Educator stories Archives - Nearpod Blog https://nearpod.com/blog/category/educator-stories/ Latest news on Nearpod Wed, 01 Sep 2021 15:16:00 +0000 en-US hourly 1 https://wordpress.org/?v=5.9.1 Technology in Physical Education https://nearpod.com/blog/physical-education/ Tue, 05 Jun 2018 15:31:19 +0000 https://nearpod.com/blog/?p=5954 "In the classroom, Nearpod is a game changer. So, I thought if it worked so great in the classroom, why can’t it work great in physical education?"

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]]> Over the past several years, classrooms have gone through dramatic changes. Workbooks, handouts, and PowerPoints have become a thing of the past. They have been replaced by tablets, student devices, and amazing educational technology tools like Nearpod.

While all these things have changed in the classroom, physical education, for the most part, has stayed the same. Why? Why is the classroom becoming an amazing place filled with student engagement, and the gym is still tetherball and 4 square?

When I was a kid, physical education was my favorite class of the day. We always did cool stuff. Unfortunately, now, many students do not like going to PE. Given the choice between walking around the track or playing a sport, at least half of my class would choose to simply walk. How do we as teachers, and physical educators change that? How do we get kids engaged in what we are doing, and get them excited about our physical education content?

Technology in the physical education classroom?! ⚽? Implement these ideas from @TeachandCoachGA ⚾ Click To Tweet

Why Technology?

As a former classroom teacher, I went back to my roots in educational technology. Since I was already very familiar with classroom edtech tools like Nearpod,  I actively helped teachers around the building incorporate Nearpod into their classrooms. New teachers in my building also received training from me. However, I had not taken my favorite ed tech tool to PE.

In the classroom, Nearpod is a game changer. So, I thought if it worked so great in the classroom, why can’t it work great in physical education? I planned a unit on soccer for my students, and, using Nearpod, created an introduction to the unit. The Nearpod presentation incorporated survey questions, a video, VR field trip to a junior World Cup stadium, a draw it activity, and several multiple choice questions. Check out the Nearpod presentation I used here. Going in I was nervous. I was worried that the kids who loved PE would hate it, and I worried the kids who already hate PE would not care.

Student Responses

Well, I was wrong in both cases. The kids who love PE liked the instructions. It was an opportunity to share what they already knew. Even better, the kids who normally do not enjoy PE really liked the opportunity to learn how to properly play. They thought the VR Field trip was cool and had a blast drawing the markings on a soccer field.

I was so excited my introduction was a success! However, I would not know how truly successful the lesson was until the next day when we started to play soccer. Well, the awesomeness continued. Every student was excited to play, and after one week were disappointed to end the unit. The students said they felt more comfortable playing because they had a better understanding of how to play.

I hope that my story of success with Nearpod in physical education will encourage you to incorporate Nearpod into your class. Whether you teach Social Studies, Physical Education, Health, Art, Family and Consumer Science, or any other class, I encourage you to bring Nearpod to your students. It is an amazing platform that engages students at every level and increases student understanding and achievement.

Contact me using the information below if you are interested in incorporating Nearpod into your PE class. Also, be sure to check out Nearpod + Zumba lessons, or take your class on a VR Field Trip to amazing places all over the world.

Physical education teacher looking to see if technology in the classroom is right for you? Snag these classroom activities.

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]]> Shared Stories of Pedagogical Practice: Digital Storytelling with Nearpod+Sway https://nearpod.com/blog/shared-stories-of-pedagogical-practice-digital-storytelling-with-nearpodsway/ Tue, 27 Sep 2016 19:21:42 +0000 https://blog.nearpod.com/?p=1558 In a charged and ignited movement to connect students to learning through inquiry and shared experience, teachers are engaging learners in interactive lessons through use of digital storytelling.

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]]> This post was originally published on Calliope Global. Visit Jennifer William‘s website to learn more about her edtech experiences!

In a charged and ignited movement to connect students to learning through inquiry and shared experience, teachers are engaging learners in interactive lessons through use of digital storytelling. Digital storytelling combines the traditional art of shared personal narratives with rich multimedia, such as graphics, images, audio, video, and text. Through a process of thoughtfully and systematically combining multiple modes of expression, teachers can design digital stories to enhance instruction across all content areas and grade levels. With digital stories, instruction can move beyond a basic goal of simply obtaining knowledge by allowing learning to deepen to levels of application, integration, and creation. Nearpod and Sway are two advanced digital creation tools that each provide a balance of structure and creative freedom for users to explore and create cohesive stories. With these interactive, multimedia presentation tools, teachers can use digital stories to capture and share the aesthetic beauty of human experience and diverse perspectives found within our world.

