How to write your first blog post

This is how to get started and create a blog post on edublogs

  1. You will receive an email with an invitation to the blog use this to go to the blog site Http://
  2. Follow the prompts and set up your user name and password. You will be taken to the home page of the blog.
  3. Select the house icon on the top left of the page
  4. Scroll down to dashboard
  5. In the dashboard menu you will see all the functions on the left hand side of the page
  6. Select Posts then select add a new post
  7. Type in a name for your post- make it interesting
  8. If you have prepared your post as a word document- you can cut and paste it to the blog page or type it directly into the blog
  9. Use the formatting tools at the top of the page to make your post easy to read
  10. Add media-all posts need a picture  or icon. You can even add a short video- see the add media box on the top right
  11. NB: Use the categories menu on the right to tick the boxes of the categories that apply to your post. Then select some tags. This is called metadata and makes your post searchable and easy to find
  12. Preview your post and make changes
  13. You can save as a draft to do more work later or
  14. Publish your post–  remember to press publish the blue icon on the bottom right of the page. Your post now comes to me to review and edit before it gets posted on the blog for everyone to read. If you do not have any categories and tags I will not publish your post because all posts need metadata so they can be found on the web. Happy blogging
  15. Have a  cupcake and a coffee to sustain you as you work on this task.

    Time for a coffee

A new technologies curriculum for Australian Schools

Australian teachers now have a new technologies curriculum for foundation to year ten F-10. This curriculum draws together the subject areas of design and technology and digital technologies. It addresses is a need for all students to become more confident, creative users of technology. Technology is such a vital part of our daily lives and the business world. This new curriculum has two strands

1.) knowledge and understanding

2.)processes and production skills.

There is a focus on systems thinking considers  the interconnected layers or aspects of a whole system before looking at isolated elements. The key factor in systems thinking is that  an action or disruption in one part or element of a system will influence and impact on the other layers. This connects to the cross- curriculum theme of sustainability.

Design thinking and design processes have been introduced  to explore the processes and thinking strategies used by designers as they engage in creative practices. There is a focus on students being actively engaged in authentic design projects which link across all areas of the curriculum. I am looking forward to seeing your responses and how you tackle this complex area of technology in your teaching.

Welcome to the Technologies Curriculum Resources Blog

Dear Teachers and Pre-service Teachers
I am Dr Jenny Lane  @EduJen

Thank you for visiting our community resource blog. We have set this up as a useful resource for teachers and preservice teachers. Technology is an important part of everything we do. We have a new Technologies Curriculum in Australia and it makes sense for us to work together to find and share the best most useful resources to use in our teaching.

I am an enthusiastic blogger. Community blogging is a great way to work together to benefit all of us and most importantly the students we teach. Please use this blog to build  a set of resources and teaching ideas that we can all use as we plan our teaching in the technologies area. I look forward to seeing your postings and comments. All the work in this blog will be licensed under a Creative Commons Attribution 3.0 Unported License.
Happy blogging
Dr Jenny Lane and the DTM4260 team

Using the PrimaryConnections Science Program to Teach Technology

Using the PrimaryConnections Science Program to Teach Technology

Learning Area

Design and Technology

Year Level



Technologies Contexts


Engineering principles and systems

Forces, and the properties of materials, affect the behaviour of a product or system (ACTDEK011)

This is from the School Curriculum and Standards Authority (SCSA) however the equivalent for the Australian curriculum can be found online.

Link to the Resource

Hard Copy ($42):

Online resource available on Scootle for free; however, you will need to create an account:

To watch PrimaryConnections in action within the classroom click here and it will take you to their YouTube channel:

Cross Curricular Priorities

Critical and creative thinking (CCT), Personal and social capability (PSC)

Links to Other Learning Areas

Science, Literacy, Mathematics

Some Background on the Creators

The Australian Academy of Science has linked science with literacy through the innovative program that is PrimaryConnections. The many lesson ideas and units created through PrimaryConnections use an inquiry-based approach to develop students’ knowledge, understanding and skills in both science and literacy; however, many of the lessons can be adapted to suit teaching different aspects of the curriculum. To find out more, please visit the PrimaryConnections website at

