EduDuctTape Episode 126

Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Jake (00:00):
What's the best screen casting tool for your classroom or your staff
pd? In this episode, Alfonso Mendozajoins me to talk about Screencastify,
Loom, ScreenPal, Kapwing, and more.
Plus, I've got updates on Google Lensin Chrome, Padlets new analytics, a
great read on student led learning,a major upgrade to NotebookLM,

(00:20):
multiple actually major upgradesto NotebookLM, and a beloved ed
tech tool that's changing its name.
Let's get to it.
Welcome.
Happy Summer everyone.
How is it already mid-June though?

(00:41):
Seriously?
It is going so fast.
I've got two more episodes comingout and actually the second
one will be in July after this.
So today we're coming out mid-June,another one, hopefully about a week
from now, and the next one willprobably land on like July 1st.
How is this happening so fast?
Summer.
Please slow down Summer.
What are you doing to me after that?
Once, uh, 4th of July hits?

(01:02):
I'll probably take a few weeks off.
We got a vacation in there, but I'llbe back with you at the end of July,
but I'm getting ahead of myself.
Why am I talking about a break?
I'm gonna take in July and an episode.
I'm gonna come back toyou with the end of July.
Let's live in the present, folks.
We've got an amazing episode today.
My good friend Fonz Mendoza frommy EdTech life is here to talk.
I've got some really awesome or exciting,at least updates about some EdTech tools.

(01:26):
Even one changing a name.
I know that makes us all feel squeamish,but I've got a little bit of a hint
about that later in the episode.
So lots of great stuff today.
Let's not worry about two or threeweeks off from the show in July.
It's still early June, early to mid-June.
We got a great one today.
We got a couple great onescoming in the next few weeks.
I hope you're subscribed so youdon't miss them, but let's not
even worry about the future.
Let's live in the moment, folks.

(01:47):
Let's get to today'sinterview with Fonz Mendoza.
All right, today's guest is AlfonsoFonz Mendoza, Jr. He is an educator,
AI researcher and host of one ofmy favorite shows My EdTech Life.
He champions responsibleinnovation and education, blending

(02:09):
technology, ethics and heart.
You could find his work atMyEdTech.Life or on all the
social medias at @MyEdTechLife.
And as always, those will be in theshow notes for you to click on and go
right over to Fonz' work, uh, and checkout all the things that he's sharing
there, but not in the show notes.
Actually, here in the show is Fonz.
What's up buddy?
How you doing today?

Fonz (02:29):
Hey, I'm doing great, Jake.
Thank you so much.
I appreciate seeing you again.
I know that you are a guest also on MayaTech Live, and it's an honor to be on
your show here, speaking with you about.
Of course, the thing that we lovethe most is Ed Tech and in education,
so thank you so much for the invite.

Jake (02:44):
Yeah, it's been a long time since that time.
I was on my ed tech life I thinkit was back in 2020 or 2021.
It was a different world back then.
But I was so excited to be on yourshow and it's overdue for me to have
you here on Educational Duct Tape.
I'm glad to have you.
I, one of my favorite things, thoseof you listening to the podcast
can't see is Fonz' background.

(03:06):
You, you've got the perfect lighting backthere with that like purple and blue Hue.
Everybody's gonna have to go checkout his website to check it out.
Like the setup you've got in there.
Um, how much time did you spendcreating the, your office setting?
Oh, and we've got a plant that fell over.
How much time did you spendsetting up this perfect
background for your recordings?
'cause you've, you've hadthis set up for years, right?

(03:26):
I dunno if it's changedover the years, but.

Fonz (03:28):
probably like three years or so.
'cause the, when I first started thepodcast on March 20th, uh, of 2020, it

Jake (03:37):
No way.
That's when you startedwas March 20, 2020.

Fonz (03:39):
yeah, so the podcast just turned five, you know, so That's fantastic.
Five years old.
And, um, so I used to have just one shelf.
No lighting.
And it was really in my, um, dining roomarea, because it was during COVID and
that was my workspace, you know, I hadto be on a mic, I had to create videos.
I was helping teachers,training teachers, and so on.
And then finally I converted thisextra bedroom into an office, and I

(04:02):
said, okay let's, let's play this up.
And,

Jake (04:05):
I'll do it right.

Fonz (04:06):
yeah, with the help of my, my beautiful wife, she helped me
like kind of get things organizedand everything, and then just with
the lighting and stuff like that.
And, uh, so yeah, I finally landedon a nice look, and that seems very
professional and yeah, it just seemsto be the trademark people always say
they come on and they're like, oh mygosh, like, I love your background.
And

Jake (04:24):
Yep.

Fonz (04:25):
will even ask is that a, like, is that an actual thing or is it virtual?
And then I'm like, I'llpick up a plant and be like,

Jake (04:31):
yup, it's real.. Yeah.
I've always been envious, but I'venever put the time into mimicking yours.
I have my messy shelves with bobbleheadsand books on it, and as we started
recording I was like, oh, I should movethis stack of papers, this back here.
Although I guess, I guess it looksreal when you just like have a stack of
papers from a PD you did two months agositting behind you on the floor, right?

Fonz (04:54):
Oh, no worries.
It's like that, that's whatpeople see for the show.
But man, talk about like,when, when we do like podcasts

Jake (05:01):
Yeah.

Fonz (05:02):
our office space and everything, oh my gosh, it could definitely
look like a tornado came through andeverything, but you know, sometimes
it's just like, hey, and it's likeI told people, you know, sometimes
you'll see, you know, personalitieslike you and myself and many others
that they, they say like, oh my gosh,they look so perfect and professional.
They must get it right all the time.
I was

Jake (05:21):
Yeah.

Fonz (05:21):
you don't know the work that goes

Jake (05:23):
Right?
Yes.

Fonz (05:24):
one podcast episode out, or even one clip out and So it takes time

Jake (05:28):
yeah,

Fonz (05:29):
that.
So I just wanna let everybody knowthat although you see us here or
you hear us, it's like there's alot of work that goes into this.
And if you're ever sayinglike, no, I can't do that.
Yes you can.

Jake (05:38):
yeah.

Fonz (05:39):
can.
You know, go ahead and do it.
Click record.
Start your podcast, put yourselfout there and you know, see
the great things that happen.

Jake (05:45):
Yeah, for sure.
Yeah.
It's a, it's a labor of love, butit's, it's very rewarding to do it.
I don't, I don't, everybody hears yousay how time consuming it is and they're
like, I don't know, maybe I can't do it.
They're like, okay, I havethe, okay, so you're right.
I do have the ability to do it,but do I have the time to do it?
That is a valid question with podcasting.
It is a time consuming hobby.
nowadays, it's funny watching all thepodcasts on, well, not watching, I, I

(06:08):
don't watch them, but just the fact thatpodcasts are like videos and they all
have like, their, like, they're reallybougie setups where they're sitting
in like armchairs with microphones.
Like, I feel like you're ready for that?
I'm not ready for that.
you're al you're almost there.
Like, but it looks like they're like allin like cigar rooms or something like
that where they're recording from, right?
All right.
Well speaking of finding time, I'd liketo find some time Fonz for a quick game.

(06:32):
Are you up for a game?

Fonz (06:33):
I'm up for a game.
Let's do it.

Jake (06:35):
Nice.
Okay.
We're gonna start with a game of whichof the following is less torturous.
Now, Fonz, this is known in other circlesby another name, this game, but I'm
not due to copyright issues, allowed tocall it by that name, I have to call it

(06:55):
on the Educational Duct Tape Podcast.
Which of the following is less torturous?
And my question for you is, which ofthe following is less torturous or
would be less torturous communicatingonly through AOL instant messenger with
dial up internet 1997 style or only viabeepers and payphones also 1997 style.

(07:21):
Okay, so you've gotta choose one way tocommunicate all of your communication.
Is it gonna be through AOL instantmessenger using dial up internet
or with beepers and payphones?

Fonz (07:35):
I would probably say it would be beepers and payphones.

Jake (07:39):
You're going that way.
Okay.
What's, what's your logic?

Fonz (07:41):
I'm going that way.
And the only reason being is, and, andI guess at that time, you know, AOL is
so brand new and we're like, oh my gosh.
But then I think after a while, havingto communicate back and forth with so
many people and then just hearing that,
you know, sounds, you know, it isgonna take a toll when you have to
go check something and and so on.

(08:02):
But with a beeper, I remember I got myfirst beeper when I was in junior high.
I was in eighth grade.

Jake (08:09):
Okay.

Fonz (08:09):
I felt like I was a cool kid.
'cause at the time everybodywas like, oh my gosh,

Jake (08:12):
Yeah, you were.

Fonz (08:13):
and so on.
And I remember it wasa, a clear blue plastic,

Jake (08:18):
Oh yeah, those were the ones right there,

Fonz (08:21):
like, yeah.
He's like, I have one.
But little did I know that havinga beeper, I mean it was great, but
then I never realized like how muchaccess your parents have to you

Jake (08:31):
right?

Fonz (08:31):
every single time.
But what I loved about it, even thoughyou mentioned payphones, it would just
be like, Hey, I, you know, even ifI didn't have a quarter, didn't have
anything, I could always just, I forgetthe code that you would just dial.

Jake (08:43):
Yeah.

Fonz (08:43):
was just the operator just say, Hey, I like to make a collect call to

Jake (08:46):
Yeah.

Fonz (08:47):
And then so you had access to your parents, and your parents didn't
mind paying the extra, I think itwas like 35 cents for the call or

Jake (08:53):
Hope they didn't, they paged you.

