ethical understanding

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Technology as if people and planet mattered

Technology saving millions of lives.

As simple as a smoke extraction system?

Over four million people die each year after inhaling smoke from kitchen stoves and fires.

Most victims are women and young children. But these are deaths that could be prevented – using simple solutions.  

Have you been looking for authentic content?

Technology as if people and planet mattered – catchy title? I was hooked…

Who would have ever known that the world of Technology was so HUGE!  It’s not really enough to write just one or two blog posts for a university assignment, to reflect the distraction that all this new information has inflicted on my days.

With a strong passion for justice and equity I am thankful for the Australian Curriculum, General Capabilities for giving me permission to incorporate Ethical Understanding, Intercultural Understanding, Personal & Social capability and Creative and Critical thinking into my professional life as a teacher. Whilst I am thanking the Australian Curriculum, let’s say YAY!! for the Cross-Curricular Priority of Sustainability.

If you are looking to broaden your perspectives on Technology and its uses, check out this website. http://practicalaction.org

“Practical Action is an international non-governmental organisation (NGO) that uses technology to challenge poverty in developing countries.

We find out what people are doing and help them to do it better. Through technology we enable poor communities to build on their skills and knowledge to produce sustainable and practical solutions- transforming their lives forever and protecting the world around them”.

Subject:                 Design and Technologies

Year Level:          Teachers of all year levels

Strand:                  Knowledge and understanding 

Sub strand:         Technologies and society

Technologies contexts

  1. Engineering principles and systems,
  2. Food and fibre production
  3. Food specialisations
  4. Materials and technologies specialisations

Strand: Processes and production skill

Sub strand: CREATE SOLUTIONS

  1. Investigating and defining
  2. Designing
  3. Producing and implementing
  4. Evaluating
  5. Collaborating and managing

Using this resource…

Build your content knowledge and be supported with ready-made resources.

Practical Action is just one of many organisations promoting the positive use of technologies in developing countries. It offers many ideas and resources to use as inspiration for your technologies content. A free book (link below) on the subject of social justice is also available through their website. Supporting power point presentations and resources from Practical Action can be found on the TES website.

https://www.tes.com/member/PracticalAction

“A powerful new book sets out the need for looking at technology from human and environmental perspectives, and how to change the status quo”.

http://practicalaction.org/rethink-retool-reboot

Free download of the book at this address

http://www.developmentbookshelf.com/doi/book/10.3362/9781780449043

An article on Technology perspectives from Simon Trace – author of Rethink, Retool, Reboot

https://www.eiuperspectives.economist.com/simon-trace

 

Did you know?

‘that burning an open fire in your kitchen is like burning 400 cigarettes an hour”

Dr Kirk Smith – Professor of Global Environmental Health.

BE CHALLENGED AND BE INSPIRED

 

 

                                            

 

 

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Junior Landcare! Creating a Food Garden…

Subject: Design and Technologies

Year level: Grade 3+

Strand: Knowledge and Understanding, Process and Production Skills

Substrand: Food and Fibre Production

Content Descriptor Example: Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them (ACTDEK012). Past performance, and current and future needs are considered when designing sustainable food and fibre systems for products (ACTDEK021).

Cross-Curriculum Priorities:

  • Sustainability

General Capabilities

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding

Links to other learning areas

  • Health and Physical Education
  • Science
  • English
  • Mathematics
  • Art

Click the picture above to open the ‘creating a food garden’ resource

Link to Junior Landcare website: https://landcareaustralia.org.au/junior-landcare/

First Impressions

The Junior Landcare website provides teachers, students and parents with information about how to improve and look after the current and future environment. It is easy to read and navigate through the website. There are a heap of resources and links providing you with more ideas and inspiration. This resource is perfect for integrating Sustainability into the classroom and developing students ethical understanding. Landcare Australia also have a Youtube channel where there are a number of videos about Australia and the environment we live in. Perfect to guide student discussion developing knowledge and understanding.

What is Junior Landcare? 

Junior Landcare was created by Landcare Australia in 1998. This was created to encourage young people to play an active role in conserving current land to ensure a safe future environment. Junior Landcare encourages young people to be accountable for their actions and take responsibility of their future environment. Junior Landcare provide a range of days where students can volunteer and assist in creating a better future. The best thing about Junior Landcare, is that it links straight in with the curriculum. So you know that the students will benefit academically from the experience. The L.I.F.E website also provides event days where students can volunteer or you could create your own event to get people together. Discover more in the video below.

