This page is the result of our creative exploration and experimentation with digital tools in education.
It features a collection of tasks that we developed and tested in practice — from cyberhunts and blogs to reflective activities and AI-powered assignments. All of these activities are designed to make learning more modern, engaging, and meaningful.
Activities
Cyberhunt: Charity
(Google Forms)
LINK
I chose to use Google Forms for this activity because it is a convenient and user-friendly tool that allows to: work at your own pace, submit your answers online — no printing required, save and send your responses easily, and it helps the teacher collect and evaluate the results efficiently.
Purpose of the Task
During this activity, a student will:
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learn what charity is and why it is important in society,
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discover well-known charitable organizations and what they do,
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explore how people — including teenagers — can get involved in charitable initiatives.
What to Do
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Go through all the questions using the internet sources provided in the form.
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Some answers will require reflection, others will involve researching specific information.
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Answer in English, using the student's own words. Take your time and think critically.
Who Is This For?
This task is designed for 8th-grade students with an English level of approximately A2–B1.
Estimated Time: 45 minutes
Expected Outcomes
By the end of this Cyberhunt, a student will:
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improve the student's reading and research skills in English,
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expand the student's knowledge of real-world organizations and people who help others,
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reflect on how the student's personally can contribute to making a difference.
Final Task:
Choose one question from the Cyberhunt that a student found the most interesting and prepare a 2 minute talk about it.
Exit Ticket – Museums
(Padlet)
LINK
Padlet was chosen because it allows all students to share their thoughts quickly and visually in one space — no printing or logging in required.
Task objective
To help students reflect on the topic of Museums, recall what they’ve learned, and think about new ideas or perspectives the topic gave them.
What do students have to do?
Students answer 2–3 short reflective questions on Padlet
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What new words did I learn?
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What did you know about the Foundling Musum?
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Why do people need museums?
Who is the task for?
For Grade 8 students studying the course “I Love English 6”.
Estimated time
15 minutes at the end of a lesson or topic.
Learning outcomes
Students will:
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summarize and reflect on what they’ve learned,
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express personal opinions and ideas in writing,
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develop metacognitive skills (thinking about their thinking).
Final task
Each student posts their reflections on Padlet.
This format can be used not only at the end of a topic, but also at the end of any lesson as a quick feedback tool.
Blog
(Edublogs)
Students comment on blog posts published by the teacher on the Edublogs platform. Edublogs was chosen because it provides an easy way to interact online, share ideas, and receive individual feedback — all in one place.
Task objective
To develop written communication in English, practise expressing opinions, and build a sense of online community through blogging.
What do students have to do?
During the holidays, the teacher posts once a day. Students write short comments in response. After the break, students will begin writing their own posts.
Who is the task for?
Primarily for Grade 8 students
Estimated time
10–15 minutes per day during holidays.
Learning outcomes
Students will improve their writing skills, practice informal online communication in English, and learn how to interact respectfully and thoughtfully in a digital space.
Final task
After the holidays, students will create and publish their own blog posts on Edublogs. Later, both grades will also try collaborative writing using a wiki.
Presentation "My town"
(Canva)
LINK
This is a vocabulary and speaking task created in Canva. The visual design helps younger learners stay engaged and better understand the topic through images and clear structure.
Task objective
To introduce young learners to vocabulary about places in a city and help them describe their own city in simple English.
What do students have to do?
Students look through the presentation, learn new words (e.g. park, school, shop), and then prepare a short description or drawing of their city using the learned vocabulary.
Who is the task for?
For Grade 3 students (ages 8–9), beginner level (A1).
Estimated time
30–40 minutes, including practice and creative activity.
Learning outcomes
Students will:
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learn and practice city-related vocabulary,
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use basic sentence structures to describe familiar places,
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build confidence in using English in a fun context.
Final task
Each student describes or draws our town and presents 2–3 simple sentences about it (orally or in writing).
LINK
This is a short interactive video assignment created on Edpuzzle. The platform allows teachers to add questions directly into a video, helping students stay focused and check their understanding. It was chosen because it’s difficult to find ready-made materials for Russian as a foreign language, so the teacher created a custom resource.
Task objective
To review and reinforce previously learned vocabulary and facts related to the topic “My Estonia”, covered in Grade 5 Russian lessons.
What do students have to do?
Students watch the video and answer multiple-choice or open-ended questions that appear during playback. They complete the task independently. The teacher sees the results immediately and can give quick feedback.
Who is the task for?
Grade 5 students learning Russian as a foreign language.
Estimated time 10 minutes
Learning outcomes
Students will:
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review key vocabulary and information about Estonia in Russian,
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improve listening comprehension,
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apply knowledge in a new format (video + question interaction),
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practice understanding spoken Russian in context.
Final task
Students can talk about the weather in Estonia, its neighboring countries, how Estonians usually travel, and other interesting facts.
Podcast
"Later Start — Blessing or Burden?"
(Sondtrap)
LINK
This was our very first podcast recording experience with students. The task encouraged both creativity and critical thinking while giving learners a chance to practice speaking in a meaningful context.
Task objective
To help students express opinions on a familiar and relevant school-related topic, practice collaborative speaking, and build confidence through podcasting.
What do students have to do?
Students work in small groups to discuss a given topic (in this case: starting school later in the day).
They write down key points and arguments, divide speaking roles, and record a short podcast episode using Soundtrap.
After recording, the episode is shared on our class website, where peers can listen and comment on the topic.
Who is the task for?
Students in Grade 8 (ages 13–14), with language level A2–B1.
Estimated time
40–60 minutes total:
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15–20 min planning/discussion
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20 min recording
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10–15 min listening/commenting
Learning outcomes
By the end of the task, students will:
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practice structured speaking in English on a relevant issue,
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improve pronunciation, fluency, and clarity,
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develop teamwork and communication skills,
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learn the basics of digital content creation (recording, editing, publishing),
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reflect on a real-life topic through peer comments and feedback.
Final task
Students publish their podcast episode and comment on their classmates’ recordings, expressing agreement, disagreement, or sharing personal experience.