Fonz (08:55):
Yeah.
So it's like, eh, youknow, but they got me.
But I think it'd be a lot faster too.
So I would definitely take, I'lltake the beeper route for sure.

Jake (09:02):
Okay.
Isn't it funny thinking aboutcollect calls, like kids nowadays
have no, like, would've no idea.
What's a collect call?
Like I used to, I used to make somany collect phone calls, like I'd
be away at like a, like a basketballcamp or like, I don't even know
where else I'd be collect callingfrom school or something like that.

Fonz (09:18):
Mm-hmm.

Jake (09:19):
calling home.
And you like, and you'd put in thatspot where you have to say your name.
Mom.
It's me.

Fonz (09:24):
Yes.
Yeah.
Or

Jake (09:26):
Uh,

Fonz (09:27):
that commercial where they're like, collect call from so and so.
It's like, had a baby, it's a boy.
And

Jake (09:32):
yes.
Classic.

Fonz (09:34):
classic, classic.
I was like, and of course everybody,this generation won't understand

Jake (09:38):
Nope.

Fonz (09:39):
mean, back then for us it was like, oh man, I got one
by em, I don't have to pay.

Jake (09:43):
Yeah.
Oh yeah.
I think I, I don't know if I'd gobeepers and payphone then I say
about beepers and payphones is,you could do that anywhere, right?
AOL Instant Messenger you're tetheredto your phone, to your device.
But I did have some pretty cool awaymessages on AOL and instant messenger.
So that was the thing of pride.
We need a really cool away message.

Fonz (10:03):
Yeah.

Jake (10:04):
It was like the,

Fonz (10:04):
gonna bring up another fact that

Jake (10:06):
yeah.

Fonz (10:06):
know is just, and the reason that I probably wouldn't
do AOL I'll be honest with you.
And a lot of people might be shockedto understand that they're like,
this person, you know, is, youknow, all about the ed tech life

Jake (10:16):
Yeah.

Fonz (10:17):
I did not get my first personal computer until I
graduated university in 2003.

Jake (10:25):
Wow.
After college.

Fonz (10:27):
time after college is the first time that I owned my first, and it was a
laptop and it was a, I forget what MacBookedition it was, but it was the white one.
Um, you know, and that was my very, veryfirst personal computer I never had.
And of course, coming from mybackground, it, it was not easy to afford

Jake (10:46):
Yeah.
Uhhuh.

Fonz (10:46):
that given time.
But then of course, with my financialaid money, I, I used that for other
stuff other than buying a computer,

Jake (10:52):
right.

Fonz (10:53):
I was like, Hey, they have a computer lab here and it's free.
And so I would go to universityat, let's say if I had a paper due,

Jake (11:01):
Yeah.

Fonz (11:02):
Sunday, like tomorrow,

Jake (11:04):
Right,

Fonz (11:04):
night, I would go to the university.
I'd get there probably like at fourin the afternoon and stay there
till like six in the morning, justfinishing up like a 20 page paper,

Jake (11:14):
Oh man.

Fonz (11:15):
And then just go home, take a shower, and then get ready to go to

Jake (11:17):
Go right back out to glass.

Fonz (11:19):
Yeah.
So for me, I was like, Hey,I don't need to buy anything.
But,

Jake (11:22):
Right.

Fonz (11:23):
why I went with the beeper route 'cause it's more familiar to

Jake (11:25):
Yeah.
Right.
You essentially weren'tdoing AOL Instant Messenger.
'cause those were those college years.
That's where I picture myself doing ininstant Messenger is in my dorm room.
Like having, like being in the dormmessaging with, with people I went
to high school with and stuff likethat, and putting up the away message.

Fonz (11:39):
And I didn't get to do that until I would go to a friend's house and I was

Jake (11:42):
Yeah.

Fonz (11:43):
this?
And

Jake (11:43):
What's this?

Fonz (11:44):
AOL.
I was like, oh, that's great.
But then, I mean, I couldn't get acomputer, so it was just when I was
there that I'd be like, oh, let's chatwith some friends and stuff like that.

Jake (11:52):
If 2002 Fonz could see you right now with the computer
you're probably using right now,I'd be like, wow, that's amazing.
Right.
That's for sure.

Fonz (11:59):
yeah.
They'd be like, whoa,what's going on here?

Jake (12:01):
Yep.
All right.
Well, we're gonna dive into anEducational Duct Tape question here.
Fonz this is where, for new listenersjust tuning in for the first time where
I ask a question a teacher might have.
So it's a, goal a teacher has, or aissue a teacher is trying to solve, or
a task a teacher's trying to complete.
And the answer to an Educational DuctTape question is educational technology.

(12:24):
Uh, now I like to point out thatthe answer to our problems and
our needs and our tasks that we'redoing in our classrooms isn't
always educational technology.
There's lots of great analogssolutions to things too , but on this
show, we focus on the ed tech ones.
So the question I have for you, whichI think you'll be, really, Qualified
to answer this question based on thework that you do, not only in your

(12:45):
day job, but in the podcast and thingslike that, uh, is what tool or strategy
would you use for recording screencasts?
Speaking of the olden days ofEdTech, 'cause we were just
talking about a little bit ago.
back in the day, this questiononly had one or two answers.
It was like, well, are youusing a Chromebook or a Mac?
Because I could tell youexactly what to use on them.
Nowadays we have lots of options.

(13:06):
So Fonz, what would you recommend?

Fonz (13:08):
Yeah, I mean, there's three options and it, it all just depends on
what it is that you're trying to do.
But if, if it's a teacher that's tryingto create and have resources that are
available for students at any given time,but not only at any given time, but to be
able to track who clicks on those videosto see that they were being viewed or

(13:30):
at least that they were being accessed.

Jake (13:32):
That's huge right there.

Fonz (13:32):
And not only that, but it does provide captioning in
the student's language should

Jake (13:39):
Hmm.

Fonz (13:39):
either Spanish, Vietnamese, Korean.

Jake (13:41):
Mm-hmm.

Fonz (13:42):
only that, but it also, will provide a transcript that can be translated into
that student's language of learning.
Or if the teacher needs tosend something home, it can
easily be translated into that.
I would recommend Screencastify

Jake (13:59):
hmm.

Fonz (14:00):
that.
And of course, just because of howrobust it has now become, it is great
for a teacher not only to record theircontent, be able to share it and create
quizzes from those videos too as well.
But the teacher can assign a, eithera screencast or in other words, just

(14:21):
a webcam where the student can replyto an open-ended question and the
teacher can listen to the student.
They can work on theirspeaking, listening skills,

Jake (14:31):
Mm-hmm.

Fonz (14:32):
so forth.
They can also, she can also give theability to say, not only do I want
you on camera, but I'm also gonnaallow you to share your screen,
through Screencastify submit.
So that is one of my favoritetools where teachers can really.
Expand their learning and delivery, butalso the students can expand on their

(14:54):
delivery, working on those speakingskills, the communication, the writing
skills, because it takes a lot towrite a, you know, a script, a thought.

Jake (15:04):
Mm-hmm.

Fonz (15:05):
once they're writing that out, they polish it up, they give
you a beautiful, finished productthat is a digital artifact that
teachers can have in storage,

Jake (15:14):
Yeah.

Fonz (15:14):
in case there is ever a need for, some students that may
need to get additional services.
You have the yearly meetings, whetherit's an IEP, 504, ARD, and so many
other acronyms that are out there.
Teacher can show up and although they maylook like they're showing up empty handed,

Jake (15:32):
Hmm.

Fonz (15:32):
course you've got a digital artifact, oftentimes
the question will be, well.
Can we see the student progress?

Jake (15:38):
Yeah.

Fonz (15:38):
Has there been student growth?
Now you're not only submitting papers

Jake (15:43):
Yeah.

Fonz (15:43):
saying, well at the beginning of the year they started
off getting fifties on quizzes

Jake (15:47):
Mm-hmm.

Fonz (15:48):
and now they're at seventies or eighties.
And, and yes, it's numerical, but canwe see now the student actual growth

Jake (15:56):
Yeah.

Fonz (15:56):
from their speaking skills from the beginning of
the year to the end of the year?
Yes, you can.
And that's why I love the power ofscreencasts, not only for the teacher

Jake (16:06):
Yeah.

Fonz (16:07):
to facilitate the learning at their own pace, like we mentioned,

Jake (16:09):
Mm-hmm.

Fonz (16:10):
but you also get the student understanding and you're able to
listen to that and you're evenable to visibly track that growth

Jake (16:17):
Mm-hmm.

Fonz (16:18):
and have data there, anecdotal data and the way that they're presenting
the, the knowledge content to you.
So it's fantastic.

Jake (16:26):
Yeah.
I have like a billion questions'cause that was so good and you
packed so much, good content in there.
So the first thing I I wanna point outto the listeners are kind of those like
non-negotiables you had at the beginning.
You said, if I wanna screencast tool,I wanted to, I'm gonna try to state
'em all, fill in the blanks for me.
If I miss them, I wantit to, Record my screen.
Obviously I want it to have captioning.
I want those captions to be translatable.

(16:49):
I want, it to have transcripts, right?
And I want those transcriptsto be translatable.
Um, and what else did I miss in there?
What was the other thing?
I feel like there was another one.

Fonz (16:58):
Uh oh.
And then, uh, easy to a accessalso for parents at home

Jake (17:03):
Yes, for sure.
Yeah.

Fonz (17:05):
so then that way parents can also see what the teacher is
sending and they can hear it or readit in their own language as well.

Jake (17:12):
Yeah.

Fonz (17:12):
And then of course, on the student side,

Jake (17:14):
Yeah.

