Edmodo

edmodo

 

Subject: Digital Technologies

Year: P-6

Strand: Processes and Production Skills

Sub-Strand: Digital Implementation

Content Descriptors:

Year P: Engage with information known people have shared in an online environment, and model strategies to stay safe online.

Year 1: Share and publish information with known people in an online environment, modelling strategies to stay safe online.

Year 2: Share and publish information in a safe online environment, with known people.

Year 3: Work with others to create and communicate ideas and information safely.

Year 4: Work with others to create and communicate ideas and information safely, using agreed protocols (netiquette).

Year 5: Create and communicate information, including online collaborative projects, using agreed social, ethical and technical protocols (codes of conduct).

Year 6: Manage the creation and communication of information, including online collaborative projects, using agreed social, ethical and technical protocols.

Cross curriculum priorities: Literacy, ICT

General capabilities: Personal and social capabilities, Ethical understanding

(“Technologies Learning Area Scope and Sequence”, 2015)

Edmodo

Edmodo is an educational social networking site, which allows teachers to create an on-line classroom environment. This on-line classroom can be used to share classroom content, share and submit assignments, create and take polls, post messages and host discussions. Teachers and students can post links, pictures, videos, documents and presentations. Edmodo is a great communication platform for teachers, parents and students, enabling teachers to manage communication. It is a fantastic social learning tool, and can be used for classroom management purposes.

The site functions similarly to Blackboard, and the layout is similar to Facebook. This makes it engaging for students and an excellent tool to introduce students to the social networking world, in a safe and secure environment.

edmodopost

(Edmodo, 2016)

How to Use

Teachers can simply visit the Edmodo website and sign up for a free account. Add your classroom as a ‘group’ and you are given a unique code to share with students. Students create a login, and once they have joined the group they will have their own page, which they can personalise, and begin joining in with discussions and posting.

Features

  • Parents can monitor their child’s activities
  • Post links, photos, documents and videos which are then stored in a Library
  • Linked to Google Drive

Advantages

  • Free and secure
  • Social networking in an educational context
  • Content management
  • Simple to join and create classes
  • Excellent for networking
  • Engaging
  • Safe platform for students to collaborate
  • Digital communication
  • Model and reinforce ethical digital citizenship
  • Peers provide feedback
  • Runs on any internet browser
  • Mobile app

Possible Disadvantages

  • Required supervision

(Edmodo, 2015)

Professional Learning

Edmodo also offers a yearly webinar, which they call Edmodocon. Recorded seminars are available all year round, and participants can download a certificate to add to their professional learning portfolio.

 

edmodocon

 

(Edmodocon, 2015)

Resource Links

Edmodo Website: https://www.edmodo.com

Edmodocon Website: https://edmodocon.com/

Mobile App: https://www.edmodo.com/mobile/

Platforms

Android

iPad

 References

Edmodo. (2015). Retrieved from webpage https://www.edmodo.com/home

Edmodo. (2015). Retrieved from webpage https://www.edmodo.com/mobile/

Edmodocon. (2015). Retrieved from webpage https://edmodocon.com/

Technologies Learning Area Scope and Sequence. (2015). Retrieved from School Curriculum and Standards Authority website: http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2/technologies-overview/Tech_Scope_and_Sequence.pdf

Design and Technology – Discover Dairy

Design and Technology – Discover Dairy

Resource: Discover Dairy

Dairy

Photo courtesy of Discover Dairy

Resource Link: http://www.dairy.edu.au/DiscoverDairy

Description:

Discover Dairy provides videos, images, fact sheets, interactive activities, games and presentations relating to the dairy industry and the role people, technology and processes that are included in the industry. It provides support and lesson ideas for teachers on how to present the information provided and activities to follow which will further develop students learning and engage students in the topic. The site can be downloaded onto any device that has internet and has a student area so that they can complete tasks, games and look at different information relating to the dairy industry. It covers all aspects from the cows, their food, the production, the lifestyle, the different job roles, water, sustainability, equipment and other aspects that create and contribute to the dairy industry.