How you could use Junior Landcare in the Classroom

There are multiple resources on Junior Landcare that would be useful in the classroom. An activity that would provide multiple linked activities as well as benefit the actual school is to create a food garden. Creating a food garden involves multiple steps that can incorporate many other learning areas. Students would begin with investigating and defining when discussing potential ideas to create a food garden. Write all of their ideas down and discuss why some things might work better than others. Involve Mathematics by designing a to scale 2D drawing of a food garden including labels and technical terms. Now its time to produce and implement the design to create the food garden with the safe use of tools and equipment. Incorporate Science where students evaluate the growth of the food garden and ask questions like, ‘what could be done to improve the growth’. This will provide students with a collaborative and hands on experience. After the garden is created you can involve Art by drawing a birds eye view of the garden or involve English by writing a procedural text on how to create a food garden. There are so many possibilities with creating a food garden.

TIPS

Gather extra helping hands! Engage with parents and the school ground keeper to see if they can help create the masterpiece.

Create a rotating roster for students to water and look after the garden. Otherwise you will spend half the afternoon everyday doing it yourself.

Something extra…

Download and have a read of the Teacher’s Resource Guide.

Check out this classroom blog where they have created their own food garden for inspiration and ideas.

Also have a look at Landcare Australia’s Youtube channel.

Other Resources from Junior Landcare

Building a Worm Farm

Creating a Frog Pond

Enhancing and Restoring Habitats

Growing Healthy Plants using Natural Pesticides

 

By Jessica Read

 

References

Junior Landcare. [2015]. Retrieved from https://landcareaustralia.org.au/junior-landcare/

Landcare Australia. (2015, March 26). Junior landcare hits our tv screens [Video file]. Retrieved from https://www.youtube.com/watch?v=sEwFAwmdAoQ

Landcare Australia. (2014, December 3). Landcare is for everyone [Video file]. Retrieved from https://www.youtube.com/watch?v=NoVv_RMrDzk&t=34s

Landcare Australia. (2016, November 28). Love our Aussie land [Video file]. Retrieved from https://www.youtube.com/watch?v=v6sGGdIQ2SU&t=1s

School Curriculum and Standards Authority. [2014]. Design and Technologies. WA: Government of Western Australia. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/design-and-technologies2

Cybersmart Detectives!
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Cybersmart Detectives!

Want to build young people into smart online detectives?

This is the place to begin!

Technology and specifically, social media, has increasingly become used by children as young as 6 (some even younger!) These children are aware that there is another universe out in the “twitter-sphere” Although this new world is incredibly exciting for our young generation, there are many safety aspects that are essential for students to be aware of.

Cybersmart Detectives

What is it?

Funded by the Australian Government, Cybersmart Detectives is an engaging online resource created for teachers to implement in the classroom. This resource reinforces the ideas on the personal safety and protective measures that students need to take when dealing with strangers online.

How is it used in the classroom?

This resource is an interactive half-hour activity that is based on an animation. Students are given ‘real world’ examples and are encouraged to ‘step into the shoes’ of a Cybersmart Detective. There are clues given throughout the exercise and students are required to use their deduction skills to make predictions, conclusions and problem solve along the way.

Additional Resources:

This resource provides teachers with a lesson plan, a guide with discussion questions and printable certificates for students once they have completed the task successfully.  A follow-up lesson is included along with a second activity Cybersmart Hero which discusses the position of a ‘bystander’ in an online bullying incident. This can be accessed here.

The ‘Nitty Gritty’

In alignment with the Australian Technologies curriculum:

Subject: Technologies

Year level: 3/4

Strand: Digital Technologies

Sub-strand: Processes and Production Skills

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

Link to resource: 

https://esafety.gov.au/education-resources/classroom-resources/challenge/cybersmart-detectives

Cross-curriculum priorities and general capabilities: 

  • Literacy
  • Communication Technology (ICT) Capability
  • Personal and Social Capability
  • Ethical Understanding

Links to other learning areas: 

  • Literacy
  • ‘Personal, Social and Community Health’ – Health and Physical Ed.

 

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Digital Technologies Hub

Put the User in User Interface

Year Level: 5 and 6

Subject: Technologies – Digital Technologies

Strand: Processes and Production Skills

Sub-strand: Digital Implementation

Content Description: Design solutions to a user interface for a digital system (ACTDIP018)

Link to Other Learning Areas: English and Science.

General Capabilities: Critical and Creative Thinking, Ethical Understanding, Personal and Social Capability, Literacy, Numeracy, ICT capability.

Overview: “This learning sequence aims to support understandings of the importance of quality design and design principles in creating an efficient and effective user interface.”

The learning sequence includes the following:

  • Learning hook – video and discussion
  • Learning map and outcomes – create glossary
  • Learning input and construction – Links to Human Interface Design and to videos
  • Learning demo – Activities and worksheets
  • Learning reflection – Activity

Students discuss the elements of both confusing and clear interfaces and share examples. The suggested activities provide opportunities  for students to think critically about the purpose and importance of design using real-world examples. They design and problem solve through engaging activities in The Chocolate Factory – Human Interface Design.  “Students analyse how the doors might work most effectively for a group of users with specific needs.” Catering for specific audiences and needs is a wonderful way to link to General Capabilities – Ethical Understanding and Personal and Social Capability.