Nearpod+Sway

As an instructional tool, Nearpod offers an interactive and engaging platform for teachers to create personalized lessons and digital stories by seamlessly adding slides, images, videos, audio, and web links. Nearpod presentations offered as digital stories can be further developed by adding immersive virtual reality experiences, interactive “Draw It” activities, and collaborative response features, such as polls and open-ended questions.  Now, teachers can enhance presentations and digital stories even more with the new integration of Microsoft Sway. Sway offers fully customizable canvases for creation of multimedia digital stories. By leveraging the power of combining these two digital storytelling tools in instructional practice and in learning, teachers have limitless opportunities for creating developed narratives and meaningful digital artifacts. Embedding Sways into Nearpod presentations is as simple as 1, 2, 3:

Step 1: While creating a Nearpod lesson, simply select Add Slide, Add Content, and then you will see the Add Sway option.

Content Tool Add content

Step 2: From here, you will be able to embed a Sway digital story. Nearpod offers a curated collection of beautiful Nearpod-created presentations of stories of our world. Topics include Animals, Countries and Continents, Famous Landmarks, Historical Events, and Figures, and Seasons and Extreme Weather.

Content Tool Add Sway

Step 3: You can also embed your own personally created Sways into your Nearpod presentation. Current Office 365 account users can access their Sways or create new ones within the Nearpod platform. You can also add the direct web link for your Sway presentation by selecting Add Web Content from the main content creation menu. Once your Sway is selected and added, you are ready to publish and share your Nearpod+Sway digital story experience with a global audience. If Sways are new for you, click here to learn more about Getting Started with Sway.

You can also check out this step-by-step video to learn more:

 

Nearpod+Sway Digital Stories from our Classrooms: 

A 3-Part Series on Shared Stories of Pedagogical Practice

Shared stories of pedagogical practice from classrooms can be powerful messages with the ability to positively impact instruction in schools across the world. Teachers as storytellers can share the narratives of teaching and together can work to reimagine the educational landscape for today and for the future. With a dedicated focus on inquiry and engagement, in this 3-part series we will follow the digital stories of nine individuals in their journeys to each transform the educational experience as told through their personal digital narratives. Join as we examine themes and trends in practice, uncover pathways to engagement, and amplify voices beyond the walls of schools through a month long series using the power of Nearpod and Sway digital stories.

Part 1: Students as Knowledge Constructors

Part 2: Students as Innovative Designers

Part 3: Students as Global Collaborators

Also, we welcome you to join the conversation and share your classroom stories or Nearpod+Sway experiences on social media with the hashtag #sharedstories.

