collaborating is through a Brand Account. With multiple owners, there is no need for a separate username or password.

  1. CREATE A NEW CHANNEL: Go to overview in the settings and create a new channel (YouTube Settings > Overview > Create a New Channel). As with any channel, there is a requirement to verify the account.
  2. ADD USERS: The difference between a brand account and a personal account is that multiple users can be added to a brand account. To add users, go to Add and Remove Managers (YouTube Settings > Overview > Add and Remove Managers). This takes users to the page where they are able to adjust the information attached to the account.
  3. SETTING PERMISSIONS: There are three roles associated with users attached to a brand account. Owners control all aspects of the channel, while managers can add videos. Communication managers have no privileges associated with YouTube. This is a role associated with other platforms, such as Google+.

NOTE: The other way of setting up a brand account is by transferring the content associated to an existing Google Account. To do this, users go to YouTube Settings. In the settings, choose to Move channel to Brand Account. Users are then required to select the Brand Account they would like the content transferred to.  This can be useful if starting from scratch or wanting to transfer ownership.

Adding Media

Beyond adding text, links and formatting, there are a number of options for adding media to posts and pages. The first step is to upload the files to the media library. There are several ways to do this:

  • When you click + New at the top of the page, there is the option to add media.
  • At the top of the Post and Page pages there is an Add Media button
  • If you are in the Media Library there is an also an Add New button.

NOTE: In regards to media, you can upload documents, videos, audio, images and a few other formats, such as .xml and .kmz. The maximum file size allowed is 50mb (a particular constraint when it comes to video), while there is a 2gb limit for the site overall. You are also able to add a range of information, such as title, caption and description, as well as apply basic edits to images. Other than embedding a media player to play video and inserting images, media is added as a link within the text.


Plugins are small applications which extend the functionality of the site. This is what differentiates Global2 and WordPress from other content platforms.


There are a number of plugins available, including those addressing appearance, forms, media, administration, social media and widgets. Here is a guide for adding a plugin to a site:

  1. PLUGIN MENU: Go to Plugins menu. This can be accessed via the Dashboard.
  2. EXPLORING PLUGINS: There are a range of categories that allow users to focus their search. Otherwise, there is the option to type keywords into the searchbox.

Some plugins available include:

Categories Name Description
Appearance Custom CSS Enables users to modify the theme by adding a custom stylesheet
Supreme Google Webfonts Provides the option to change font type and size within the visual editor
Table of Contents Automatically adds a table of contents to posts, pages and sidebars.
Media VR Viewer
Meta Slider Enables the addition of a slideshow to posts, pages and sidebars.
Podcast Enhances WordPress’ existing audio support by adding iTunes feeds, media players, and an easy to use interface.
Posts & Pages Embed Any Document Allows users to easily embed any document into posts and pages.
TinyMCE Advanced Provides extra features to the visual editor and organises them using a series of menu tabs.
AddThis Social Share Adds a series of share buttons to the base of every page and post.

See Edublogs for a complete description of what is available. This also includes links to additional support pages for each.

ACTIVATE PLUGIN: Once a plugin has been chosen, activate it to add it to the site.

ADJUST SETTINGS: Most plugins provide additional settings to adjust. These are either housed within the Settings menu or as a menu themselves.

Embed 360 Content

Although Google allows you to contribute to Google Maps, there are times when you may not want this content to be posted publicly. The VR Viewer plugin allows you to embed your own 360 content into a post.   

  1. CREATE A 360o IMAGE: Using a mobile device, capture a 360o photograph to a desktop computer. Google have a list of tools and applications that can be used.
  2. ACTIVATE VR PLUGIN: Go to Plugins menu and search ‘VR’. Once found, activate the VR Viewer plugin. There is no menu associated with this, activating simply builds the functionality into the site.
  3. UPLOAD 360o IMAGE: Upload the 360o image into the media library by clicking ‘Add New’ in the Media menu. Copy the URL associated with the uploaded file.
  4. EMBED WITHIN A POST: Switch to the text editor and paste in the follow shortcode [vrview url=”{URL}” stereo=”false” width=”100%” height=”400px”], replacing {URL} with the URL associated with the uploaded file.

