Creating with Technology

Creating, Not ConsumingA Year of Purposeful Technology Integration

⌛ 4 minute read
This school year, technology integration across grades 3–6 continued to focus on purposeful creation, communication, computational thinking, and digital citizenship. As the Digital Learning Specialist, I collaborate with classroom teachers to design and co-teach lessons that integrate meaningful technology experiences into classroom learning.

 

 

Students explored a wide range of digital literacy and computer science topics throughout the year, including online safety, digital footprints, privacy, plagiarism, misinformation, deepfakes, AI literacy, responsible technology use, and device distraction.
Students also engaged in computational thinking and coding experiences through Scratch, Sphero, Lego WeDo, Makey Makey, Hour of Code, and Hour of AI activities.

Using Chromebooks within our Google for Education environment, students regularly created and collaborated using Google apps, Canva, WeVideo, and Book Creator. These tools supported authentic student creation through multimedia presentations, digital publishing, coding projects, video production, and collaborative design experiences.
Canva played an especially significant role in supporting graphic design and visual communication skills across grade levels. Students created infographics, posters, awareness campaigns, and presentations connected to classroom curriculum while exploring design principles such as layout, typography, visual hierarchy, color, and audience awareness.


Throughout the year, students were guided by essential technology questions such as:
How can technology support creativity and communication?What responsibilities do we have as digital citizens?How can we evaluate the reliability of digital information?How can computational thinking support problem-solving?How do design choices influence communication and audience understanding?
These experiences align closely with the Massachusetts DLCS Standards, particularly within the strands of Computing and Society, Digital Tools and Collaboration, Computing Systems, and Computational Thinking.
Across the learning year, technology experiences emphasized creativity, communication, collaboration, and critical thinking in all content areas. Whether students were coding in Scratch, designing projects in Canva, producing green screen videos, or examining topics such as misinformation, deepfakes, and responsible digital citizenship, digital tools were used to support authentic learning, creative expression, and thoughtful problem-solving.

WeVideo

Breaking News from the Ring of Fire:Fourth Graders Go Live with WeVideo!

Fourth graders in Ms. Davis's & Mrs. Algozzini's classes took on the role of news reporters — covering a volcanic eruption in the Ring of Fire! As part of their natural disasters unit, students used WeVideo to turn their research into dynamic video reports.

Instead of just writing about the eruption, students brought the story to life, combining narration, images, and video clips to explain what happened and why it matters.

🎬 Technology Skills in Action

Students practiced:
Using digital tools to organize and share their ideas
Combining video, text, and audio to communicate clearly
Collaborating and revising their work to make it more engaging
Creating and sharing responsible digital content

Through this project, they discovered that technology can transform learning from reading and writing into something creative, interactive, and audience-ready.

With WeVideo, our fourth graders weren’t just learning about natural disasters — they were reporting on them like real journalists.

Lights. Camera. Eruption! 🌋🎥

Essential Technology Questions

How can video tools help us communicate ideas clearly?

What makes a digital video interesting and easy to follow?

How can we use online media responsibly in our work? 

Massachusetts DLCS Standards Covered (Grades 3–5)

Digital Tools & Collaboration (3–5.DTC.1–3)
Using digital tools to create and communicate information
Selecting appropriate digital tools for a task
Computing & Society (3–5.CS.1–3)
Demonstrating responsible use of digital media
Using and citing digital content appropriately
Computing & Design (3–5.CD.1–3)
Creating digital artifacts to communicate ideas
Iteratively improving digital work

