Use YouTube-Like videos to inspire and engage your students! There are some amazing ideas in here.

High school science teacher Kate Summers has her students work collaboratively to create technology-enhanced presentations on basic chemistry concepts. Students work in pairs to develop a chemistry lesson to teach to their peers. Each pair's presentation needs to have a visual, a handout, and an engaging interactive activity. As they work, students use Google Docs and Google presentations. Kate explains how using Google Docs enables students to work collaboratively from different places and allows teachers to check in on their students' work. After planning their lessons, each pair delivers their presentation to the class.

Middle school teacher Karen Daley begins by leading her class in a discussion about culture. Karen shows a clip of a documentary about Sudanese immigrants in America, asking her class to think about the challenges the immigrants face in keeping their cultural identity alive. Karen leads her class in a discussion about the documentary and encourages students to make connections to the film. Students discuss similarities and differences between their experiences and the experiences of the Sudanese immigrants. Karen has students work in groups to answer questions about the documentary, encouraging critical thinking and empathy. Finally, students engage in reflection about how this lesson has affected them.

After watching a film about Sudanese orphans (the "Lost Boys") who immigrate to America, middle school teacher Karen Daley has her students figure out multiple migration routes from Sudan to America. Students begin by looking at maps and tracing the six routes that were taken by the Lost Boys. Karen brings the class together to share the routes they traced using an interactive map. The class uses thematic maps to find out more about the routes that the Lost Boys took. As the students discuss their findings, Karen asks questions and guides the class to make connections.

Students will work in small groups to cooperatively to complete a Fermi math problem. Fermi math challenges students to solve seemingly complicated questions using estimation, rounding, approximations, analytical thinking, creative thinking, communication, and technology skills. The students will investigate the driving question: If you wanted to send a valentine card to each person in the world next year:
• how many boxes of packaged valentines will you need to purchase?
• how much will it cost for you to purchase and mail all of the cards?
• if everyone in the world sent a valentine to everyone else in the world, how many valentines in total would be sent?

This artifact can serve as a summative ot formative evaluation after the lesson. The lesson topic is "World War 1 - Life in the Trenches", which is part of the larger unit titled, "World War 1".

Motivated by the need to integrate curricular needs in K-5 classrooms and as a result of technology budget cuts, Pleasanton Elementary School students use a variety of free software applications to produce digital media projects that address reading, writing, collaboration and technology skills. In this way, learning becomes more meaningful and relevant for students.Using free programs and Apple software included on their computers, students choose to produce a life story, poem, tutorial or personal narrative in iMovie. In this video, students collaborate with one another and explain how they have created their movies. Final projects are then uploaded into students' digital portfolios.

Using continual feedback and a problem solving process, high school computer programming students design educational video games for a class of fifth grade students. Their programming teacher, Ben Chun, leads students through a process that begins with interviewing the students and involves constant feedback and revision to ultimately create a video game that is both fun and educational. Striving to model a real world situation as closely as possible, Mr. Chun requires students to interview both students and the teacher regarding learning objectives and standards, interests and video games they are already playing to create a design that is personalized and appropriate for students. As they go through the week long process, students work in teams of three to brainstorm ideas and assign roles involving programming, art and project management. All students are involved in the actual design process and end up producing games that are both responsive to students needs and engaging. At one point during the design process, the fifth grade class visited the school to provide feedback for prototypes so that final refinement and improvements could be made.

Through Jim Sill's three TV and video classes, high school students learn a variety of video production skills. In the Introduction to Video Production class, students work on cross-curricular projects. They learn how to use equipment, write and edit scripts, and collaborate to produce videos. In the TV broadcasting class, students produce a news show that is watched across the school. In the Advanced Video Production class, students work with companies and non-profits in the community to produce videos. Through all of Jim's classes, students learn real-world skills as they collaborate to create innovative videos.

In an effort to learn more about the accuracy and reliability of websites, Emily Koch's middle school students evaluate online sources using guided questions and a rubric as they explore the idea of year-round schooling.Emily starts the lesson by establishing a common understanding for the ideas of evaluation, trustworthiness and bias. Students discuss these ideas and how they apply to both online sources and broader concepts. To motivate students, Emily presents them with research about year-round school and asks them to evaluate specific websites using guided questions and a rubric. Students then present their findings, providing evidence from and sharing their evaluation of the site's credibility.

High school teacher Peter McIntosh has his students use Khan Academy to practice math concepts. While the students work on computers, Peter circulates around the room and gives extra help to the students who need it. By using Khan Academy, students are motivated to practice math independently. This independent practice is possible because students are able to access hints and get extra help while working on their own. By using "coach mode" of Khan Academy, Peter is able to assess his students' learning through a variety of measures. Peter explains how using Khan Academy has increased student engagement and achievement.