– Rapid creation of interactive lessons with embedded questions
– Generation of brainstorming activities or polls
– Preparation of gamified content to motivate students
– Creation of quizzes that encourage discussion
– Activities for engaging students in online learning
Guide to Digital Tools for Developing Teaching Content and Assessing Knowledge
| Site: | Loomen za stručna usavršavanja |
| Course: | Developing Digital Teaching Content |
| Book: | Guide to Digital Tools for Developing Teaching Content and Assessing Knowledge |
| Printed by: | Gost (anonimni korisnik) |
| Date: | Tuesday, 28 July 2026, 8:16 AM |
1. Digital tools
Digital tools have become an indispensable part of contemporary education, enabling teachers to create visually appealing, interactive, and pedagogically effective teaching content while providing innovative opportunities for assessing knowledge. Research shows that digital technologies can significantly increase student engagement, motivation, and various aspects of cognitive involvement, especially when integrated with strong pedagogical presence and thoughtful instructional design (Bond et al., 2021; Rapanta et al., 2020).
Students particularly value interactive activities that facilitate the understanding of complex concepts and real-time feedback, which allows them to quickly identify and address learning gaps (Martin et al., 2020; Bond et al., 2021). However, challenges such as technical difficulties, lack of digital literacy, resistance to change, and concerns about data privacy remain significant barriers to the successful use of digital tools (Rapanta et al., 2020; Bond et al., 2021).
As Mishra and Koehler (2006) emphasise, the effectiveness of digital tools depends on their integration into a pedagogical context, rather than on the technology itself.
When selecting digital tools, it is essential to consider pedagogical purpose, student engagement, accessibility, security, and institutional support. It is recommended to ask the following questions (Mishra & Koehler, 2006; Rapanta et al., 2020; Bond et al., 2021):
An effective integration of digital tools is not merely a technical issue—it requires a strategic approach, institutional support, and continuous professional development. Without these elements, digital tools remain superficially used, without generating a meaningful impact on the quality of learning (Mishra & Koehler, 2006; Rapanta et al., 2020; Bond et al., 2021).
2. Digital Tools for Developing Teaching Content
Table 1. Digital tools
|
Tool (with link) |
Pedagogical purpose |
Level of interactivity* |
Availability |
Possible Use Scenarios |
|---|---|---|---|---|
|
Design of visual materials such as infographics, presentations, flyers and visuals for social media |
Low – Medium |
Free with premium options |
- Creation of visual lesson summaries - Infographics for research processes - Posters for project promotion - Presentations for teaching |
|
|
Creation of interactive presentations, infographics, educational games and virtual guides |
High |
Free with limitations; paid versions |
- Interactive guides through complex topics - Escape room activities - Digital posters with animations - Interactive presentations with links and questions |
|
|
Creation of infographics, visual reports and presentations; especially for data visualisation |
Low - Medium |
Free with limitations; paid versions |
- Data visualisation from research - Presentation of survey results - Creation of posters for conferences - Graphic representation of process flow |
|
|
Screen recording with voice narration, creation of video tutorials and feedback |
Low |
Free with limitations; education plan free |
- Recording video instructions - Providing feedback to students in video format - Short educational videos for teaching methods |
|
|
Creation of animated video presentations and storytelling content |
Medium |
Free with watermark; paid versions |
- Animated announcements of new topics - Storytelling for concept explanation - Video-based student motivation |
|
|
Development and integration of diverse interactive teaching materials — offers more than 40 activity types including quizzes, interactive videos, presentations, drag-and-drop tasks, games, timelines, interactive images and branching scenarios; enables full integration into LMS platforms such as Moodle, Canvas and others |
High |
Free with limitations |
- Creating interactive presentations and quizzes |
|
|
Creation of interactive images, virtual tours and 360° views enriched with multimedia content |
High |
Free with limitations; paid versions |
- Virtual tours of laboratories - Interactive images with explanations - Data visualisations with embedded multimedia - Presentations for independent student exploration |
|
|
Creating interactive activities such as quizzes, crosswords and games to engage students |
High |
Paid; free trial available |
Quick creation of digital quizzes - Designing crosswords or games - Formative assessment through playful tasks - Activities for pair or group work |
|
|
Digital collaborative whiteboard enabling real-time brainstorming, mind mapping and visual planning |
