Generate and record design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps
Works with others, or independently, when creating designs
Cross Curriculum:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
English
Maths
Science
How to use Digital books using Google slides.
First you will need a Google Account – either one that you share with your students or students can use their own log-in if your district assigns those.
Next have students open Google Drive and click the read create button and select “Slides.” They need to name their book. You can also have students go directly to Google Slides and log in from there too.
Each page of their book is a new slide. Students would start with a cover page and then go from there. As students are creating their book, the program auto saves so no work is lost. It is easy to add pictures and edit each slide. Not only can Google slides work with window computers, it can also be used with ipads.
Once the student are finished their book this program allows them to set up QR codes so they are able to share their online book with other students or even the school.
A classroom activity
An example of a classroom activity using this program is after students have been on an excursion. Students on the excursion would explore in groups, in these groups they will create a digital book using Google slides. Each page will consist of each part of the excursion (teacher to advise) informing the reader of the excursion. On the IWB teacher would model and teach about an informative text and what structure is needed before the students attempt their books.
Link to Resources
https://www.google.com/slides/about/
https://accounts.google.com/SignUp
Reference
Flanagan, Erin (2015) Making Digital Books Google Slides. Retrieved from: http://www.erintegration.com/2015/07/09/create-share-digital-books-with-google-slides-for-free/
Engage with information known people have shared in an online environment, and model strategies to stay safe online (ACTDIP006)
Cross Curriculum
Aboriginal and Torres Strait Islander histories and culture
Asia and Australia’s engagement with Asia
Sustainability
Literacy
Numeracy
Science
What is Padlet?
Padlet is a Web 2.0 tool that allows the user to create a space, much like a bulletin board, to stick website links, pdf & word files. There is a web camera option. It is a perfect tool to share a variety of sources in one cohesive location.
How to use Padlet in the classroom
As you can see on this Padlet above, you can have Spelling HW for the week, a copy of the heading for the Spelling Sort homework, Grammar homework for Monday and Wednesday, Family Times Newsletter, and the Unit Spelling List. Parents quickly appreciate the routine in format. Students are able to work ahead on their homework and see the week in one location. This is a paper AND a timesaver. My kids do homework in folders, so there are no worksheets to print. The padlet can also be used as a place for students to send their final presentations for all students to read/see or watch. A creative section can also be used where if students feel creative when they do writing, such as extension writing they have this outlet to send the teacher extra work they would like looked at.
Teachers are also able to create mathematic games for students through lessons, or even for early finishes. The games you display are accessible for all students at any time.
Link to recourse and for setting up your Padlet please view video on the following link.
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
General Capabilities:
Literacy
Information and communication technology (ICT) capability
Critical and creative thinking
Personal and social capability
Ethical understanding
Links to other learning areas:
Literacy
History
Health
Humanities and Social Science
The Arts
A classroom activity using this resource:
This resource is reminiscent of a digital version of playing with dolls or action figures. Children are taught to sequence with this user friendly, story telling app. Not only is this app aesthetically pleasing but it is a great way for children to be creative and let their imaginations run wild whilst being engagingly educated. Students start with a story planner, which is called a ‘Story Arc’. This makes it necessary for students to plan before commencing their oral narrative. The planner includes setup, conflict, challenge, climax and resolution. A narrator will then guide them through creating a scene, adding animation and music. There is also an option to draw your own animated characters. It is worth noting that the flow of the Story Arc can be changed if need be, as well as an option to add one extra frame anywhere in the story.
In this bridge between formal and informal learning, children are given a creative way to express themselves. Vocabulary is built, as language skills are developed. There is also a teaching point when choosing background music, as this is based on emotions. Another lesson could stem from this activity as to why music changes for differing moods, asking how we know what a character feels based on the tempo of a song. Learning can be extended by having them edit their animations in an app such as iMovie.
