Final Project COETAIL: Deep Learning and Technology in ISB Museum


This final project creating a museum in our school incorporates all the transforming learning experiences that I learned with COETAIL, New Pedagogies for Deep Learning,  restructuring my teaching plans for an afterschool activity club-Creating a Museum, and later expend it more to different classes and redesign it.


Implementing TPAK, was a very long process and a very complex one. I had to think about when it is necessary to use technology and when we need to use other skills.


Please look at the website created for ISB Museum to better understand all the work behind it.


 The Process Behind

Planning, adapting, creating with children, documenting at the same time, and adjusting all the time to all the circumstances in our school.  We use the ISB Museum as a learning active tool to communicate and reflect.

Here is how I planned the activities.

Lesson Planning

UbD Planner for ISB Museum.

Now I am editing and reflecting on myself as a teacher on the last phase. The whole experience was almost overwhelming for me. But we just try our best and we don’t give up.

Even it was so challenging and it took me many late nights and weekends, I was wondering so many times, if I could really make it till the end of the course, with each ambitious final unit project, and so many digital tech challenges. Could I make it a padlet PYP as an online exhibition one year ago?  Could I create posters and infographics for my lessons? Could I create videos?  Or a  website? The answer is to keep on working, persevere, never, give up, and yes, I  can. Even technology was a challenging part, which took me lots of time to learn some tools how to use, and I feel it is only the beginning, I kept on practicing. That’s why I was here to learn those digital skills with COETAIL.

I could learn so much, but the time flew and the answer was “Don’t give up”, as Bruno Mars is singing with Sesame Street. It’s almost done, the COETAIL Journey, which just opened the doors to further perspectives.

Yes, we could save some paper writing and document digitally our work.  We could document our work and share it digitally with the parents, who can’t come to school and visit the exhibition. We can create a website and share it with people around the world. Actually, that was perfect timing because we had to present our annual PYP Exhibition, and what could be more special than being part of the ISB Museum and having this special frame that children can celebrate their achievements on such a level.

PYP EXHIBITION presented on our special ISB Museum platform.  That is why the website will be a work in progress and will change over the next week because more information will come to complete each class with more details.


Kindergarten only with some highlights on the 1.May 2021. One week later each child will be represented here.

Ms. Sofia Wallace, the homeroom teacher created an amazing Audio Book with the artworks created in the art class inspired by nature sounds. The sounds were collected based on their experience from their field trip. They went outside in nature and they recorded and collected various sounds. Each child had a special sound recorded, the sound of the wind, the sound of a bird, etc.

I presented the audiobook “What did Kindy hear?” in our Museum Collection, on the website. Thus, this special collection of sounds found a special place and a larger public.

In the COETAIL journey, I was reading many interesting materials from the last pedagogy trends.  From Bloom’s Taxonomy till New Pedagogies for Deep Learning.

I was getting so many valuable examples from my peers reading their blogs and exchanging opinions. That was a true well of great experiences and views about what is happing at the moment around the world in the 21 Century Pedagogy.

A special place to thank has also our cohort class. COETAIL COHORT 12 YOU Rock! I learned and grew so much in the last 14 months. Thank you.



I am so grateful that I had so knowledgeable and supportive people around me.

Joel Bevans, my instructor, and mentor was always here to give me valuable information about all the tech tools I could try, critical thinking strategies, and pedagogical concepts. For the last 14 months, he was here to ask me the right questions at the right time, reflect, and improve my work. He encouraged me when I was on the right path, he gave us valuable advice and supported us in our journey. Thank you very much, Joel!

Another important mentor was Dale.

Dale Plotzki has been my coach and mentor for the last two and a half months. We met once a week, every week to discuss my plans, to record, to reflect, to track my progress, and to set the next goals. He is always very positive and knowledgeable. He knew exactly when I was talking about the ISTE and explain to me all the tricks with the digital tools. He thought me how to use the green screen for recordings. If I was stuck with some technical problems with the website, such as inserting videos on a website, he was here to show me. If I needed someone to help me to record my reflection, he was here to help. Overview feedback about my last video helped me to polish some fine touches in editing a video. I learned about the”Ken Burns” effects, save some valuable seconds -speeding up some videos, extend the length on some slides to have more time for people to read, enhancing, even more, the voice volume on some parts of my videos and increase the visual message with some google slides inserted. There are so many other moments when he was so positive and helpful. Thank you very much, Dale! I definitely learned a lot about video editing.

