EdTech Tools for Student Assignments

Podcasts are digital audio programs that often include conversations, interviews, fiction or nonfiction storytelling, theatrical readings, or educational material. They serve various purposes, such as informing, persuading, or educating. By creating a podcast, students demonstrate their learning by synthesizing information, articulating complex ideas, and communicating their findings to an audience. When creating a podcast, students should consider the elements of effective podcasts, such as sequencing, recordings, music, and sound effects.

For example, in an electrical engineering class, students could create a podcast where they research and analyze a technology related to electrical engineering – such as renewable energy systems, smart grids, urban air mobility, etc., – discuss its practical applications across different industries, and identify societal challenges associated with its implementation. Or, in a sociology class, students could create a podcast on a chosen social issue, where they research the issue and its relevance in society, apply sociological theories to the issue, and educate their audience about the broader implications of the issue.

Video assignments allow students to apply and demonstrate their understanding of course material through a visual medium. The videos can take on various forms, from personal reflection videos where students record themselves and share the footage, to more complex and polished products that require students to plan, storyboard, shoot, and edit their work. Instructors can choose to place more emphasis on either the video’s content or its production. Students can create documentary-style videos, interviews, public service announcements, animations, vlogs, webinar-style video presentations, recorded demonstrations, or social-media style video clips.

For example, in a nursing class, instead of a written case study assignment, students could create a video where they analyze a case study, provide an assessment of the patient’s well being, and use the video medium to demonstrate effective communication and interview techniques. Or, in an earth and environmental sciences class, students could create a public service announcement-style video where they discuss preparing for severe weather and advocate for safety measures.

Photo essays are a form of visual storytelling that allow students to present a narrative through a series of images. By creating a photo essay, students learn to recognize qualities of strong photographs and images and how they can be used to tell a story or make an argument. The assignment provides students with the opportunity to gather visual materials, organize them into a compelling narrative, and articulate a message clearly, developing their skills in editing, sequencing, and visual communication.

Types of photo essays include day-in-the-life photo essays, which tell the story of a day-in-the-life of a subject; a historic site photo essay, with different perspectives on historic landmarks; behind-the-scenes photo essays, which show viewers a look of something they might not otherwise view; and a local event photo essay, which shows the scene of people working, performing, or taking in a local event or place.

For example, in a theater and performance class, students could create a photo essay to show behind the scenes of a performance, including how the actors prepare backstage, how the properties manager organizes the props, how the lighting designer prepares the light board, how the costume manager arranges the costumes, etc. Or, in a business course, students could create a photo essay to demonstrate all of the steps of designing a marketing event and successfully executing the event with their intended audience.

Active reading before class is often an important first step for students to understand course material; if students have difficulty completing the assigned readings, they may also have difficulty participating in class sessions. Social annotation makes students’ active reading visible by allowing students to add comments, questions, and ideas directly to digital course readings, websites, or other online resources. Rather than passively consuming course material, with social annotation, students are encouraged to actively read and engage with the material by underscoring key points, asking questions, making connections, and challenging assumptions. Furthermore, since students can see and reply to each others’ comments, social annotation allows students to discuss with each other while directly referencing course materials.

Instructors can guide students’ reading and prompt students to annotate the text in specific ways, such as highlighting and defining difficult terms, sharing their opinions and responses to readings, or answering specific questions.

For example, in a foreign language class, students could annotate a shared text to highlight new vocabulary words. Or, in a biological sciences class, students could annotate journal articles to indicate evidence for their own research.

A website creation assignment provides students with the practical experience of designing and developing a digital platform, and gives them the opportunity to showcase their learning to an online audience. While creating a website, students can develop skills in coding, content creation, and visual design, while also learning to consider factors such as navigation, user experience, and content creation. Students can create portfolios, blogs, e-commerce websites, and educational or informational websites.

For example, in a communication class, students could create a professional portfolio of their writing to showcase for future employers. Or, in a business class, students can create an e-commerce website to simulate the steps of launching a product to the public.

Social media assignments promote effective online communication, enhance students’ understanding of different social media platforms, and provide students with the opportunity to engage with a broader audience and develop a professional online presence. When posting on social media, students must consider their audience, message, content, tone, and visual elements. Types of social media posts that students could create include educational or informative Instagram posts, Facebook posts, LinkedIn updates, and TikTok videos with infographics, images, links to articles, or other commentary.

