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.

Digital Citizenship

Copycats vs. Creators:Grades 4 & 5 Explore Plagiarism Through Experience

~2 minute read

What do cats, creativity, and digital citizenship have in common? In grades 4 and 5, they came together in a fun and meaningful lesson about plagiarism and responsible technology use!
To kick things off, students participated in a creative twist on “Meow a Minute.” Each student quickly drew their own unique cat—some silly, some detailed, and all original. Then came the surprise: I collected their drawings and pretended to sell them online as my own work.

The reaction was immediate.
Students quickly realized something wasn’t right. That moment sparked a powerful discussion:
How would it feel if someone took your work and claimed it as their own?
From there, students explored the concept of plagiarism in a way that truly resonated. We discussed how copying someone else’s work—whether it’s words, images, or ideas—and pretending it’s your own is not only unfair, but also dishonest.
Students made strong connections between their drawings and the digital world. Just like their artwork, online content belongs to someone—and using it responsibly means giving credit and creating original work.
Through discussion and examples, students learned how to:
Put information into their own words (paraphrasing)Give credit to sources in simple, age-appropriate waysRecognize the difference between being a copycat and being a creator

To wrap up their learning—and celebrate their growth—students participated in a lively round of Quizlet Live, which served as a fun “final exam” reviewing their year-long journey with digital citizenship. Working in teams, students answered questions about plagiarism, responsible technology use, and online behavior, reinforcing key concepts in an engaging and collaborative way.
The lesson emphasized that being a responsible digital citizen means being honest, respectful, and thoughtful when using technology. As students continue working on digital projects using tools like Google Slides, Canva, and Scratch, these skills will help them create original work they can be proud of.

Technology Essential QuestionsWhat does it mean to be an honest and responsible digital citizen?Why is it important to give credit when using someone else’s work?How can I use online information to create my own original ideas?
Massachusetts DLCS Standards (Grades 3–5):3–5.DC.1: Demonstrate responsible use of technology and an understanding of ethics in digital environments3–5.DC.2: Use appropriate citation practices and respect intellectual property3–5.DC.4: Recognize and respect intellectual property rights

Digital Citizenship

Digital Detectives on the Case:Investigating Our Digital Footprints

What do fairy tales and digital citizenship have in common? Quite a lot, according to our fourth and fifth graders!

Recently, students stepped into the role of Digital Detectives, taking part in a fun investigation to solve a mystery in Fairyland. Someone had stolen a valuable item, and the only clues were the digital footprints left behind. By examining messages, online posts, and shared information from different fairy-tale characters, students worked together to determine who the thief might be.

This engaging activity, created by Zak Kolar (see below), helped students see that our actions online leave tracks—just like footprints in the snow. Every post, comment, search, or shared photo can leave clues about who we are and what we do.

As detectives, students practiced looking closely at evidence, discussing possibilities, and explaining their reasoning. More importantly, they began to understand that their own digital choices matter. The conversation naturally led to ways students can make safe, responsible decisions and protect their digital reputations.

Activities like this help digital citizenship feel real and memorable. When students actively investigate and solve problems, the learning sticks—and they begin to think more carefully about the trails they leave behind online.

Essential Questions

What is a digital footprint, and how is it created?

What can someone learn about us from the information we share online?

How can we make responsible choices to create a positive digital footprint?

Massachusetts DLCS Standards Addressed (Grades 3–5)

This lesson supported elements of the Digital Citizenship and Safety strand, including students’ ability to:

Explain that information shared online contributes to a digital footprint that can be searched, copied, and shared.

Demonstrate responsible and respectful behavior when using digital tools and online spaces.

Identify strategies for protecting personal information and making safe choices online.

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Computer Science Education Week 2025

May the Code Be With You: The Droids Strike Back

In celebration of Computer Science Education Week (December 8–12, 2025), Spofford Pond Elementary School students participated in the Hour of AI, a new twist on the traditional Hour of Code. The Hour of AI is part of a global initiative that introduces students not only to coding but also to the fundamentals of artificial intelligence (AI), helping them understand how AI works and its impact on the world around them.

Throughout the week, each student dedicated an hour to exploring activities from our Hour of Code Choice Board. They solved coding puzzles, practiced logical thinking, and gained hands-on experience with programming concepts. Additionally, students learned about AI, including how computers can “learn” from data, recognize patterns, and make decisions. This exploration encouraged curiosity about the role of technology in daily life and the ethical considerations surrounding AI.