Strand: Design and Technology

Sub-Strands: Knowledge and understanding & Processes and Production Skills

Year 3-4

Content Description:

Elaborations:

  • Exploring tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing plant and animal environments such as a greenhouse, animal housing, safe bird shelters
  • Investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future.

General Capabilities:

  • English
  • Maths
  • Critical and Creative thinking
  • Personal and social capability
  • Ethical understanding

Cross Curricula Priorities

  • Sustainability

Links to other learning areas:

Year: 4

Learning Area:  Geography

Content description

The sustainable management of waste from production and consumption (ACHGK025)

Elaborations

  • describing how natural processes can break down and recycle some wastes safely, for example, through composting or purifying water as it moves through the environment

General capabilities

  • Literacy
  • Critical and creative thinking

Year: 4

Learning Area: Science – Biological sciences

Content description

Living things, including plants and animals, depend on each other and the environment to survive(ACSSU073)

Elaborations

  • investigating how plants provide shelter for animals
  • investigating the roles of living things in a habitat, for instance producers, consumers or decomposers
  • observing and describing predator-prey relationships
  • predicting the effects when living things in feeding relationships are removed or die out in an area
  • recognising that interactions between living things may be competitive or mutually beneficial

General capabilities

  • Literacy
  • Critical and creative thinking

Year: 4

Learning Area: Geography

Content description

Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)

Elaborations

  • discussing what they know and have learned about different views related to the sustainability of environments
  • explaining why it could be necessary to improve sustainability and propose a range of different actions that could be taken , for example, with reference to their home, community or school
  • proposing possible actions that could be taken to promote awareness about how people can reduce their impact on the environment

General capabilities

  • Literacy
  • Critical and creative thinking
  • Personal and social competence
  • Ethical behaviour

Year: 4

Learning Area: Geography

Content description

The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources(ACHGK023)

Elaboration

  • investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments (rotational use and harvesting of resources, mutton bird harvesting in Tasmania, and the collection of bush food from semi-arid rangelands)

General capabilities

  • Literacy
  • Numeracy
  • Intercultural understanding
  • Critical and creative thinking

Year: 3

Learning Area: Science

Content descriptions

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Elaborations

  • recognising characteristics of living things such as growing, moving, sensitivity and reproducing
  • recognising the range of different living things
  • sorting living and non-living things based on characteristics
  • exploring differences between living, once living and products of living things

General capabilities

  • Literacy
  • Critical and creative thinking

 

Snappy!

Snappy

Subject: Design and Technologies

Year level: 3-4

Strand: Design and Technologies processes and production skills

Sub strand: Using Digital Systems: creating designed solutions by generating

  • 4.6 Generate, develop, and communicate design ideas and decisions using technical terms and graphical representation techniques

Link to the resource: http://www.scootle.edu.au/ec/viewing/L11652/index.html

Cross curriculum priorities and general capabilities: Literacy, Critical and Creative Thinking, ICT Competence

Links to other learning areas: English, History, Science, Society and Environment, Health and Physical Education, Arts

  • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (ACELY1682)
  • Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
  • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

A classroom activity using this resource:
‘Snappy’ is used to create an interactive presentation where you can add your own digital images, audio files and text. In a classroom activity, students may have researched a science concept and must now present their findings in the form of an interactive presentation. Students can choose a layout and style for each page. Once students have completed their presentation, they can then share it with the class to engage and inform.

Educational value:

  • Allows students to explore and manipulate images, layouts, styles, text and audio files to create their own interactive presentation.
  • Provides opportunities for students to improve writing and comprehension skills.
  • Includes demonstration videos for students and teachers to follow.
  • Provides an option to print the presentation to further assess students work.

How to use this resource:

  • Download the Adobe AIR as Snappy is an Adobe AIR application.
  • Create a new folder in your computer – inside it, put all the audio and image files you want to use.
  • Images must be JPEG files and audio files must be MP3.
  • Select Snappy to download and run the application.
  • Choose a layout and style for each page.
  • Add a caption to each image.
  • The presentation will save while you are working.
  • Once completed, you can view the presentation in an internet browser and share with others.