Videos can then be shared via email, or through an in-app feature called ‘ToonTube’. This feature allows students to share videos around the world by selecting a location from a 3D globe. Children can also scroll the globe to view cartoons created from others to learn about their worlds or teach those about theirs. This is a great way for collaborative learning to take place; not only from peers and students’ own creations but others around the world as well. Be sure to cover online safety and information sharing online before this step.
This interactive app is available free from the Apple App Store. There are options to purchase more features.
How to use this resource:
Select ‘Create Cartoon’ then ‘New Cartoon’
A narrator will then explain the concept of the ‘Story Arc’, (this can be skipped after first use of the app)
An extra frame can be added by pressing + , (although you are still only limited to six frames in total)
Select ‘Setup’ and begin to choose a background
Select the arrow in the top right hand corner of the screen to continue
Select or create characters, then press the arrow
Select “Start Animation”. The app will then countdown from 3 before you beginning to record voices. Characters can be dragged around the screen whilst recording.
Select “Stop Animation” for an instant replay of the recording. Scenes can be re-recorded
Select the arrow and choose music based on emotion/mood
Strand: Digital Technologies: Processes and Production Skills
Sub-strands:
COLLECTING, MANAGING AND ANALYSING DATA
Collect, sort, interpret and visually present different types of data using software to manipulate data for a range of purposes (ACTDIP016)
DIGITAL IMPLEMENTATION
Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)
COLLABORATING AND MANAGING
Work collaboratively considering resources and safety, to plan, publish and manage projects, including sequenced steps
Link to the website/resource: http://www.abc.net.au/btn/
Cross-curricular priorities and general capabilities covered using B.T.N. in the classroom:
Literacy
Numeracy
Information and communication technology (ICT)
Ethical understanding
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
Personal and social capability
Inter-cultural understanding
Links to learning areas: English, Mathematics, H.A.S.S.
B.T.N. in the classroom:
Behind The News (B.T.N.) is a long-running news program broadcast on Australia’s ABC TV network made in Adelaide and aimed at school-aged children (8–13 years of age). B.T.N. is aimed at upper primary to lower secondary aged students with the goal of helping them understand current issues and events in their world.
B.T.N. explores major news events using the language, music and popular culture of young people. The program explains the concepts that underpin the issues and events, while also providing background information that puts current affairs into context. B.T.N. also covers kids’ issues that are often overlooked by mainstream media, and makes use of online resources including streaming video of B.T.N. stories, study materials for teachers and additional information and activities for students. B.T.N. explains news items in a fun, simplistic way that is easy to understand.
Many schools allow students to watch it on a regular basis in the hope that it will give them an insight into politics, current affairs, sport and various other topics, this promotes the improvement of each students’ civics and citizenship.
Students in my previous school created their own short version of B.T.N. which was filmed by the students, then posted to the school’s shared folder, so teachers could show the short videos to every classroom prior to recess. The students would cover topics of;
– Daily school life
– Weather
– Upcoming events
– Student Birthdays
– Often ending with a silly joke just for fun.
Each week two new students would take the role of being news anchors, each getting the opportunity to put their own personality into their reports.
Resource name: Socrative Teacher and Socrative Student
About resource: The resource of Socrative is named based of the philosopher Socrates.
Socrative is a wonderful free digital technology resource, which can be used to teach Digital Technologies to students of all ages. It is an engaging resource tool, which can be used to assess student’s knowledge and understanding using quizzes. It caters for students as well as teachers. Using this resource teachers are provided with the opportunities to create their own range of quizzes which can connect to any learning area.
The resource is a great tool for assessing students both diagnostically and formatively.
Socrative provides instantaneous results and feedback; which aids in quick and efficient grading as well as providing a visual of the results that give the teachers an insight and understanding of the student’s level of understanding.
How does this resource work:
You can access Socrative using computers, tablets, ipods, laptops and or smartphones, any browser and web-enabled device will work.
Sign Up: As a teacher you will need to sign up to be able to use Socrative
It is a free resource, and you can sign up using your email address or google mail account from either a mobile device or computer/laptop.
