A 6th Grade Weather Project Blew Me Away

Having worked in educational technology since the dawn of dial-up, I’ve witnessed the remarkable evolution of software. I’ve seen applications move from desktops to the cloud, watched collaboration tools become central to learning, and observed how small user-experience quirks can snowball into major barriers for teacher adoption. Through it all, my philosophy has remained the same: invest in tools that position students as creators, not just consumers.

So, it takes a lot to impress me. I hold software to high standards—intuitive interface, feature-rich design, and classroom alignment aren’t optional. That’s why I want to share a project that truly moved me.

I recently had the opportunity to support a 6th grade class in a local public school through a weather report project using WeVideo. What began as a simple integration quickly became one of the most powerful demonstrations I’ve seen of what’s possible when the right tools meet the right learning environment.

I kept finding myself saying to the students, “You have no idea—software didn’t used to do this!”

Back in the day, a student video project meant:

• Collecting content (a logistical nightmare).

• Working on a single desktop in the school’s lab (if you were lucky enough to have one).

• One student doing most of the editing while the others sat idle.

• Exporting files, figuring out how to submit them, and then hoping someone could actually watch them.

Sure, Google Workspace helped a bit with sharing, but content creation was still clunky and celebrating student work was still difficult.

Fast forward to now: With WeVideo, students could collaboratively build their projects in real time. The software’s searchable library of high-quality B-roll allowed them to enrich their storytelling in ways that would’ve required hours of prep in the past. The teacher could see progress, give feedback, and manage submissions effortlessly. And most importantly, every student had a role. Everyone contributed.

Here’s where it got emotional.

We often talk about diversity in independent schools, but public schools reflect a much broader range of academic needs. In this class, some students struggled to read. Others had emotional or behavioral challenges that made sitting through a traditional class nearly impossible. At the start, paraprofessionals were concerned the project might be too hard. But once the scripts were written, the playing field leveled.

Every student could access content to support their narrative. Every student recorded themselves explaining their work. And in those moments—watching students who rarely speak up in class create and express themselves with pride—it was hard not to get choked up.

And here’s the kicker: all of this happened on an inexpensive Chromebook. No high-end video lab. Just cloud-based tools, thoughtful scaffolding, and a class full of students ready to create.

This wasn’t just tech integration. It was a transformation.

It was access.

It was agency.

It was art.

And it’s a reminder that when we invest in the right tools— ones that meet students where they are—we empower all learners to find their voice.

This is a project I’ll carry with me.