Using this Resource

Whilst this resource is set to a quite specific year level and section of the curriculum, it is very easy to implement in the classroom. The program is an eight week course that is designed to cover an entire section of the year four chemistry curriculum. However; looking deeper into the content and tasks required of the students, it is actually a program that coincides very closely with the technologies curriculum. The program is essential lesson plans that include diagnostic, formative and summative assessments; with sequential lessons that build on each other with every activity. The entire program is extremely hands on, with each child being placed into groups and assigned a role, which is linked to improving personal and social capabilities. It caters for visual, audible and kinaesthetic learners. Much of the work is already done for you, it just needs to be adapted to have more of a technology focus if you so desire. If year four is not your year, PrimaryConnections offer science programs for every year level K-12, all of which have ideas on how to teach lessons based on technology. It is just up to you to adapt the program accordingly!

Plant Tycoon: How to replace a real life garden with a virtual one.

Plant Tycoon: How to replace a real life garden with a virtual one.

Learning Area

Design and Technology

Year Level

Although this game is targeting the curriculum for the younger years; unless you are experienced with playing the game I suggest it be used by years 3/4 to revisit the concepts learned in earlier years.


Technologies Contexts


Food and fibre production – Plants and animals used for production have basic needs, such as food/nutrients, water, space, protection (ACTDEK003)

From from the School Curriculum and Standards Authority (SCSA).

Link to the Resource

Can be purchased online for $10 through Big Fish Games; however, once it is purchased once it can be downloaded as many times as needed!

General Capabilities

Information and communication technology (ICT) capability and Critical and Creative Thinking.

Links to Other Learning Areas

Science, Literacy

Using this Resource

Plant Tycoon is perfect for classrooms that want to teach the values of planting a garden but simply do not have the space or resources. The game allows students to create their own garden in a virtual world. They can water and fertilise their plants while also making sure they are getting enough sun. Plant Tycoon also allows the students to experiment with cross-pollination – seeing how the DNA of plants can combine in a simple way and make new creations come to life. Although creating a physical class garden would be ideal, not every class can do this. Plant Tycoon allows the younger years to learn about the basic needs of plants and the production of growing different types in real time which is different to other garden-based virtual realities. It also incorporates the learning of sustainability and economics with plant production; displaying to the students how plants need to be bought and sold to increase revenue. This resource is cheap and its real-time running makes it feel more true-to-life. It is relaxing, challenging and students can create at their own pace.

A Quick Video

Below is a video of some in-game action. Don’t be deterred if it looks too complex – it is much simpler than it looks! From 0:00-1:20 the game shows how  ‘people’ purchase the plants. This video is just to display how interactive the game is and how many different plants can be created; but as the teacher it is possible to restrict the game play to just growing the plants if you so desire.

ClassDojo a must!


ClassDojo a must!



Strand: Digital Technologies

Sub-strand: Knowledge and Understanding/Digital Systems

Year 4 Content Descriptor: Digital systems and peripheral devices are used for different purposes and can store and transmit different types of data (ACTDIK007)

ClassDojo is a behaviour management tool that aspires to create a positive classroom using technology. It is a communication application that reaches parents/caregivers at home, work, on their android/Iphone or email. It allows sudents and teachers to send messages, pictures and videos as well as assigned positive and negative points in which the students receive.

I believe this is a great technological application that encourages positive behaviour and ensures that the lines of communication between the teachers, parents and the students stay open and are accessible for everyone. It creates a positive support network for the students, parents and teachers.