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]]> Using Nearpod Technology in the Classroom https://nearpod.com/blog/using-nearpod-technology-in-the-classroom/ Tue, 04 Aug 2015 15:55:41 +0000 http://blog.nearpod.com/?p=852 A few weeks ago, Jonathon Halpin, Learning Specialist, explored Nearpod in a training environment. We are re-posting the original article he posted at Linkedin. Introduction In my previous post “5 Great Tools for Teaching and Learning” I briefly discussed a tool named Nearpod which allows teachers/trainers to share presentations, polls, quizzes and activities directly to learners smart devices in a synchronous learning format. The learners follow the content on their smart device and respond to activities, quizzes and polls that are served up to them. The teacher/trainer get’s real time reports on each individual in terms of responses and engagement. I felt this type of technology should be explored more in a training environment so I put it to practise in a real life training class.The three main reasons I wanted to use this technology was to: 1. Create greater learner engagement. 2. Monitor and assess learner knowledge. 3. Determine learner preferences with technology. Designing and Delivering the Lesson The design of the lesson was relatively straight forward. I was able to import a pre-existing presentation into the tool to make it a Nearpod presentation (NPP). To get the benefits of this tool it was important to add all the activities that the tool offers. I added formative checkpoint quizzes throughout the presentation to gauge the learners knowledge. I added open questions and opinion polls to help facilitate class discussion. Learners can respond to the poll or open question while remaining anonymous to their fellow learners. I can share individual responses and create a discussion on those responses. This alleviates any embarrassment or shyness from responding to an open question. Every learner who responds provides their own opinion and responses can be selected randomly by the trainer to create a class discussion. I added web page links to the presentation to share important information directly from the internet. I was able to add a YouTube video that related to the topic to allow learners to review in their own time if they wished to do so. I added a series of survey questions at the end of the presentation to gather feedback from the learners on their experience using the tool. I delivered the module to two different groups who were going through new hire orientation training. The module duration was 3 hours which allowed ample time for the class to engage with the tool. While delivering the module I used a tablet to move through the Nearpod presentation while the learners used either their smartphone, tablet or computers. Results Learners were surveyed at the end of the training. I have combined the results of both classes into one to give an overall view. There were 29 learners who went through the training (16 in the first session and 13 in the second session). All the results below come from the data available from the survey responses. The data required some manual editing due to some issues with the reporting. I had to manually mark open questions as either correct or incorrect. I also had to remove duplicate sessions when a learner changed device throughout the training. Devices Used The figure below shows the breakdown of devices used throughout both sessions. 48% of learners used their smartphones, 45% used their computer at their desk and the remaining 7% used their personal tablet. In instances where a learner changed the device they were using I determined the device they used for the most amount of time. Device Preference When learners were asked what device they would prefer to use in the future, interestingly only 11% of them said they prefer their smartphone. It was almost a straight split between a computer (44%) and a tablet (42%). I believe the reason for this is due to both devices having larger screens which make it easier to see the presentation and respond to open questions. Several learners mentioned on more than one occasion that the small screens on smartphones made it difficult to read and operate. Engagement I wanted to determine if the use of technology allows for greater engagement from learners. For the purposes of these sessions I considered engagement as any time a learner responded to any of the activities that required input from their side such as responding to a quiz, opinion poll or open question. Overall 92% of the activities were responded to from the learners. This helps validate that engagement is high when using this technology. Formative Assessment When looking at how often learners were correct in the quizzes and open questions responses you can see 82% of responses were correct, 11% were incorrect and 7% did not respond. Favourite Feature: As mentioned Nearpod has several features and many have their own benefits. When learners were asked on their favourite feature 31% of the responses said their favourite feature was the quiz feature. The quizzes are valuable for the trainer as it provides insights into how the learners are performing. The learners enjoy being quizzed and receiving formative feedback on their responses. Improving Learning Experience When learners were asked if they felt Nearpod technology improved their learning experience 86% agreed either completely or somewhat agreed with only 3.45% somewhat disagreeing. This shows a significant amount of learners who are in favour of this technology. One consideration is that the novelty of this tool may wear off if used often which may see lower results. Learners believe the tool improved their learning experience however when they were asked if they would like to use Nearpod in all classroom training just under 69% of the class agreed with the statement. A significant portion (17%) neither agreed nor disagreed which may suggest that this technology is dependant on the type of training intervention taking place. Conclusion Overall the experience of using this tool was a positive one for me as a trainer and for the learners. There were some minor challenges while delivering the session which were mainly related to the tools reporting functionality and learners not being so keen on using the tool on their smartphone. I believe this type of technology can change the way we teach and learn in the classroom. I would love to see more features available in […]

The post Using Nearpod Technology in the Classroom appeared first on Nearpod Blog.

]]> A few weeks ago, Jonathon Halpin, Learning Specialist, explored Nearpod in a training environment. We are re-posting the original article he posted at Linkedin.

Introduction

In my previous post “5 Great Tools for Teaching and Learning” I briefly discussed a tool named Nearpod which allows teachers/trainers to share presentations, polls, quizzes and activities directly to learners smart devices in a synchronous learning format. The learners follow the content on their smart device and respond to activities, quizzes and polls that are served up to them. The teacher/trainer get’s real time reports on each individual in terms of responses and engagement. I felt this type of technology should be explored more in a training environment so I put it to practise in a real life training class.The three main reasons I wanted to use this technology was to:

1. Create greater learner engagement.

2. Monitor and assess learner knowledge.

3. Determine learner preferences with technology.

Designing and Delivering the Lesson

The design of the lesson was relatively straight forward. I was able to import a pre-existing presentation into the tool to make it a Nearpod presentation (NPP). To get the benefits of this tool it was important to add all the activities that the tool offers. I added formative checkpoint quizzes throughout the presentation to gauge the learners knowledge. I added open questions and opinion polls to help facilitate class discussion. Learners can respond to the poll or open question while remaining anonymous to their fellow learners. I can share individual responses and create a discussion on those responses. This alleviates any embarrassment or shyness from responding to an open question. Every learner who responds provides their own opinion and responses can be selected randomly by the trainer to create a class discussion. I added web page links to the presentation to share important information directly from the internet. I was able to add a YouTube video that related to the topic to allow learners to review in their own time if they wished to do so. I added a series of survey questions at the end of the presentation to gather feedback from the learners on their experience using the tool.