High |
Free with limitations; free education plan available |
- Collaborative brainstorming in real time - Creation of mind maps - Sketching diagrams - Collaborative project planning |
ChatGPT je rekao:
3. AI tools for developing teaching content
Table 2. AI tools
|
Tool (with link) |
Pedagogical purpose |
Level of interactivity |
Availability |
Possible use scenarios |
|---|---|---|---|---|
|
Generating educational texts, ideas, scenarios, quiz questions, and other written educational content |
Medium |
Free with limitations; paid versions available |
– Generating drafts of educational texts – Writing quiz or exam questions – Brainstorming ideas– Creating initial versions of texts – Explaining concepts at different levels of complexity |
|
|
Integrated Canva tool for generating short texts, descriptions, titles, blog posts, or presentation text |
Medium |
Available in Canva Pro |
– Writing introductory texts for lessons or presentations – Generating descriptions for educational visuals or posters – Creating short blog posts or educational articles– Writing motivational messages – Creating texts for promotional educational materials |
|
|
Automatically converts text into PowerPoint or Google Slides presentations, including slide layout and text placement |
Medium |
Paid; trial version available |
– Automatically creating presentations from short texts – Quickly preparing basic slides for a new lecture – Designing a visual structure for presentations– Presentations for student group projects – Preparing visual materials for short talks and workshops |
|
|
Generates interactive lessons, quizzes, brainstorming activities, and discussions; creates presentations with embedded questions for student engagement |
High |
Free with limitations; paid plans available |
|
|
|
Generates visually appealing presentations and documents based on short text prompts. |
Medium |
Free with limitations |
– Rapid creation of interactive lessons with embedded questions – Generating brainstorming activities or polls – Preparing gamified content to motivate students – Designing quizzes that spark discussion – Activities that engage students in online learning environments |
|
|
Creating assignments, quizzes, educational scenarios, and other teaching materials |
Medium |
Free with registration |
– Generating quiz or exam questions based on entered topics – Writing educational scenarios or descriptions of teaching activities – Creating assignment templates or worksheets – Designing proposals for learning outcomes – Automated preparation of teaching materials to save time |
4. Digital tools for assessment
Table 3. Tools for assessment
|
Tool (with link) |
Pedagogical purpose |
Level of interactivity |
Availability |
Possible use scenarios |
|---|---|---|---|---|
|
Creating online surveys, quizzes and forms for data collection or knowledge checks |
Low - Medium |
Free |
- Quick knowledge checks - Short self-assessment quizzes - Collecting student reflections - Activity registration - Anonymous feedback collection |
|
|
Interactive assessment through quizzes in game form to increase motivation and engagement |
High |
Free with limitations; paid versions available |
- Icebreakers at the beginning of class - Repetition of key terms - Formative assessment during lessons - Group competitions - Student activation during theoretical content |
|
|
Creating interactive polls, questions, and brainstorming activities in real time |
High |
Free with limitations; paid plans available |
- Investigating student opinions - Collecting anonymous questions - Word cloud brainstorming - Live lecture evaluation |
|
|
Transforming video content into active lessons with embedded questions and tasks for comprehension checks |
High |
Free with limitations |
- Converting videos into interactive lessons - Checking understanding of video content - Tracking student viewing - Analysing video segments with teacher comments |
|
|
Creating various interactive activities for formative and summative assessment, including quizzes, interactive videos, combined tasks, timelines, branching scenarios, and reflection activities; enables automated grading, feedback delivery, and progress tracking through LMS |
High |
Free with limitations |
- Automated assessment and feedback in the LMS - Formative assessment through interactive quizzes - Interactive videos with embedded questions and comprehension tasks - Combining task types (quizzes, essays, images, timelines) in one lesson - Self-assessment and reflection - Branching scenarios for decision-making and problem-solving assessment |
5. Literature
Bond, M., Buntins, K., Bedenlier, S. et al. Mapping research in student engagement and educational technology in higher education: a systematic evidence map. Int J Educ Technol High Educ 17, 2 (2020).
Martin, Florence & Polly, Drew & Ritzhaupt, Albert. (2020). Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
Rapanta, C., Botturi, L., Goodyear, P. et al. Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigit Sci Educ 2, 923–945 (2020).
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