Once sign up is completed, you can start creating your quizzes. Quizzes can be either short answers or multiple choices. Once the questions are written in, teacher can add in and or select the correct answers/responses.
After the quizzes are set up, the teacher can also provide instant feedback and results to the students. Teacher can also track the progress of the students over any period of time.
Students can access Socrative anywhere (at home or at school) using the log in provided by the teacher. This way Socrative can even be used as a homework alternative, making quizzes that students can answer at home or as part of a lesson at school.
What are the benefits of Socrative?
It has a very simple, straightforward app,
You can create games (team, races etc.) out of your questions,
Students can respond from wherever they are,
You don’t need hardware (e.g. no clickers),
Socrative is good for concept checking and gaining a feeling of class understanding before and after the lesson,
Results can be made immediately available to both the student and the tutor,
Socrative is free.
Socrative was created by a group of teachers
Its interative and engaging
It provides immediate feedback via formative assessments
It is paperless
It saves time when grading assignments
Students can use Socratic on any device, on any platform.
Socrative steps: how does it work? Here is an example of Socrative in action;
The teacher has logged into her Socrative account
and sets up a quiz. The teacher is then provided with a room number (this is what the students will need to be able to access this quiz)
General Capabilities: The general capabilities that are expected and developed using the resource Socrative could include:
Literacy (LIT)
Numeracy (NUM)
Information and Communication Technology (ICT) capability
Critical and creative thinking (CCT)
Cross-curriculum Priorities:
All cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
And
Sustainability
Can be addressed as well as developed via the use of Socrative. Quizzes can be tailored to suit whichever or all Cross-curriculum Priorities, depending on the aim and content of the quizzes.
Links to other learning areas: Socrative can easily be connected and linked to these learning areas:
History
Science
Maths
References
EmergingEdTech. (2014, October 19). 3 Minute Teaching With Tech Tutorial – Socrative (Free SRS). [Video file]. Retrieved from https://www.youtube.com/watch? v=qCG1MuWf_Os&feature=youtu.be Lands, B. (2012, February 24).
13 Ways to Use Socrative as a Formative Assessment. [Blog post]. Retrieved from http://www.thelandscapeoflearning.com/2012/02/11-ways-to-use-socrative- as-formative.htmlBotfield, N. (2014, November 11).
Technology Enhanced Learning: Are you using Socrative? An engaging tool to quiz student understanding. [Blog post]. Retrieved from http://blogs.sussex.ac.uk/tel/2014/11/11/socrative-visualise-student-understanding/Bharti, P. (2014, October 13).
A Complete Guide for Teachers on How to Use Socrative. [Blog post]. Retrieved from http://edtechreview.in/trends-insights/insights/1532-a-complete-guide-for-teachers-on-how-to-use-socrative?start=324
Socrative by MasteryConnect. (2016) Retrieved from www.socrative.com
Using the various Google technologies has helped me immensely as a pre-service teacher. I can share documents with my mentor, other teachers, colleagues and students. I can create slides, spreadsheets and documents on the run and access them easily.
Subject: Digital technologies
Year Level: 4-6
Strand: Processes and production skills
Sub strand: collection, managing and analysing data
Cross curriculum priorities and general capabilities: Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, sustainability
Links to other learning areas: Numeracy, literacy, society and environment, science
A classroom activity using this resource:
Students practice the comprehension strategy of questioning by making quizzes for their class mates using a book they are reading as the subject.
They use Google docs to make their quizzes, create a QR code and classmates take the quiz.
Students will use the data collected for analysis.
This activity enables students to practice their digital technology skills incorporating real-world applications and using real information and data for analysis.
How to use this resource:
Students and teacher all need to have Google accounts and become familiar with using Google Drive.
It’s free and easy to share and access.
Students will experience some basic coding to set the quizzes up.
Other suggestions for use:
For revision of tests; students can test each other.