I delivered the module to two different groups who were going through new hire orientation training. The module duration was 3 hours which allowed ample time for the class to engage with the tool. While delivering the module I used a tablet to move through the Nearpod presentation while the learners used either their smartphone, tablet or computers.

Results

Learners were surveyed at the end of the training. I have combined the results of both classes into one to give an overall view. There were 29 learners who went through the training (16 in the first session and 13 in the second session). All the results below come from the data available from the survey responses. The data required some manual editing due to some issues with the reporting. I had to manually mark open questions as either correct or incorrect. I also had to remove duplicate sessions when a learner changed device throughout the training.

Devices Used

The figure below shows the breakdown of devices used throughout both sessions. 48% of learners used their smartphones, 45% used their computer at their desk and the remaining 7% used their personal tablet. In instances where a learner changed the device they were using I determined the device they used for the most amount of time.

Device Preference

When learners were asked what device they would prefer to use in the future, interestingly only 11% of them said they prefer their smartphone. It was almost a straight split between a computer (44%) and a tablet (42%). I believe the reason for this is due to both devices having larger screens which make it easier to see the presentation and respond to open questions. Several learners mentioned on more than one occasion that the small screens on smartphones made it difficult to read and operate.

Engagement

I wanted to determine if the use of technology allows for greater engagement from learners. For the purposes of these sessions I considered engagement as any time a learner responded to any of the activities that required input from their side such as responding to a quiz, opinion poll or open question. Overall 92% of the activities were responded to from the learners. This helps validate that engagement is high when using this technology.

Formative Assessment

When looking at how often learners were correct in the quizzes and open questions responses you can see 82% of responses were correct, 11% were incorrect and 7% did not respond.

Favourite Feature:

As mentioned Nearpod has several features and many have their own benefits. When learners were asked on their favourite feature 31% of the responses said their favourite feature was the quiz feature. The quizzes are valuable for the trainer as it provides insights into how the learners are performing. The learners enjoy being quizzed and receiving formative feedback on their responses.

Improving Learning Experience

When learners were asked if they felt Nearpod technology improved their learning experience 86% agreed either completely or somewhat agreed with only 3.45% somewhat disagreeing. This shows a significant amount of learners who are in favour of this technology. One consideration is that the novelty of this tool may wear off if used often which may see lower results.

Learners believe the tool improved their learning experience however when they were asked if they would like to use Nearpod in all classroom training just under 69% of the class agreed with the statement. A significant portion (17%) neither agreed nor disagreed which may suggest that this technology is dependant on the type of training intervention taking place.

Conclusion

Overall the experience of using this tool was a positive one for me as a trainer and for the learners. There were some minor challenges while delivering the session which were mainly related to the tools reporting functionality and learners not being so keen on using the tool on their smartphone. I believe this type of technology can change the way we teach and learn in the classroom. I would love to see more features available in this type of tool to further improve learner engagement. So what do you think? Is this technology a game changer or a fad? Let me know your thoughts.

 

Jonathon Halpin

 

 

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]]> Meet our new blogger, Pamela Levine https://nearpod.com/blog/meet-our-new-blogger-pamela-levine/ Mon, 12 Jan 2015 16:08:54 +0000 http://blog-np.nearpod.com/?p=290 Meet Pamela Levine, a Stanford Education Technology Specialist, Nearpod User, and new Guest Blogger!

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]]> Meet Pamela Levine, a Stanford Education Technology Specialist, Nearpod User, and new Guest Blogger!

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Hi, I’m Pamela Levine. I’m a passionate educator dedicated to helping teachers develop their education technology skills and vision. The path that lead me here, however, began in a classroom with very little technology at all: as a Peace Corps volunteer in rural Tanzania, I spent evenings teaching English to elementary-aged students by candlelight. The classes were not part of my students’ required coursework, nevertheless, they showed up every day with a voracious appetite to learn and practice. In Tanzania, a good quality English education is a dream for most students in remote villages, where Swahili is the primary spoken language and the language of instruction at the elementary level. A strong grasp on the English language can contribute to one’s success in secondary school and make accessible a broader range of post-secondary education and employment prospects. My students’ energy and enthusiasm for learning made me excited about education as a powerful force for opportunity and change.