NOTE: If you wish to add an existing Street View image to a post, Google provides an embed code. This is found in the top left corner of any Street View. Personal images can also be contributed to Google Maps. Go to the menu in Maps and click on ‘Your Contributions’ to upload.

Organising Resources with Awesome Tables

The Awesome Table website defines it as so:

Awesome Table lets you display the content of a Google Sheet into various types of views: From a simple table to people directories, Gantt chart views, Google Maps, card views… There are many possibilities to suit your personal and professional needs. With it, data in Sheets are shown in a more functional way and can be shared with viewers.

From a flipped point of view, Awesome Table can provide a way of organising resources and then embedding this dynamic table somewhere:

  1. GO TO SITE: Sign into with your Google account. This will then link with Google Sheets.
  2. CHOOSE A TEMPLATE: Preview the different templates provides and once happy, click Use Template to create a copy.
  3. INPUT THE DATA: Open the Spreadsheet attached to the template. There are two sheets tabs at the bottom of the spreadsheet: data and template. To use the basic template as is, delete the dummy data and add your own. Depending on the template selected, you may need to refer to the support site for information related to the upload of specific elements such as images.
  4. CUSTOMISING TEMPLATE: If there are fields that you do not want built into the template, then you can change the headings in the Data sheet. However, make sure that you do the same within the Template sheet.
  5. SHARING AND EMBEDDING DISPLAYS: Once complete, it is possible to both share a link to the display or embed it using an iframe.

NOTE: It is possible to really customise an Awesome Table or even start from scratch. For those wanting to go down this path, there is a support site with a range of documentation. John Stewart has also written a useful introduction.



Flipping the Teacher – Steve Wheeler provides an introduction to ‘flipped learning’.

Flipped Learning Simplified – Jon Bergmann thoughts and advice associated with flipped learning.

Joel Speranza – A blog collecting a number of tips and tricks to support teachers with flipped learning.

Mister Wootube – Eddie Woo provides a wide array of a ‘not quite’ flipped classroom videos, where he captures the learning moment as it happens.

Virtual Reality

Connecting Classrooms with Google Module – A unit exploring resources from Google that assist with connecting classrooms including Virtual Field Trips, Expeditions and Google Arts and Culture.

Create Street View in a Snap – A collection of resources associated with creating your own street view.

(Un)folding a virtual journey with Google Cardboard – Clay Bavor provides an update on the take-up of Google Cardboard.

VR in the Classroom: Early lessons learned from Google Expeditions – Google I/O 2016 – Google Expeditions team will share what they’ve learned about making compelling VR apps for the classroom

A list of all available Expeditions – A curated list of all the available Expeditions.

Weekly Teacher Tips for Using Google Expeditions in the Classroom – A weekly set of tips provided by Google around the use of Expeditions.

Tool Review: #GOOGLEEXPEDITIONS Virtual Reality App and Getting Real? Google Cardboard and Virtual Reality in Education – Bill Ferriter and Ronnie Burt provide reflections on Google Cardboard and the virtual reality experience.

Creating Virtual Reality Content in Minecraft with Year 4 – Lee Hewes explains how his students created virtual reality content within Minecraft.

Is Using Google Cardboard for the Classroom Anything More Than a Gimmick? – Rachel Jones provides a useful critique of Google Cardboard and questions what it has to offer.

Virtual Reality is not just another #EdTech toy – Richard Wells shares how VR is making a difference in his school.

How #VR Storytelling could help schools – Richard Wells provides a summary of activities and actions associated with VR.


YouTube Course – A unit exploring unit, exploring searching for suitable content, subscribing to channels, setting up a playlist and creating a channel.

