EDT112 Dan Stitzel - AI Generated Review Games, BlueSky, and More! - Educational Duct Tape: An EdTech Integration Mindset

Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Jake (00:00):
Today on the educational duct tape podcast.
I'm joined by Dan Stitsel directorof technology at Streetsboro city
schools with a 15 year career spanningclassroom, teaching tech, coaching and
leadership and district technology.
Dan brings a wealth of knowledge oninnovation and tech integration together.
We explore ways to turn whole class reviewgames into engaging formative assessments,

(00:23):
including tips on using generativeAI to build custom question sets for.
Jeopardy quizzes and beyond.
We also dig into the latestAI features and quizzes.
Plus, I'm going to share about BlueSkyand share some exciting updates to other
tools, including Canva magic studio.
Google forums, new starrating and magic schools.

(00:44):
Presentation generator.
Here we go.
When I think of my childhood, I thinkof He-Man choose your own adventure
books, Michael Jordan, and book it.
Do you remember pizzahuts, book it program.
My sister and I devoured booksso that we could devour free
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And that pizza always tasted betterbecause I read those wayside school

(01:09):
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(02:19):
Hey, there are duct tapers, whetheryou're a longtime listener or
tuning in for the very first time.
Welcome to the show.
I'm Jake and educator from Ohio.
And by joining us today, youare officially a duct Aber.
That means you're onboard with theeducational duct tape metaphor, where
we use ed tech, like duct tape asa tool to solve problems, achieve

(02:42):
goals and meet learning standards.
Now, before we dive in, let's talkabout the elephant in the room, or
should I say the elephant in thesoccer field or football field or
baseball diamond or theater stage?
It has been over a month, maybetwo months since our last episode.
Between all the fall activities andgames and practices and rehearsals.

(03:03):
Uh, I have been busy, sothanks for your patience.
As I navigate the dadlife and the day job.
I'm excited to be in frontof the microphone right now.
And I hope to release episodes asfrequently as possible in the future.
Speaking of updates.
I've got something bittersweet to share.
You might remember this interactivefeature where I invited you the
duct tapers to share your thoughtsand insights for the podcast.

(03:26):
So I was trying to do it.
Where.
We'd have an episode with an interview.
We talk about a topic and then the nextepisode would be you the duct tapers,
sharing your answer to that same question.
Uh, well, after a few episodes,I've decided to let that go.
And honestly, I probably should haveforeseen this educators are super busy
and finding time for you to contributeto a podcast is no small feat.

(03:47):
So while we're saying goodbyeto this segment, I want to
thank everyone who participated.
It was such a cool experiment.
You shared lots of cool things.
Uh, but we're going to retirethat I do have a replacement
coming in the next episode.
You'll learn about that soon.
That said the silver lining is thatI'll be able to focus on putting out
more regular episodes, less waitingbetween releases and more of the content

(04:10):
you love, or I think you love it.
Maybe you just tolerate this content.
I'm not sure, but don't worry.
I still do want to hear from all of you.
You can always connect with me onsocial media at Jake Miller EDU.
Uh, share with other duct tapers on socialmedia, using the hashtag EDU duct tape.
Email me your questions or send mea quick message through SpeakPipe.

(04:32):
So while those episodes wherewe're spotlighting, the duct
tapers are being retired.
There are lots of chances foryou to engage, and you might just
be hearing a little more aboutthat in today's soapbox moment.
But I do love hearing your thoughtsand those connections are what
make this community special.
Uh, and so please do reach out andshare, even though we don't have those

(04:52):
dedicated episodes for doing that.
All right.
Well that said let's getinto today's episode.
Longtime listeners of the podcast.

(05:13):
First off.
Hello, long time duct tapers.
And thank you for sticking withme through all of my shenanigans.
Anyhow those long time listeners, thosepeople I just addressed right now, might
remember something I used to rave aboutback in the day, the adjacent possible.
Now I don't typically repeatsoapbox moment topics, but this
one is so pertinent right now.

(05:33):
I just have to talk about it.
So for the newbies, whatis the adjacent possible?
Well, if you're a longtime listener anddon't want to hear about it again, go
ahead and skip like 90 seconds forward.
But for the rest of you, it's a conceptthat I see as really core to this podcast.
The adjacent possible is a really coolsounding term, actually that started with

(05:56):
evolutionary biologist, Stuart Kauffman.
Science teachers,
if you had evolutionary biologiston your educational duct tape bingo
board for today, you are welcome.
Anyhow, Kauffman explained how inthe evolution of living things,
new species and traits can onlyarise from what already exists.
Evolution takes one step at a time.

(06:18):
In other words, what's possiblecomes from what's adjacent to it.
Kaufman also applies this idea to humancreativity and innovation: new ideas
emerge by combining existing conceptsand building upon what is already known.
Now I'm not a big video game guy,but I like to picture the adjacent
possible as the original Legend ofZelda game that I played as a kid.

(06:42):
It's the one where Link travelsthrough a map that looks like
a series of connected rooms.
When Link is in one room, theonly rooms he can access are the
ones directly connected to it.
But when he steps into one of thoserooms, then he has new doors to explore.
That's kind of how theadjacent possible works.
This idea blew my mind whenI first heard about it in the

(07:03):
innovator's mindset by George Couros.
Couros picked it up from StevenJohnson's where good ideas come from.
And Johnson picked it up from Kaufman.
That's the adjacent possible inaction actually ideas evolving
step-by-step one person buildingon another person's brilliance, and
here's where we come to the new part.

(07:23):
And those of you who skipped overthat 90 seconds: welcome back in.
This brings me to Twitter.
Or should I say X?
Or more accurately, theartist formerly known as the
thriving EDU Twitter community.
For a decade, Twitter was theplace for educators to connect
and to learn and to share.

(07:45):
It was an amazing space forideas to evolve step-by-step
demonstrating the adjacent possible.
My career path shows the adjacent possibleand Twitter was the catalyst of it all.
But let's face it over the past fewyears, it's felt less like the magical
idea sparking space at once was and morelike a ghost town with the occasional

(08:07):
tumbleweed of inspiration blowing byand more often, honestly, a sandstorm of
bots and ads and arguments and clickbait.
And look, I'm not here to analyzewhy it became a ghost town.
Not only is this not a politicalpodcast, the reason it happened is moot.

(08:28):
Twitter is not the same anymoreand I don't need to autopsy it.
What I do need is a new placeto connect with educators.
Enter BlueSky.
So BlueSky is Twitter's adjacent possible.
It evolved out of Twitter.
And honestly it feelskind of like 2013 Twitter.