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I decided to apply to graduate school to study Education. This entailed my taking weekly, 4-hour bus rides on a dirt road to the closest internet cafe, in order to complete and submit my applications. Many bus rides later, I was accepted to the Stanford Graduate School of Education, where I attended after completing my two-year Peace Corps service in 2008. I received an M.A. in Education Policy, Organization, and Leadership Studies and promptly moved to Washington D.C. to work at a large nonprofit human development organization in their U.S. Education division. Invaluable as it was to learn about and contribute to education research and policy analysis, I missed the classroom, and returned to school to obtain my teaching certificate in Elementary Education.

In the years that followed, I taught 2nd grade in the D.C. Public Schools, and 3rd grade in a D.C. Public Charter School. At first, in many ways things felt even more complicated than in the rural African classrooms where I’d been years earlier. Most of my students were from disadvantaged backgrounds, lived amongst community violence or in difficult home situations, and were behind or below grade-level on various measures of educational achievement. I needed to make learning matter to them, while also helping them meet or exceed federal and state assessment targets.

Between the handful of classroom computers and my personal iPad, I tried to capitalize on a variety of websites and applications to help me more effectively reach my students. Simply having the internet and computing devices available, though, was not enough; technology needed to be implemented purposefully and in ways driven by educational goals. (That thoughtful technology integration can increase student engagement and produce significant gains in achievement is affirmed in a recent study, Using Technology to Support At-Risk Students’ Learning, by the Alliance for Excellent Education and the Stanford Center for Opportunity Policy in Education). With instructional planning and use of appropriate tools for my curriculum and grade level, I was able to present information in understandable and dynamic ways, share and provide recognition for student work, support students with special needs, expand the power of assessments and data, and make learning rich and relevant. Soon, I began helping other teachers and administrators at my school do the same.

In 2012, I returned to the Stanford Graduate School of Education to apply my experience to teaching other educators about effective, innovative, and aligned use of technology in K-12 and higher education classrooms as an Education Technology Specialist. Since then, I’ve visited and taught with technology in schools around the world, and have come to even more heartily agree with Alliance for Excellent Education president Bob Wise’s sentiment that “replacing teachers with technology is not a successful formula. Instead, strong gains in achievement occur by pairing technology with classroom teachers who provide real-time support and encouragement.”

Nearpod shares this point of view. “Rather than replace the teacher, Nearpod was developed to turn mobile devices into teaching assistants,” says CEO Guido Kovalkys. I couldn’t be more pleased to collaborate with an education technology company with not only a great product, but also with this founding principle.

I’m also inspired by the creativity and passion of Nearpod’s users. After reading stories and receiving fellow teachers’ endorsements, last year, I began using Nearpod in my “Digital Classroom: Technologies and Practices for Educators” course at Stanford and in some of the teacher professional development seminars I lead. My favorite Nearpod feature at the moment is the ‘Draw it’ function, which I use to facilitate student creation and design thinking activities. For me, the most powerful learning often happens in the discussions and “teachable moments” that can be catalyzed by student-generated work.

I’m looking forward to finding and sharing more about how Nearpod is being used and having an impact. Please contact me at p@mela-levine.com if you have a strong Nearpod story that you’d like to produce a blog post or case study around.

It’s great to meet you!

Pamela Levine

@PossiblyPamela

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]]> Guest Post: Katie Dewey Hill https://nearpod.com/blog/guest-post-katie-dewey-hill/ Mon, 21 Jul 2014 20:15:55 +0000 http://blog-np.nearpod.com/?p=370 My name is Katie Dewey Hill and I have been a happy Nearpod user in my current capacity of Education Technology Specialist (Ed Tech). I have been using Nearpod as a way to make this content interactive.

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]]> My name is Katie Dewey Hill and I have been a happy Nearpod user in my current capacity of Education Technology Specialist (Ed Tech).
In our district we are using Canvas by Instructure as our LMS. One of the challenging aspects of using Online Content as a vehicle for teaching some or all of course content is making it as interactive and engaging as live classroom interaction. I have been using Nearpod as a way to make this content interactive. I found a new feature the folks at Nearpod have added to my beloved Homework presentation- Embed code!
Now students can interact with the content in Canvas without having to leave Canvas. This feature makes Nearpod Homework able to be embedded anywhere HTML code can be entered (any LMS, website, etc…). I created a guide for how to do this in Canvas, but the process is similar for any other place you would embed HTML code. The students in my Digital Safety for Educators Course this summer will be interacting with the Nearpods created without leaving Canvas. Note that Chrome can have difficulty allowing embedded content to be viewed in Canvas, but the fix is easy (it’s addressed in the instructions). I look forward to using this feature on my own website to engage teachers and students with my Nearpod content!
If you want to contact the author, you can do it here 🙂 Thanks for sharing your experience Katie!