For example, in a nutrition class, students could create short educational TikTok videos to educate the public about healthy eating. Or, in a public policy class, students could create Instagram posts that demonstrate their understanding of a chosen policy through informative images and captions about the historical and contemporary context of the policy and the impact of the policy on different stakeholders.

Digital whiteboards and bulletin boards provide space for students’ brainstorming and collaboration, which can help foster an intellectual community and social presence in the course. Students can use these tools to gather information, share resources, and manage group discussions, projects, and research. Furthermore, they offer flexibility, since students can post in real-time or asynchronously.

For example, in an urban planning class on project management, students working together on an assignment could use a digital whiteboard as a shared workspace to outline the components of their project management plan and to update their teammates on the status of their assigned tasks. Or, in a disability and human development course, students could use brainstorming and collaboration tools to analyze a chosen topic about disability and accessibility and brainstorm an inclusive solution.

Using EdTech tools can help students develop technology, collaboration, and critical thinking skills. Today, students have digital experiences from passively consuming technology in their daily lives, but they need to develop digital literacy skills to produce and create artifacts using those technologies (Erwin and Mohammed, 2022). Learning experiences that center digital skills, such as assignments where students use EdTech tools, create a path for students to become engaged and contributing members of a digital world. Furthermore, technology skills are crucial for students to be prepared for their future professions. Williams (2015) examined perceptions among students and employers and found that technical skills are considered workforce readiness skills, akin to soft skills.

Nearly all jobs that students might have in the future will involve technological fluency and expertise. Collaboration skills are also essential for students’ future careers, and Costley (2014) states that EdTech tools can help facilitate student collaboration – especially in hybrid, online synchronous and online asynchronous classrooms. Students creating products such as podcasts or videos in groups helps foster collaboration skills. Digital whiteboards and bulletin boards also encourage brainstorming and working together. Costley (2014) also says that technology can be used to promote the development of higher-order thinking skills. When creating an authentic product using EdTech tools, students’ thinking goes beyond simple recall and instead applies course concepts to their creations, which helps foster critical thinking.

When students use EdTech tools to learn, they are more engaged with course materials and content (Roy 2019; Bond 2020) compared to just reading from a course text.

Employing EdTech tools on their assignments can help students take ownership over their learning – especially when they have the agency to make choices about which EdTech tools to use or how to use them – which promotes heightened student engagement and empowerment.

Students’ knowledge acquisition and skill development is enhanced by using EdTech tools. In a study (Kissova 2022) that compared sections of a professional English language course where students used EdTech tools to sections where students did not, the students who used EdTech tools showed increased verbal and non-verbal skills and stronger retention of course materials.

Using Random Forest Regression, Tzenios (2020) controlled for variables such as family income, teacher-student ratio, and student health, and showed that the integration of EdTech in schools increases students’ academic performance levels.

Kissova (2022) also found that EdTech was a catalyst in making learning enjoyable, engaging, and exciting for students, and that students reported higher levels of satisfaction in the course where they used EdTech tools.

In a McGraw Hill Annual Digital Study Trends Survey, 81% of students surveyed felt that digital tools improved their grades and 61% of students surveyed prefer to enroll in classes that incorporate digital learning technology.

Using EdTech tools can help students facilitate positive motivation, attention, persistence, and attitude toward their own learning (Muhammad et al 2012; Sagin 2020). When students work on challenging tasks using technology, their motivation to improve increases.

Additionally, when students see EdTech tools as user-friendly, their intrinsic motivation to use them increases.

According to Itighise and Wordu (2018), encouraging students to use EdTech tools can support implementation of authentic learning experiences. Authentic assessments allow students to apply course concepts to real-world scenarios or situations and create new knowledge and meaning.

EdTech tools help support student creation of authentic assessments, such as products and performances.

Consider how the assignment’s intended audience and function support the learning goals of your course. For example, if you assign students to create a podcast, is the intention for them to tell a story, inform the audience, present an argument, or something else, and how do these options support your course’s learning goals?

Consider whether you would like to mandate the audience and intention for students, or if you will allow them to choose between different options that support the course’s learning goals, which may help support Universal Design for Learning (UDL). Allowing students to choose the tool they use may also support UDL. For example, students can choose the podcast creation software that supports their needs.