Creator Academy – Learn tips from savvy creators as they showcase their secrets and level up your YouTube skills with Creator Academy lessons

Creating Video Content – A post unpacking some alternatives to creating video outside of YouTube.

Nat and Friends explains what happens to a video after you upload it and when you watch something.

197 Educational YouTube Channels You Should Know About – A collection of channels organised into subject areas.

Checked into Melbourne West EdTechteam Summit
My presentations with Cathy O’Halloran and Richard Callanan held at Manor Lakes College on 6th and 7th April, 2017

Connecting Learners with Google



Google’s answer to other social media platforms, Google+ provides many of the usual features, such as hashtags, the ability to tag users and a news stream. Where it is useful is the potential to organise information using Collections, as well as to foster collaborative spaces with Communities.


Another possibility when it comes to the connected classroom is Google Classroom. It provides many of the same features as Google+, such as feed and topics. With the recent addition of Gmail accounts, it is possible to connect between schools, as well as bringing in experts. It needs to be noted that Classroom also provides a range of other features designed to support instruction in the classroom, such as setting assignments and doing quizzes.

General Links


YouTube Live allow for synchronous video connections beyond the four walls of the classroom. There is the means to run a video chat or schedule a recorded event using YouTube Live. This can be used to connect different classrooms, conduct virtual debates or provide an alternative point of access to classroom material. For example, the students at St. Mark’s broadcast their Genius Hour presentations via YouTube Live. There are also many other possibilities beyond Hangouts / YouTube including Skype, Twitter and Touchcast.

Data and Ideas

My Maps

Originally Maps Engine Lite, My Maps allows users to create their own maps within G Suite. My Maps allows you to easily make layers, add place marks, draw shapes and create directions. To take this to the next step, users can also import information via a spreadsheet or KMZ files from Google Earth.

Trends and Correlate

Google Trends is based on Google Search data and allows users to see what search terms are trending. It shows how often a particular term or phrase is entered into Google Search compared to all other searches across different parts of the world at different times and in different languages. Google Correlate reverses Google Trends and allows users to start with a trend and find searches that match.

N-Gram Viewer

N-Gram viewer is a tool that searches Google’s digitised printed material to determine how frequently particular words or phrases have appeared over a particular time in literature. These results are then displayed graphically. Users can compare the frequency of different terms in printed material over time.


Virtual Reality

Google provides a number of way to engage with virtual reality including YouTube videos, various mobile apps, Street View and treks. The Expedition app (available for Android or iOS) takes treks and provides viewers with a choreographed experience.

Some ideas include exploring vocabulary, engaging with real life problems, telling stories and sparking curiosity. There are also a range of options for users to add their own images to Street View, as well as record their own 360 Minecraft videos.

Arts and Culture

Connected Classrooms in Action

Below is a list of examples of connected classrooms:

  • What’s it like to host a Skype-A-Thon? – Ben Lennon reflects on the experience of being a part of a Skype-A-Thon. He shares the logistics involved, as well as the learning gained.
  • Google Earth Walks –  Students engage in real-world problem solving as they work their way through a virtual tour on Google Earth (and within My Maps).  Each placemark offers an engaging, geotagged image as well as a compelling question, challenging students to apply what they’ve learned in the real world.
  • Epic Class of Radness – This YouTube Channel contains a number of 360 YouTube videos made with Minecraft. For more details, see Lee Hewes’ reflection.

Google for Junior Teachers


Here are some ideas of what can be done in the Early Years:

Drawings and Shapes

Drawings allows for a range of possibilities, whether it be using shapes to make a theme, playing a collaborative game, filling in a weather chart or labeling an object. Coming from a maths perspective, Eric Curts collects together a range of the possibilities associated with using Drawings, including working with shapes, representing fractions and sorting objects, More examples can be found within the Drawings presentation.