Resource site:

Class Dojo

Year: Lower to upper primary

What is this? Class Dojo is a app that aids with behaviour management, as it helps monitor and guide student behaviour. It can be used by both the teacher and the students. It enables students to become responsible for their own actions, reactions and behaviours and can also help develop students’ ability to self regulate. This app can help create a sense of belonging in the classroom as students are shown as a whole class and can even be broken down into groups. This app can be used for more than just behaviour management however, as it can be used as a timer, as an attendance record, track homework and it has an instant messaging system to be used to keep in contact with parents. Parents can ask queries and seek responses from the teacher, and they can even be updated through the class blog. All students have the ability to post on the class blog but posts require teacher approval. In this way students are able to have access to their dojo from home, and the site even provides custom QR codes for students to scan in order to reach their dojo. As of last year, teachers are now able to use the site to send other teachers resources, which keeps the resources in one easily accessible account. The site also provides an introduction video for students and a letter to parents explaining how the app works. Not only is this a wonderful app that is beginning to be used in many schools, but it is also 100% free, making it easy for whole schools to adapt due to the lack of cost.

Here are some praise and examples for how other teachers use this app: 

Image result for class dojo avatars girlsHow this app aids with behaviour management: In this app, the teacher enters their class list into the app. Each student is represented with a customise-able monster avatar. The teacher can give individual or groups of students points and select a specific reason why from a list of observable behaviours (eg. listening, participation). Points can also be deducted from students. The app can either be displayed on an interactive whiteboard so that all students can view it, or can be operated from a computer, iPad or iPhone. This makes the app portable and provides access from where ever the teacher may take the students within the school. To make the app most effective, teachers should negotiate with their students a list of desirable behaviours that they can achieve points for. This way all students are aware of what behaviours they should demonstrate and creates a sense of accountability. Students can also be broken up into groups (either as desk groups or even spelling/maths groups, etc.) and can give group points. The points can be reset whenever the teacher chooses, for example at the end of each day or week. What the teacher chooses to do with the points is completely up to them. They can provide students with individual rewards or can even decide to give out whole class rewards. Reward systems and needed points can be tweaked to suit the year level.

Image result for class dojo rewards whole class



Application in classrooms via the use of the curriculum: I have seen this app effectively implemented in a range year levels, such as year 2/3 split class and even a year 5 class. However I will relate this to the year 4 curriculum.

Year 4 curriculum (SCASA)

Subject: Technologies

Strand: Digital Technologies

Sub-Strand: Knowledge and Understanding/Digital Systems

Content Descriptor: Digital systems and peripheral devices are used for different purposes and can store and transmit different types of data (ACTDIK007)

This content descriptor was chosen because aspects of the app directly relate to this. The app enables teachers to track, mark and keep record of student homework. Students each have their own individual accounts, which students can use to upload their homework and assessment pieces. The uploaded work is presented as a portfolio, and allows parent and peer access.


Class dojo. (n.d.). Retrieved from

School Curriculum and Standards Authority (SCSA). (n.d.). Retrieved from


Related image

Year: Middle to upper primary

What is it? Kahoot! is an online quiz game, in which students can either play individually or as teams from multiple devices. The teacher creates an account and can create customised quizzes relating to the content the class has been learning. The teacher projects the quiz onto the interactive whiteboard. This allows students to view the questions, as questions are only view-able from the teacher account. Each game has a unique pin-code, and the students log into the game using the pin-code. The quizzes are a multi-choice platform, where students answer questions via selecting the correct answer (represented by both colours and symbols) from their device. Students score points for accuracy of their answer and for the fastness in which they answer. It is a great resource to use to test students’ knowledge as a summative task while incorporating ICT. Images and videos can also be added to the questions.  At the end of each answer, students are provided with a graph of results, showing how many people chose what answer. These results remain completely anonymous to the students.

Image result for kahoot

Image result for kahootTeacher Link:

Student Link: 

Application in classrooms via the use of the curriculum: I believe that this app would be most effective for students in middle to upper primary, but could possibly be modified for use in year 2. We will be looking at year 3-4.

Subject: Technologies

Strand: Digital Technologies

Sub-Strand: Digital Technologies Processes and Production Skills

Content Descriptor: Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

This content descriptor was chosen because aspects of the website can relate to this. Students canhelp plan and create quizzes with teacher help and test their peers.




