Teacher link: https://create.kahoot.it
Student link: https://kahoot.it Can be used as a diagnostic and/or formative assessment with any year level and subject. Pros: engaging, can be used as an assessment tool, instant feedback to both students and teacher, prompts discussion between questions, quiz expectation at end encourages attention in class. Cons: can be overly competitive, may not be taken seriously/insecure students won't try, students with visual tracking difficulties etc. will be at a disadvantage. |
2. Word Salad app - Word Cloud CreatorWord clouds can be used in a classroom to introduce students, subjects, texts and address students' prior knowledge.
Pros: brainstorming in a unique way, creative, putting effort into thinking to fill page Cons: Students can be distracted by layout, one word answers, compatibility with personal devices |
Qr Stuff is a simple site where you just copy and paste your url and download a code to share.
Both teachers and students can use it to quickly share information across devices. I used this for a year 8 class as an interactive and engaging way for students to "discover" their information whilst moving around the classroom. |
Image to the left was created with Explain EDU.
The app is simple to use and can either be used by the teacher as a way of providing a visual stimulus that enhances instruction, or as a way of students displaying their work and explaining what they have learned. The downside is that it can be quite a time consuming/distracting process for students who may see it as a novel activity. |
This app allows users to easily import photos and VERY basically cut and paste elements onto each other.
This app could be used to cover the year 8 English content descriptor: "Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning" (SCSA, 2014). Students would be able to experiment with merging and juxtaposing various visual texts to change meaning. Again, if seen as a novel activity there is room for student misuse without clear guidelines and monitoring. |
|
This app allows students to play around with a still image and merge a voice to make it look like the image is talking.
In the example on the left we utilised the app for a HASS lesson and gave a brief "about me" of the historical figure. Again, this app could be used to augment the learning process as part of the year 8 English curriculum: to "Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action" (SCSA, 2014). As evident during the example as well, teachers would need to ensure students are on track with their required task and saying the appropriate things. |
Canva provides the opportunity for students to make professional looking visual content to display evidence for their learning.
This website can be used to create work for any subject, as long as students are able to format it into a visual display. It allows for more efficient and higher quality work - students spend less time spent "drawing" out their designs, therefore they can spend more time on the actual content. |
Pexels - Pixabay - Google (Tools: labeled for reuse) - CC.org
Using these sites ensures that teachers and students are not accidentally breaking any copyright laws.
These websites would be useful during projects where students need to add visual elements. Throughout the WA K-10 English Curriculum students work extensively on analysing and creating visual and multimodal texts and access to these sites means that students are practicing ethical creative work. |
With this website the teacher can gather quick and easy feedback from students.
Students feel a sense of anonymity because of written form, allowing for some to feel more confident in responding truthfully. Survey creators can also be used to make quizzes as a formative assessment method. On my website I utilised a Google Form for students to record answers in a format that the teacher would have instant access to be able to subtly address for struggling students when leading a class discussion. |
Challenge Based Learning
- we are all designers - Process = Empathise -> Define -> Ideate -> Prototype -> Test 50 Ideas in 50 Minutes
Put recycling bins in prominent location Label recycling bins Campaign to encourage people to recycle Coffee cup collection Recycling incentives Reusing workshops Classes all digital – no paper |
SAMR model (Dr Ruben R. Puenredura)
S - substitution new tech replaces old tech but doesn't change task A - augmentation same task but increase in functionality of past tech M - modification tech redesigns/transforms part of task and learning R - redefinition design and create new tasks, imagining new possibilities for authentic experiences |
TPACK Model
"T.P.C" Content knowledge (what?) Pedagogical knowledge (how?) Technological knowledge (partner - what tool will support?) - meet all 3 in the middle depending on your teaching style and student learning styles - |