(08:49):
Full of hope andcollaboration and opportunity.
And for educators, it's the perfectnext room in our adjacent possible.
If you join us there, you'll findthat BlueSky is a lot like Twitter.
A few key differences is that it givesyou more control over what you see and how
it's moderated by letting you choose yourown algorithms and customize your feed.

(09:12):
It's not set up for thingsto go viral or to sell ads.
It's set up for connection and that'swhat we want it to be set up for.
I believe that BlueSky and the #EduSkycommunity can be like stepping through
one of Link's doors by making the leapyou're opening yourself up to new ideas,

(09:33):
connections, and opportunities to share.
And those may not have been possiblewithout entering that new room.
And honestly, it's making, learning onsocial media fun again, at least for me.
Now.
It's not all sunshine and rainbows.
You'll encounter people therewith different opinions, but
isn't that part of learning?

(09:54):
The good news is BlueSky gives youmore control over what you see and
engage with than Twitter ever did
so when those different opinions gofrom pushing your thinking, which is
a good thing, to pushing your buttons,which is a bad thing, you can make it
so you don't see those things anymore.
So I hope that you'll join me on BlueSky.
Here's what I want you to do.

(10:14):
Number one, create your account.
Of course.
Number two, follow me @JakeMillerEDU,and number three, fill out the EduSky
form that I've linked in the show notes.
So Alice Keeler created thisEduSky or EduSky group, and this
form uh, as a one-stop shop tojumpstart your BlueSky experience.

(10:35):
So once you fill out that form,you'll be directed to a spreadsheet.
Your name will go into thatspreadsheet by filling out the form.
And you'll see a whole bunchof other things in there.
One of which are starter packs.
So that's step four.
Use the starter packs.
These are curated lists of educatorsyou can follow with just one click.
It's like hitting the skip introbutton on Netflix, but instead of

(10:57):
binge watching episodes, your bingeconnecting with educators on social media.
That's step four, use the starter packs.
Step five, check outthe list of EDU chats.
Remember Twitter chats.
That's a memory that makesme smile right there.

They were an early EduTwitter gem: scheduled chats where educators (11:13):
undefined
dove into topics in real time.
Well guess what?
They're back, but now they're on BlueSky.
And so far they've beenvibrant and joyful.
And step six.
Finally, if you're a fan ofthis show, I'd like to create
us a little community on there.

(11:33):
So post about the podcast on BlueSkywith the #EduDuctTape, I'll see that
post and I'll add you to a dedicatedlistener list so that we could see
each other and connect with each other.
So in conclusion, why BlueSky?
Because it's not just the nextstep in social media's evolution.
It has the potential to present to us thenext step in our evolution as educators.

(11:57):
It's where we can learntogether and grow together.
As part of each others adjacent possible.
So, what are you waiting for?
Press pause, join BlueSky andstep into the next room of your
professional growth adventure.
Today's guest is Dan Stitzel.

(12:18):
Dan has worked for the Streetsborocity schools for 15 years as a
classroom teacher, district technologycoach, and now as the Director of
Technology . Through these years.
Dan has had the chance to present atthe district, local, state, and national
level on various tech integrationtools and strategies and Dan's
current tech obsessions aregenerative AI and computer science.

(12:40):
you can connect with Dan by emailinghim at D N Stitzel at gmail.
com.
And as always, that is in the shownotes, but not in the show notes
actually here in the podcast is Dan.
What's up,

Dan (12:50):
Hey, how are you, Jake?
Thanks for having me.

Jake (12:53):
I'm doing good.
we're like finishing something we startedfour years ago or something like that.
Dan is a half guest in the past.
I mean, what do you even call that?

Dan (13:01):
Yeah.
It was like the real like20 minute what's one little
strategy and yeah, but it's been a
long time.

Jake (13:08):
Yeah.
That was 2019 maybe.
I feel like with, like when you do, I'm abig SNL fan and you know how they'll have
like the three timers club and the fourtimers club and they get like the special
jackets and like John Hamm's been on like
seven times or whatever.
You're gonna have your like one anda half guest appearances jacket.
I don't know what it's gonna be.

Dan (13:27):
I just have a little piece of duct tape, not the whole role.
Like it's just like a little,
little,

Jake (13:31):
as one sleeve and a half of a

Dan (13:33):
yeah, that's perfect.

Jake (13:34):
something.

Dan (13:35):
That's perfect.
It's good
for Ohio weather

Jake (13:39):
right.
Right.
Because in the morning, you're gonnabe glad you have the full sleeve.
In the afternoon, you're gonna beglad you have the half of a sleeve.
That's perfect here in Ohio.
Um, I don't even remember thepredicament that led to that interview.
So, Missy, your colleague inStreetsboro, had been at a workshop
that I did, and we recorded an episode.

(13:59):
live in person and then Ilost the recording somehow.
I don't even, I don't know.
Like I, it was probably in the, inthe, uh, in between the cushions
and my couch or something, Idon't know where I lost it to.
And then, uh, we were like, we haveto, we have to record it virtually.
And so we did.
And I think Missy needed your helpconnecting or something like you had
it all ready for her while she was

Dan (14:20):
yeah.
yeah.
And so then it was like, hey,

Jake (14:22):
let's, I was, We're already here.

Dan (14:25):
two for the price
of one.
Perfect.

Jake (14:27):
Yeah, exactly.
Well, they were half, so

Dan (14:30):
Yeah, that's true.

Jake (14:30):
a half, I guess.
Because there were just many

Dan (14:33):
I forgot my jacket has one and a half sleeves.
That's that's right.

Jake (14:36):
Right.
Missy's only has a half of a

Dan (14:39):
True.
That's true.

Jake (14:40):
got It's half tank top, half

Dan (14:43):
Yeah, it's perfect.

Jake (14:45):
Uh, we're, we're rambling here, Dan.
Um, as you can tell, Dan and Ihave known each other for years.
We're both Ohio natives and like to,meet up at the local ed tech conferences
and hang out and chit chat about popculture and ed tech at the same time,
a little more about the pop culture
and dad life and a little less about theed tech, but today we'll talk a little ed

Dan (15:05):
Yes.
We have a lot
in common when it comes to music and food.
So that's what we
talk.
That's what we talk mostly about tacos and
music.

