Padlet
Padlet is a simple and versatile tool that works like a digital notice board. We can use it to post images, videos, links, or documents, which makes it helpful for both in-class activities and outside learning. Students and teachers can share ideas on a single platform, either anonymously or with their names. It’s easy to use and allows collaboration by simply sharing the Padlet link with others.

Prezi
Prezi is a creative alternative to traditional presentation tools like PowerPoint. It’s great for students and teachers to create engaging and dynamic presentations. With free educational licenses, students can collaborate in groups and edit presentations together. This makes it an excellent tool for teamwork and showcasing ideas in a more interactive way.

Zoom Cloud Meetings
Zoom is a video conferencing app that enables online classes where teachers and students can interact in real time. Teachers can conduct lessons, record them for later viewing, and use features like virtual whiteboards, chat, and breakout rooms for group work. Students can ask questions, collaborate, and engage in discussions, making it a practical tool for remote learning.

Moodle Mobile
Moodle is an online learning platform that lets us design courses, assign tasks, and monitor students' progress. It supports sharing materials in different formats and encourages peer communication through forums and discussions. Students can collaborate, share ideas, and give feedback on each other’s work, which fosters a sense of community in learning.

Canva
Canva for Education is perfect for creating visually appealing materials like posters, presentations, and guides. Teachers can use it to design creative teaching aids, while students can use it to complete tasks and make polished projects. Canva’s user-friendly features make it accessible for everyone, promoting creativity and improving the overall learning experience.

1. PowerPoint Presentation

What is the use or purpose of using the app? Describe how you or the teacher will use each.
PowerPoint will be used to present key points on the impacts of cigarette smoking. The teacher will project slides containing images, charts, and text to explain topics such as health risks, economic effects, and environmental consequences of smoking. Students will follow along with the slides and contribute to the discussion by asking questions or sharing their thoughts on the topic.

Explain why you selected the app, based on the five criteria of developmental appropriateness, motivation, instructional design, engagement, and accessibility.
PowerPoint was chosen because it is developmentally appropriate for Grade 8 students, as it simplifies complex information. It motivates students by incorporating visuals like images and graphs, which make learning more engaging. The instructional design of PowerPoint supports the lesson's flow, organizing content in a way that is easy for students to follow. It keeps students engaged by offering multimedia, which adds an interactive and dynamic element to the lesson. PowerPoint is also accessible, as it can be used on various devices and displayed on a projector or interactive whiteboard, ensuring that all students can access the material.

2. Canva

What is the use or purpose of using the app? Describe how you or the teacher will use each.
Canva will be used to help students create posters or concept maps about the impacts of cigarette smoking. Students will work individually or in groups to design visually appealing presentations that summarize what they’ve learned. The teacher will guide students on how to organize their ideas creatively and encourage collaboration in groups.

Explain why you selected the app, based on the five criteria of developmental appropriateness, motivation, instructional design, engagement, and accessibility.
Canva was chosen because it is developmentally appropriate for Grade 8 students, providing an easy-to-use platform for creative expression. The app motivates students by allowing them to create custom designs, which increases their involvement in the lesson. Canva’s instructional design supports the lesson’s goals by helping students visualize the concepts they’ve learned through their own designs. It engages students by offering an interactive design process, which encourages collaboration and peer learning. Canva is also accessible since it is available online for free, making it accessible to students with internet access.

3. YouTube

What is the use or purpose of using the app? Describe how you or the teacher will use each.
YouTube will be used to show educational videos on the impacts of cigarette smoking, including videos about health risks and the effects of smoking on the body. The teacher will play short clips, followed by group discussions to ensure understanding and to spark questions. The videos will serve as visual aids to support the lesson content.

Explain why you selected the app, based on the five criteria of developmental appropriateness, motivation, instructional design, engagement, and accessibility.
YouTube was selected because it is developmentally appropriate, with videos tailored for various age groups, making complex topics easier to understand. It motivates students by combining visuals with explanations, keeping them engaged throughout the lesson. YouTube supports the instructional design by reinforcing key lesson points through real-world examples and engaging content. The app engages students by offering dynamic video content, which is often more relatable than traditional lectures. YouTube is easily accessible on devices with internet access, allowing students to watch videos in class or at home, making it a convenient tool for both in-class and remote learning.

How does this connect with what you know about selecting and using apps?

When selecting and using apps, we choose those that align with the lesson objectives or desired outcomes. We also make sure the apps meet important criteria, such as the five principles for selecting the best resources. These include considering the app’s appropriateness for the students' age and level, its ability to engage and motivate students, how well it supports the teaching goals, and whether it is accessible to all students. For example, when using PowerPoint, Canva, and YouTube in our lesson on the impacts of cigarette smoking, we kept these criteria in mind. PowerPoint helps us present information clearly, Canva allows students to create their own work, and YouTube provides visual examples, all of which engage students and make learning more interactive and effective. We also made sure these apps were easy to use and accessible, supporting both in-class and remote learning.