 

This video provides a great overview of User Interface Design. It was created for year 7/8 teachers however contains clear and relevant information that would also be meaningful for year 5/6 students.

 

References

Resource and images from: https://www.digitaltechnologieshub.edu.au/primary-teachers/getting-started/put-the-user-in-user-interface
Resource link also available through Scootle: https://www.scootle.edu.au

Blog by Stephanie Joshi

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Word Move

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Resource: Word Move

Subject: Digital Technologies

Year Level: Year 3 and 4

Sub Strand: Digital Implementation

Link to resource: https://itunes.apple.com/au/app/word-mover/id572997152?mt=8

Cross Curriculum priorities and general capabilities:

– Literacy

– ICT

– Personal and Social Capability

– Ethical Understanding

Links to other learning areas: English 

A class room activity using this resource: The students can work in pairs or in groups to create their own poems using this interactive ‘Word Mover’ app. This app can be used for a cross-curricular activity requiring the student’s English skills and technological skills. The students could produce their own poems using the app, followed by a presentation to the whole class showing their poem.  

How to use this resource: This app is user friendly and easy for the students to use. Each student is given their own individual log in to the app. Once the students sign in to the app, they can choose from the following options:

– Word Bank

– My Own Words

– Famous Works

The students then move and manipulate the words to create their poem and communicate ideas through agreements made within their groups. The students have the option to save their poem as  a picture, email their poem or send it to a printer. The app keeps a history of their created poems.

I believe this app is beneficial as students enjoy collaboratively discussing and creating poems within their groups whilst remaining engaged in the lesson.

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Edison Robots (TM)

Subject: Digital TechnologiesEdison robot

Year Level: 2-6

Strand/Substrand:

Knowledge and Understanding (Digital Systems)

Processes and Production Skills (Digital Implementation, Investigating and Defining, Producing and Implementing, Evaluating, Collaborating and Managing)

Link to the resource:

http://meetedison.com/ Contains links to lesson plans aligned with the Australian Curriculum, free software and activity downloads all created under the Creative Commons license.

 

Scitech (WA) run professional learning sessions for teachers on how to use Edison in the classroom

http://www.scitech.org.au/education/professional-learning/for-your-school/1146-workshops-at-your-school

Site for the purchase of Edison Robots

http://cdsoft.com.au/p/9076280/edison-robot-kit.html

Scitech (WA) also run after school robotics incursions where all materials are supplied http://www.scitech.org.au/education/at-your-school/incursions/799-science-after-school

General Capabilities:

Literacy, Numeracy, Critical and Creative Thinking, ICT Capability, Ethical Understanding

Other Learning Areas:

Science, Mathematics, English (particularly Oral Language)

What can Edison do?:

Edison is programmed using EdWare, a drag and drop graphical programming language that is easy to learn. EdWare is free and open source and works on Windows, Mac and Linux computers.

Edison has simple pre-programmed features. Simply print out some barcodes (free on the website meetedison.com) and drive it across them to activate a range of pre-programmed functions, such as line following, obstacle avoidance and learning standard TV/DVD remote control commands.

Edison is Lego compatible so the only limit is your students’ imagination

Edison can navigate his way around using infrared light sensors to see obstacles to its left or right.

Students can program Edison to learn commands from just about any remote control and can drive forward, backward, turn left, turn right, spin left and spin right.

Edison can be programmed to follow a line or stay within a border using its line tracking sensor.

It can also sense light, communicate with other Edison robots, play sounds and respond to sounds e.g. clapping


Classroom Activities:

There is a series of 10 (Australian Curriculum linked) lessons available on the website. Obviously these assume children have access to an Edison robot. A class set would be ideal however a teacher could use just one as an extension or station activity.

Activities include:

Technology skills – Students familiarise themselves with the programming environment and how to download a program to the robot.

Introduction to sequential programming – Students learn how the robot responds to command icons and bring together the concepts of time, speed and distance.

Sequential programming and basic geometry – Students learn how the robot responds to time and geometry and how they can achieve driving control of the robot.

Reinforce learning – Students use knowledge from lessons 1 through 3 to achieve two fun open ended activities (Driving challenge and Mexican Wave)

Creative thinking and problem solving – Students come up with their own challenge and conceptualise how the robot can provide a solution. Students may select their own topic, state the program’s purpose and explain where it could be used in the real world.

Introduction to inputs (sensors) – Students learn how to make the robot respond to outside stimulus (claps).

Introduction to the concept of obstacle detection and artificial intelligence – Students program the robot to make decisions (artificial intelligence) in response to obstacles in the robot’s environment.