The week unfolded with excitement as students tackled challenges, collaborated with classmates, and reflected on the ways technology shapes our world. 

Essential Questions Explored:

How do computers solve problems and make decisions?
What is artificial intelligence, and how is it used in everyday life?
How can learning coding and AI skills prepare me for the future?

Events like the Hour of AI inspire students to think critically, analyze problems, and develop skills that go beyond the computer screen. By introducing AI alongside coding, Spofford Pond students gained a deeper understanding of technology and its possibilities, laying the groundwork for future careers in programming, AI, and other tech-driven fields.

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

3-5.CT.b; 3-5.CT.d; 6-8.CT.b; 6-8.CT.d

Robotics

Sphero Spectacular: A “Float-tastic” Fifth Grade Parade!

This week, fifth graders in Mrs. Cimmings's class brought the spirit of the Macy’s Thanksgiving Day Parade directly into the classroom—robot edition! As an introduction to Spheros, students designed their own balloon floats, attached them to the robots, and navigated their Spheros through a parade route.
This hands-on challenge allowed students to explore how robotics work, experiment with movement controls, and understand how physical design affects motion. Students brainstormed float ideas, engineered lightweight designs, and practiced carefully steering their Spheros so their creations could “march” the full parade route.
The activity combined creativity, collaboration, and emerging computer science skills. Laughter echoed around the room as students adjusted float designs, avoided “parade collisions,” and celebrated successful runs down the route.
What Skills and Standards Did Students Practice?Massachusetts Digital Literacy & Computer Science (DLCS), Grades 3–5.CS.a
Describe how computing devices follow input commands (students used the Sphero app controls).Demonstrate how robots respond to inputs and produce outputs (movement, lights).Compare and discuss solutions to improve robot navigation and float stability.Demonstrate perseverance and mindset when working through obstacles (wobbling floats, steering challenges).
Essential QuestionsHow do robots respond to the commands we give them?How does the design of an object affect how well it moves when attached to a robot?What strategies help us collaborate, troubleshoot, and improve our ideas?

Digital Citizenship

Click Smart4th & 5th Graders Learn the Rules of Online Safety

In today’s digital world, being online is part of everyday life for students — but knowing how to stay safe online is just as important as knowing how to navigate the web. Recently, our 4th and 5th graders participated in an engaging lesson on online safety, focusing on how to make smart choices when browsing, clicking, and sharing.
Students learned about:
Using secure links (look for the padlock and “https” in a web address)
Checking links before clicking to avoid suspicious or misleading websites
Recognizing and avoiding scams that try to trick users into sharing personal information
Through interactive discussions and examples, students practiced identifying safe and unsafe online scenarios. The lesson wrapped up with a rousing game of Kahoot, where students tested their knowledge in a fast-paced, friendly competition that brought plenty of excitement — and lots of learning!


Massachusetts Digital Literacy and Computer Science (DLCS) Standards AddressedGrades 3–5: Digital Tools and Collaboration9.DTC.a.3: Demonstrate an understanding of how to use digital tools (e.g., browsers, search engines, websites) safely and responsibly.9.DTC.b.1: Explain why passwords, privacy settings, and secure websites are important to protect personal information.11.SI.a.1: Describe how to evaluate digital sources for accuracy, relevance, and reliability.11.CAS.a.3: Identify strategies for dealing with cyberbullying, scams, phishing, and other online risks.
By the end of the lesson, students walked away feeling more confident about staying safe online — and had a blast showing what they knew in Kahoot! It was a perfect mix of digital safety, critical thinking, and fun — all skills that will serve them well as responsible digital citizens.
Essential QuestionsHow can I recognize if a website or link is safe to click?Why is it important to protect my personal information online?What steps can I take if I think I’ve found a scam or suspicious website?

Digital Citizenship

Grades 3, 4 & 5Is Seeing Believing?