WeVideo

Ctrl + Creativity: Turning Opinion Essays into Digital Stories

Fourth graders in Ms. Davis's class recently took their opinion essays to the next level by transforming their written words into digital stories using WeVideo. After writing essays in response to the question, “Do you believe it’s important to rely on family and friends to overcome challenges?”, students explored how multimedia can make their ideas more powerful and engaging.
Each student began with a completed essay, which they had written and revised during their ELA block. Then, during technology class, they used WeVideo to bring those essays to life. Students recorded voiceovers of their writing, added images and videos, and learned to use transitions and text overlays to highlight key points. What began as a thoughtful written reflection became a compelling visual story about perseverance, teamwork, and the importance of relationships.
Throughout the process, students demonstrated creativity and digital literacy skills. They learned how to plan and organize a digital project, how to choose visuals that match tone and meaning, and how to edit their work for flow and pacing. The activity also emphasized collaboration and problem-solving—students often helped one another troubleshoot audio, select effective imagery, or adjust timing to match narration.
This project supported several Massachusetts Digital Literacy and Computer Science (DLCS) Standards for grades 3–5, including:
Computing and Society (CAS 3–5: 1.3, 1.4): Students used digital tools to create and share information while discussing the impact of technology on communication and creativity.
Digital Tools and Collaboration (DTC 3–5: 1.1, 1.2, 1.4): Students selected and used WeVideo to create digital artifacts, collaborated with peers to problem-solve, and demonstrated responsible use of media.
Computing and Design (CT 3–5: 2.1, 2.2): Students used a step-by-step process to plan, create, and refine their multimedia projects, applying sequences and logical organization to achieve their creative goals.
By combining writing, storytelling, and technology, this project helped students see how their voices can extend beyond the page. The final videos showcased not only their opinions, but also their growing confidence as digital creators and communicators.
Each story reminded us of the same message the students wrote about—we’re stronger when we work together.

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

WeVideo

WeVideo in Fourth-Grade: Young Editors in the Making

In the digital age, fourth-grade students are embracing the art of video editing using WeVideo.

Let's explore their journey.

Digital Literacy: WeVideo introduces young learners to video editing, a critical skill in today's world.

User-Friendly: WeVideo's user-friendly interface makes it ideal for fourth graders to grasp the basics quickly.

Creativity Unleashed: With WeVideo, students create captivating videos, expressing their creativity and enhancing presentation skills.

Collaboration and Teamwork: WeVideo fosters teamwork and problem-solving skills as students work on group projects.

Confidence Builder: WeVideo boosts students' confidence, teaching them that they can produce high-quality videos.

Real-World Applications: These skills have lasting impacts, benefiting students in future educational and career endeavors.

In conclusion, WeVideo empowers young fourth graders to explore their creativity, develop digital skills, and build the confidence to excel in the multimedia-driven world, setting the stage for the next generation of creators.

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.DTC.a.3; 3-5.DTC.b.1

Redefining Literacy in Grade 4: Part 3

Studio 17Ever WonderNew Episodes Have Dropped!

Episode 4, Math in Everyday LifeEpisode 5, Math:  It's in YOUR Future

Students of the Hive (grade 4, Davis/Valzania) have been transformed into producers, directors, screen writers, actors and more!  As part of a generous grant from B.E.S.T., students have been taking their learning into the world of video production. 

In today's digital age, being literate no longer means just being able to read and write. With the rise of social media and video content, it has become essential for students to be able to create and understand video content as well. As such, redefining literacy for students to include video creation is a necessary step.

Video creation can be a powerful tool for students to express their ideas, thoughts, and creativity. It allows them to present information in a more engaging and visually appealing way, making it easier for their audience to understand and retain the information. In addition, video creation can also enhance critical thinking and problem-solving skills, as students must plan, storyboard, and edit their videos.

Of course, video creation should not replace traditional literacy skills such as reading and writing, but rather complement them. It is essential for students to be able to communicate effectively in various forms, and video creation is becoming an increasingly important one.

Redefining literacy for students to include video creation is an important step in preparing them for the digital age. It can help enhance critical thinking and problem-solving skills, as well as provide a creative outlet for students to express themselves. By incorporating video creation into the curriculum, students can develop the necessary skills to thrive in a world where digital media is becoming increasingly prevalent.

Episode 4:  Math in Everyday Life




Episode 5:  Math - It's in YOUR Future

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

-Mrs. Kosakowski

Redefining Literacy in Grade 4: Part 2

Studio 17Ever WonderNew Episodes Have Dropped!

Episode 2, Geography & Early Civilizations of North AmericaEpisode 3, Earth's Changing Surface

Students of the Hive (grade 4, Davis/Valzania) have been transformed into producers, directors, screen writers, actors and more!  As part of a generous grant from B.E.S.T., students have been taking their learning into the world of video production. 

In today's digital age, being literate no longer means just being able to read and write. With the rise of social media and video content, it has become essential for students to be able to create and understand video content as well. As such, redefining literacy for students to include video creation is a necessary step.