Jake (15:11):
For sure.
Um, my most recent concertexperience, Dan was Melanie Martinez.
Do you know Melanie

Dan (15:18):
I Do not know Melanie Martinez.

Jake (15:21):
not run and look at Melanie Martinez.
This was for my daughter.
This is my daughter's favorite artist.
It was her Christmas gift.
It was a trip to see Melanie Martinez andit was a sea of pink in the crowd and just
like crazy outfits, but she was giddy.
So it was all
worth it.
So that is not a music that adistaste for that might be a music
musical sharing of the two of us.

(15:43):
All right, Dan, let's get to someactual educational duct tape.

Dan (15:45):
All

Jake (15:45):
as you know, we've got to start off with.
Two truths and one lie.
This is a lot of

Dan (15:56):
pressure, and

Jake (15:57):
especially

Dan (15:57):
too,

Jake (15:58):
since like you

Dan (15:59):
saying, like we,

Jake (16:00):
we know each

Dan (16:00):
other
And so it took me a really long timeto come up with these cause I was like,
Oh, I think I've mentioned that before.
Oh.
So then I had to have like my whole teamlook at it and by my whole team, I mean,
I had to read it, you know, all of themto my wife and then she had to tell me
which one, you know, I really should use.
So,

Jake (16:17):
okay.
You're whole team.
Okay.
I'm ready.
I'm ready.
I'm going to mess up the game.
Cause that's what I always do.

Dan (16:22):
All right.
Here we go.

Jake (16:23):
Okay.
Whenever you're ready.

Dan (16:24):
Number one.
I was born in Kent County, Michigan, andthen I moved to Ohio when I was two years
old, and then 16 years later, I went toKent State in Kent, Ohio for my undergrad.
So, born in Kent county Michigam

Jake (16:39):
Okay.

Dan (16:39):
and then I moved to Ohio, and then I went to Kent State in Kent, Ohio.
So, lots of Kent.
All right.
Number
two.
When I was born, my parents couldnot agree on a name for me, so
they let my four sisters name me.
So, they And in true late 1980s fashion, Iwas named after Ralph Macchio's character
of Daniel LaRusso from the Karate Kid.

(17:00):
And, so, and then my third here is, you'reactually, currently talking to royalty.
I was crowned the 2004 King of Heartsat my high school Valentine's dance
and the Queen of Hearts is now my wife.

Jake (17:15):
Okay, I believe the third one, for sure, because you just
got Riz, as the kids say nowadays.
And I'm 99.
5 percent sure that you and yourwife were high school sweethearts.
So I'm, I'm believing that one.
Um, the second one, I even forgot,I forgot what the second one

Dan (17:35):
second one?
is that, uh, my sisters named me after
Daniel LaRusso from the Karate Kid.

Jake (17:41):
So, I know, like, there are a lot of sisters in your family, so I
know that much, so I believe that part.
Is it four?
I don't know.
Um, what I'm questioning is, Was thekarate kid out before you were born?
That seems a little bit,that's close, right?
It would be, it would certainly beensuper hot if it was, you know, like,

(18:02):
like they, Ralph would have been,you know, people have been pretty
pumped about Ralph and I've neverheard you mention Michigan before.
So I think I'm doubting both of those.
I think the first one is the lie.

Dan (18:16):
Ah,

Jake (18:17):
I think, I think that's the

Dan (18:18):
I thought I had you.
I really did.

Jake (18:21):
you did.
I was like, I was like, I was struggling.
I was struggling there.

Dan (18:25):
I really, I, that's,
that's an entire lie becauseI was not born in Kent.
I actually had to lookup today other Kents.
Um, and so I was not born in KentCounty, Michigan, and I didn't even go to
Kent State.

Jake (18:35):
a Kent County,

Dan (18:36):
It's, uh,

Jake (18:37):
And I was doubting

Dan (18:38):
yeah,

Jake (18:38):
You went, where did you

Dan (18:39):
I went to Bowling Green, so I actually started my lie when I was born in
Bowling Green, Kentucky, and then went, toBowling Green, State University, but I'm
like, That's not an entire lie, because Idid go to Bowling Green State University,
so I had to, like, bring it all back andlie entirely, um, but yeah, Kent County,
Michigan evidently is where Grand Rapidsis, so it's a pretty populated area.

(19:00):
But yeah, I learned some thingstoday coming up with lies, but
yeah, you got me on that one.
So

Jake (19:06):
But I, but all that matters is that we both learned.

Dan (19:09):
it's
true.

Jake (19:10):
we both learned

Dan (19:10):
That's true

Jake (19:11):
I learned new things about you.
I, I don't think you knew, Iknew you went to Bowling Green.
I don't, you probably have toldme and I just am not a good
listener, as my wife would confirm.
Um, I did not know you werenamed after Ralph Macchio.
I didn't even know, I didn't know thatthose years would have matched up.
I thought, I thought KarateKid was more like later 80s.
I thought that was likeright at the end of the 80s.

(19:32):
So, I'm surprised by that,

Dan (19:34):
Yeah

Jake (19:34):
See, there's a lot of

Dan (19:35):
unless they've just been lying to me my entire life and I was actually
just named daniel randomly and thenthey Connected it later, but but no
that that's the story my parents couldnot agree on a name and so they just
let my sisters decide and Here I am.
And then, uh, yeah, and I'm, and Iam a King, I'm the King of hearts.
And actually my mom just got ridof my crown like two years ago.

(19:55):
So, um,

Jake (19:57):
do that?
Why would she do

Dan (19:58):
I know, or she
put it somewhere, but it was hanging upin my old bedroom for, you know, ever.

Jake (20:05):
Now I learned.
See?
It was worth it.
It was fun.

Dan (20:08):
I thought I had you.

Jake (20:13):
Okay.
All right.
Let's get into some educational ducttape, the real educational duct tape now.
So this is a reminder for the folkslistening, whether they're new or
just, they're like, I haven't listenedto this podcast in three years.
How does this work?
educational duct tape, Dan, I don'thave to remind you because you
were my talented free editor formy book, educational duct tape.
Thank you for that by the way.

(20:35):
But Dan knows the metaphor well,because he's like, had to hear
me drone on through the book.
not hear me read me droning on about,but educational duct tape is my
metaphor that, educational technologyis at its best when we use it as a
tool to solve problems like duct tape,rather than as the goal of our lesson.
So we'll always ask a questionthat's like teacher wants to do this.