Scaffolding involves dividing a larger assignment into smaller, more manageable tasks, allowing students to develop the necessary skills for accomplishing the larger assignment. By employing shorter assignments that progressively build upon each other, students can master the skills necessary for successfully tackling a major assignment. To scaffold an assignment effectively, the initial step is to identify the knowledge and skills essential for completing the final task.

Then, create a process for students to sequentially acquire these skills over the course of the semester. For example, for a video assignment, students can submit a storyboard, which is an outline of the video with shots, scenes, and dialogue, and receive feedback on it ahead of recording. Or, perhaps students submit a few photos ahead of their full photo essay, to ensure they understand the basics of image editing and curating.

Consider the length of the final product of the assignment.  Limiting the scope of the assignment encourages students to curate the most important information to include in their final product. A 2-10 minute video or podcast can be just as effective as a longer final product.

As a rule of thumb, expect 30-60 minutes of editing time for every minute of video, plus time spent storyboarding, scripting, and shooting. A well-executed 2-3 minute video that conveys a lot of information can be a challenging assignment, compared to a longer video with unnecessary scenes.

Students benefit from EdTech tools that have a low labor demand to learn just as much as tools that require a significant time investment to use. According to Shauna Chung (2022), these “low lift” tools can have a “high impact” on student learning and engagement, without extreme labor demands on student time or the anxiety that may accompany learning a new tool.

Consider the activity times associated with the credit hours of your course and how much time you would like students to dedicate to learning new tools.

Consider class size when deciding whether students will complete the assignment individually, in pairs, or in groups. Students working in pairs or a group could complete an evaluation of their own work and their peers’ work.

To use social annotation tools in a large class, consider breaking the class into small groups with no more than 5 or 10 students per group, as it may be difficult for students to see each others’ annotations in a larger group.

Consider whether the tool is UIC-managed and funded, or if a free or low-cost version is available to students. Many tools may offer free trials, which may last for the duration of your course. Avoiding costly tools helps ensure that they are accessible to all students, regardless of finances.

Note: When determining EdTech tools for student assignments, it is essential to review the tool’s accessibility and privacy policies and ensure that student data is protected and that the tool is accessible. For tools that are not UIC-supported, instructors are responsible for ensuring the privacy and accessibility of the tool.

Consider the tool’s privacy statement and what the tool does with student data. Furthermore, consider allowing students to post privately and make accounts just for your class, especially for social media assignments. For website assignments, students can create websites that are unlisted to the public or to search engines.

Note: When determining EdTech tools for student assignments, it is essential to review the tool’s accessibility and privacy policies and ensure that student data is protected and that the tool is accessible. For tools that are not UIC-supported, instructors are responsible for ensuring the privacy and accessibility of the tool.

• Spotify for Podcasters: Spotify for Podcasters, formerly known as Anchor.fm, is a free platform that allows users to easily create and distribute podcasts. It functions like a mobile recording studio and allows users to record with multiple people in different locations at the same time (as long as they have the app installed on their device) and distribute the podcast for free on all platforms, including Spotify. Users can edit what they record right in the app, using simple tools like trimming and removing segments, adding traditions, sound effects, and background music. The pros of Spotify for Podcasters include its ease of use, wide range of features, analytics,  and free cost. However, some cons include limited customization options and the potential for audio quality issues. Review the Spotify Accessibility Statement and Spotify Privacy Policy.
• Soundtrap by Spotify: Soundtrap is another Spotify-supported audio editing software which includes the capabilities of Spotify for Podcasters, but also includes automatic transcription and transcription editing, so podcast creators can edit their episodes like they would a written text. Soundtrap also allows users to collaborate with co-hosts, interviewees, or guests remotely. The software has a 30-day free trial for educators with 500 seats for students and is available as a subscription after. Explore the Spotify Accessibility Statement and Spotify Privacy Policy.