Industrial like robotic behaviour – Students learn about basic robot sensing and control similar to that used in advanced automated factories and warehouses.

Environmental measurement and programming mathematics – Students learn about measuring light levels, storing them in memory and performing mathematics to control the robots behaviour.

Created by www.meetedison.com in conjunction with www.roboticswps.com.au

 

 

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Star Wars: The Force Awakens, Online Coding Tutorial

As part of the ‘Hour of Code’ initiative, Code.org has partnered with Lucasfilm to create a free online coding tutorial linked to the new film Star Wars: The Force Awakens.

When engaging children with technology it is important to stay connected to the Zeitgeist and this program aims to encapsulate that. The tutorial heavily features the female characters Princess Leia and Rey in an effort to encourage girls to get involved with computer science and develop their computational thinking.

The tutorial has the option of choosing drag and drop blocks to create the code while more advanced users can progress to JavaScript.

The tutorial is self-paced (therefore enabling students of all abilities to complete it) even though it is designed to be completed within the ‘Hour of Code’. Anyone who knows JavaScript can write their own games within the tutorial allowing it to also meet the needs of more advanced users and adults.

Subject: Digital Technologies

Year Level: 1-6 (and beyond)

Strands and sub-strands:

Knowledge and Understanding (Digital Systems and Representation of Data)

Processes and Production Skills (Digital Implementation, Investigating and Defining, Designing, Producing and Implementing, Evaluating, Collaborating and Managing)

Link:

To access the tutorial:

  • Access www.code.org
  • Create a teacher login
  • Go to CODE Studio
  • Scroll down to find ‘The Hour of Code for All Ages’
  • Select the Star Wars tutorial (There are others available such as Frozen or Minecraft)

General Capabilities:

Literacy, Numeracy, ICT capability, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding

Links to other learning areas:

English, Mathematics, Science

Classroom Activities/How to use:

The tutorial could be used as a whole class ‘hour of code’ activity if all students have their own devices or access to a computer lab. Otherwise students could conduct it as a pair activity or rotate through the class to complete it at separate times. It is designed as an introductory activity so it will depend on your students’ level of prior learning as to how it is used in the classroom.

Once each student has completed the tutorial, they reach a level where they are able to create their own Star Wars game which can then be shared and played on personal devices. This would make a great collaborative activity the will enhance critical and creative thinking, personal and social capability.

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Blogging with Brainpop, Kidblog & Edublog

Resource:
BrainPOP: Blogs
download
Description
This website uses a video to describes what a blog is and what students can use them for. Students learn that blogs are helpful to communicate ideas and interests and to promote products by including videos, music files, images and links to other sites.

“In this movie, you’ll learn about different blogs on the Internet, such as personal blogs, classroom blogs, photo blogs, and more. Explore different parts of a blog, such as the tags, links, archives, and comments section. Learn how to participate in the blogosphere by being an author or contributor who publishes entries to an online journal. Find out how reading and commenting on blogs can be a great way to share ideas, opinions, and information!” (BrainPOP, 2016)

Blogging with students fits into the Australian Curriculum for years 5 and 6.

Using student friendly sites, children can begin to create a blog:

download (1)
http://kidblog.org/home/#why-kidblog
Kidblog is safe, simple, authentic and transformative. Teachers moderate all content, so nothing goes live until you say so.

edublog
https://edublogs.org/
Create a blog with different themes, backgrounds and logos. Students can add a variety of different files such as pictures, podcasts and videos. All content is managed by the teacher.

YouTube Video To Show Your Students:

https://youtu.be/wWD1FivOS9Q
Learning Area:
Technologies

Subject:
Digital Technologies

Content Descriptor:
Digital Technologies Processes and Production Skills:
Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)
Elaboration:
Using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas.
Using a range of communication tools to share ideas and information, for example participating in collaborative online environments

General Capabilities:

  • Literacy: Compose spoken, written, visual and multimodal learning area texts
  • Information and Communication Technology (ICT) Capability: Creating and communicating with ICT.
  • Personal and Social Capability: Social awareness, appreciate diverse perspectives.
  • Ethical Understanding: Considering points of view
Cross-Curricular Subject:
English
Content Descriptor:
Language:
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
Elaborations:
Becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms
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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

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Toontastic

untitled3Subject: Digital Technologies

Year Level: Year 3-4

Strand: Digital Technologies Processes and Production Skills

Sub strand: Digital Implementation; Creating digital solutions by defining, designing, implementing, evaluating

Link to resource:

https://itunes.apple.com/au/app/toontastic/id404693282?mt=8

Cross Curriculum Priorities:

  • 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.

images3AJE0LAOToontastic-Screen2 imagesUG0UM55D

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
  • Repeat steps for each scene