(20:56):
What technology or technology relatedstrategy can we use to help us?
So my question for you, Dan, iswhat tool or strategy would you
use to do a whole class review gamewith formative assessment included?
So I want to give a disclaimer here.
This might not be.
You know, I've learned a lotsince I originally started
talking about this formativeassessment educational duct tape.

(21:17):
I don't think review gamesalways give us the richest
formative assessment data, right?
But the operative word here iswe want to do a review game.
We want that fun piece and we will getformative assessment data out of it.
So we're not, maybe there's certain toolswhere we're like, wow, that's an amazing
formative assessment tool, but here we'refocused on it being a game experience too.
So just want to give that disclaimer.
So what would you use Dan?

Dan (21:37):
So I love this question because gamification and just
making learning fun is alwaysbeen a big part of my integration.
You know, you have to do it meaningful.
You can't just throw agame and into the lesson.
But your students are still, a lot ofthem are still young, they're still kids,
they're, it doesn't matter how old youare, everybody loves to play a game.
Um, the challenge is exciting.

(21:58):
And actually, gamificationreally became something big to
me when I went to ISTE in 2019.
I was listening to Josh, whois the founder of GimKit, and
it was an excellent speech.
He did a great presentation, andhe said, you know, basically, and I
can't remember his exact words, but hebasically said, like, how many of you
teachers in the crowd have actuallyasked your students why they play games?

(22:22):
And he's like, someone asked me and Isaid, because I like the competition.
I like this.
I like that.
you know, that really resonated becausesometimes games and playing games get
a negative view because, oh, you know,you're just playing video games instead of
doing your work or whatever it might be.
But there's a reason that people aredrawn to playing video games or, you

(22:44):
know, whatever type of game it might be.
And a lot of it's the challenge, it'sthe reward, whatever it might be.
So when he mentioned that in hispresentation, it stuck with me.
And so I really have tried to integrategamification as much as possible over the
last few years since that presentation,recently with the huge push of AI,
it's been, it's become even easier.

(23:05):
Yeah.
I mean, there are so many toolsthat just do it so quickly for you.
but there's also so many tools that youcan still really have the driver's seat
you can still like, really control it, andcreate those games using the content you
might already have, or create those games.
with a little, you know, helpfrom whatever chat bot it
might be that you're using.

(23:26):
so the first strategy I want to talkabout is just using your favorite
chat, your favorite generative AIto actually generate the questions
and then how you can gamify that,and do it all in about five minutes.
Something that I have showed others howto do, staff I work with, or just people
in presentations, is I'll open up ChatGPT,or whatever your, you know, chat choice

(23:49):
might be, I just always kind of defaultto ChatGPT, um, and I'll say before you,
you know, before you open it up, copy thestandard that you have been working with.
so whether it's, you know, your, veryspecific standard, or this overarching.
Topic whatever it might be,come in with the information.
So what I like to do is I because I taughtlanguage arts for 10 years, so my mind

(24:11):
always goes to the 8th grade language arts
standard.
Is I copy and paste the 8th grade languagearts standard for figurative language and
connotative meanings and I tell the chat.
I just want to say like, hey, pleasecreate 40 questions for eighth grade
students for the following standard.
And then the really big thing is youwant to make sure that you put in there.

(24:32):
Please make sure each questionhas a specific answer because a
lot of these generative AI tools will doopen ended questions, which are great.
They're awesome fordiscussions, and they're
really, you know, open endedquestions, and those, you know,
extended response questions areextremely important, but if you're
trying to gamify, you want somethingthat has a pretty specific answer.

(24:53):
So I always make sure I say like,please make sure that each question
that you generate also has a specificanswer so I can really evaluate it.
you know, in best practice, I alwayssay, like, as a teacher, you do
need to go back and make sure that,yes, that is the right answer.
don't ever just push something out becauseYou know, chat GPT says it's right.
You ultimately still
need to make sure it is right.

(25:14):
And then what's nice about that
is it will

Jake (25:15):
and I think if you prompt really well to You can eliminate
some of that stuff where you get likemaybe questions that are irrelevant.
Like I can
imagine going into AI and asking it togenerate, I don't know, some formative
assessment questions relating to somehistorical events and it giving me
questions about Locations of things or theyears they happened in that we might not

(25:38):
really care about, you know what I mean?
Like, I don't need to assess thekids on those kinds of things.
So I think if I'm reallydeliberate about the way I prompt
it, I can avoid those things.
But then you're right.
I then needed to go back andcheck it for, for accuracy.
both in terms of like, is it asking theright questions and giving the correct
answers, but also is it asking the thingsthat you really need to ask the learners?
I think those things are super important.

(25:58):
And I would advise to, Good, reallygood advice on your end to say,
like, not just build me formativeassessment questions about, whatever
the language arts topic you mentionedwas, which was above my head, but
actually giving theentire standard, right?
Not just like, give me questionsabout mitosis, but give it like giving
them the whole standard of what youneed to know about mitosis in there
so that they gear those questions.

(26:20):
But I'd go even further and say, if youhave Some kind of list of things that
you know that goes with it that youjust copy or paste in maybe out of your,
uh, planning guide or something likethat, that's going to really hone those
questions that asks, like, for example,you know, as you know, I do a lot of work
related to personalized learning nowadays,and we recommend that teachers, if
possible, write out learning progressions,which shows as the kids progress in their

(26:44):
learning, they're going to start hereand then they're going to master these.
Skills and then these skillsand then these skills all the
way up till they're at mastery.
Like if I could say like, here's thelearning progression, then it could give
me questions that relate to all levels.
And I could really start to knowwhere my class is on it, which
I think could be really cool.
So anyhow, so you go into
the, the AI, whatever AI chatbot you want is you give it some

(27:05):
details on a prompt and say, give mequestions that have a clear answer.

Dan (27:09):
yeah.
So that's just the beginning stage.
So then after I've gone through, I vettedand I've talked to the chat and said,
Hey, like remove this question or, youknow, whatever, I kind of give those
directives, then I simply say, pleasegamify this, and make each question
worth a certain amount of fake money.
and then I said, I'll take a littlefurther and say, in order to win the game.
My students need tohave a thousand dollars.