Fonz (17:14):
being able to reply in different modalities too, as well.

Jake (17:17):
Yeah, that, those are huge.
and I think one thing that I wannapoint out to teachers, as you're
thinking about, as you're, maybe you'reevaluating a screen casting tool and
you're thinking about those kind ofnon-negotiables there with the captions.
Some tools have automated captions.
Some tools have automatedcaptions that you can edit.
if you can edit them, that'sdefinitely the way to go.

(17:38):
Uh, one where you couldfix the things in there.
I don't want the teachers to have totype out all of the captions for their
videos, but I also don't want the studentsor families watching videos that have.
In incorrect captions here and there.
if we can avoid that, I know sometimesthere, there's just not an option
that does that, but definitely if youhave an option of something where you
could have the captions autogenerated,and then be able to change them.

(18:00):
So folks listening to this in ApplePodcasts or in YouTube, there are captions
available there for this podcast episode.
and I fix them because it, it will messthings up, in the automated captions.
Not a lot of things, butit messes some things up.
So, so the captions you're seeing in,in those apps, if that's where you're
digesting this podcast from, um, thosecaptions are ones that I've fixed because

(18:22):
I want it to be as accessible as possible.
And then also you mentionedthe translation part.
If the translation is based off of anincorrect capturing of the audio, that
that's gonna be a problem there too.
Yeah.
So that's the, that'sthe first, oh, go ahead.

Fonz (18:35):
Oh yeah.
I was gonna say, and I don't think Ifor, I forgot to mention this also that
Screencast, 'cause I just used it recently

Jake (18:41):
Hmm.

Fonz (18:41):
to create a video for our district.
But Screencastify, not only will it do thecaptions in the home language or learning
language for the student, but it willalso dub the voice now in that language.
So you don't need the captions anymore.
However, I do always stillput the captions there.

(19:01):
Just so oftentimes, you know, as weknow, 90% of people or maybe even higher,
will watch a video with the volume downand they'll still have the captions.

Jake (19:09):
the options?
Yeah,

Fonz (19:10):
so they're still able to access the information, not only with the
captions, but now they can actuallylisten to it in their home language
or in their learning language.

Jake (19:19):
that's in Screencastify now.

Fonz (19:20):
Yeah.

Jake (19:21):
Whoa, I didn't know that.
Okay.
So it, it,

Fonz (19:23):
it's not it is in the paid for version

Jake (19:25):
yeah.
Yeah, for sure.
But yeah.

Fonz (19:27):
honestly, I would rec highly recommend.
I don't work for them or anything, butI'm just saying I honestly, but because I
have done work with the platform since Iwas in the classroom, you know, back in,
you know, it's been eight, maybe about.
12 years ago, using it first as a teacherand now using it in this current role and

(19:48):
being a household name for our district,it definitely has grown and been very
robust where it gives us these, theseabilities that we didn't have before.
And it makes teachers more comfortablethat what they record, what they share,
will be in that learning language forthe student that they need, but also in
the home language for the parents too as

Jake (20:08):
Yeah.

Fonz (20:08):
well and so that's been

Jake (20:09):
huge.

Fonz (20:09):
uh, something very big, especially for now our students that
are getting ready to graduate, thatthey have to follow certain paths and

Jake (20:17):
Mm-hmm.

Fonz (20:18):
and here's how you can find what colleges they've,

Jake (20:20):
Yeah.

Fonz (20:21):
applied to and so on.
So now we created the video inSpanish, but we also have the ability
to do it in any other languagethat we may have in our district,
which now we have Korean, Japanese.
so now with Screencastify andmaking that, that small investment,
it's definitely paying off individends and being able to do that.

Jake (20:40):
Yeah.
Yeah.
Cool.
I, I did not know about that.
And I think sometimes when atool's good, you gotta pay for it.
And I like, I, I used to be mad whentools went from free to paid, but
like, they gotta pay, they gotta paythe people to do the work that makes
this tool do the things It does.
It wouldn't have improved so much andthe 12 years since it came out, or
however long it's been, if they didn'thave people in there doing the work.

(21:00):
Right.
And for a company like Screencastify forexample, or Loom or any of these other
ones that, that do video recording, the,your videos have to be stored somewhere.

Fonz (21:09):
Mm-hmm.

Jake (21:10):
Right.
There has to be a server.
and so something's gottapay the bills for that.
Right.
And so, yeah, so the paidversions are understandable.

Fonz (21:17):
I would, I would encourage you all, like if you're a district leader or

Jake (21:23):
Yeah.

Fonz (21:23):
maybe an influencer or talk to that person who makes some of
those decisions, get on a callwith them, they are very kind, very
polite, and they're always willing.
To work with your district and I, I havenothing but great experiences with them
where they've been able to help us out.

Jake (21:37):
Yeah, for sure.
so thinking about those otherthings you mentioned, so one of the
thing you mentioned was that youwanted to have analytics to see,
did the student watch the video?
So Screencastify back in the day,you recorded the video, it went, into
your drive, and then you shared it outfrom your drive, which was wonderful.
It was a great feature, but itdidn't really give you those
analytics and statistics.
You could still do that piece, youcould still share from your drive, you

(22:00):
could still download that file, youcould still take it into some other
video editing software and edit it up.
You could still post on your website,you could still put in Google
Classroom, whatever, all those things.
But now they have those viewing pageswhere, um, there's essentially is a
webpage where the Screencastify video ishoused and you as the person recording the

(22:21):
video, can see those viewing statisticsof how many people went into it.
Um.
You can make it so that noteverybody can access it.
you can change those sharingsettings, to just in our domain or
certain people or things like that.
I think if the viewers haveaccounts, so if the kids were to
have accounts, they, you could seewhich kids watched it, can't you?
Is that that right?
Yeah.

Fonz (22:41):
Mm-hmm.

Jake (22:42):
issue of some, a lot of schools Screencastify, they might
use Screencastify for the teachers,but the kids don't have accounts.
So you might not be able to see if thekids watched it, but at least you can go
in there and say, I've got 25 kids and Icould see that only 13 watch the video.
Right.
That, that's a, that's a form of formativeassessment that tells me I need to provide
more time and more, whatever I needto work on making sure that all these,
these kids are watching this video.

(23:02):
So yeah, analytics pages likethat is, is immensely important.
I agree with that.
And

Fonz (23:08):
only for students, Jake, I was

Jake (23:09):
yeah.
Oh, yeah.

Fonz (23:10):
even, uh, people like for myself that

Jake (23:13):
Mm-hmm.

Fonz (23:13):
work in our service center, and that's what we call it,
central office, but we call it

Jake (23:17):
Yeah.

Fonz (23:17):
our service center, is when we do have something that we need to share with
teachers as far as, you know, some kindof learning module We send that and, and
you know, and I know a lot of, sometimesyou feel, oh, it's like an I gotcha.
But it's really, it's like we just wantto know that people are viewing it.
We wanna make sure that,there is some understanding

Jake (23:34):
Right.

Fonz (23:35):
we just wanna make sure that things are covered.
But I mean, we're always gonna be thereto help and support, but it, so, but
again, at the same time, it modelsthat for them to say, oh, hey, we can
do this with the students too, andjust have some sort of accountability

Jake (23:48):
Yeah.

Fonz (23:48):
the students can log in, have those counts.
I love it.
And I think, uh, you know, our districtis really seeing the value on it,
especially with home communication.

Jake (23:57):
Yeah.

Fonz (23:58):
teachers can communicate effectively and send a video home.
The parent can watch it intheir language of preference,

Jake (24:05):
Mm-hmm.

Fonz (24:06):
they're in the know

Jake (24:07):
Yeah.

Fonz (24:07):
going on.

Jake (24:08):
That's huge.
And those stats are huge too, toknow that it's beginning view.
Like we, even when we're just supportingthe educators or supporting the parents,
we need to, we need data that shows usthat this stuff is being utilized, right?
If we see that we're recordingthese videos and we're putting them
out there, and a small percentageof the population we're sending
it to is watching the videos, thenwe realize something needs change.
Something needs to change.

(24:28):
Either we're not, whatever itmight be, there's some reason
that they're not watching it.
So we need that information there.
or if we see that lots of peopleare watching something, we
know that that was a topic ofinterest or something like that.
So there's lots, lots to learn from there.
and then the other thing you,
you pointed out about Screencastifywas the quiz feature that they've added
recently that now we can embed questions.
So in my classroom, I've been outtathe room for, uh, the classroom

(24:49):
for a couple years, but I usedEDpuzzle a lot in my classroom.
And back in the day I used Zaption.
Do you remember Zaption?

Fonz (24:56):
Yes.

Jake (24:56):
I loved Zaption.
Zaption was the best.
Um, I'm still a little bit sadabout Zaption going away, so I used
Zaption, and then when Zaption wentaway, I transitioned to EDpuzzle.
still love EDpuzzle.
It's a great tool.
Um, but Screencastify has added afeature to where now you could have
quizzes embedded in your videos.
what kind do, do you know offthe top of your head what kind of
questions you can ask in There is,it's obviously multiple choice, but

Fonz (25:18):
you've got short answer questions.
You've got the multiplechoice questions too as well.
So the, that, that's wherethey're starting at now.
and which is great.
I mean,

Jake (25:26):
Yeah,

Fonz (25:26):
even the short answer, just to be able to do that as, as many states may
be familiar there, there's the, the shortresponses that students need to practice
with, well, what better way to practice?
Also here, you know, you'rewatching a little video.

