SEESAW USES FOR SEESAW

Seesaw is a website
application that provides an
easy way to develop a class
and individual ePortfolio.
Students can add posts to
their journals, do activities,
and comment on other
students work.
Adaptable
Parents are connected to be
included on what students
are learning in class.
Student posts need teacher
approval to be shared.
Accessible
Seesaw should be used in both
developing student portfolios and
assisting in student learning. Students
are able to post photos, videos, artwork,
activities, notes, and/or projects on to
Seesaw. Work done on other apps are
transferrable. With the Seesaw app,
teachers get a notification whenever
students add a post or comments on.
Students will also have easily accessible
classwork and can self-assess based on
their work. At the same time, parents
will be up-to-date with their student’s
progress and teachers can monitor
students as well.
Another benefit to using Seesaw
is that it allows students to see
peer work in their class as well as
other classes. Similarly, teachers
can also share activities ideas
with each other. Parents will be
up-to-date with their student’s
progress and teachers can
monitor students as well.
For both students with mild
disabilities and those that are
ELL, Seesaw has the option of
posting to an individual or select
group of students. Additional
information and support can be
posted to fit the needs of that
student or group of students to
assist their learning. It can also
be posted at any time.

Example Activity:
Exit tickets on Seesaw
Have students reflect over the lesson and assignments of the day and have them answer questions over the topic.
Students can then post their response and respond to 2 other classmates. Make sure to remind students of what
appropriate comments are.
 REFERENCES GETTING STARTED

Abrami, P.C., Venkatesh, V.,

Meyer, E.J., & Wade, Implementation (Seesaw Website):
C.A. (2013). Using
electronic portfolios to Step 1: Set a purpose for keeping a journal. Give examples of why you used them. Show the
foster literacy and self- “Student Intro Presentation” on Seesaw website.
regulated learning skills
in elementary students.
Journal of Educational Step 2: Review proper handling of devices and storage (especially if using shared devices).
Psychology, 105(4). Practice it.
Kilbane, C.R., & Milman, N.B.
(2017). Examining the
impact of the creation of
Step 3: Connect students to your Seesaw class. Make sure students know their email/Google
digital portfolios by high account and password. Give students the student code (need once). If using QR code, hang a
school teachers and their few copies in the classroom.
students on teaching and
learning. International Step 4: Teach what the Green + add button means. Open the Seesaw app or website and test
Journal of ePortfolio,
7(1). student understanding. Explain and demonstrate that the button is where they should press
Saeedi, Z., & Meihami, H. (2015). first to add something new to the Seesaw journal. Show students what tools they can use in
E Seesaw.
portfolio as a corrective
platform towards EFL
students’
Step 5: Teach students how to take a photo. Model previous steps to students again. Explain
orverall/componential to students that their first journal entry will be to add a photo of themselves. After photo is
writing performance. taken, tap the T to add text labels to their photo. Afterwards follow green checkmarks to add
Teaching English with their photo.
Technology, 15(4).
Smith, S.J., & Meyen, E.L. (2003).
Applications of online Step 6: Create Ownership by letting students design their icons. When signed in, press the
instruction: An overview profile icon in top left corner and then the gear icon. Press “Account Settings”, then
for teachers, students “Camera” to take picture or “Photo Library” to choose picture.
with mild disabilities,
and their parents. Focus
on Exceptional Children,
Step 7: Have the students set and record goals.
35(6).
Wissick, C.A., & Gardner, J.E. Step 8: Introduce drawing tool in Seesaw.
(2008).
Conducting assessments Step 9: Have your students practice an activity with the drawing tool.
in technology needs:
From assessment to
implementation. Step 10: Establish expectations with students.
Assessment for Effective
Intervention, 33(2). Step 11: Reflect on learning: Exit ticket.

Step 12: Explain to students what a good digital citizen looks like.