Here are some examples of the coach meeting minutes that Dale recorded.


Evidence of Learning – “mini-documentary” VIDEO:

This video shows evidence of student learning and how students were actively engaged in the learning process. I used images from their Seesaw posts,  videos, interviews, surveys, etc.

And now it is time to wrap my results and fruits for so many months of work.



However as we were trying to set them up in different ways at the museum, we met some technical challenges.

We had to redesign the space to look more interesting and presentable and ready to use for our purpose. Sofia and I were changing the furniture around the space. Other colleagues, Tina, Sarah, and Dea were helping also to empty the space. This classroom was a  PYP office with lots of folders, books, teaching materials.

Then we tried to set up some displays and unfortunately, in the end, some parts fell.


Two days later, our background was on the floor.
We worked so hard to set up also another wall with contact paper as a background and because of the temperature differences and the texture of the wall, the burgundy contact paper fell.
Before and after.
Luckily with the help of our Maintainance team at the school, we could manage to overcome those difficulties, and together we came up with some other solutions. Thank you very much!! You saved us.
As I said before it was a big effort and a success for our whole community here at ISB(International School of Busan), South Korea.
Positives sides.
Back to the concept used in my teaching practice from the last few months, here are the answers to some of the questions.
How do you demonstrate effective literacy strategies?
I follow those guidelines:
Dimensions of Effective Literacy Practice
  1. Understand literacy learning.
  2. Know the standards.
  3. Know their students as learners.
  4. Set high expectations for students and encourage risk-taking.
  5. Use a flexible range of teaching strategies.
  6. Engage students in challenging content.

Critical Thinking Concepts: QUESTIONS AND WONDER



Here is an inspiring example of an art educator Raymond Veon, applying Visual Teaching Strategies.

VTS(Visual Teaching Strategies) 

3 Prompts for children:

  • WHAT DID YOU SEE that makes you say that?
  • WHAT ELSE CAN WE FIND? Please tell me more.

Which was my role?

Be a facilitator.

I am a facilitator of the presentation in the shape of a museum. A curator and an educator, who respects, encourages, and values the talent, their ideas, of our students. An art teacher who raises the art and the thinking of our students to the highest level.

Redefine TIM

Active Learning

I know from the beginning that the age of my students from the ISB Museum Club Afterschool activity was too young to implement with them too much technology. (KG-G2)That is why I thought later on to create some special lessons for G4 and G5 where I actively use the technology in my classroom.

“Active Learning

Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.” (

Please see the website and the video for pieces of evidence of student learning.

Transforming Learning

I tried to find a balance in applying TPACK concepts.

TPACK: TECHNOLOGY-using google docs to create labels; PEDAGOGY-using Emilia Regio concepts like: “Children are collaborators and learn through interaction within their communities.”, They work with recycling materials and explore natural materials like wood; stones, etc. Or other New Pedagogy for Deep Learning- the 6Cs: Collaboration, Critical thinking, Creativity, Communication, Character and Citizenship; CONTENT-expressing our ideas through art and collection concepts; KNOWLEDGE-displaying and curating the artworks in a unique way like in a museum( curatorial concepts, my background knowledge as an artist and curator)

Pedagogy: – Emilia Reggio philosophy

Children work with a range of open-ended resources and natural and recycled materials which stimulate creativity, exploration, and imagination.” (Edwards, 2002). 



Substitution – Brain Pop as an Art Quiz for art history instead of using printed materials.

Substitution strategies save my time and space by cutting back on laboriously work to print and display an art history timeline and handwriting, paper tasks. Instead of printing out twenty-plus paper resources that clog the cupboard, I could use technology to manage resources with just a few clicks.


Examples of Substitution

  • having students type their label work instead of handwriting it in certain cases.

This turned into a project itself. G4 creating digitally very creative labels with digital tools.