Jake (25:40):
yeah,

Fonz (25:40):
you know, maybe five minutes at most and depending on the
attention span of the students

Jake (25:44):
yeah.

Fonz (25:44):
and the grade level and so on.
But then for them to be able to practiceand reflect and put in their reflection

Jake (25:50):
Right.

Fonz (25:51):
to what Ed puzzle, ed puzzle has that too as well.
that's something that's fantasticjust to personalize the learning
there a little bit more.
so you can add thoseinteractive questions and

Jake (26:00):
Yeah.

Fonz (26:00):
personalize the teaching.
You get their grade, you get your report.
And again, as a teacher, just beingable to get that data, be able to see,

Jake (26:08):
Right,

Fonz (26:08):
who are my students that are.
Excelling.
Okay.
And where my middle students, and thenof course my students that just need
that little additional push, maybe fix

Jake (26:17):
right.

Fonz (26:17):
some misconceptions things of that sort.
And then you can be very, targeted asfar as which students you really need

Jake (26:25):
Yep.

Fonz (26:25):
to help and support

Jake (26:26):
Yeah,

Fonz (26:26):
they're able to not only show you their learning through a quiz,

Jake (26:30):
Yeah,

Fonz (26:30):
but when you give them the ability to record, which I know we'll
probably get into you right now, but

Jake (26:34):
yeah,

Fonz (26:34):
to speak their thought process and

Jake (26:36):
for sure.

Fonz (26:37):
and grow.
So that's a different way tooof, of assessing the learning.

Jake (26:41):
Yeah.
yeah, I think that formative assessmentis so important in those videos because,
not just for the teacher to assessand check on understanding, but I
think there's a couple other prongs.
One is the kid self-assessing sometimes.
Sometimes kids aren't the bestat taking in content and thinking
about, do I understand thatcontent while I'm going through it?
So if we embed a question, thenit forces them to think about it,

Fonz (27:03):
Mm-hmm.

Jake (27:03):
And then realize if they're confused or not.
Whereas if there's no question, theymight just keep going on without
really thinking through that.
So I think that's important.
And then the last piece isjust the, the engagement piece.
Like if we ask a kid to watch a 15minute long video, that's not something
that's super duper exciting to them.
expecting them to still be tunedin and really focused at minute 13,

(27:25):
is a tough ask and is unlikely Iwouldn't be putting money on that.
Right.

Fonz (27:28):
Yeah.

Jake (27:29):
but breaking it up with questions in there.
Keeps them a little more actively engagedand keeps them a little more minds on
and gets them kind of switching whattheir brain's doing from just taking
in the content to confirming if theyunderstand the content and to that
self-assessment point, it pushes them.
I don't know the answer to this question.
I better go back and re-watch thatpart, you know, which is something
we need kids to be doing for sure.

Fonz (27:50):
Mm-hmm.
But what I love is on the actualassignment, when you create it,
there's a little assignment box.
So you have your title.
So say like, maybe it's gonnabe, I dunno, solving two step
Equations, and then you as a teachercan link that handout that's gonna
open for the child on their computer,whether it's through Kami and so on.

Jake (28:09):
Mm-hmm.

Fonz (28:09):
they do is just click on the Screencastify extension,
and there you have it.
Now it, they can go aheadand show their page.

Jake (28:16):
Yeah.

Fonz (28:16):
use the annotation

Jake (28:18):
Yeah.

Fonz (28:18):
tools within Kami, to record themselves explaining the content,

Jake (28:22):
Yeah.

Fonz (28:22):
working it out while they're explaining, talking the process through.
So I think that that's somethingthat's fantastic that although

Jake (28:27):
Mm-hmm.

Fonz (28:28):
the whiteboard option might not be there, there's still options
where you can visibly see the student,

Jake (28:33):
Yeah.

Fonz (28:33):
either writing, circling, annotating, manipulating a, you know, a
Google slide for you or things of thatsort, and they can present it to you
and then just simply click submit andit goes straight into your grade book.
And now you can go aheadand, you know, check it, make

Jake (28:50):
Yeah.

Fonz (28:50):
it's, you know, everything's done correctly and you're good to go.

Jake (28:54):
Yeah.

Fonz (28:54):
and that works with your Google classroom.
I mean, that's fantastic.

Jake (28:57):
Right in there.
Yeah.
Yeah, for sure.
Yeah, I think so.
In a recent episode we talked aboutformative assessment tools, and we
talked about some things like Quizizzand things like that where, The students
are answering with either select or,or even on the Screencastify videos a
couple minutes ago where you were askingthem questions while they're watching
the video and they're either typing orthey're clicking a multiple choice answer.
There's lots of tools out there thatdo that for you and can auto grade

(29:20):
and give you really quick data.
And I think those thingsare super important to have
those in your repertoire.
But I also think there's alot to be said for hearing the
student explain their thinking.
and doing something like Screencastifysubmit allows you to hear the
student explain their thinking.
That's gonna give you the richestformative assessment you can get.
Right?
Holly Clark used to say, in one of herbooks back in the day, just press record.

(29:41):
You know, like if you want to hear studentthinking, if you wanna peek inside their
brain, if you wanna really see whatthey're thinking, just press record.
Like have them press record.
The issue is, teachers might not havetime to watch all of these videos.
Right.
And that's okay.
So maybe we don't use it at,sometimes it doesn't have to
be the way we always assess.
I also wanna point out that sometimeswe can have kids record those videos.

(30:03):
We don't actually watchthem or assess them, right?
We don't have to assesseverything kids do.
The act of the kid thinking andrecording is beneficial in and of itself.
Adding in us formative assessingit obviously increases the benefit,
but even if we just have the kidsrecord and we don't go back and

(30:24):
watch them all, it's totally okay.
I, I think there's still benefit.
Or we go and watch the videosof the kids who we think might
have some misconceptions andthe kids who we confident
are confident get it.
Maybe we don't watch those videos, right?
Maybe we skip over those ones.
Or maybe you made a point here.
Maybe they're recording their screencast.
If I submit of them doing somethingin Kami, maybe in Kami, we, we look

(30:45):
really quickly to see who got the rightanswer and who got the wrong answer.
And then for the kids who got thewrong answer, we go watch the video to
see maybe where's the misconception?
So maybe we're not watching, maybewe're as assuring that everybody
got it right and only watchthe videos for those who don't.
So I think there's lots offlexible ways to use that.

Fonz (31:01):
I think for teachers too, I mean, going back to like what you were saying,
man, this could be a lot to grade,

Jake (31:05):
Yeah,

Fonz (31:05):
like 30 kids in one class.
Maybe you're self-contained andyou're lucky you only have those 30.
But when you're in high school, you'vegot like maybe eight class rotations and

Jake (31:13):
right.

Fonz (31:13):
know, class has 30 and you're like, oh my gosh.
But you're absolutely right.
Or maybe even just setting parameters.
I know even with my fifth graders,I was very specific that when we
did create a recording, I said, ithas to be no longer than 90 seconds,
so that's all you're giving me.
90 seconds.
And, and of course I wasn'tgiving 'em like a long assignment

(31:33):
or watch this 10 minute video.
It was specifically targetedon that specific, uh.
Standard that we're covering,

Jake (31:40):
Yeah.

Fonz (31:41):
that specific exercise.
So you have 90 seconds andyou'd be surprised even if, if,
if a fifth grader can do it, I

Jake (31:47):
Yeah,

Fonz (31:47):
mean, I'm pretty sure us, we even as adults and it could

Jake (31:50):
yeah,

Fonz (31:50):
harder, but I mean 90 seconds, you're really trimming the fat

Jake (31:54):
yeah, yeah.

Fonz (31:54):
getting into the learning.
And

Jake (31:57):
Yep.

Fonz (31:57):
it makes the a little bit easier to just go sit through that
while you're doing some other work.

Jake (32:02):
Yep.

Fonz (32:03):
but also at the same time you say, okay, I know
which students are gonna get it

Jake (32:06):
Mm-hmm.

Fonz (32:07):
that they submitted to me.
I love that idea, by the way.
It's just like, Hey, theyalready submitted it to me.
I saw that in Kami or.

Jake (32:13):
Yeah.

Fonz (32:14):
In this, they, they did understand it, but then those that didn't get
it, oh, there was a misconception,let me see the thought process

Jake (32:19):
Yeah.
Let's go see what it was.

Fonz (32:20):
and then

Jake (32:21):
Mm-hmm.

Fonz (32:21):
you can make those adjustments.
So yeah, different ways of doing that.
But

Jake (32:25):
Yeah.

Fonz (32:25):
encourage, you know, just set a parameter.
Maybe at first you

Jake (32:28):
Yeah.

Fonz (32:29):
90 minute, 90 seconds.
Then this

Jake (32:31):
Mm-hmm.

Fonz (32:31):
gonna be one minute.

Jake (32:33):
Yeah.

Fonz (32:33):
And trust me, the kids, they get better at their writing 'cause
they have to write that script.

Jake (32:38):
Mm-hmm.

Fonz (32:38):
get better at their speaking and communication, so the byproduct

Jake (32:40):
Being clear and concise, right?

Fonz (32:42):
of doing screencast

Jake (32:44):
Mm-hmm.

Fonz (32:44):
is the building of communication skills

Jake (32:46):
Mm-hmm.

Fonz (32:47):
And

Jake (32:47):
sure.

Fonz (32:47):
not only that but language acquisition,

Jake (32:50):
Mm.

Fonz (32:50):
which is one thing that I experienced in my classroom.
If I may add this story from

Jake (32:55):
Yeah,

Fonz (32:56):
my last year in the classroom

Jake (32:57):
for sure.