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]]> Become part of Nearpod’s first class of PioNears https://nearpod.com/blog/become-part-of-nearpods-first-class-of-pionears/ Thu, 03 Jul 2014 23:59:08 +0000 http://blog-np.nearpod.com/?p=361 The Team is looking for teachers wanting to share their creative vision of education with the world!

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]]> The Team is looking for teachers wanting to share their creative vision of education with the world!

If you are interested in helping other teachers rock their classes, you may want to join us for a different experience!

What’s the PioNears program about? Basically, we will provide specialized training, individual support, promotional material, and many more resources to teachers willing to share their Nearpod expertise in MeetUps, trainings, and conferences.

Do you want to increase your recognition in the world edtech community? Learn more and join the PioNears Program now 🙂

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]]> Guest Post Laura Morris: “It was so exciting to see 1st graders creating such wonderful presentations!” https://nearpod.com/blog/guest-post-laura-morris-it-was-so-exciting-to-see-1st-graders-creating-such-wonderful-presentations/ Mon, 12 May 2014 20:57:42 +0000 http://blog-np.nearpod.com/?p=330 I discovered Nearpod through a teacher I follow on Twitter. Her first graders were using it and I went to the website to check it out. I was immediately excited to try it with my class.

The post Guest Post Laura Morris: “It was so exciting to see 1st graders creating such wonderful presentations!” appeared first on Nearpod Blog.

]]> Guest post by Laura Morris

My name is Laura Morris and I am a first grade teacher at Franklin Elementary in Wausau, WI. Franklin is at the end of it’s second year as a 1:1 pilot school for the district. Every student in our school, K-5, has an iPad, and I am continually looking for new and exciting ways to keep the students engaged in their everyday learning.

I discovered Nearpod through a teacher I follow on Twitter. Her first graders were using it and I went to the website to check it out. I was immediately excited to try it with my class.

Since we started using Nearpod, the students have become very familiar with how presentations work and what to expect. I have worked with other teachers in my building to create presentations that we can utilize in Math, Literacy and with our Word Study program. I am also impressed by the level of engagement with my students. My favorite feature, just from using the free version, has been the drawing that students are able to do. They love seeing their responses pop up on the board and having their voices heard. It has proven very useful in Math and Word Study, and I am eager to discover more ways that we can utilize all of the different features that Nearpod has to offer.

Most recently, my students created their own Nearpod Presentations (NPPs) about an animal that they had been researching. The project, which they worked on for over a week, included several different things. First, they researched an animal on PebbleGo using a Chromebook. Then, they created a Keynote presentation on their iPads about that animal. Finally, they used their Keynote to create a NPP which included a quiz, poll, and open–ended questions. The students had seen how Nearpod worked through use in class and were extremely excited to take on this responsibility. Although the actual uploading of their project was directed by me, the students made their own questions and presented their project to the class. I was able to print the results of their presentation to share and to include in their project work.

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It was so exciting to see first graders creating such wonderful presentations that were interactive and engaging!

Thank you 🙂

Laura Morris

1st grade teacher at Wausau School District

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]]> “Noteworthy Nearpod” By the great Lisa Johnson https://nearpod.com/blog/noteworthy-nearpod-by-the-great-lisa-johnson/ Mon, 31 Mar 2014 15:50:54 +0000 http://blog-np.nearpod.com/?p=277 Here’s another useful webcast hosted by Lisa Johnson, introducing Nearpod’s back-end for teachers who are not familiar with it and sharing best practices, tips, and more. Enjoy!

The post “Noteworthy Nearpod” By the great Lisa Johnson appeared first on Nearpod Blog.

]]> Here’s another useful webcast hosted by Lisa Johnson, introducing Nearpod’s back-end for teachers who are not familiar with it and sharing best practices, tips, and more. Enjoy!

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Also check “An Educator’s Toolkit: Nearpod in the Classroom”

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Contact Lisa at @TechChef4u.

Are you new in our community? Check this out: Meet Nearpod!

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