“At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can’t.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.” (3P Learning)


  • Students use the internet to independently research a topic, as opposed to relying on teacher input. The children were doing their research online about the artists that were inspiring for them.


At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture.

This was possible only for a group of 5 students in Grade5, that created the Pokemon Characters collection.

Example of Modification:

  • Students created an informative video recorded presentation in place of a standard oral presentation. They use their voice recording or video alongside a broader variety of creative components.



“The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.” (3P Learning)


I created an ISB Museum Website where students could share their artworks with a wider community. They were uploading on the seesaw their works and I could upload them on the website.


  • having students publish their work online where it can be viewed by peers and the broader community.
  • recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection. Students were recording their reflections and artworks with Seesaw and creating QR codes.

How have I grown as an educator through the lens of the ISTE Standards?

  • Being a continuous learner, informing and improving myself all the time.
  • An active and avid COLLABORATOR – collaborating with a team of teachers(Deanna, Tina, Sarah, Carol, Sofia) and also other people from our school community-maintenance, marketing, the administration of our school, etc.
  • Leader- taking charge, working extra hours to make things work, and deciding the way to continue our work. 
  • Facilitator– organizing the place, the platform, and the tools how we could work in a productive environment. 
  • How did you share your learning with your colleagues?
  • Google Slide presentation for the opening reception, from ISB Museum
  • Video recording reception created by Laura McLucky -our Marketing and PR expert.  We shared two videos one created by her and another created by me based on the work from ISB Museum Club via the ES Assembly.
  • Launching the PYP exhibition and the online platform of the ISB Museum website on the 10. May 2021, via Seesaw for parents and emails for our school community.
  • Simona videos based on the ISB Museum Club:
  • Please check out our ISB Museum Video, (long version). (8.5 min)
  • Short Conclusions-ISB Museum highlights Short Version (1.5 min)

ISTE For Students.


Conclusions from Students.

  • Survey.
  • Seesaw Reflection -ISB Museum visit.
  •  How might you impact student learning outside your classroom?

When my students go to the playground and try to sort rocks to create a collection for our museum, then I feel so happy.  They understood something important that we learned. That art and life are so close to each other.


The ISB Museum was a huge success. 

It was a great motivation for students to create and collaborate. It is an active tool for learning and reflecting. It was very appreciated by all the children and our community. 

I am grateful that COETAIL pushed my limits to challenge me about new thinking about teaching practice. I combined technology tools when needed and the new pedagogies of deep learning. Collaboration was the core of our project. A transformative learning experience.

Encouraged by my instructor, Joel Bevans, I embraced my past knowledge as an artist and curator and I applied them together with the new pedagogies in our classrooms. We created high-quality artworks and we shared them with digital media and platforms.

We are a more open-minded community. We see the connection between art and our life. How? Observing, collecting, reflecting, creating, appreciating, collaborating,  communicating, connecting, and weaving all the experiences.

How will your COETAIL experience impact your future practice? How will you stay mindful of and continue to implement everything that you have learned about yourself and teaching & learning in the future?

COETAIL experience convinced me that it is never too late to learn and improve your teaching practice. I will stay an avid learner. I will be ready for collaborations. I will share my knowledge with my colleagues and PLN. I will look for other COETAIL-ers to connect. I will try to implement everything that I learned and reflect on it. I will try to practice and use my digital tech skills.

2 Replies to “Final Project COETAIL: Deep Learning and Technology in ISB Museum”

  1. You are applying so many of the big ideas that you have learnt throughout COETAIL and it is clear that it has had a BIG impact in not only what you are teaching but also how and why. I love the way the video tells a story of this journey and the videos and images in your video really tell a story of artists who are happy and engaged in sharing their ideas and creative expression. The student artwork is really interesting and engaging and using AR is a great way of getting students’ artworks to tell a story and get their ideas out there. Thanks Simona!

    1. Joel, Thank you very much for your valuable feedback.
      Your guidance, your encouragements, your questions, and your learning provocations directed me always on the right way. I appreciate very much all this exciting learning journey with COETAIL in the last 15 months. Thank you so much, knowledgeable and kind teacher, Joel Bevans!

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