• Insert free response or multiple choice questions during the video allowing for quick checks for understanding. 
• Teachers can prohibit students from fast-forwarding through videos and assign each video a due date.
• Insert an introductory comment, a conclusion, a remark, or a verbal prompt. 
• Do a complete voice over of a a video.
• Access student data from individual student responses.  Classes can be imported from Google Classroom. 
• Students are required to create an account or log in.
• EdPuzzle is free to all educators.

When embedding in our LMS, I found that students needed to refresh their screens sometimes to allow video to play through. 

• ​Teachers have the ability to insert multiple choice, free response, and reflective pauses throughout their videos, allowing students to interact as well as serving as a formative assessment. 
• The teacher has the ability to enable students to be able to rewind and watch a segment of a video to gather more information before answering a question.
• Audio can be added to their answer choices in multiple choice questions.  (Audio comments can not be added in the actual video as in Edpuzzle)
• Students do not need to create an account to participate in a video that is shared by a teacher, they simply join by using a code. 
• Provides analytics for teachers that include student performance data as well as interaction data. 
• Playposit has a paid subscription that allows teachers to embed a number of other types of questions and elements as well.

One noticeable difference between the two tools is that while both tools allow a video to be shared through a link or embedded, Playposit allows teachers to use a video he/she has designed in Broadcast Mode. Broadcast Mode allows a teacher to project the video whole class and as questions and stopping points are inserted student screen go from a blank blue to an interactive environment. Depending on a teacher’s purpose and learning outcomes, this option gives them a completely different strategy in which to use video in their lesson. 

Some “A-Ha Moments” in working with video that I have found. 

• Short and sweet beats drawn out any day
• Use technology to allow for formative assessment 
• Utilize transcripts and closed caption resources
• Pushing play and having students watch and just take notes is not an instructionally sound practice.

If you are going to be working with teachers and want to take a look at the PD structure I used to introduce teachers to these two tools below is an example.

Both the content and motivation for each presentation was left up to each campus to decide. I cannot speak for what other schools chose to share, but I want to reflect on what my school shared and why. At first we began thinking of what kind of project we could develop and how students could present it at the conference. Then we stepped back and pushed ourselves to think around the central question of what has access to the device enabled us to do differently this year? The reflection process in and of itself was a great one. 

• What had changed?
• How had we grown?
• Where were we shifting our practices?

Through reflection we were reminded of an English I team meeting where we asked the question “How can we do this differently?”  We realized we didn’t need to create “an experience” for the Student Tech Conference, we had something we could share that was powerful.  The project that our English 1 team had designed with 1:1 technology made it possible to combine different modes of communication (e.g. words, art, audio) to share an idea, making words more powerful. Our students decided they wanted to show how a static essay could come to life and have a totally different impact on an individual when transformed into a multi-modal project. ​