As a digital learning specialist, one of my favorite roles is helping students peel back the layers of what they see online. In today’s world, images and videos flood their feeds daily—and often, those visuals aren’t quite what they seem.
Recently, I worked with 3rd, 4th, and 5th grade classes to explore the big idea behind the lesson "Is Seeing Believing?" from Common Sense Media. The goal? To help students think critically about how and why photos and videos are sometimes altered—and how those changes can affect the way we see ourselves, others, and the world around us.
What We ExploredWe kicked off with a simple but powerful question: Can you always trust what you see online? Students viewed real-world examples of digitally altered images—some subtle, like adjusted lighting and filters, and others more extreme, like edited body shapes or misleading video clips.
We discussed:Why people and companies might alter media (e.g., advertising, social media likes, entertainment)How altered images can shape our perceptions of beauty, success, or realityHow to develop a critical eye and ask questions before believing or sharing visual content
One moment that really stood out was when a student said, “Wait, so they don’t actually look like that in real life?”—a perfect reminder of why this lesson is so necessary, especially at an age when kids are just beginning to build their digital identities.
Final ThoughtsTeaching media literacy isn't about making students cynical—it's about empowering them with curiosity, awareness, and critical thinking skills. After this lesson, students left with a new set of “digital glasses”—ready to look twice at the images they scroll past and think deeply about what’s real, what’s not, and why it matters.
It’s a skill they'll carry with them long after they log off. 


Technology Essential QuestionsCan you always trust what you see in photos and videos online?Why do people or companies change the way things look in media?How can I recognize when a photo or video might not show the full truth?

MA Digital Literacy and Computer Science (DLCS) Standards:Use digital tools (e.g., graphic design, image editing) to explore the use of media and recognize when media has been changed or manipulated.Describe how media messages are constructed for specific purposes and target audiences, and how those messages can influence thoughts and feelings.Understand how digital content can be altered and shared, and how that impacts communication, perception, and credibility.

Graphic Design

From Cover to Canva:5th Graders Review Books in Style

In today’s increasingly digital world, combining creativity with technology is essential for students to communicate their ideas effectively. Mrs. Philips' 5th graders recently had the opportunity to showcase their favorite books by designing vibrant book review infographics using Canva, and the results were nothing short of spectacular!

A Blend of Creativity and Skills

The project began with students selecting a book they had recently read and drafting key elements for their infographic. Then, the fun began as they brought these ideas to life using Canva, a user-friendly graphic design tool.

Students explored various design features, such as:

Layout and Composition: Choosing templates that fit their content while maintaining visual balance.
Typography: Pairing fonts to create emphasis and ensure readability.
Color Theory: Selecting color palettes that matched the mood or themes of their book.
Visual Elements: Incorporating icons, images, and charts to enhance their reviews.

Each infographic was unique, reflecting the student’s perspective and their growing skills as digital designers.

    

Aligned with MA DLCS Standards

This project also met several Massachusetts Digital Literacy and Computer Science (DLCS) standards for grades 3–5, including:

Digital Tools and Collaboration (DTC)

3-5.DTC.a.3: "Use digital tools (local and online) to manipulate and publish multimedia artifacts."

3-5.DTC.b.3: "Collaborate through online digital tools under teacher supervision."

Computing and Society (CAS):

3-5.CAS.a.3: "Describe the different uses of technology in daily life and the advantages and disadvantages those uses provide."

Computational Thinking (CT):

3-5.CT.d.1: "Individually and collaboratively, create, test, and modify a program in a graphical environment."

Beyond the Standards

In addition to meeting curriculum goals, this activity encouraged critical thinking about how to communicate ideas effectively in a visually driven format. It also allowed students to explore how design choices—like font style or color—can influence how their message is perceived.

The Final Product

The finished infographics were displayed in the classroom. They sparked meaningful conversations about books while showcasing the students' creativity and design savvy.

Why It Matters

By integrating technology into literacy activities, students gained practical skills in digital design and communication—skills they will use throughout their education and beyond. This project wasn’t just about reviewing books; it was about empowering students to be creators and communicators in a digital world.

We can’t wait to see how these budding graphic designers apply their newfound skills to future projects!

Technology Essential QuestionsHow can visual design elements, such as layout, color, and typography, enhance the way we communicate information?In what ways does using digital tools like Canva help us share ideas and stories creatively and effectively?How do the choices we make when designing graphics impact the understanding and engagement of our audience?

