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Technology Teaching Tools

Technology Teaching Tools are short, online, asynchronous modules highlighting a technology teaching tool along with relevant pedagogical implementation strategies. Some of the CIRT Technology Tools discussed below rely on freeware downloads. Prior to utilizing these technologies, you are encouraged to understand the potential risks associated with freeware; see the article "Why Free Software Downloads Aren't Always Safe" for an overview of key considerations.


  • https://corp.hapyak.com/
  • HapYak is designed to provide users with the ability to add interactive elements to previously created videos. Create chapters and a menu (aka Branch) which allows the end-user to hop around through the content in the order that makes the most sense for his/her learning needs. A Gate can be set up to ensure that all parts of the video are viewed. It also tracks how users are interacting with the video content in order to tailor future videos for increased engagement. Another feature is that polls/surveys/quizzes can be embedded into the video so users can participate and receive meaningful feedback based upon their responses. In addition, it is possible to add links to the video to help students gain access to supporting content and documents.

Pedagogical Ideas

In the classroom, HapYak can be used in a variety of ways. Some ideas include the following:

  • Welcome Video – Students create a Welcome Video instead of the Class Bio. for the Class Wall or other location giving them the opportunity to be more creative in their introduction and develop more technological skills preparing them for the demands of future careers.
  • Announcements & Assignment Clarification – This would give instructors the ability to create the desired number of videos to present/clarify the Topic information…such as additional resources, documents, etc., perhaps even expecting students to view the main Topic video prior to entering and posting anything in the DQ forums. The videos can include as little or as much information as the instructor decides and can tailor the videos as he/she sees fit to address frequently asked questions. Students can click through the video at his/her own pace, but with the use of a Gate, the instructor can be sure that the student has received all information prior to completing the weekly assignment. Videos could also provide students with a direct link to any resources or templates that the instructor has created without having to click to another location.
  • Lesson Planning – COE students can create a video through YouTube, Vimeo, or any other video creation product, to create an online lesson for who are absent from class. This would be also be extremely useful for COE students who plan to teach in an online setting. The COE student would provide all interactive elements to add assignments, videos, and online content to demonstrate how to create engaging lessons with all information necessary for the end-user.
  • Assignment Feedback – Students whose assignment results in an unsatisfactory grade can view a video that provides feedback, remediation activities/quizzes, and possibly the ability to reattempt the assignment once the full video has been reviewed.
  • Practicum – Instructors whose courses include a practicum can create a video that prepares them for the specific practicum experience in his/her course… ideas include: touching on the COE Professional Dispositions, helpful scripts for obtaining approval for practicum placement, verification form information, quizzes to ensure students understand due dates & expectations, frequently asked questions, and possibly complete a poll/survey of the practicum experience that other students may benefit from.

How do you utilize this technology in your classroom?

Please share your thoughts, ideas and suggestions for utilizing this technology to foster effective teaching and learning.

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