1. Describe how you or the teacher utilized the apps. Narrate your experience as you participated and assisted.

The teacher did a great job using the apps. The lessons were organized, and the apps were used effectively. The teacher made sure to plan the steps clearly, ensuring that every student had access to the materials. We also encouraged the students to actively participate in class discussions. As a result, the students were fully engaged and involved in the activities. The use of apps helped make the lesson more interactive and easier to follow, which contributed to the students' active participation in the learning process.

What worked well during the activity using the apps?
Everything went smoothly, including the use of the resources we chose. The students worked well together and actively participated in both the discussion and activities. Using PowerPoint for the lecture helped a lot in delivering the content. Students also enjoyed watching YouTube videos related to the topic. The Canva app was useful for creating a concept map, and the students really engaged with it, producing great work.

What part can be improved?
One area to improve is using less common resources and exploring other apps that can better support the teaching-learning process. We should also gather student feedback to understand what worked well and what could be improved in future lessons.

What would you have done differently? What would I change? What will I make better next time?
Overall, I am happy with the resources I chose, as they met the criteria for selecting apps that enhance teaching and learning. The best result comes when students are actively engaged and learn something valuable from the materials used. In the future, I would focus on fine-tuning the resources and apps used, always keeping students' engagement and learning outcomes in mind.

How does this connect with what you know about selecting and using apps?
When selecting and using apps, we need to choose resources that are appropriate for the lesson's objectives and outcomes. We also need to consider the five principles to ensure we select the best apps that can help in the teaching-learning process. The apps should be appropriate, engaging, support the teaching goals, motivate students, and be easily accessible to everyone.

1. How ready are we in organizing and using apps in the teaching-learning process?
Right now, we are still learning how to carefully choose the right resources for our lessons. We wouldn’t say we’re fully prepared yet, but we’re aware of the need to improve. As teacher-researchers, we are being cautious and thoughtful about how we develop our teaching skills. In the future, we plan to be more resourceful and creative when selecting resources for our lessons. We will continue to refine our teaching style and approach to better engage students during lessons and activities.

2. What do we still need to learn in order to use the apps in teaching effectively?
We think it’s important to make sure the apps we choose meet the criteria and guidelines for effective teaching. We need to read the terms and conditions before using an app in the classroom and make sure we understand its features and how it works. Researching the app beforehand is key to ensuring it’s a good fit for the lesson and how we want to use it with students.

3. What can we do to learn more about and practice the use of educational apps?
To improve our skills in selecting and using educational apps, we think it would help to get advice from other teachers and educators. Doing some research and studying tips on using apps effectively will also be beneficial. Additionally, reflecting on our experiences and learning from them will help us get better at choosing and using apps that truly support the teaching and learning process.

OBSERVE

It's been difficult for us to choose the most appropriate apps for the teaching and learning process to meet our lesson objectives. There are so many options available, but we need to carefully pick the one that fits best, which can sometimes feel overwhelming.

Resource or Reference about the Topic
In "Teaching with Digital Tools & Apps" by Barrett, Zajchowski, and Zinn (2022), they suggest that we need to choose the right tools that help create student-centered learning experiences. The authors introduce models like SAMR, PIC-RAT, and TPACK to help us evaluate digital tools. By using these frameworks, we can select the best apps based on how they align with our teaching and student learning.

Fréda M. Antoine (2018) also emphasizes how overwhelming it can be to pick the right technology for the classroom. Antoine advises starting small, focusing on goals, and ensuring the tools meet student needs. It's important to evaluate whether the apps we select align with our lesson objectives and are easy for students to use.

Another resource, "A Guide to Selecting Technology for Teaching" (AECT, 2013), stresses the importance of aligning technology with learning outcomes and instructional strategies. It guides us on how to choose tools that will enhance lessons and improve teaching effectiveness.

On what theories/principles can this problem be anchored
This problem can be connected to the Pedagogical Wheel Model, which helps us align apps to four key areas: attribution, motivation, Bloom’s taxonomy, and the SAMR model. Additionally, the five principles for selecting instructional materials can help guide our decisions:

• Principle of Appropriateness: The app must support the curriculum.

• Principle of Authenticity: The app must provide accurate, current information.

• Principle of Cost: We should consider free or low-cost alternatives first.

• Principle of Interest: The app should engage students and make learning interesting.

• Principle of Organization and Balance: The app should be easy to use and well-organized.

REFLECT
To address this problem, we aim to develop the ability to select the most appropriate apps that will enhance the teaching and learning process. We want to improve our skills in choosing the right apps and in creating learning experiences that are innovative, authentic, and centered on students.

PLAN
When choosing instructional materials, we must carefully consider, organize, and refine our choices. We need to ensure that the apps we use meet all the criteria, especially the five principles. It’s also important to apply technology integration models like SAMR and TPACK to evaluate and improve how we use digital tools. We should always keep Dr. Carrington's Pedagogy Wheel Model in mind when making these decisions.

ACT
We will use the SAMR Model as a framework to evaluate and select digital tools and apps, ensuring that they support the transformative learning experiences we want to create for our students.

1. D

2. C

3. D

4. B

5. A