My CTEI co-director suggested I use Padlet. It is an app that allows you to create documents together. Currently I am using it for the task of keeping shopping lists. It can do much more.

A basic padlet
A basic Padlet

The lists and types of documents remind me of Pinterest. You can make these public, password protected, or hidden- URL is not searchable, but those with the URL can edit. The content does not have to be just text. You can post images. You can post documents such as PDF.

You can change the background. You can use more expressive formats than just columns to organize (although why would you?).

One drawback is that free users can only create 3 Padlets at a time and annual plans cost $99.  You do get no ads, folders, and larger files for that price. You can also point a domain you own at your Padlet site. $99 seems high to me and the free version does not let you experiment with their folder system to see how it works. For now I think I will use different tools for classroom collaboration. For users without an LMS or who want more creativity than an LMS often gives, or those who do not want to use tools from companies like Google this might make more sense.

I do like it better than using Alexa, or Google Assistant to maintain a shopping list.

ICTCM #10 Westpoint and Quality Presentations


Westpoint had a librarian who spoke about how she helps students make the best projects.

  • WP teachers talk about how to present accurately and effectively (this is a substantial Powerpoint. Nearly every slide seemed relevant. Some things were mathematical- watch your scale, only use pie charts if you have the same base. Some was visual- no spaghetti graphs,no exploded pie charts, don’t use pie charts just to compare sizes of pieces.
  • They talk about copyright and Creative Commons licensing
  • They have examples of students who have made lots of presentation errors. They use these to show students what happens if you do not draft and revise. The slides seem to work in preventing similar errors.



The presenter at one session gave interesting discussion about how cards in Magic-like games need to have their power in play be near their cost to acquire. Some variability is desired, but too much can destroy the game.

He then compared this with the fall of the Roman Republic. It was a very interesting metaphor.

The Magic-like game graph of cost versus power is a great example of linear fit, but both the students and me would have to learn more about it first.

Also, Racer 5 IPA is a little too mellow of an IPA. Again, it is smooth and I would get it again, but I prefer IPA’s to somehow be interesting.



Westpoint is doing some group assessment JL and SB attended sessions also.

Eric Gaze has great projects I will share with SS-S and SBt. I might use building a grade book as my project this semester. I might use unit conversions in future semesters. This was probably the most valuable session I attended.


NOT BASEBALL has a great activity on opioids. The data is clearly piecewise- linear for several years and then exponential. I plan to redo day 3, or day 4 in Math 131 when we bridge from linear to exponential growth with a version of this activity. It could be changed into a project, too. Tom Reardon deserves credit for developing the activity.

A Demographics of Murder session was interesting, but would be better for a stat course since there is little correlation between guns and national murder rate, corruption and national murder rate, income inequality and national murder rate, or incarceration and national murder rate. When you only have a little time it is not great to have all “non-correlations.” I can probably get the data if anyone is interested.



The morning general session on Saturday had four panelists giving the past, present, and future of technology along with audience participation, and audience Q and A- all in 45 minutes. Not much in depth was done. There was also a lot of pushing of TI and Pearson solutions, which given the background of two panelists, was not shocking.

One thing I did learn about was Flipgrid. It seems essentially to be a video version of threaded discussion. I think you have to be careful about how you use it because one advantage of writing is you can see the length of a post quickly and parse quickly to a part you wish to reread. This is harder on video. On the other hand for some students creating a video response might be easier. Flipgrid claims they can add close captioning to student videos to meet accessibility requirements.



I went to a cell phone app presentation. I knew of all the apps presented. Ask me if you want students to use cell phones productively in class, I guess.  (Actually, I wish we had shared through the room since I think we could have learned something from each other).