Fonz (32:58):
we were two separate groups of fifth grade teachers.
And I was in one pod.
The other teacher was in a different podthat, and I taught science and social

Jake (33:06):
Mm-hmm.

Fonz (33:06):
taught the same thing.
We had a pair of twins.
One twin was in one pod, andthe other twin was in my pod.

Jake (33:14):
Okay.

Fonz (33:14):
I was the teacher.
We had barely started getting Chromebooksin our schools, and at that time, our Sup
said, well, each elementary will get twoChromebook carts for the whole school.
At that given time, we still hadcomputer labs and all that, but I
was that one teacher that checked outthe Chromebook cart the whole year.

Jake (33:30):
Right,

Fonz (33:31):
I would just go in and I, because nobody else was using it,

Jake (33:33):
right.

Fonz (33:33):
Nobody else was taking a risk.
They were just like, what do we do?
So I started implementing thatthrough the use of Screencastify at

Jake (33:40):
Mm.

Fonz (33:41):
that had just come out and being released, and I was very
familiar with it coming from TCEAand I would tell students, okay,
this is what we're gonna do.
Here's our history lesson.
Here is your rubric.

Jake (33:51):
Yeah.

Fonz (33:51):
You in a group have to create a presentation.
Or if it's individual, you're gonna haveto narrate your presentation or you can
just read something, whatever it is.
So one of the twins, they were coming in,you know, the English was their second
language, so they were emergent bilingual.
she was very shy.
She never wanted to go up topresent, and I don't blame her.

(34:13):
And, and that's why I was just workwith her in so many ways to just
allow her to present her learningin a way that she felt comfortable.
So obviously standing in front ofthe class was not her forte, but

Jake (34:25):
Right.

Fonz (34:25):
I put a computer in front of her, the Chromebook, she spoke loudly
through her presentations and, and whatI mean is speaking loudly is like I can
tell that she knew the learning and theway that she would put these beautiful
presentations together in fifth gradeand slowly as the year progressed.
I remember one time we were like, wewere all presenting and I already knew

(34:47):
like, okay, she's not gonna present,but it's okay because her work.
Showed that she mastered thecontent and she would still do the
little screen records individually.
Just very quiet.
And so
it,

Jake (34:58):
Hmm.

Fonz (34:58):
the learning was great.
Her language was wonderful.
And then that last presentation,she raises her hand and she
goes, can I go up there?
Everybody, all the kids got quiet.
They're like, She went up thereand she presented in this.

Jake (35:12):
Aw,

Fonz (35:12):
Beautiful English.
I

Jake (35:15):
yeah.

Fonz (35:15):
and, and the reason I say beautiful English is just because it's that mix of

Jake (35:18):
Mm-hmm.

Fonz (35:19):
own language and, and the English that she

Jake (35:22):
Yeah.
Yeah.

Fonz (35:23):
But she went up there and she gave this beautiful presentation that,
uh, you know, and all the kids werequiet and then were just like happy
and clapping and it was fantastic.

Jake (35:33):
That's amazing.

Fonz (35:34):
had that.
And what I go back to teachershaving those digital artifacts is
being able to save her progress

Jake (35:40):
Mm-hmm.

Fonz (35:40):
from the beginning of the year to the end of the year.
Well, she was able to exitthe bilingual program.

Jake (35:47):
Wow.

Fonz (35:48):
Unfortunately, her sister did not.
And the reason being is because onthe other pod it was all worksheets.

Jake (35:55):
Right?

Fonz (35:56):
worksheet, worksheet.
It was just

Jake (35:57):
Yeah.

Fonz (35:57):
sit and get, sit and get.
So there wasn't enoughopportunity to develop language.

Jake (36:02):
Yeah.

Fonz (36:02):
any discourse in the class, any discussion

Jake (36:05):
Mm-hmm.

Fonz (36:05):
so on.
So that is why I findtools like Screencastify

Jake (36:11):
Yeah, for sure..

Fonz (36:11):
Allowing to amplify your student voice.
You don't know how much thatreally builds a student,

Jake (36:18):
Mm-hmm.

Fonz (36:18):
communication, language acquisition, and even confidence up significantly.

Jake (36:21):
Yeah, for sure.
Mm-hmm.
Yeah, that's huge.
What a great story.
Thanks for sharing that.
so Screencastify I think is thetool that I would go to for, for
Screencasting myself as well.
I, I personally, if I'm recordingScreencast, I'm probably using Camtasia.
Uh, it's a more, professional level.
I don't know.
It's a $200 screencasting tool.

(36:42):
That's what I'm gonna be using ifI'm putting something out on YouTube.
Um, but if I'm in the classroom and ifI'm recommending something to a teacher,
and when I was in the classroom a coupleyears ago, I wasn't using Camtasia for
all my videos, I was using Screencastify.
It's quick, it's easy, highquality, uh, does a great job.
And so that's what I'd recommend.
However.
There are lots of other tools out there.
I think the biggest limiter withScreencastify for most teachers

(37:04):
is going to be, we just talkedabout Screencastify submit that
is unlimited on free accounts now.
So they said if you're on a free account,you could do Screencastify submit as
many times as you want, which is amazing.
So on free accounts, as you can, at leastfor now, for the time being, uh, I don't
know if there's an end date to that.
but in the free accountsyou're limited to 10 videos.
and then 10 of those quizzeswe mentioned earlier.

(37:27):
and that's not per month,that's just period.
Right.
And so, and I, again, I understandwhy they have to put pricing behind
their things and most situations, mostschools, I think we can get these things
paid for, right through either throughschool funding or through grants.
But there are certainly situationsout there where they can't.
So what if we're in a school districtor a school or a setting where we

(37:48):
can't get paid Screencastify, wewanna record a bunch of teacher
presentations or teacher content.
And so we need.
to overcome that barrier and thepricing is gonna be an issue.
So what, what othertools would you suggest?

Fonz (38:01):
So I'm gonna put you on to something that I shared at TCEA about two years ago,
and I myself have been using it, you know,

Jake (38:08):
Okay.

Fonz (38:08):
sparingly but I use it because the time before Screencastify was able
to get the language and the subtitlesand all of that, you know, I was like,
well, I need something that's gonnahelp me do this and does it already.
And this is a tool that has beenaround for a very long time, but it's
never really made its way throughall the noise as far as the, the,

(38:29):
the usuals in the education space.
But you

Jake (38:32):
I,

Fonz (38:32):
can get a free educator account and you can definitely do essentially
what you can do in Screencastify.
The only thing is, I wantyou to think of this.
It's, it's not gonna give youthe analytics, it's not gonna
give you the quiz options.
But if this is just something
for you as a teacher to record.
Still be able to have subtitles andbe able to translate your subtitles.

(38:55):
Now, it's not gonna dub the videos for youbecause that would be in the paid version.

Jake (38:59):
Okay.

Fonz (38:59):
I think they only give you like 10 minutes to dub, like, like, and that's it.

Jake (39:02):
Okay.

Fonz (39:03):
I mean, like I said, there's always a tool for, depending on what you need,
there is a platform called Kapwing.

Jake (39:11):
Oh, yes, I know Kapwing.
Yep.
and I, I love that you know the,the correct pronunciation too.
'cause I had to look this up andfigure out how to pronounce it.
'cause I, it looks like it's cap-wing,

Fonz (39:20):
Yeah.

Jake (39:21):
It's Kapwing tell.
So tell us about Kapwing.

Fonz (39:23):
So Kapwing is usually more for social media and content

Jake (39:26):
Mm-hmm.

Fonz (39:27):
and this and that and whatnot.
Well, how about you thinkof yourself as a teacher?
Not only are you a teacher, but asyou know, we do multiple roles, but
you can also see yourself as youclassroom, social media influencer.
And what you're able to

Jake (39:41):
I.

Fonz (39:41):
is, number one, I recommend you go to Kapwing and go and look
for the Free Educator account.
And what I'll do is I'llshare that link with,

Jake (39:49):
Yeah.
Oh yeah, for sure.

Fonz (39:50):
Jake, and then we'll put it in notes for you.
Once you get accepted.
As an educator, you reallyhave unlimited usage for it.
However, there are certain thingsthat you won't be able to use just
because that's the paid for version.
As

Jake (40:04):
Mm-hmm.

Fonz (40:04):
Jake and I talk about, there's some things that you gotta pay for, but here's
what I like about Kapwing too as well,is you can do your recording, you can
record yourself, or you can even bringin video in here, and sometimes I tell
teachers, don't try to reinvent the wheeland record the same video for every year.
What you can do, like Jake and I do, ifyou see our clips, it's like we repurpose.

Jake (40:29):
Oh yeah.

Fonz (40:30):
this, this is my favorite repurposing tool just because I
know that there are many out there.
But if you want something that is free,you bring in your video from COVID, all
those 200 videos that you've done, maybevideos in the last three years, you can
bring those in and you can automaticallyjust have Kapwing, generate clips for you.

(40:50):
Like you see, uh, Jake andmyself put out on social media.

Jake (40:53):
Yeah.

Fonz (40:54):
of the content that you created, and then you can find those specific
bits and you can put 'em in an iPhoneformat, you know, in that 19 by 16 or

Jake (41:03):
Yep.

Fonz (41:03):
whatever formatting it is, your students can view it.
You can add the subtitles, you canadd B roll, you can add all of those
things and make it engaging where thestudents are like, whoa, miss, whoa,
sir, like this looks like TikTok.
And, and you can even click therewhere it's like a TikTok format

Jake (41:21):
Uh.