(27:30):
So then what it's doing now is it'staking those questions and it will
generate it takes my advice and thenit generates those questions in an
order of kind of level one all the wayup to Let's say level 10 and level one
questions are worth like 20 Level threequestions are worth 40 and then all the
way up to level 10 where they're worth90 So, the students, you know, so what

(27:50):
it's doing now is it's giving them alittle more of that motivation They see
that money sign there You And it's fakemoney, you know, I'm not passing out
thousand dollars to all my students,but it's giving them a goal at the end
They're saying okay in order for me toshow that I've kind of mastered this.
I understand it.
I need to Reach that one thousand dollarpoint and I can go through and I can
you know Do all the level 123 questionskind of as like to get me ready, or if I

(28:16):
feel pretty confident, I can almost jumpto those level six, those level seven,
those level eight questions where they'reworth more money, because I can still get
myself to that thousand dollar endpoint.
so it's taking.
You know, and what you said is wonderful.
If you have more information, if youhave all the notes, you have that
learning progression, yeah, throw thatin there because it's super specific.
But if you're just starting from astandard, what it did is it took my,

(28:38):
you know, where I just said, hey, create40 questions based on this standard.
Then I went through, I vetted those.
Then from there I told, you know,told the robot, the chat, now
let's make a game out of this.
And in order for it to be a game, Ineed it kind of leveled, and I need
there to be, you know, an obtainable,like there needs to be something
at the end that I need to reach.
And then I even take it astep further as the teacher.

(28:59):
to help myself.
I just say, you know, after it'salready given me all the questions, the
answers just so that I can then copythis in an orderly way and print it.
I say, can you please put allthe questions, answers and
point values into a table?
So then what it does for me is I canthen go through and quickly see all my
20 level 1 question, my level 2 questionsthat are worth 40, whatever it might be.

(29:21):
So that if I am going through justto kind of double check that, hey,
the students really did, you know,hit that 1, 000 mark, whether
that's really important or not.
I can, you know, I at least I easilyhave all those questions and those
answers right there, and it also isreally, it really helps me then kind
of do a second vet of seeing thequestion and the answer before I do
actually push this out to my students.

(29:42):
Um, so that's just using like, yeah,
yes, yes, yes, yes.

Jake (29:46):
cool.
Like, like, this is so interesting.
So, okay.
So when it gives it dollar values orpoint values, um, how do you, do you
feel like it's like, is it random ordo you feel like it's being intentional
about what's worth more and what's worth

Dan (29:59):
I will say, like, based on the amount of times that I've done this,
they do progressively get more difficult,and they get a little more in depth.
So, like, for example, the standardI used was to determine the meaning
of words and phrases as they areused in a text, including figurative
and connotative meanings, and thenanalyze the impact of specific word
choices on meaning, mood, and tone,including analogies and allusions.

(30:22):
So, it's a pretty Deep standard.
I mean, there's a lot there.
so my,

Jake (30:26):
That's not a one lesson plan standard right there.

Dan (30:28):
this is, I mean, when I taught this in eighth grade, we were, we
worked on this one standard for weeks.
I mean, it was really complex.
So level one is kind of, youknow, um, we find an example here.
what is the connotative meaningof the word home in the phrase
a warm and inviting home?
So, the answer there is it's a placeof, you know, comfort, security,
belonging, because it's a warm andinviting home, we get that connotation,

(30:50):
that positive connotation out of it.
If we get down to, Like, a level, or jumpdown, I should say, to Level eight here,
in the phrase, the silence was deafening.
What is the figurative meaning?
So now it's more, the silencewas overwhelmingly noticeable.
So it's, you know, it, it, I, I feelthat it gets a little more complex.

(31:12):
Um, and I think too, if, if, What's niceabout these generative AI tools is if you
don't feel like they're complex enough,you can say right back to the robot.
Hey, could you please make the leveleight questions more of, you know,
difficult or whatever it might be?
I'm not sure what word you'd want touse, but you can have that conversation.
You can, you know, you can go back andchange that up before you ultimately say

(31:35):
this is what I want to give my studentsas this gamified formative assessment.

Jake (31:39):
And you know what I used to do was I, like, when I first started
using like chat, GPT is, I wouldlike take its response and take it
somewhere else, like in a doc, and thenI would make my changes to it because
I was always vetting what it did.
But I now realize like, I shouldn'tdo that outside of chat GPT.
I should do that In chat GPT andtell it what I want it to improve so

(32:00):
that it's kind of learning from me.
So if you're giving it thatfeedback while it goes,
it's going to get better and better.
one like level up that I wouldeven suggest would be to maybe
explain to it either a, what the DO K levels are and explain to it.
What you mean, what a D O K levelquestion with one question will look
like two question will look likethree question was like, et cetera.

(32:22):
And say, if it's a one it's pointvalue should be between 10 and 30
and two, 40 to six years, whatever.
and really.
Really forced the AI to understandwhat you mean to do by that.
Um, And the other option is too, ifyou did something like giving it a
learning progression or proficiencyscale, you could say, if it's a
question that relates to this levelof the proficiency scale or learning

(32:44):
progression, whatever term you use forit, that could have X number of points.
If it's this, it shouldhave X number of points.
And then really, it probably doesa really good job of identifying
the points itself, but that couldreally, drive the quality there.
And I love the suggestion you gaveto not to totally take over, take
this interview away from you here.
I love the suggestion you gave of howa kid could say like, you know what?

(33:06):
I'm this, I'm going to skipthe 10 and 20 point questions.
Cause I'm ready for the.
80 point questions, um, becausethat that's metacognition
happening right there.
That's that kid going like, I'm at ahigh level of understanding here and
I'm ready for the higher questions.
And so if we really attach that withintention to either the standard or
the elements of the standard or DO K, then the kid's doing something

(33:29):
pretty awesome there when theythink about what level question
they want to

Dan (33:33):
Yeah, yeah, and I think it's important to tell those students to like,
hey, if you feel like you're confident togo to this level, but then when you're in
that level, you're like, you know what?
I don't know.
Maybe I need to go back and revisit.
Like, that's actually a really good thing.
That's impressive that you're recognizingthat you need to kind of go back to
that level two or whatever it might be.
So, you know, it's never like, you don't,it's not like a, Hey, you jumped up here.

(33:55):
You can't go back.
I mean, that's not life.
That's not reality.
So like if a student tries to do ahigher level question and they're
like, you know what, maybe I'mnot ready for this, then go back.
Try, you know, try the other questionsthat will help you get to that point.
but yeah, it's, you know, and youdon't have to use like the fake money.
You could use points.
You Um, just, I kinda, I don't know,for me, it's just, if there's, I was
always that type of student where, like,I needed to know there was, you know,

(34:21):
something I was really working towards.
And even if it's a fake thousanddollars, whatever it is, like, I'm
still, I can still see that goaland I can still work towards it.
and I, you know, and I can, like wesaid before, like, you can be that
student's like, well, I'm going to justdo 10 of these questions or you can be
the one that's like, hey, I'm going tofocus more on getting to that point.
So that's just, you know, and that'susing just your generative AI.