Digital Citizenship

Empowering Young Digital CitizensThird, Fourth, and Fifth Graders Explore Online Responsibility

In today’s technology-driven world, teaching students how to navigate the digital landscape safely and responsibly is more important than ever. As part of our digital citizenship lessons, third, fourth, and fifth graders recently explored three critical topics: Acceptable Use Policy (AUP), Keeping Private Information Private, and Strategies to Avoid Digital Distraction. These lessons align with the Massachusetts Digital Literacy and Computer Science (DLCS) standards for grades 3-5 and help students develop the knowledge and habits needed to be responsible digital citizens.
Understanding the Acceptable Use Policy (AUP)Our journey began with an introduction to our school's Acceptable Use Policy. Students learned that an AUP is a set of rules that guide how they should use technology at school. They explored why these guidelines exist—not just to set rules but to create a safe and positive online environment for learning.
After lively discussions, students pledged to follow our school's AUP and digitally left their signature as an acknowledgement. This activity reinforced DLCS Standard 3-5.CAS.a.1, which emphasizes understanding and following school technology rules to promote a safe learning environment.
Keeping Private Information PrivateNext, we tackled the topic of personal information and online privacy. Students discussed the difference between private and public information, learning that details like full names, addresses, phone numbers, and passwords should never be shared online. We introduced the concept of a “digital footprint,” helping students understand that the information they post can stay online permanently.
To make this lesson engaging, students played a sorting game, categorizing different types of information as "safe to share" or "keep private."  These activities aligned with DLCS Standard 3-5.CAS.a.4, which focuses on recognizing and explaining the importance of privacy and protecting personal information.
Strategies to Avoid Digital DistractionFinally, we explored ways to stay focused when using technology. With so many apps, notifications, and websites vying for attention, students reflected on how distractions impact their learning. We discussed simple strategies like using a courtesy screen, setting timers for work and break periods, and choosing a distraction-free workspace.  These discussions supported DLCS Standard 3-5.CAS.b.3, which encourages students to describe the impact of technology use on attention and productivity.
KahootTo reinforce our learning in a fun and engaging way, we use Kahoot! to review each of these digital citizenship topics. After our discussions and activities, students participate in interactive quizzes that challenge them to apply their knowledge of the Acceptable Use Policy, online privacy, and digital distractions. The friendly competition keeps students engaged while providing immediate feedback on their understanding. It’s a great way to wrap up each lesson and ensure they feel confident in making responsible choices online!
Building Responsible Digital HabitsThrough these lessons, students gained a deeper understanding of how to navigate the digital world responsibly. They not only learned about school technology rules and online safety but also developed skills to manage distractions and stay focused.
By integrating digital citizenship into our curriculum, we are preparing students to be thoughtful, responsible, and independent users of technology. These foundational skills will serve them well as they continue their digital learning journey!
Technology Essential QuestionsWhy is it important to follow an Acceptable Use Policy (AUP) when using technology at school, and how does it help create a safe learning environment?How can we protect our personal information online, and why is it important to be aware of our digital footprint?What strategies can we use to stay focused and avoid digital distractions while using technology for learning?


2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework3-5.CAS.a.1; 3-5.CAS.a.4; 3-5.CAS.b.3

The Great Polar Bearier Riff - New Episodes!

New Episodes Have Dropped

Be sure to check out the Spofford Pond School podcast, "The Great Polar Bearier Riff", featuring new episodes from grade 5.

Students in Mrs. Medugno's social studies classes have been investigating how the first thirteen colonies formed and why.  Tune into this deep dive series that will surely fascinate you!
Here is a glimpse into some episodes from the series:
The New York Colony with Brooklyn & MadisonThe Rhode Island Colony with Ben & Hank
To listen to all of the episodes in this series, tune into The Great Polar Bearier Riff.

You can also find and listen to our podcast on the following apps:

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In the ever-evolving landscape of education, introducing 6th grade students to podcasting can be a game-changer. Here's a concise look at why learning to podcast is a fantastic experience for young minds:

1. Communication Skills: Podcasting hones students' abilities to express ideas clearly, developing essential communication skills.

2. Creativity Boost: Crafting a podcast involves storytelling, scriptwriting, and audio editing, fostering creative expression.

3. Confidence Building: Podcasting provides a low-pressure environment for students to build confidence in public speaking.

4. Research and Critical Thinking: Creating podcasts encourages research and critical thinking, expanding students' knowledge base.

5. Teamwork Emphasis: Collaboration is inherent in podcasting, promoting teamwork, cooperation, and effective communication.

6. Global Reach: Sharing podcasts online allows students to connect with a global audience, fostering a sense of responsibility and broadening perspectives.

Podcasting isn't just a skill; it's a catalyst for holistic development in 6th-grade students. From communication to creativity, teamwork, and global awareness, podcasting opens doors for confident and forward-thinking individuals. Embrace podcasting in the classroom and unlock a world of possibilities for the young minds of tomorrow.