• Audacity: Audacity is a free, open-source audio editing software that allows users to record and edit audio files. It is a more advanced tool than Spotify for Podcasters or Soundtrap and offers a wider range of customization options for audio editing. The pros of Audacity include its advanced editing capabilities, flexibility, and free cost. However, it can be more challenging to use than other tools, and it requires students to have access to a computer with the software installed. (Be sure to use https://www.audacityteam.org/ which is the free, authentic version; search results often include misleading links to purchase the software.) Review the Audacity Accessibility Manual and Privacy Notice.
• GarageBand: GarageBand is a music creation software that comes pre-installed on Apple computers. It offers a range of features for recording, editing, and producing audio files, including the ability to add sound effects, music, and voiceover tracks. A drawback is that it is only available on Apple devices, and students may need some familiarity with music production software to use it effectively. Review the Apple Accessibility and Apple’s Privacy Policy.

• VoiceThread: VoiceThread is a UIC-funded and supported interactive multimedia creation tool, where users can share and narrate videos, images, and documents, and comment on peers’ uploads. VoiceThread is user-friendly and integrated with Blackboard, which makes it easy for students to get started. With VoiceThread, students can upload images and record a narration of themselves discussing the images, upload a video (from their computer or from a URL) and record themselves discussing the video, or record a video of themselves using their webcam. VoiceThread does not have advanced video editing capabilities, so it would be best for an assignment where the focus is on the content of the video itself, rather than the editing; for example, a weekly discussion where students record themselves narrating their response to class readings, using visual elements. Additionally, VoiceThread is useful for assignments that require students to give each other feedback, since students can easily view and comment on each others’ submissions. Students can use other video editing tools to create a final product, then upload their video to VoiceThread to give each other feedback. Explore VoiceThread’s Accessibility Statement and Privacy Policy.
• Panopto: Panopto is a UIC-funded and supported platform for creating and sharing videos that is integrated with Blackboard. Students can record presentations and assessments and upload them directly to their assignment folder on Panopto. Panopto’s video editing features include trimming and clipping, embedding YouTube video snippets or webpage screenshots within a video, and automatically creating closed captions.  Instructors can use a webcam, smartphone, or document camera to record their feedback and leave time-stamped notes within students’ recordings. Student submissions using Panopto are visible to the student and the instructor only. Review Panopto’s Accessibility Features page and Privacy Policy.

• Echo360: While Echo360’s primary use at UIC has been for lecture capture and student engagement during lecture, students can upload videos up to 20GB to the Echo360 library. Echo360 also has basic editing capabilities, including trimming, splitting, and removing clips and inserting media and audio. Echo360 is UIC-funded and supported. Explore Echo360’s Accessibility Policy and Privacy Policy.
• Animoto: Animoto is a free drag-and-drop video editor that allows users to upload images and video clips, crop and trim their footage, and add music, text, and voice-overs. Animoto’s templates provide examples of videos for social media that include best practices for social media posting and are a good starting point for students. Review Animoto’s Privacy Policy.
• Adobe Premiere Pro: Adobe Premiere Pro is a UIC-supported advanced video editing software. Generally regarded as a standard for professional video production of feature films or TV episodes, Premiere Pro has extensive editing capabilities for virtually any editing need, including reframing, zooming, light and color effects, and much more.  Premiere Pro would be a good choice for assignments that focus on video production. Adobe Premiere Pro is included in the Creative Cloud, which is available to UIC students for $40 in the WebStore and includes over 20 other applications such as Photoshop and InDesign. (Students experiencing financial hardship can request a free download using the Adobe License Request Financial Hardship form). Adobe Express is a scaled-down, free version that anyone can use for simpler videos. Explore Adobe’s Accessibility Policy and Privacy Policy.

• Adobe Photoshop: Adobe Photoshop is a UIC-supported advanced photo editing software. Generally regarded as a standard for professional photography, Photoshop has extensive editing capabilities for virtually any image editing need and would be a good choice for assignments that focus on photo editing skills alongside course content. Adobe Photoshop is included in the Creative Cloud, which is available to UIC students for $40 in the WebStore and includes over 20 other applications such as Premiere Pro and InDesign. (Students experiencing financial hardship can request a free download using the Adobe License Request Financial Hardship form). Another choice from the Adobe family is Adobe Express, which is a scaled-down, free version that anyone can use for simpler photo editing.  Review Adobe’s Accessibility Policy and Privacy Policy.