(34:41):
that's just, you know, for like, like me,I'm really into generative AI right now.
Like I, like you've mentioned in mybio and so I always try to see like
what I can do there before, you know,I jumped to some other tool, but, there
are so many other ways to gamify inChatGPT or in other generative AI tools.
That's just one that's pretty quick.
You can put that standardin, you can talk about it.

(35:03):
And I think too, like you said, what'sreally important is, you know, the more
information you give, obviously thebetter results you're going to get.
Uh, you know, and Alex Kotran fromAIEDU, he was giving a speech one time
and he said something along the linesof like, these prompts that people are
writing, they're not a five minute thing.
Like you can't just, you can't expecta really good, Result if you're just

(35:25):
throwing something in for like fiveminutes Sometimes and sometimes it comes
out what you want because if you'regiving it all that information in five
minutes Like you said you have a save toa doc and you upload that doc whatever
it might be But he's like there arepeople that are writing prompts for hours
to get that result They're looking forand so, you know, we have to realize
if we are using these generative toolslike this there is going to be some
vetting there is additional informationis going to be needed But ultimately

(35:50):
you can get some really cool results

Jake (35:53):
Yeah.
And if you get those results, either inless time than it would have taken you
to do it manually or B it's a betterresult than you would have gotten if
you did it manually, then it's worth
it.
Like we want AI to be super fast,but also we want good quality.
Content.
And if we do it fasteror better, then great.
That's wonderful.
So what are you doingwith these questions?

(36:14):
So, so it's created a gamified set.
How do you run the game?
Like what are you, what's happening next?

Dan (36:21):
you can do it in different ways.
you know, some teachers will playit more like a almost like Jeopardy,
like as a class activity and they'll,you know, say for a 20 question,
you know, whatever it might be.
some teachers that I have Done thiswith they just they post the questions,
just like in a Google form or whatever.
And based on the value and thestudents just take that quick little
assessment assessment that way, somewill put it into a different tool like

(36:44):
Quizizz, where they can then assignvalues that way, based on the points.
So, you know, and I've actually hadteachers that will play like around the
world, like go like back to like what weused to do as like a review game where,
you know, you start and if you get theanswer, you can go on to the next one.
So, I would say most of the teachersthat I have showed this to do it
more of like a Jeopardy style, butit can be an individual activity.
It can be, you know, like, again, likeyou need to work to this value, if

(37:07):
they're doing a Jeopardy style again,then, you know, it's not so much as like
you need to get to a thousand dollars.
That's more if you're havingit, it's an individual review.
but it can just be presentedto students as like, Hey,
like here's all the questions.
Here's how much they're worth.
You need to get to this point.
and then you turn that assessment andhowever you choose to pass it out.
so it's been, you know, it's beenpresented in different manners, but

(37:28):
using that generative AI to get to thatpoint, Is a time saver and I always say
it's having like two brains creatingthe assessment because it's like you're
still the One that's like really drivingit, but then you have this like new
co teacher that is kind of there toreally be like Oh, hey, remember we
talked about this or maybe we didn'ttalk about this and we should add it in
so it's kind of nice to have that too.

Jake (37:49):
I think, your suggestions are like, first of all, if you use AI
to create this and then do it asa quote, unquote, analog game, you
know, you don't use technology for it.
Like how awesome is
that?
That you just like, You really use thetechnology to make your job easier, but
then you did something in class thatwasn't on technology because we don't want
kids on technology 24 seven, you know?
So it's kind of nice that you're doingsomething non technical technological.

(38:12):
when they do that, the other thingtoo, is I love your Google form
option for this because you canmake them not required and let them
just answer the ones they want to.
And you could use conditional formatting.
To make it so they have to type inthe right answer so they could kind
of keep track as they go of how manypoints they have and just submit it

(38:33):
when they get enough, you know, likethere are ways to, there are ways to
hack conditional formatting and forms,but hopefully kids aren't doing that.
And then the other thing too, youmentioned putting this into quizizz.
Quizziz is really nice.
Cause you're going to uploada spreadsheet into it.
And so if you prompt.
Chat GPT or Gemini or whateveryou're using or Claude, to organize

(38:53):
the table, the way that thequizizz organize the spreadsheets,
you could just copy andpaste it and upload it.
Cause quizizz will take, you canidentify times or point values.
I think when you do that, can't

Dan (39:06):
yeah, you could.
Yeah, when you upload thatspreadsheet, that's all part of it.
So,

Jake (39:10):
Do you know other ones that up that allow uploads?
I think blooket does.

Dan (39:15):
I, yeah, blooket does and quizizz.
I'm not sure about.
The other ones yet, becausethose are the ones that we
use primarily in our district.
So I really focus on, like, most ofmy focus is on quizizz because we
did actually purchase it this year.
So we really used it a lot,but I know blooket does too.

Jake (39:32):
Yeah.
The data with quizizz is

Dan (39:34):
Oh, it's incredible.
We've had a lot of our scienceand math teachers for years.
We're like, can we please get this?
Can we please get this because?
quizizz has that You know ability towrite the math problems in and answer With
using those different math symbols thata lot of the other gamified sites don't
have And or didn't have and so we finallythis year we figured out a way to make it

(39:56):
happen and just yeah the data was We usedit for Majority of our formative just our
quick assessments to see like where ourstudents were at and it was really rich.

Jake (40:06):
Yeah.
Yeah.
As much as I think that tools likeblooket and Gimkit are more fun,
um, and they, they have good dataif you're in the pro versions, but
quizizz, even the free version hasreally good formative assessment
data.
I don't want to like choose sides and
say like, don't use those ones,but the data and quizizz is just

Dan (40:22):
well, that was gonna yeah, and this is a good segue to because you
know, the first tool I talked aboutwas just using you know, your favorite
generative AI, but I was going to talka little bit about quizizz too, because
there is with the integration of AIthat they pushed out over the last year,
creating formative assessments for yourstudents, it has never been easier.