Choose Your Own Adventure

G Suite offers the potential to use hyperlinks to make connections between parts. Although this can be an individual task, it is also something that has the potential to be done collaboratively as a whole class. Eric Curts has created a guide for making a Choose Your Own Adventure with Slides. However, he has also documented how to develop one using other applications. Going a step further with hyperlinks uses Hyper Docs to guide learning.

Writing Stories

Google has a number of ways to support students with writing, as well as providing different forms of engagement. The Docs Story Builder application provides the means of writing a story and having it played back on the screen. Kasey Bell has shown how to use magnetic poetry to provides students with a creative way to play with words. Another useful feature within G Suite is the Personal Dictionary. Accessed across all the different apps, it is designed to store words that the spellcheck usually sees as incorrect. However, it is possible to use it to develop a personal list of commonly misspelt words.

Working with Sheets

For many Sheets may not seem to be the right application for young learners. However, there is the potential to use formulas and conditional formulas to simplify their use. Alice Keeler has created a range of resources to support graphing and measurement using Sheets.


John Hattie speaks of the power and potential of ‘self-reported grades’. This can be a challenge for younger learners, especially when they may not have the language skills to place their learning. One answer is to provide students with a basic rubric made with Google Drawings and use this to place a character on a continuum. This provides a useful reference point for students to talk about their learning.

Using Templates

At the heart of many of these ideas is the use of templates to scaffold learning for students. By providing the beginnings, it allows students to get on with the act of making and creating. Alice Keeler has collected together some templates to use with students in Early Years, while Eric Curts has made a collection of graphic organisers. For more templates, check out this folder.

Google Classroom

A useful application for allocating tasks and copies of files for assignments is Google Classroom. Alice Keeler and Christine Pinto have unpacked some of the possibilities associated with Google Classroom in the Early Years. Another feature is the Google Classroom Chrome Extension and the ability to send a site to the whole class. An alternative to Classroom is Hapara. Whether it be Highlights or Smart Share, Hapara offers a number of ways to support learning and instruction.

Sharing Work

Another application for allocating tasks and copies of files for assignments is Google Classroom. Alice Keeler and Christine Pinto have unpacked some of the possibilities associated with Google Classroom in the Early Years. Another feature is the Google Classroom Chrome Extension and the ability to send a site to the whole class. An alternative to Classroom is Hapara. Whether it be Highlights or Smart Share, Hapara offers a number of ways to support learning and instruction. The other option to using either application is to share a folder with students in which they keep all of their work. However this can be problematic as it requires students to maintain this.

Teacher Toolbox

Not every classroom has access to the same technology. Some teachers only have access to a few desktop computers or an iPad. There are still a range of tools that can be used to support learning.  One application that can be useful is Google Keep. It provides a number of options including photos, sketches and audio recordings (on mobile). Hollie Sisk has provided an overview of the features and affordances and how they integrate with G Suite. There are also other options, such as Seesaw, Book Creator and Adobe Spark Video. Each providing different ways of celebrating learning and identifying future areas for growth.


Integrating technology into the early years comes with its challenges. These include:

Logging on & Passwords

One of the first challenges is getting students to log on. How students go about this will depend in part on what type of devices they are using. If they are using iPads then it is usually recommended that they are 1:1, therefore somewhat alleviating the need to continually log on and off all of the time. However, Apple recently added the functionality to have multiple Apple IDs for school purchased iPads. They only requirement is that the device is registered through Apple School Manager and deployed via a mobile device management system.  

In regards to other devices, the process is usually dependent on how things have been set up. For example, it is common for Preps to be given a standard password when logging on to the system, preferably something that will not create confusion between lower and upper case. A site that can help with this process is DinoPass. In recent times, Google have started offering more options to connect with the Chromebook, such as Clever Badges and Cool Images.


