To begin, using Genius Hour concepts and Thinking Maps, students brainstormed their passions. This process helped guide them through decisions for which passions they would move forward with in developing their business, charity, or product. After narrowing their list down to their two best ideas, they began doing some in class market research by conducting survey interviews with their peers. This enabled them to see how their idea fit with the need in the market. They also did research online to ensure the idea was unique, yet still directly related to their passion. 
Using the Organizational piece from WICOR, students kept their ideas in a booklet provided to them by Mrs. Nolan. This booklet was an integral part to the process and it contained everything they needed to know about their business, charity or product as they moved it towards a digital presentation.
Their next step to building this concept would be designing a logo, slogan, and jingle that would represent their idea. Their jingle would need to be an original tune, or it could be a tune that already existed with new original lyrics. It was especially neat to hear Mrs. Nolan featured as the voice behind several jingles. Tess says, “My favorite part was getting to design my logo for my company that would go into my commercial. It let me express my own artistic skills and it was fun to do.”Although each student was tasked with coming up with their own ideas, during the process of building their concept, the students sat with the same group of peers each day in class. They collaborated with their peers and were encouraged throughout the process to get feedback from their groups in many of the decisions made about their business, concept or charity. When it came time for their formal presentation in front of the class, students shared about their journey and the development of their idea. Their peer group also stood with the presenter and reported what they contributed during the developmental process.
“Technology helped me learn what a realistic commercial looks like and it gave me a chance to learn about making my own commercial by giving me the resources to do so”. (Tess)
The majority of the class decided to use PowToon to create their commercial. The commercial had to include their logo, jingle, a voiceover, and a minimum of four advertising techniques studied throughout the semester. Student discovered various web tools to tie things together. Many of them are credited for teaching their peers how to try something new on the Chromebook.
When asked about using technology in class, Serena said, “I love using technology in class because it's not boring to learn about different subjects. I get really excited when teachers say we can use technology to do projects or research things because I really enjoy learning online and using my technology. Also, its easier to understand things online than it is in real life." Both Serena and Tess will be presenting their commercials at this year's Techno Expo event.
Additional projects that will be presented at Techno Expo:
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