Lesson plan


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Australian Curriculum and Assessment Reporting Authority. (2013). Foundation to Year 10 Curriculum: Literacy, creating texts. Retrieved from http://www.australiancurriculum.edu.au/Year5

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration & creativity. South Melbourne, VIC: Oxford University


Peer feedback and reflection

As part of the assessment for EDC101, we received peer feedback in relation to our blog. It is a requirement that we write a personal reflection about this feedback and about how we have improved our blog.

Please click on the rubric below to view the feedback in detail

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Overall I was quite happy with the feedback about the visual aspect of my blog. I did try to include images and video in contrast to just writing, so the blog was more appealing and this seemed to work well. My peer advised me to re-think my style of writing as it is meant to be reflective. I have attempted to be reflective, while ensuring the style of my writing maintained  academic principles. I have purposely avoided or limited the use of words such as “I”, “me”, “we”, as overuse of these significantly detract from academic writing. That said,  I did amend some parts of my blog, to give it a more personal touch and I think this was done effectively.  My attention was brought to how I referenced and the possibility of missing references as well as a few small grammatical errors. After re-reading the blog and checking my references, it was found that I had overlooked some referencing, so this was rectified, along with the grammatical errors that I found.  The feedback was very helpful as it also highlighted small errors such as doubling up on my headings, where I then I had the chance to correct and improve the overall look effect of my blog.


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I was happy with this feedback as it reiterated the fact that my blog is visually appealing due to the addition of clips and this is something I was aiming for. I have attempted at correcting grammatical errors and I am aware that this is an area that I need to work on.  A  new point that was made was in relation to heading my references as I had missed a few and about the bold writing that I did use in one part of my blog. I have now changed it so that all of my entries have a heading, and this makes the blog appear neater.  It was also brought t my attention about the use of bold writing, I did intentionally use it so I could place more emphasis in certain areas, however, I have amended it, because it has seemed to detract the reader from the purpose of my entry.



Lifelong Learning week 8


What is lifelong learning?life_long_learner

Lifelong learning can be described as a continuous acquirement of knowledge and skills that span over a lifetime. The breadth of learning new skills and gaining knowledge  spans far beyond the realms of formal education, with both informal and non-formal education also playing a significant role in lifelong learning.  (Lifelong Learning Council Queensland Inc 2013)


How we acquire new information and the way that we communicate has evolved so much that it has changed the dynamics of the world. We are no longer confined within the walls of our environment and we are now considered to be part of a global information society (Howell, 2012).  With the continual evolution of digital technology and the way it impacts how the world functions today, it’s crucial that we continue to learn and evolve with it, in order to keep up with the times and function successfully in the world.


As educators, it is not only crucial to equip our students with new knowledge and skills which will help them achieve digital fluency, but also help them learn how to utilise these skills, so they can continually build upon them throughout their lives. This will support them in becoming lifelong learners, who can grow and change with the ever-changing world.

Bottomley, L. J., & Jones R. A. (2003). Lifelong Education IEEE industry applications magazine, 9(3), pp. 16-22. http://dx.doi.org/10.1109/MIA.2003.11.95678

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration & creativity. South Melbourne, VIC: Oxford University

Snehansu, K. (2013) Lifelong Learning [image] Retrieved from http://edtechreview.in/author/25

Tracey, B. (n.d) Lifelong Learning [image] Retrieved from http://www.quoteswave.com/picture-quotes/365350


Gaming in Education – Week 7

Let the games begin!

Let’s face it, whether it’s playing games in the real world or playing digital games, kids love it! Using techniques and strategies that will really capture the interest and curiosities of students is such an important aspect of teaching, and one way of achieving this is by incorporating gaming and learning.


Games not only engage students in the classroom, but they also captivate and motivate them to a point where they are happy to invest hours upon hours of their own time learning while playing games (Anetta,  2008). Introducing gaming into the classroom is not just about giving the students something that they are happy to do, it’s about using a powerful learning tool which will aide teachers in the successful delivery of curriculum.


Most games are based on rewards, points, leaderboards and levels and these are all things that intrinsically motivate gamers (McKay, 2013).  As teachers, we can methodically choose educational gaming programs which have been replicated and adapted to suite the educational setting., or we can have our students creating their own computer game based on their own interests, or where a theme or specific objective is set out by the educator. Most games are played over the internet and through channels where people can connect, so it is important that we keep this mind, and reiterate to the children about being safe.

One program that enables users to create and share games is sploder. This week, we were required to create our own game through this program. Below is an example of a game that I created.