Associated with passwords is the issue of workflow. Once logged in, there is the challenge of backing up work. Unless the school has 1:1 devices, this is going to involve compromise. For example, some schools create class accounts and have students share work to a central repository. Although this simplifies the process, it also restricts access to various applications and features. Another alternative is to setup something like WebDav. Although this is useful when working with iPads, it involves setting up and does not necessarily provide students with the power to collaborate. Too often this decision is either assumed or ignored. It is important to consider your own context and start there.

Inappropriate Searches

Another challenge when it comes to younger students is searching for content online. There are are numerous ways of placing restrictions on searches. Firstly, the process could be automated. This may involve turning the safesearch feature on automatically in GSuite Admin or using an extension like CraftyRights to send students straight to images appropriate for reuse. This approach is to provide students with sites that allow them to search through curated content. Some options include Junior Safe Search, Watchkin and Photos for Class. For iPad, there are a number of browsers that can be downloaded which help refine searches. John Johnston has worked out a way to send image searches straight to reuse.


Whether it be advertisements or other content, the web is full of distractions. Chrome has a number of extensions designed to improve accessibility and block advertising. One of the biggest distractions comes in the form of YouTube. Richard Byrnes has collected together a number of sites and solutions to support appropriate use of YouTube. They include Google Slides, Watchkin, View Pure and These are not only useful for students, but also teachers when showing content to a whole class.

Making the Most of Chrome


Reducing Clutter

Turn Off the Lights: Works on all known video sites, the entire page other than the video fades to black with a single click allowing students to focus on the video only.

Just Read: With one click, you can remove distractions such as advertisements and pop ups allowing articles to be read in a customisable, simplified format.


Read&Write: Read&Write for Google Chrome™ offers a range of powerful support tools (such as having words, passages or even whole documents read aloud or the meaning of words explained) to help students gain confidence with reading, writing, studying and research.

High Contrast: Change or invert the color scheme to make webpages easier to read.

Added Functionality

CraftyRights: Forces all Google Image searches to be for images free of copyright restrictions.

Grammarly: Adding Grammarly to Chrome means that spelling and grammar will be vetted on Gmail, Facebook, Twitter, Linkedin, Tumblr, and nearly everywhere else writing on the web occurs.

New Functions

1-Click-Timer: A quick and easy timer for Google Chrome. Allows current website URLs to be shortened with the Google URL Shortener service. Makes it easier to share long website addresses with others.

Screencastify: A simple video screen capture software which links with Google Drive.

Saving Content

Save to Drive: Save web content or screen capture directly to Google Drive.

Padlet Mini: Collect and bookmark the best of web content including images, video and audio using Padlet.


TRY THIS… Use a shortcut

  1. Go to the Chrome Help center and search for ‘shortcuts’.
  2. Look through the various lists and identify three shortcuts that might help you in your work.
  3. Copy these shortcuts into the Google Doc created at the start of this module and briefly explain why these might be helpful to you.

TRY THIS… Saving tabs as bookmarks

  1. Open a new window in Chrome.
  2. Open up several tabs related to a current topic being covered in class.
  3. Right click on any of the tabs and bookmark them all by selecting Bookmark all tabs (CTRL+SHIFT+D).
  4. Choose a name and location for the bookmark folder.
  5. To open the links again, right click on the folder and open all bookmarks.
  6. Capture a screenshot of your bookmark folder and add this to the Google Doc created earlier.

TRY THIS… Changing your theme

  1. Navigate to the Chrome web store.
  2. Select Themes from the list provided.  
  3. Browse the different options and try out some of the themes, then select a favourite.
  4. Install this theme.
  5. Take a screenshot of this theme and add the screenshot to your Google Doc.
  6. Provide a title and link to the theme in the Chrome web store.

TRY THIS… Adding an extension

  1. Go to Chrome Web store.
  2. Search for extensions that might be useful for use in the classroom.
  3. Install three of these extensions.
  4. In the Google Doc created earlier, write down the titles and explain how these extensions could be useful in your classroom.

What If – Ignite