Fonz (41:21):
and can do all of that.
And so this is completely free.
And what it does, like Isaid, you're very limited.
It's not gonna give you thedubbing because that's gonna
be a lot more expensive.
but it will give you subtitles.
In English or any language,it'll translate it for you.
So

Jake (41:37):
Oh wow.

Fonz (41:37):
even though the, the students will still hear your voice in, in
English or whatever your, the learninglanguage is in the classroom, but

Jake (41:44):
Mm-hmm.

Fonz (41:44):
you can put the subtitles in any language that they need and then
they're already burned into the video.

Jake (41:50):
Yeah.

Fonz (41:50):
you can go ahead and send that, download it, send it in
a different format, whateverformat you like and share it.
So that is one of myfavorite tools to use.
And it's called Kapwing.
An

Jake (42:01):
Yeah.

Fonz (42:01):
interesting story about the name Kapwing is, uh, I forget, she's on
LinkedIn and I follow her on LinkedIn.
The founder, it is based on Calvinand Hobbes, if many of you're familiar
with that cartoon, Calvin and Hobbs.
There is an episode there where I believethere was a, something about a, a gunshot,

Jake (42:18):
Yeah.

Fonz (42:18):
the onomatopoeia, where they drew in.
It'll say Kapwing, likeit just bounced off of

Jake (42:24):
Yes, I remember that.

Fonz (42:25):
something and that's where got the name from.

Jake (42:26):
Oh, crazy,

Fonz (42:27):
that is fantastic, and I absolutely love them.
So I wanna put you onto them.
Kapwing educator account, and youcan put in as much as many videos
in their content, easy for you tocut certain things that you want

Jake (42:40):
Mm-hmm.

Fonz (42:41):
If you wanna just focus on a certain piece of content, work
that out, send it out, download it.
You're in, you're out.
It's quick and easy editing,

Jake (42:50):
Mm-hmm.

Fonz (42:50):
and you're good to go.

Jake (42:52):
Yeah, for sure.

Fonz (42:52):
even you can even record your videos on Screencastify and make 'em look very
professional there and bring them in.
And again, Screencastify at this timedoes not have a very robust editing tool

Jake (43:05):
I'd agree.
Yeah.

Fonz (43:06):
but with a combination of that.

Jake (43:08):
Yeah.

Fonz (43:09):
you know, doing a great video there and even dubbing it, if you have that

Jake (43:13):
Mm-hmm.

Fonz (43:13):
have the paid for version, then you can even bring it in here
and then you can make those cuts or

Jake (43:19):
Yeah.

Fonz (43:20):
those little TikTok videos one second, you know, knowledge
nuggets, things of that sort.

Jake (43:25):
Yeah,

Fonz (43:25):
mean, it, it opens up the world for you.

Jake (43:27):
yeah, I agree.
So it doesn't have a, or a screenrecorder in it, is that right?
You'd have to bring in, you'dhave to screen record somewhere
else, which is fine, I think.

Fonz (43:35):
Yeah.
And like I said, and the, the reasonthat I wanna put that on there is
just because of the editing tool

Jake (43:40):
yeah, for sure.

Fonz (43:41):
and even now with screen recording tools, E even just the recording
tool that is native to your deviceis gonna be fine, that you can use.
But

Jake (43:50):
Mm-hmm.

Fonz (43:50):
sometimes the editing is the hard part.

Jake (43:52):
I agree.

Fonz (43:52):
this one I would definitely share with you as
that editing tool that is easy to

Jake (43:57):
Yep.

Fonz (43:57):
use and can take your content and you could repurpose
it in so many different ways.

Jake (44:01):
Yeah, I agree.
It's a great tool.
Um, I haven't messed with it a lot,but it's something that, that, uh,
when I first heard about it a coupleyears ago, I was really excited about
because like you said, it's very muchlike you could see a TikToker using
it to edit their videos to put up onthose, social media sites and, and you
can access it for free and try it out.
That's a great one.

Fonz (44:17):
Yeah,

Jake (44:18):
I would throw in for free plans if you need the free, ScreenPal.
Uh, do you, you know, a ScreenPal,which used to be screen Yeah, yeah.
Which used to be Screencast-o-matic, thenthey, then it was ScreenCast-o-matic and
they also had a tool called ScreenPal thatwas different and it was very confusing.
and then they combined andnow they're just ScreenPal.

(44:38):
ScreenPal is pretty similar toScreencastify, like if you've used
Screencastify, like you could,you could squint hard enough to
imagine what ScreenPal is like.
Uh, the major difference with itis, in the free version, and I'm
99% sure you have unlimited videosand a 15 minute limit, per video.
So that means that on the freeversion you could use ScreenPal.

(45:01):
you don't have all of the, the featuresthat you'll have in Screencastify,
but you've got a lot of reallygood features that you could use
in there, um, in the free version.
And so I think that's one,one that we could throw in
there too, as a free option.

Fonz (45:11):
Oh yeah, for sure.
And, and even like.
you said, if you can talk to those,influencers within your district

Jake (45:17):
Yeah.

Fonz (45:18):
you get creative because, for example, since Screencastify works on, you
know, the goal is okay, you know, you'rehelping your emergent bilingual students
develop language and so on and so forth.

Jake (45:29):
Yeah.

Fonz (45:30):
on how you put that proposal together, instead of
saying, okay, tech, you gotta buythis, or curriculum, you gotta

Jake (45:36):
Yeah.

Fonz (45:36):
sometimes you can get creative and say, Hey, you know what?
Federal programs.

Jake (45:40):
Mm.

Fonz (45:40):
can actually pay for this.
Because

Jake (45:42):
Yeah.

Fonz (45:42):
federal programs also gets a lot of funding, especially for emergent
bilingual students or things of that sort.
And being creative in that senseof saying, Hey, this is gonna
help those emergent bilingualstudents that are coming in, you
know, specific, um, demographics.
So now it's not like it, all ofthe burden is gonna be on the tech
department or on curriculum or whomever.

(46:02):
It's like you canactually split the wealth.
And sometimes, like I said, it's notthat you're really getting creative
in the sense, it's just that nowyou're like, Hey, if it's gonna
serve this community might as well.
They, they just say, okay, ifit's gonna serve this community, I
want it to serve all my communitythat I have in the whole district.
So then they'll say, okay, wecan dish that out and we can
go ahead and pay for that.

(46:23):
Sometimes it might be two, two ofour departments will get together
and say, okay, like, uh, I'll put inhalf and you put in half because it's
serving our communities that we need.
But then at the end, all theteachers benefit from it too as well.
So it's just a matter of thinking aboutthat a little bit creatively there.
And,

Jake (46:39):
Yeah,

Fonz (46:40):
opposed to just putting the burden on just one department and then
saying, Hey, we already gave you this.
We already gave you this.
We

Jake (46:46):
yeah,

Fonz (46:46):
this.
Like, we're tapped out.
It's like, oh, well, whohaven't we spoken to yet?
And let me see how, who theyservice and sell it to them,

Jake (46:56):
yeah, for sure.

Fonz (46:57):
we gotta sell it, you know, and, and at the end, it's gonna be for the benefit
of the teacher and the student as well.

Jake (47:02):
Yeah, for sure.
I, I always advocate for startingwith a free version or starting
with a trial version, to.
Um, number one, it helps youdetermine do I really wanna continue
with screencasting, for example?
and then number two, it helps you show.
So if, if we go back to your classroomyears ago with that emerging bilingual

(47:22):
student, and you could go to somebodyat the end of the year and go look
at her growth from the beginningof the year to the end of the year,
because I had access to this tool.
If I had the paid version, I'dbe able to do X, Y, and Z. Right?
So you're then proving, yourability to do those things.
yeah, I, I definitely agree.
A lot of the times there'smoney coming from other sources
that we could use there.

Fonz (47:41):
But I'm with you though Jake,.
that's the way that you learn.
Like you said, obviously sometimes youmay think, and also it helps you honestly.
I mean, we, so many conferences,everybody comes back hyped.
It's like, oh, try

Jake (47:52):
Yes.

Fonz (47:52):
this new tool, we gotta have it, we

Jake (47:53):
I gotta go buy this.
Yeah,

Fonz (47:55):
minute.
It's like, well, you know what?
It may work for you, but itdoesn't really work for me.

Jake (47:59):
right.

Fonz (47:59):
and, but I'm gonna try it out.
And then just say, well, youknow, yeah, I can see the website,
but no, it's not really what

Jake (48:05):
You are right,

Fonz (48:05):
I need.
Or my cup of tea

Jake (48:06):
right, exactly.

Fonz (48:07):
And that's the great part about the, the freemium, at least
the 90 days, 30 days that they give

Jake (48:11):
Yeah.

Fonz (48:11):
you, you get to try it out and assess and then go back and
now you have that data to say, Hey.
Here's what I saw in 30 days.
This is the, these are the possibilities.
And maybe even at the campus level,they may say, Hey, you know what,
maybe we'll get you a license.
And then it is with the intentof saying, well, at the end of
this, would you be willing to bethe TOT, the trainer of trainers?

Jake (48:34):
Yes.
Yeah.

Fonz (48:35):
so if this works for you, would you be able to train, even if it's
just here on our campus, isolated,would you be able to help them?
And then we can get a campuslicense, you know just

Jake (48:44):
Yeah.

Fonz (48:44):
to try it out and, and not just make you know, central office or your
service center, pay for everything

Jake (48:50):
Yeah, for sure.

Fonz (48:51):
But also, I would say leverage the power of your service center.
'cause maybe sometimesthrough your service center,

Jake (48:56):
Right.

