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It did NOT work well initially to include the answers on each slide, since students had to “escape” out of the PowerPoint presentation to Google something or perform another demo.This made the activity and game much more active and performance-based, rather than just an exercise in memory recall. It worked well to include “demonstration” requirements for the questions, along with factual answers the students had to provide.As a result, when students chose those questions I had to escape out of the presentation and go directly to the correct slide with the question they’d chosen. There are two point values in the presentation which ARE linked to the “daily double” slides at the end, but those ending slides aren’t linked to anything. I should have linked the “daily double” slides back to the correct question.This made the point values more clearly visible, with higher contrast between the font hyperlink color and slide table’s background color. I need to go back and change this on the original file I’ve shared. I had changed the default link color to yellow, but that was too light for the table’s background color. I had to alter the background color of the Jeopardy game table, on the second slide of the PowerPoint.Here are a few of MY lessons learned from today. This activity worked great, and was a good way to get every student up front and participating in the lesson. I shared this PPT file in my public Dropbox folder as a link on our course schedule. To review the ideas in the chapter, I used a PowerPoint template Jeopardy game shared by Estaban Serrano, and created a version with questions from our chapter. This chapter covers topics like alternative web browsers, tabbed browsing, password security, accessing webmail accounts, file management, keyboard shortcuts, how to Google for answers to questions, and basic computer troubleshooting. Today in my “ Computers in the Classroom” course at the University of North Texas, we reviewed the PI4BL chapter “ Redefining the Beginner.” One of the things I learned last semester, teaching “ Technology 4 Teachers” at the University of Central Oklahoma, was NOT to assume things about students’ background knowledge and entering computer literacy skills.