(40:42):
I mean, there are a lotof tools that do that now.
I realized that, but we have foundreally good success using quizizz
and it's in the free version, too.
So it's not something that youhave to pay for, and there's
multiple ways of doing it.
So if you wanted to Prompt it you stillwant it to be the chat engineer and you
want to type all those things in you cando that or like you mentioned you can
upload spreadsheets You can upload anentire worksheet that maybe you created

(41:06):
Years ago that you still and we all havethat filing cabinet of like the paper
Versions of our work that we still passout so you can scan that in or whatever
and upload it to quizizz and gamify whatI love too is something else you can do
is you can just drop a link in so let'ssay you find a Really great article On
National Geographic Kids or whatever itmight be, and your students read that

(41:26):
article, or you read it as a class,you can drop that link in the quizizz,
and it will generate a quiz based onthe information that's pulled from that
website, and then you still have thepower though, it's nice, you still have
the power as the, as the teacher, theproctor of that quiz to go in So, yeah.
And make adjustments, you can takequestions out, you can, you know,

(41:47):
change questions up, you can change theresponse style, which is really nice.
So if it generates questions as allmultiple choice, but you want some
extended response, or whatever it mightbe, you can just go in and edit that.
Um, which is really, really cool.
Another thing I love about quizizz too isusing that AI, you can make things more,
I can't remember exactly how they word it,but they're more real, I think real world.

(42:07):
So, what you can do is you canpress the little AI button and then
you can change it so it convertsit to a real world scenario.
So it might be talking about like Adinosaur that has not existed for a long
time, but then it throws it into, Oh,you're visiting a local museum where this
dinosaur bone is or whatever it might be.
So it puts it into a real world situationfor your students, which is really cool.

(42:30):
And that's also in the free version.
It just does it super quickbecause of AI powers there.
I mean, there's just, it's incrediblewhat quizizz has done with their AI.

Jake (42:39):
I mean, like the way they're all changing and
adding an AI just as like mind

Dan (42:42):
yeah.
Well, and that's the thing,like, I love all these tools.
Like, I am not picking one over the other.
I mean, we are so fortunate tohave all these different tools.
I just, full transparency, have workedmore with quizizz over the last year than
the other tools because that's somethingthat we went to, in our district.
But it's just watching the advancementof all these different tools.
Tools that we've used for so long.

(43:03):
All of a sudden they just havechanged so much because of AI.
is really, it's really cool to see.
It's really cool to be a part of that.
I think as someone in ed tech,

Jake (43:14):
a little bit stressful.

Dan (43:15):
Oh, it's definitely stressful, but.

Jake (43:17):
yeah.
Quick question.
If you're playing, whichone is the most fun?
which of all of the review gametools you think is most fun?

Dan (43:24):
Oh, I still think Gimkit's the most fun.
Just like the,

Jake (43:28):
Which,

Dan (43:28):
just the original Gimkit.
Like, I like the original power ups.
Um, and I think too, maybe for me,it's a little sense of nostalgia
because I remember, like, when I wasstill in the classroom, like, that was
when Gimkit had just come out and Iwould tell my students we were playing
Gimkit and they would, like, flipthe desks in, like, a positive way.
Like, yeah, they'd all get crazy.

(43:49):
And honestly, I always loved Quizlet Live.
Like when the animal groups, like thestudents would get like super excited.
They'd be like, Oh, we're partof the giraffes or whatever.
And like, they'd get so excited.
But I think personally, Gimkit isthe one that I would say to me is
like the most fun, just becauseI don't know, like, I think it
started like a different movement.
but they're also powerful.

(44:10):
They're also great.
So I, and Blooket, Blooket has just comein and done so many great things too.

Jake (44:16):
Yeah, I think, I'm a blooket fan the most, but I'd be sad if the others were

Dan (44:21):
Oh, for sure.

Jake (44:22):
all.
Like I want to be able to switchback and forth between them all
and all the different game modes.
Right.
But now I'm going to generatemy questions using AI.
Like what a cool idea to save that time.
Cause that was The time intensivepart was preparing the game,
right?
You used to like five years ago, there'dbe a game available in the database where
you could just like use somebody else'sgame, but they were not always very good,

(44:43):
right?
So if you could go like,Hey, I make this game for me.
And then you could just, you know, Putit in, or it's already in there based on
if the tool has AI and you just vet it.
Like, can you save that time?
Get some really good questions out of
it.
And like we said, give it asmuch information as you can.
So that's as quality as it can be.
and you've saved that time.
You're getting some goodformative assessment information.

(45:03):
Your kids are having a blast.
They're being metacognitive as theythink about what questions to ask.
And do I understand and things like that?
that's pretty

Dan (45:11):
Yeah.
And I think, you know, like you hadmentioned before, like even taking your
time coming up with, you know, givingall the information to the generative
AI, it's still saving you time fromcompared to what you used to do.
you know, it's still like even lookingback, like, you know, six, seven years
ago, you know, the amount of time that.
And I would love to do it, like make theseformatives, make these games for my class.

(45:32):
Like I'd type in every question into, um,Kahoot or every question into Quizlet.
And, you know, and it was, and it wasgreat because the students loved it.
It was a wonderful way to getthat data, to get those formative
assessments in a fun way.
but now.
I mean, that took, that would be, I'dbe watching, you know, whatever sporting
event was on TV and I'd watch the entiregame by the time that 10 questions,

(45:54):
you know, Kahoot was done or whatever.
But now it's a fraction of the time.
And I'm still putting in moreinformation, information that I had,
information from blogs, informationfrom everywhere, cause I can drop those
links and whatever I can throw in there.
and it's still, it's saving metime and it's just giving me really
awesome, questions to ask my students.

Jake (46:13):
Yeah.
and I think too, like a kind of a protip with anything, any repetitive task
you do with AI is to save the promptso that you can keep reusing it.
So once you write that prompt, saveit so you can copy it and paste it
and just change out the topic andthe standard and things like that.
Or certainly if you like, for example,I currently am a subscriber to,

(46:34):
GPT plus or whatever they call it.
And so I could build my own GPTs.

Dan (46:39):
Nice.
Yep.

Jake (46:40):
a skill.
So I could teach it.
I could teach it.
D O K.
I could teach it.
Depth and complexity.
I could teach it the way to ask questions.
I could teach it the way to assign points.
I could teach it that I always want it tobe questions valued from 10 to a hundred
dollars, and there always needs to be 40and there always needs to be worth about a
total of a thousand as the goal, whatever.
and then I could just say.
Here's the new standard and learningprogression, make me the quiz.