Fonz (48:57):
you may get subscriptions that you didn't even know that
you had and that are completely

Jake (49:01):
Mm-hmm.

Fonz (49:01):
free that you can access because they build partnerships too as well.

Jake (49:05):
Right.

Fonz (49:06):
tap into your service centers as well.

Jake (49:07):
find out that, that Oh yeah, we actually already have that.
And you just didn't knowabout it for some reason.

Fonz (49:12):
for

Jake (49:12):
Yeah.
the other tool I wanna mention, and Idon't even know the answer here, so I'm
gonna, unless you know the answer to thisquestion, I'm gonna, we're gonna lean,
lean on the listeners to fill us in.
Um, years ago, especially duringpandemic teaching years, a lot of
people were shifting over to using Loom.
one of the reasons they were shiftingto Loom was it had those like view pages
where you go to a page to view the videoand you comment and things like that.

(49:34):
Screencastify didn'thave that at that point.
Now they do.
so a lot of people weremoving over to Loom.
Loom made their wholeplatform free for educators.
Um, and so educators were excitedabout having that free access.
about a year and a half ago orsomething, loom was purchased, I
know, by a company called Atlassian.
and at Atlassian I'm familiarwith them, primarily because

(49:56):
I use Trello a little bit.
And, uh, Trello is an Atlassian program.
but now Atlassian owns Loomand I think the free access to
the education plan has changed.
I think it's now discounted,not free, but I don't know.
All I've been able to find on theirwebsite is a spot where you could,
submit, fill out a form to get verifiedto get discounted access to their plan.

(50:22):
So I think that's no longerfree, but I don't know.
Do you know?

Fonz (50:26):
No, you know what?
I'm not sure.
I'm

Jake (50:28):
Right.

Fonz (50:28):
kinda looking around here and I know I used it recently and I mean, everything
worked fine and I didn't get any cues

Jake (50:35):
Yeah.
Fingers crossed then.

Fonz (50:36):
like yeah, you've gotta pay, or anything yet.
But I don't know, maybe they mighthave grandfathered people in and

Jake (50:41):
Yeah,

Fonz (50:42):
not the new users.
But I know that, that doesn'tseem surprising, like now that,
unfortunately like a lot of companies

Jake (50:47):
happens.
Yeah,

Fonz (50:48):
it's like, like you said, it's the storage.
It's uh, where

Jake (50:51):
yeah,

Fonz (50:52):
to pay for this?

Jake (50:53):
yeah,

Fonz (50:53):
and you know, it's, yeah, that's the way it goes,

Jake (50:55):
yeah,

Fonz (50:56):
it's still a, it was a great tool as

Jake (50:58):
yeah.
Mm-hmm.

Fonz (51:00):
well.
You know a fantastic, I love that youcan leave the little thumbs up on
certain areas, certain highlights and then

Jake (51:04):
Yep.
I love that.

Fonz (51:05):
everybody loved that.
Now, instead of just being a square video,

Jake (51:09):
Right,

Fonz (51:09):
oh, I'm in a little like circle

Jake (51:11):
right.
The circle, like everybodywanna loom just for the circle

Fonz (51:15):
Just

Jake (51:15):
now.
Everybody else, every tool has a circle.
Yeah.
Well peeking around on theirwebsite, I could see that the
free version gives you 25 videos.
Transcriptions, and this still hasthose comments and emoji reactions,
so certainly that's a, that'sa free version, that's useful.
it says there's a education discount,I just don't know the details of it.
So it's certainly a tool worth mentioning.

(51:35):
We'll see what thatdiscount turns out to be.
If anybody listening knows theanswer to that, let us know.
Reach out.
Uh, I know I'm excited tolearn and I'm sure Fonz is too,

Fonz (51:44):
yeah for sure.

Jake (51:44):
Uh, to learn what Loom is offering now.
It's hard to keep upwith all of these things.
Um, all of the changing platforms,changing names like Screencast-o-Matic
is now ScreenPal and Loom is now owned bythis person over there and Screencastify
now has quizzes and all of these things.
and one place I would recommend.
Learning about this isall of Fonz' content.
Check out, um, my.EdTech.life.

(52:07):
You could find him on all of thesocial medias, as he mentioned earlier.
Lots of great vertical videos repurposedfrom the podcast and things like that.
Check out his podcast, checkout his YouTube channel.
Check out all of his content.
Everybody's gonna be going to the YouTubechannel anyhow, to see the background
on your, on your, in your workspace.
But definitely a great spaceto learn about these updates.
And as you could tell, listeningto, your passion for education and

(52:30):
supporting teachers, uh, I think a lotof people are gonna be flocking over
to that website to learn from you.
Uh, so Fonz love the work you do,appreciate you being on the show today.
Thanks so much, buddy.

Fonz (52:39):
No, thank you.
I, I really appreciate you.
And you know, uh, I'll behonest with you, it just, uh.
Having you on my show too, wassomething that was fantastic because

Jake (52:47):
Nice.

Fonz (52:48):
growing up, not co, not like, I guess formally not coming
into this space as an educator,

Jake (52:53):
Mm-hmm.

Fonz (52:53):
like I mentioned coming in from sales and marketing

Jake (52:55):
Yeah.

Fonz (52:56):
diving in and then now it's like, okay, where do I find resources?
Of course your teacher friends,but then social media, I'm like,

Jake (53:03):
Yeah.

Fonz (53:04):
then seeing you on my feed all the time with all your great shares, you know,
at the time, you know, you and Holly and

Jake (53:13):
Yep.

Fonz (53:13):
so many other educators putting stuff out and just following you all.
I mean, I learned a lot from you.
And then,

Jake (53:18):
Thanks.

Fonz (53:19):
on my podcast a couple years back, I was like, oh my gosh.
Like he's on my podcast and

Jake (53:23):
Uh,

Fonz (53:24):
so great and now I get to be, uh, on your podcast, which again,
it's something that to me means a lot

Jake (53:30):
yeah.

Fonz (53:30):
and the fact that you would reach out to me and and again, going
back to what we were talking aboutmany times, that imposter syndrome or
you think, no, I can't do this, and.

Jake (53:39):
Yep.

Fonz (53:39):
now I can tell my parents, I was like, guess whose podcast I was on?
This is fantastic.

Jake (53:42):
Oh, come on.

Fonz (53:44):
No.
So I thank you for the workthat you do because you've

Jake (53:47):
Yeah.

Fonz (53:47):
definitely been very influential in my career and in what I do and, uh,
in my continual pursuit of learning withall the great content that you put out.
So thank you for what you do,

Jake (53:55):
Oh, thank you.

Fonz (53:56):
Jake.
I just want to let

Jake (53:57):
Yeah,

Fonz (53:57):
you know that in person.

Jake (53:58):
thanks Fonz.
I appreciate it.
The feeling is mutual and you'redoing great work and keep it up buddy.
Thanks for being onthe show with us today.

Fonz (54:04):
Thank you.

Jake (54:07):
How great is Fonz such a good person with such great
insights about EdTech and teaching?
Speaking of EdTech and teaching andinsights about both, here are some
things I'd like to update you on,and the first one comes with a quick
confession before we get into a setof exciting updates about NotebookLM.
So.

(54:28):
I've said in the past that youcouldn't share your podcast creations
with others or share a notebookwith others, and that was wrong.
Turns out there was a little sharebutton in the top right corner.
How did I miss that?
So you could click that sharebutton and then share them with
other people by adding their
email addresses, just like you wouldwith the Google Doc or Google Slides.

(54:49):
It was in the same exact spot asin those other Google platforms.
I don't know how, I didn't see it there.
Uh, my bad on that one.
But now there's even more to talkabout because NotebookLM recently
dropped a handful of updates.
The first one relates to that sharebutton that I was just talking about.
There are now public links in NotebookLM,so you can now share a NotebookLM

(55:12):
Notebook with anyone via a simple link.
Before you had to type their emailaddresses in, that means that now we
could just have a link and share it withanybody so teachers can finally send
out a curated set of sources, summarydocs, or even interactive podcasts
without requiring everyone to haveedit access or get added individually.

Think (55:35):
Study guides, project overviews, or scaffolds for independent research.
The viewers can't messwith the original sources.
That's nice.
They're not collaborators.
They're just viewing thenotebook, listening to the
podcast, but they can interact.
They can ask follow-up questions, theycan listen to the generated audio.
They could explore the summaries.

(55:56):
They just can't make changes to it,which is kind of wonderful actually.
It's like giving your students orcolleagues a smart, searchable binder.
Really, really cool.
Speaking of audio, a second NotebookLMupdate NotebookLM's amazing audio
overviews that turns your sourcesinto podcast style explainers.
That's.
Everybody's favorite part of NotebookLM,I think, are these podcasts that

(56:18):
generates, they are now multilingual.
They're available in over 50 languages.
That is huge.
Whether you're working with multilinguallearners, building cross-cultural
content, or just want to hear a docbroken down in your native language
NotebookLM now makes that possible.
You could even set your preferredoutput language, switch it up

(56:42):
anytime, and generate audioand chat responses that match.
That means that you could generate andshare notebooks in different languages
to meet the needs of your learners,or even empower them to generate
resources in their own language.
That's the kind of accessibilitythat I get really excited about

(57:02):
and it doesn't stop there.
NotebookLM now has a mobile app.
Finally, it's on both iOS and Android, andit brings the experience into your pocket.
I've talked about how I used to downloadthe audio overview I generated and upload
them in drive to listen to them on thego, but now you could do that in this app.