Podcasting Essential Questions:

How can we infuse classroom curriculum with technology that is easily accessible and simple to use?

How can we use this technology to delve deeper into subject matter?

How does this technology strengthen research, writing and collaboration skills?

How does this technology strengthen speaking and listening skills?

AR/VR Experience

Martian Marvels: Fifth Graders Blast Off withSmithsonian's Mission to Mars AR App

Greetings, fellow space enthusiasts! Check out this interstellar adventure that launched right from the comfort of the SPS library-media center, where fifth-grade students explored the wonders of the red planet with none other than the Smithsonian's Mission to Mars AR app!
Imagine the scene: a room filled with eager young minds, their eyes gleaming with anticipation as they don their virtual spacesuits and prepare for a journey beyond imagination. With tablets in hand and excitement in the air, these intrepid explorers embarked on the educational journey of a lifetime.
But what exactly is the Smithsonian's Mission to Mars AR app, you ask? Well, it's not your average app – it's a portal to another world, where students can immerse themselves in the mysteries of Mars through the magic of augmented reality. With just a few taps, they can explore Martian landscapes, study geological features, and even interact with virtual rovers as they roam the red planet.
In library/media class, these fifth graders aren't just browsing print materials for information; they're diving headfirst into the cosmos, unraveling the secrets of our celestial neighbor one augmented reality experience at a time. With the guidance of their teachers and the power of technology at their fingertips, they're discovering the wonders of space exploration in ways that were once unimaginable.
But the beauty of the Smithsonian's Mission to Mars AR app goes beyond its stunning visuals and immersive experiences – it's about sparking curiosity, fostering inquiry, and igniting a passion for learning. As students delve into the mysteries of Mars, they're not just absorbing information; they're asking questions, making connections, and fueling their imaginations with the endless possibilities of the universe. From virtual rover missions to interactive simulations, every moment is an opportunity for these budding astronauts to expand their horizons and reach for the stars.
So, here's to the fifth graders who are blasting off into space with the Smithsonian's Mission to Mars AR app by their side. With a universe of knowledge at their fingertips and a whole lot of enthusiasm in their hearts, they're proving that the final frontier is just a tap away – and that the sky is truly the limit when it comes to exploring the wonders of our cosmos.

Technology Essential Questions:
Why is exploration an important part of learning?
How can an augmented reality experience motivate students and inspire active participation?

Are there technological solutions or enhancements to supplement what is being taught?

Tech Skills

"When you teach typing, the goal isn't speed and accuracy.  The goal of keyboarding is that students type well enough that it doesn't disrupt their thinking."- Jacqui Murray, Ask a Tech Teacher

Recently, Spofford Pond has added Typetastic to its digital subscriptions.  Students in all grade levels have the opportunity to spend some time practicing their keyboarding skills and working their way through a variety of fun games using Typetastic.
Sending students on a

Technology Essential Questions

Which fingers belong on which keys?

What happens when you don't use the correct finger to reach the correct key from the home row?

What is the correct posture and technique for Touch Typing?

How does bad posture affect your keyboarding skills?

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

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

Remote Learning June 8 - 12 Send Off to Summer

Instructions for joining a Google Meet

Students will receive access to these awesome remote activities through their Library-Media Google Classroom prior to June 8th!

Grade 6 Remote Activities

Grades 3 - 5 Remote Activities

See you out there!

Google Slides

Mrs. O'Brien's Students Create Digital Portfolios

These fifth graders have been busy creating digital portfolios. "A digital portfolio is a computer-based collection of student performance over time. Portfolios make classroom learning more accessible to parents, administrators, and other district support staff because they provide a window into student learning. A portfolio showcases both student achievement and student learning over time." - Melinda Kolk, "Building Digital Portfolios"

For Mrs. O'Brien's students, creating a digital portfolio is an opportunity to not only showcase their learning, but to also take a moment and reflect on their learning goals and their strategies for achieving them.

The tool we have been using to create our digital portfolios is Google Slides. 

Creating a showcase of learning goals, achievements, peak moments and habits of mind has been a wonderful process for the students, the classroom teacher and myself.

Technology Essential Questions

How can we use this technology to keep a record of progress?

How does a digital portfolio help extend student thinking?

How can we use this technology to teach the art of reflection, curation and collaboration?