Subject: Digital Technology

Year: 4, 5 and above

Strand: Digital Technology Processes and Production skills

Sub-strand: Collect, sort, interpret and visually represent different types of data using soft are to manipulate data for a range of purposes (ACTDIP016)

Resource link: or


Kahoot is a game-based learning technology platform that creates and develops quizzes, discussions and surveys. It helps to develop independence as well as encourage social skills through collaboration and team-work.  Using the many activities students can improve understanding and develop topic specific knowledge, in a fun, interactive way. The game-like student-response tool adapts to all skill levels as it can be changed and modified to suit all ages. Students are able to connect with each other and even other class mates from around the globe. To further extend on this students can create their own Kahoot, this can be used as a formative/summative assessment and can be a fun creative way to test their knowledge and skills. It can be used across all learning areas and I believe it is a vital tool for teachers moving forward. It incorporates Technology and enables educators to take a holistic approach to teaching and gain  insight into their students; what they know and what they need to know.

Introduction to Design and Technology Process and Engineering!/media/1575277/


Year: 5-6

Curriculum areas:

  •  Technology and Society

           How people address competing considerations, including sustainability when designing products, services and environments for current and future use (ACTDEK019)

  • Design and Technology Processes and production skills


Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions using a range of techniques, appropriate technical terms and technology


It is always important for students to understand why they are learning something. To introduce them to the why we learn about design and technology we can talk about an Engineering career. The following video will also assist students in understanding how the design process works and prepare them for the inevitable mistakes that can occur.

This video can be at the start of a unit as an engaging hook for students. From here students can learn about sustainability and propose solutions to problems that face today’s society in relation to food production.



Subject: Design Technologies


Strand – Processes and Production Skills
Sub strand – Designing
Develop, communicate and discuss design ideas through describing, drawing, modelling and/or a sequence of steps.
General Capabilities:

  • Literacy
  • ICT
  • Creative and critical thinking

Links to all other learning areas
Popplet is a visual tool that allows students to show ideas. It is an engaging tool used for mind mapping, graphic organisers, timelines and other forms of visual organisation. Popplet focuses on brainstorming and can also be used as a presentation tool.

How to use this resource

  • Register with Popplet
  • Begin by developing a project by creating a popple.
  • Add text by clicking on each popple.
  • Videos and images can be imported from Facebook or YouTube, or any file saved on the computer.
  • The drawing tool is used to write notes or sketch.
  • Other users can leave feedback using the comment function.


Subject: Digital Technologies


Year Level: Year 1 – 6


Strand: Digital Technologies Processes and Production Skills


Sub-strand: Using digital systems




Links to all other areas


Students can use technology to visually show creativity and individuality. The editing tools on the app allow students to create a variety of different types of movies which they can then show to the rest of the class as a project.


How do you use it?

  • Import video using clips from your camera
  • Import images or music
  • Edit clips
  • Combine clips into a movie
  • Add effects or titles to clips


Ways to use it in the classroom:

  • Creating visual presentations
  • Using for projects
  • Video reports
  • News telling
  • Story telling


Image result for ship clipart

First Fleet Web Quest

Subject: Technology

Year level:  Foundation- year 6

Strand: Digital technologies

Sub-Strand: Processes and Production skills

Links to other learning areas: English/ history

Content Descriptors: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

A classroom link: This can be used effectively in a classroom setting for students in year level from year 3- year 6. This particular activity idea however focuses on the age year 3 age group.  It is and effective way to incorporates the use of technology as well as heavily relating to the history component of the curriculum.

How to use this in the classroom: With the growing use of technology being used in today’s classrooms it is important to try and incorporate a many aspects as possible into everyday learning.  A fantastic way for students to incorporate technology into their learning is through the use of a WebQuest. There are many different ways to create such a document through the use of apps and different online programs. Though find it just as easy to use Publisher as many students are already familiar with this program. This activity requires the students to create an informative and fun way for other students to find out information on a particular topic. A WebQuest is a lesson that is formatted in a way in which most or all the information that learners work with comes from the web (internet). These particular WebQuests can be created using various programs that includes links to websites. With year three this may be used to link to the history curriculum, this can be achieved by the students creating a WebQuest on the First Fleet. Once this is complete the WebQuests can be completed by other students. This is a great activity for students to work either individually or in pairs.

Program: Publisher  with web links to the internet