(57:23):
You can ask questions on the go and sharecontent straight from your browser or
YouTube app directly into NotebookLM.
I think that's whatI'm most excited about.
When I am on the go anddiscover new content.
I could pop it right into anotebook, ready to be broken
down or annotated later.
You can even listen to them offline.
Subway tunnel teachers rejoice, right?

(57:44):
This all, all of this adds up to atool that's becoming more practical,
more inclusive, and more usable.
Especially for folks juggling a lot ofinformation across languages, across
devices, and across teaching contexts.
So have you tried thesenew NotebookLM features?
What's your take?
Send me your thoughts on Blueskyor at speakpipe.com/eduDuctTape.

(58:08):
Let's be honest.
Creating resources for your studentstakes time and energy, and while it's
rewarding to build something you'reproud of, it's even better when
you know it's actually being used.
That's why I am excited aboutthis new update from Padlet.
They've added built-inanalytics for your boards.
It's simple, but genuinely useful.
When you open any Padlet, whetherit's a resource board, a discussion

(58:32):
space, a project hub, whatever itis, you can now click the three dots
in the corner and select details.
And at the bottom you'll now seereal time stats, total views, unique
visitors, and engagement time.
And yes, I said real time.
The numbers update roughly every minute.
So you can actually see how often yourcontent's getting used and how much

(58:55):
time people are spending on it too.
If you've ever wondered whether yourstudents just clicked the link and
bounced, or if they actually spenttime digging into what you shared, this
gives you a pretty decent snapshot.
Now, to be clear.
It is privacy friendly and because it'sprivacy friendly, there's no individual
tracking, so it's not tracking yourstudents when they come to the board.
It's just aggregating stats.

(59:16):
So it just knows somebody loaded upthis page, not who loaded up the Padlet
and stayed on there for 20 seconds.
So if you see 20 visitors andyou have a class of 25, you know
that five kids didn't visit it.
But you don't know which five, uh,but I think it's still a helpful pulse
check to know there are still someof you who haven't access to Padlet,
or maybe it's being used a lot.

(59:36):
Whatever that information might tellyou if you're using Padlet to house
learning resources, choice boards, oreven asynchronous discussions, this
could be a really nice layer of insight.
Oh.
And if you want even more detail,like you wanna know how many posts
there are or how many reactions tothe posts, you can always export
the whole board as a spreadsheetand then get that data from there.

(59:57):
But for day-to-day use, I likethat they kept the analytics
panel clean and focused.
You just get those three things.
Total views, unique visitors,and engagement time.
Analytics are already live onboth the web and mobile app.
So if you're a Padletuser, give it a look.
You've got access already.
What do you think?
Is it a helpful editionor just digital clutter?

(01:00:19):
So here's something that hid rightbeneath my nose for quite a while.
The Google Lens feature in theChrome browser on my desktop.
So Lens is now built right into Chromeon desktop and it lets you search
visually-- basically search what yousee-- directly from your browser tab.
You might have used Google Lens inthe past on your phone to identify

(01:00:40):
what a plant was or translate a signor something like that, but now it
works inside Chrome on your computer.
Just click the little cameraicon in the address bar.
You might actually have to clickin the search bar first to see
the Google lens button appear.
But then you can click drag ordraw a box around whatever you want
to investigate, say an object ina photo, a diagram on a webpage.

(01:01:02):
A still from a video, even texton a slide in a live stream.
You can also right click on an imageand choose search with Google lens.
Once you've highlighted whatyou're curious about, a side panel
opens up with search results.
You could dig deeper fromthere, refine your query, or
ask follow-up questions too.
And the beauty is youdon't leave your tab.

(01:01:23):
The search pops up on the sideso you could stay where you are.
For classroom use, this couldbe super handy, I think.
Imagine you're showing a slide and astudent asks about something in your
slide or the video you're showingthat you don't know the answer to.
You could use lens right thenand there without copying
links or opening a new tab.
I think this is great because.

(01:01:43):
First of all, it models youbeing a lifelong learner.
It models you using your technologyeffectively, you being intellectually
curious and inquiring and usingyour lateral reading skills.
Speaking of lateral reading, if it's a newterm to you, it's a skill we really need
nowadays where we fact check or evaluateinformation by leaving the website where

(01:02:04):
we saw it and investigating that infoby reading what other sources say with
Google Lens, we could hypothetically dothis without even leaving the browser tab.
We could do it right there fromwithin that browser tab, making it
more efficient to become digitallyresponsible, and again, a great
thing to model to our learners.
Now, to be real, I've read that theimage selection with Google Lens isn't

(01:02:27):
always perfect, but when it works, itis a quick, lightweight way to bring
curiosity right there into your browser.
You can even highlight text and useLens to translate it or copy it, which
could be a nice boost for multilinguallearners or for research tasks.
So, have you tried Lens and Chrome yet?
If you have, I'd love to hear howyou're using it, or if you can imagine

(01:02:47):
fitting into your classroom workflow.
My computer finally learnedhow to spell Quizizz.
It doesn't auto correct it tosomething else anymore, but now
it's gone a step further and itcorrects the word quiz to Quizizz.
How irritating is that?
If I say Quizizz, it saysQuizizz, that's good, but if I

(01:03:08):
say quiz, it also says Quizizz.
That's bad.
No computer.
I know how to fix it.
But seriously, it took my computer10 years to finally learn how to
spell Quizizz, but it's finallylearned it, and it's even going
a little bit overboard with it.
Wouldn't it figure now thatit's learned what Quizizz is,
they are changing their name.

(01:03:29):
So now I'm going to say, let's administera formative assessment quiz, and
my computer is going to say, let'sadminister a formative assessment
Quizizz, and I'm going to say computer.
There's no such thing as Quizizz.
It's now called (pauses).
Well, actually, I don'tknow what the name is yet.
They're unveiling the new name soon, very,very soon, and as soon as I know what

(01:03:52):
it is, I will share it with all of you.
Honestly, all joking aside aboutmy computer autocorrecting quiz to
Quizizz, I am super excited for thecompany about this new chapter and
their evolution and this new name . Ican say that back when it came out
more than a decade ago, it was maybe myvery favorite tool for administering a

(01:04:12):
quiz, and so the name Quizizz was reallyappropriate for it, but in the years since
then, they have grown to do so much more.
So many amazing things, and so I thinkmoving on to a new name I think is a great
idea, and I think it is a hint that greatthings are coming in their future as well.
So congratulations everybody at Quizizz.
I'm excited to hear about the newname, and I'm excited to share

(01:04:34):
it with all of the EducationalDuct Tape listeners as well.
I recently read the Shift to Studentled by Doctors Catlin Tucker and Katie
Novak, and I think it's one of thosebooks that feels incredibly timely,
especially for classroom teachers.
What I appreciate most is how itspeaks directly to the challenges so

(01:04:55):
many teachers are feeling right now,exhaustion, pressure, and a sense
that the way we've always done things
might not be sustainable anymore.
Each chapter takes a common teacher-ledworkflow, things like grading or feedback
or classroom management, and reimaginesit through the lenses of Universal Design
for learning and blended learning, twoof my favoritest things right there.

(01:05:18):
The goal to put students at thecenter and free teachers from
having to be the sole engine drivingevery moment of the classroom.
Giving students agency, buildingself-regulation, developing
learner-centered classrooms,that is my jam right there.
And this book aims to helpteachers do just that and make
teaching more sustainable.

(01:05:39):
One of the things I kept thinking whileI was reading this book was this would
make a great year long PD structure.
You could easily take onechapter at a time, dig into
it as a team, try things out.
They give you plenty of options to tryout, reflect, and then build from there.
There's a strong balance of reflection,research, and ready to use strategies.
If you're looking for a book thatsupports deeper shifts towards

(01:06:02):
student ownership with some concretetools to help you get there, I
think this one's worth checking out.
Have you read it yet, or haveyou tried redesigning any of
your classroom workflows lately?
I'd love to hear about both.

Remember (01:06:13):
any responses to any of the stuff we talked about today?
Bluesky with #EduDuctTape orspeakpipe.com/EduDuctTape.
Well, that does it for today.
Please don't forget to connect withthe show either on social media or
on SpeakPipe to share your reactionsto anything we talked about.
Please share this episode with yourfriends so they can learn any EdTech

(01:06:36):
news stuff that we talked about today.
I hope you have a wonderful day.
I hope you have a great summer, and mostimportantly, I hope that you're subscribed
so that you are here with us next weekwhen we come back with a new episode.
See you everybody.
Thank you for everything you do.

All Episodes

EDT126 Fonz Mendoza, Screencasting Tools, Screencastify, Kapwing, ScreenPal, Loom, plus NotebookLM, Padlet, Quizizz, and Google Lens

EduDuctTape Episode 126

Episode Transcript

Popular Podcasts

On Purpose with Jay Shetty

Dateline NBC

Cold Case Files: Miami

.css-15opob5{left:0;position:absolute;top:0.8rem;} All Episodes

.css-14f5ked{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:2;overflow:hidden;}EDT126 Fonz Mendoza, Screencasting Tools, Screencastify, Kapwing, ScreenPal, Loom, plus NotebookLM, Padlet, Quizizz, and Google Lens

EduDuctTape Episode 126

Episode Transcript

Popular Podcasts

.css-r6mb8g{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:1;overflow:hidden;}On Purpose with Jay Shetty

Dateline NBC

Cold Case Files: Miami

All Episodes

EDT126 Fonz Mendoza, Screencasting Tools, Screencastify, Kapwing, ScreenPal, Loom, plus NotebookLM, Padlet, Quizizz, and Google Lens

On Purpose with Jay Shetty