Cross curriculum priories and general capabilities:
Can be any of the three cross curriculum priorities when created to relate to one (Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia and Sustainability)
General Capabilities include Literacy (LIT), Information and communication technology (ICT), Critical and creative thinking (CCT).
Links to other learning areas:
English, Mathematics, science, history, geography, and health and physical education.
How to use this resource:
Kahoot! Is a game based learning platform on which you can create your own and participate in quizzes, discussions and surveys. There is already a range of premade quizzes at specific learning levels that you can assign your students f there is a one relevant to your learning area. Kahoot! Is available on most devices (such as computers, Ipads and Smart Phones) and each activity is assigned a game pin so that your students can access it without having a link.
A classroom activity using this resource:
Due to the fact you can create your own quiz you can use this resource to support a range of different classroom activities, for example you can create a quiz to support a lesson you have done regarding a history topic, that supports the content you have learnt and use the quiz as a formative testing tool. Though you can also use the quiz results as a mathematical lesson- analysing the results and creating a graph for example. The level of the activity can vary from year one to year six that is why this is a helpful technological tool.
Strand: Digital Technologies Processes and Production Skills
Sub-strand: Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)
Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)
Link to the resource: http://www.abc.net.au/btn/
Cross curricular priorities and general capabilities:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
Literacy
Numeracy
Information and communication technology (ICT)
Personal and social capability
Ethical understanding
Inter-cultural understanding
Links to learning areas: English, Humanities, Society.
A classroom activity using this resource:
This resource is great for getting students to find out what is happening all around the world; there is a weekly news video posted pitched to the younger generation. This helps open students minds to the world around them, making them think and become aware of worldwide issues. Students can watch BTN as a whole class or individually, then answer and discuss the topics being raised.
BTN is on a variety of social media sites and therefore students can use these to discuss topics with others and find out further information. The website holds weekly polls where the results are shown in the next weeks addition, this gets students voicing their opinion safely on-line, as well as seeing the perspectives of others around the world. There is a weekly live Q&A session which students can also participate in, this would involve students searching the website and opening other links from the site in order to further their knowledge. If there is a particular topic students are interested in they can then do some research on-line and then share this information with the rest of the class.
This is an amazing resource to get students voicing their opinions in a variety of ways, and to gain interest in the news and the world around them.
How to use this resource:
Go the the website http://www.abc.net.au/btn/
Follow the links provided on the page
Explore and interact with a variety of interesting and engaging activities
Dipity is a digital timeline interface which allows the user to research a topic and represent it visually using a range of resources. It could also be used to document your own personal digital footprint (Dipity, n.d.).
How to use this resource: Dipity could be used across most year groups and many of the Australian Curriculum learning areas. This resource is a fantastic way to represent timelines, students are able to collate information found online or scan information from physical resources (books, newspapers).
Log in for a free account which gives you the ability to produce three timelines, there are premium accounts available at a cost.
Classroom focus:
Subject: Digital Technologies
Year Level: 5
Strand: Digital Technologies processes and production skills
Sub strand: Collecting , managing and analysing data
Content descriptor: Acquire, store and validate different types of data, and use a range of commonly available software to interpret and visualise data in context to create information (ACTDIP016)
Cross curriculum priorities and general capabilities:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Links to other learning areas:
History
English
A classroom activity using this resource:
This resource could be used as an assessment task for a history project, where students must research and present in a digital timeline events from Australian history after colonisation.
using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data projector to present information
describing digital systems as having internal and external components that perform different functions
investigating how the internal and external components of digital systems are coordinated to handle data,
Links to other learning areas: English, Maths, Science
Cross Curriculum Priorities:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
General Capabilities:
Literacy
Numeracy
Information and communication technology (ICT) capability
Description: This website is a fantastic interactive website for students. It is comprised of educational games and activities. As the teacher you have control over what the students are doing. The activities are broken into learning areas, topics and age categories. You are able to filter these options and set the activities for students to complete. Students are also able to access this from home with their student log in. It is aligned with the curriculum and has a range of resources. You can also create your own lessons and upload them.