Please click to view game




Anetta, L. (2003). Video games in education: Why they should be used and why they are being used. Retrieved from  http://people.virginia.edu/~bb2uz/public/7040%20Research/cognitive/video%20games%20why%20and%20how.pdf

Hancock, J, (2012). Who wants to play video games? [image] Retrieved from http://photos.jdhancock.com/photo/2012-06-25-064009-who-wants-to-play-video-games.html

McKay, R. (2013).  Paying to learn: Can gaming transform education?. Retrieved from https://ed.stanford.edu/news/playing-learn-can-gaming-transform-education

Sploder.(nd) Sploder [image]. Retrieved from http://www.sploder.com/

WSJDigitalNEtwork. (203,Octobe 9). Can games help improve education? [Video file]. Retrieved from https://www.youtube.com/watch?v=y8HEl_OgR58




Scratch -Digital fluency – Week 6

Having the ability to utilise technologies with confidence in order to accomplish a set out goal means that one is digitally fluent. It is imperative for teachers to encourage and support the development of digital fluency as this lays the foundation for the students in becoming digital learners who are able to continually build and develop on the skills they have already learned.


There are endless programs available that can be introduced into the classroom and used to develop childrens’ digital fluency, and one such program is Scratch. Scratch is visual, media manipulating program for beginners, where users can learn and have fun creating their very own animation. By utilising this fun and motivating program in the classroom, students will have the opportunity to learn, either  independently or collaboratively, in an informal context by developing new technological skills (Maloney, Peppler, Kafai, Resnick and Rusk, 2008). Once the student has completed their animation, they are then able to share their creation publicly or with limitation to those in their classroom.

In this program, the user also has the opportunity to draw their own pictures, which can then be added to the project/animation. Below is an example of a scratch animation which I have created and shared publicly.

Scratch Animation



Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration & creativity. South Melbourne, VIC: Oxford University

Maloney, J., Peppler, K., Kafai, Y., Resnick, M., Rusk, N. (2008). Programming by choice: urban youth learning programming with scratch [PDF File]. ACM SIGCSE Bulletin, 40 (1), 367-371. Retrieved from http://files.eric.ed.gov/fulltext/ED521157.pdf.

Scratch. (nd) Scratch [image]. Retrieved from http://scratch.mit.edu/



Pinterest – Week 5


So, what is Pinterest? Pinterest is like a smorgasbord of information, ideas, activities and much more, where users are able to collect, sort and share their interests via their own pinboard. A pinboard is an innovative way of keeping a record of almost anything and everything in one easily accessible place. Users have the option to view other users’ pinboards where they can then “pin” anything they find interesting to their own board.

Pinterest would be a great tool to transfer into the classroom. The teacher could set the topic or theme or have the children create their own pinboard around their own interests. They could also work collaboratively in groups, then share their pinboards with other groups in the class. They could also aide the teacher in presenting information to the students, where they  then, if possible, have the option of easily accessing this information from outside of school.


Below is an example of a pinboard which has been created to capture different types of digital information that we encounter. The pinboard presents information and ideas that are aimed at students and teachers regarding applications and programs that could be useful in an educational environment.

Please click the pinterest icon to view pinboard

Click me



Cox, K. (nd) Pinterest [image] Retrieved from http://www.prekinders.com/pinterest-for-teachers/

Goodrich, R. (2013). What is pinterest? Retrieved from http://www.technewsdaily.com/16607-what-is-pinterest.html

Pinterest. (2014). Pinterest Images [image]. Retrieved from http://Pinterest.com

The drum (nd). Pinboard [image] Retrived from http://www.thedrum.com/opinion/2012/03/05/what-influence-pinterest-model-likely-have-other-social-media-platforms

Infographic – Digital Divide week 4

Digital Divide can be described as the inequality between people, communities and countries and their accessibility to digital technologies (Howell, 2012).

An assessment on the abilities of students’ Information and Communication Technology (ICT) literacies made in 2008 found that students from lower socio-economic backgrounds underperformed in comparison to students from a high socio-economic backgrounds (Howell, 2012). It is clear that students are disadvantaged due to their inaccessibility to digital technologies and measures need to be taken to ensure equality in accessibility to digital technologies.

I have created an infographic as a simple explanation to the meaning of what a digital divide is.  The information is basic, however, it is supported with explanatory pictures which help give insight and better understanding to its meaning. There is an emphasis on how the digital divide affects Australians who come from a low socio-economic background, and that on a larger scale there is a digital divide between developing countries and already developed countries. The pictures provide an understanding of how the digital divide also affects other parts of the world.


When comparing this digital divide infographic with others that are presenting the same topic, the similarities found are generally how pictures presenting both ends of the digital divide spectrums were used to make it visually clear about what the digital divide is and how it affects people. Differences are that some have relied more on getting the point across using images, whereas this infographic is more of a balance between text and image.


Buch-Larsen, M. (2014). Digital Divide [image] retrieved from https://magic.piktochart.com/output/1667323-melindas-infographic-copy

Howell, J. (2012). Teaching with ICT:Digital Pedagogies for Collaboration and Creativity. South Melbourne, VIC: Oxford University Press.