(47:02):
and it can keep learning.
I could teach it how to like, what,like, no, not that kind of question.
Not this kind of question.
Like I could really get itreally good, by building it.
but if you don't have that, if you'rejust using a free version, just kind
of save that prompt and keep tweakingthat prompt to make it better and
better so that each time you get

Dan (47:18):
Absolutely.
Yeah.
And I don't pay for the updatedchat GPT, but the recent updates
that have rolled out with chat GPT4 coming through for free, It's,
I've noticed just the features that.
It was powerful before and I'm, you know,it's just getting more powerful and yeah,
it's still, you can still organize it.
But I do have an entire folder inmy Google Drive that is literally

(47:41):
just prompts that I have developed.
And then I can just Copy and paste thatprompt in and just change a couple of
words, change, you know, the standard,whatever it might be, to get results based
on, you know, that, that modified, search.
So, yeah, always just save them.
I mean, especially like a Googledrive or your space is essentially
unlimited or very close to it.

(48:02):
just make a folder

Jake (48:05):
Yeah.
Pro tips.
Pro

Dan (48:06):
pro tips,

Jake (48:07):
Dan's Tsel, AI Pro Tips, starring Dan's Stitzel, Ralph Macio Jr.

Dan (48:13):
Daniel LaRusso.

Jake (48:14):
you Dan for Daniel LaRusso.
Yes.
Well, thank you forsharing all this stuff.
I, it was great having you on the show.
Your, jacket, one sleeve, one halfsleeve will be shipped tomorrow.
Um, UPS, fortunately you're inOhio, so it won't cost me as much
to send you the jacket as it sends.
like this season, I hadsomebody out from England.
I'm going to pay a lot ofmoney to send his one sleeved

(48:36):
jacket to him.
Um, so yours has the extra halfof a sleeve for that half episode,
that mini episode, but I think theshipping will be a little bit lower for

Dan (48:44):
I'll tell you what, I'll just, I'll save you the money and we can
just meet halfway somewhere and you canjust hand it to me and, you know, so
I'll save, I'll save you the, perfect.
Sounds great.
We'll get some tacos and I'll wear my, myone and a half sleeve jacket with pride.

Jake (48:58):
I can't wait to see the jacket on you.
It's going to

Dan (49:00):
I'm going to use the half sleeve one though for my taco hand, because I don't
want to spill the taco on my full sleeve.

Jake (49:05):
Oh, okay.
So you want half sleeve on the right?

Dan (49:08):
Yes, please.

Jake (49:09):
Okay, Okay, you got it.
I'll got that custom order for you.
All right, Dan.
Well, as I mentioned earlier, Dan,you can send 'em an email if you have
questions at dn stitzel@gmail.com.
His email address is in the shownotes so you can get to 'em from there
and ask questions if you need to.
and thanks again, Dan.
It was good having

Dan (49:26):
Thanks for having me, Jake.
This was fun.

Jake (49:30):
I had such a good time chatting with my buddy, Dan.
I was expecting him to just be like, oh,I like BlueCat or, oh, I like book it.
If he wanted to pronounce it incorrectly.
Or maybe he'd say, Ooh, GIM kit is good.
And either way it'd be a good answer,but he went and surprised me by
reinventing the idea of a class reviewgame formative assessment with a total

(49:52):
AI re-invention of the idea reallysurprised me with that very cool stuff.
Uh, I hope you enjoyed it as well.
Before we sign off, let's take aquick look at some ed tech news.
That's caught my attention.
First up, I keep mentioning canva'supdates in this segment this time
I want to focus on their entiresuite of AI tools, which have been
recently enhanced to make yourcreative process faster and easier.

(50:14):
They've added so much stuff.
So now they've got magicmedia magic, right?
Magic design, and styles.
All of which let you whip upgraphics or personalized text or
create high quality templates.
While keeping everything on brand.
And if you need some inspirationor a quick design tweak, which is
what I normally need, I want itto get me started with an idea.

(50:37):
And then I like to run with it myself.
They've got layouts and resizeand magic switch to help you
out with that kind of stuff.
Plus they've got a photo editorand a video editor that come
packed with AI features toperfect your visuals with ease.
Uh, so many new additions to Canva.
Honestly, I haven'teven explored them all.
I need like a week off of work to just sitand mess with all these different tools.

(50:59):
Uh, what part of canvas magicstudio are you most excited to try?
I'd love to hear about it.
Connect with me on bluesky, as I mentioned earlier,
and let me know about it.
Use that hashtag EDU duct tapeand tag me at Jake Miller EDU.
And let me know, what are you mostexcited about in canvas magic studio?
Next let's talk about some Googlingnews, Google added new question types in

(51:21):
Google forms for the first time since.
No, maybe ever, maybe since thebeginning of the tool, I'm not even sure.
Anyhow, they've addedcustomizable ratings questions.
You can set a specific rating scale andeven add fun icons like stars or hearts
to make it easier for students to sharetheir opinions and their feedback.
Star ratings.

(51:42):
What does is Amazon?
Uh, this is a great addition though.
I'm really excited about it.
And I'm curious, how are you usingthis in your classroom or school?
Again, reach out on blue sky.
Let me know all about it.
Finally, on the magic school front,they've added a presentation generator
to their cornucopia of amazing tools.
Every time I go into magicschool, I'm like, there's so

(52:02):
much stuff in here to look at.
It's kind of like Canva.
I haven't even seen itall in magic school yet.
I use it little star to put my favoritesup at the top so I can come back to them.
But there's so many thingsin there and now there's a
presentation generator as well.
It can turn topics orlearning standards or.
Going to upload a Google doc orgive it a YouTube video or a link
to a certain thing, like a URL.

(52:24):
Even give it your lesson plans andit'll turn them into presentations.
So you just type it in or Lincolnin or upload your content.
Tell it what grade level it's for.
Tell it how many slides you want.
And it'll generate the skeleton ofa structured presentation for you.
It doesn't add any design elements, butit gets the content in there for you.
And it does a really good job of it.
You should try it out.

(52:45):
Uh, I'm curious.
I gave you three new updates,three pieces of ed tech news.
There.
Uh, Canva magic media, Google forms,adding those customizable, rating scales
and magic tools, presentation generator.
Which one are you most excited for?
Uh, head over to bluesky, create that account.
Connect with me, use the hashtagEDU duct tape and let us know which

(53:06):
one you're most excited about.
All right, that does it for today.
I can't wait to connectwith you all on blue sky.
I hope you're doing well.
Thank you for being here.
Have a great day.

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EDT112 Dan Stitzel - AI Generated Review Games, BlueSky, and More!

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