Video creation can be a powerful tool for students to express their ideas, thoughts, and creativity. It allows them to present information in a more engaging and visually appealing way, making it easier for their audience to understand and retain the information. In addition, video creation can also enhance critical thinking and problem-solving skills, as students must plan, storyboard, and edit their videos.

Of course, video creation should not replace traditional literacy skills such as reading and writing, but rather complement them. It is essential for students to be able to communicate effectively in various forms, and video creation is becoming an increasingly important one.

Redefining literacy for students to include video creation is an important step in preparing them for the digital age. It can help enhance critical thinking and problem-solving skills, as well as provide a creative outlet for students to express themselves. By incorporating video creation into the curriculum, students can develop the necessary skills to thrive in a world where digital media is becoming increasingly prevalent.

Episode 2:  Geography & Early Civilizations of North America


Episode 3:  Earth's Changing Surface

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

WeVideo

A Message from the Spofford Pond Green TeamEarth Day 2023

Created with WeVideo

Redefining Literacy in grade 4

Studio 17Ever WonderEpisode 1, Map Skills

Students of the Hive (grade 4, Davis/Valzania) have been transformed into producers, directors, screen writers, actors and more!  As part of a generous grant from B.E.S.T., students have been taking their learning into the world of video production.  Their first episode, Map Skills, asked a small production team from Studio 17, the After Effects Agency, to dig deep and remember everything they learned about map skills.  The team then created a "tv show" based on map skills, complete with skits, commercials and more.

In today's digital age, being literate no longer means just being able to read and write. With the rise of social media and video content, it has become essential for students to be able to create and understand video content as well. As such, redefining literacy for students to include video creation is a necessary step.

Video creation can be a powerful tool for students to express their ideas, thoughts, and creativity. It allows them to present information in a more engaging and visually appealing way, making it easier for their audience to understand and retain the information. In addition, video creation can also enhance critical thinking and problem-solving skills, as students must plan, storyboard, and edit their videos.

Of course, video creation should not replace traditional literacy skills such as reading and writing, but rather complement them. It is essential for students to be able to communicate effectively in various forms, and video creation is becoming an increasingly important one.

Redefining literacy for students to include video creation is an important step in preparing them for the digital age. It can help enhance critical thinking and problem-solving skills, as well as provide a creative outlet for students to express themselves. By incorporating video creation into the curriculum, students can develop the necessary skills to thrive in a world where digital media is becoming increasingly prevalent.

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.DTC.a.3; 3-5.DTC.b.1

Green Team Video

Spofford Pond School Green Team Presents...

How to Save Water & Reduce Paper Waste

Check out this video by the Spofford Pond School Green Team for an informative lesson on what you can do to save water and reduce paper waste.



Way to go Green Team!

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.DTC.a.3; 3-5.DTC.b.1

WeVideo

INSPIRED BY REAL TO REEL

In order to learn the basics of the video editor, WeVideo, students in The Hive (grade 4, Ms. Davis & Mrs. Valzania) were tasked with creating a book trailer for Cynthia Lord's Rules.  Students created storyboards, learned about the preview pane, investigated stock media and layered audio, video, images and titles in the scrubber to create their final projects.  What a great project for beginning film writers, producers, editors and technicians.

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.DTC.a.3; 3-5.DTC.b.1

Creating Documentaries

Grade 4 Native American Documentaries

Students in Mrs. O'Brien's grade 4 classroom have been studying Native Americans of North America and how where they lived in the U.S. affected how they lived.  After creating dioramas of a Native American village, students recorded and voiced-over informational documentaries explaining how and why they chose their designs.
It's time to press play!(Mobile users click link below video image)


U.S Southwest

U.S. Northwest

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.DTC.a.3; 3-5.DTC.b.1

WeVideo

Inspired by Real to Reel

In order to learn the basics of the video editor, WeVideo, students in The Hive (grade 4, Ms. Davis & Mrs. Valzania) were tasked with creating a book trailer for Peter Brown's The Wild Robot.  Students created storyboards, learned about the preview pane, investigated stock media and layered audio, video, images and titles in the scrubber to create their final projects.  What a great project for beginning film writers, producers, editors and technicians.

Check out these finished projects:

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.DTC.a.3; 3-5.DTC.b.1