• Hypothes.is: Hypothes.is is a social annotation software that allows students to collectively mark-up texts. It is a free, open source tool that is integrated into Blackboard. On websites, uploaded PDFs, or course texts, students can highlight the text (seen by the individual student only), annotate and highlight the text, (seen by the entire class), reply to annotations, and add tags to annotations. Users do not need to upload texts to Hypothes.is; the Hypothes.is software layers over websites, PDFs, etc. and users add annotation directly to the documents. Hypothes.is is also integrated with Blackboard. Review Hypothes.is’ Accessibility Policy and Privacy Policy.

• Perusall: Perusall is a free reading platform with built-in social annotation capabilities. Users must upload documents to Perusall first before annotating them. Users can also annotate videos and podcasts. Instructors can create short quizzes.  Perusall is integrated with Blackboard. Explore the Perusall Accessibility Statement and Privacy Policy.

• WordPress: WordPress.org is a free, open-source creation platform where users without coding experience can create a website. (WordPress.com is a for-profit, paid service powered by the WordPress.org software). Over 43% of the world’s websites use WordPress; it is a popular choice for online portfolios and blogs, as well as informative and educational websites. Review the WordPress Accessibility Statement and Privacy Policy.
• Wix: Wix is a popular website builder with a plethora of design features, templates, and drag-and-drop tools that allow users without any coding experience to create a professional-looking website. It supports forms, videos, and social media integration. Its free version includes most features, but some of the premium templates are only available with the paid subscription. Explore the Wix Accessibility Statement and Privacy Policy.

• Google Sites: Google Sites is integrated with other Google apps, such as Google Drive and Google Calendar. With Google Sites, it is easy to add others to collaborate as an editor and decide if the website is visible to the public or not.  Google Sites is affiliated with Google Workspace, which is UIC-supported. The interface is similar to Google Docs, so students may already be familiar with how to use it.  Review the Google Accessibility Statement and Privacy Policy.

• Canva: Canva is an image-editing and graphic design tool that contains basic editing features and an extensive library of templates for different social media platforms and infographics, design elements, and stock photos. With little graphic design experience, users are able to create professional-looking images that are ready to be shared to social media. In recent years, it has become an industry standard for professional social media managers. Its drag-and-drop interface is known for being user-friendly and allows multiple users to collaborate on one project. While Canva offers a robust free version, some of the premium stock photos and design elements require a paid subscription. It also offers templates for other sorts of documents besides social media posts, such as letters, resumes, brochures, and other printed and digital material. Review the Canva Accessibility Statement and Privacy Policy.

• Instagram: Since its establishment in 2010, Instagram has become one of the most popular social media platforms and allows users to share photos and videos. Students can create infographics for educational purposes or share videos meant to inform or entertain. Instagram allows users to create longform captions and share their posts with hashtags. Review the Instagram Accessibility Statement and Privacy Policy.
• TikTok: TikTok is a social media platform where users can share short videos paired with audio, music, and text overlay. Since its launch in 2016, TikTok has seen unprecedented growth, with over 1 billion active monthly users. Students can create trending short videos or informational clips and edit them directly in the app. Explore the TikTok Accessibility Statement and Privacy Policy.
• LinkedIn: LinkedIn is a professional social network where users share career experience, connect on issues related to today’s workforce, and apply to jobs.  Encouraging students to establish connections on LinkedIn is beneficial for their career. Students can practice setting up a professional online profile, search for an article on a topic, and create workforce readiness artifacts to support their future career. Explore the LinkedIn Accessibility Statement and Privacy Policy.

• Padlet: Padlet is an online bulletin board where students can collaborate in real-time or asynchronously, posting ideas, links, articles, and media and responding to each other’s posts. A benefit of Padlet is that its interface is highly user-friendly; by clicking the +, users can easily get started adding content right away. Furthermore, it provides a lot of flexibility in terms of organizing ideas; users can use different formats, such as a grid, free-form, timeline, or geographic map, to create visual representations of their ideas. While Padlet is not UIC-supported, the free version of Padlet includes three padlet boards, 20 MB of uploads, and unlimited collaborators. Review the Padlet Accessibility Statement and Privacy Policy.

• Miro: Miro is an online whiteboard for sharing ideas, media, content, and more. An exciting feature of Miro is its infinitely scrollable frame, which makes adding and grouping content easy. While Miro is not UIC-supported, the free version of Miro includes three Miro boards and pre-made and custom templates for brainstorming, meetings, project management, and event planning. Review  the Miro Accessibility Statement and Privacy Policy.