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This is a popular school program. Teachers can pre-load sources and info for students to access.

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This is the home page for Kahoot. It is great for simple and quick educational games to give the students as a brain break, or confirm knowledge.

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Create a fun learning game in minutes - we call these 'kahoots'. The format and number of questions is up to you. Add videos, images and diagrams to your questions to amplify engagement.

How to create a kahoot on your computer
How to create a kahoot in the app

Kahoots are best played in a group setting. To join a game, you need a unique PIN. If you're the game host, you need a big screen. Players answer on their own devices, while questions are displayed on a shared screen. In addition to live games, you can also send kahoot challenges that players complete at their own pace - for example, for homework or remote training.
How to play a live kahoot
After a game, encourage players to create and share their own kahoots! With one of our premium plans for schools or business, you can co-create games with your colleagues and save time on finding relevant kahoots for your class or training session.
How to help learners become leaders in class

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Want to make learning fun and engaging? Find out how to get started with Kahoot!, one of world's most popular learning platforms.

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teachers can create interactive and artistic books online through a simple and easy to use interface. The stories created can be embedded in blogs, sent by email, and printed, among other options.

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Storybird - Read, write, discover, and share the books you'll always remember.

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Become a better writer with Storybird's creativity tools. Online courses, challenges, and reader feedback will help you improve your writing.

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This site was recommended by our lecturer, and it is what it says; a hub. You can go anywhere and find heaps of useful info for curriculum learning. The entire site is based on developing digital technology skills and education, it is not for other subjects - though saying that you could implement elements of this site into other subjects with some imagination.

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The DT Curriculum

Learn more about the structure and core concepts of the Australian Curriculum: Digital Technologies.

Professional learning

Consider a variety of options for professional learning that suit your context.

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Engage with the Digital Technologies curriculum to understand its core concepts and how they progress through each year level. Undertake professional learning to better understand the intent and structure of the DT curriculum.

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This is a great place to understand what PLN is and how to start building your network and resources.

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Guest blogger Tom Whitby, a 40-year veteran of the teaching profession and an extremely connected educator, offers some basic, practical wisdom about what a PLN is and how to get one.

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I found this information on Sheridan's Padlet post and thought it would be a good resource to share.

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Whether you are a first-year teacher, a 20 year veteran, or an educational support professional, chances are that you have at least one area of classroom management you would like to improve upon. Managing the behavior, social emotional, and learning needs of 30 or more students is one of the biggest challenges most educators face.

So, how can you improve your classroom management skills or simply sharpen a few well established strategies or techniques? One thing you can do is to participate in professional learning opportunities. NEA provides two types of professional learning opportunities for members.

Blended Learning

Blended learning courses may be offered through your local or state association. Contact your state or local association if you are interested in starting a cohort in our affiliate. The following courses are currently available:

Classroom Expectations and Routines

Creating and Maintaining a Trauma-Informed Approach

Using a Trauma-Informed Approach to Create an Individualized Behavior Support Plan

Building Connections Between Home and School

Building Positive Relationships

Positive Response to Challenging Behavior

Aspects of an Engaged Classroom

Micro-credentials

NEA offers 6 micro-credentials focused on classroom management:

Or, view all of these micro-credentials in the Classroom Management stack.

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Classroom management covers a broad range of topics and is by far the most important aspect of a successful classroom.

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The resource is the basis of my mini unit.

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This is the starting point for teaching year level curriculum approved subjects.

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This chapter is an interesting read if you want to understand why this model has become the preferred framework for integrating technology into the education space. It breaks down each element of the TPACK framework.

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The SAMR model infuses technology and learning together. Each stage builds on the level of learning, from using technology to add detail to the learning process, to producing authentic learning opportunities. This website gives some examples on how to apply each level of the SAMR model.

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What is the SAMR model?

The SAMR model is a framework that orders strategies for classroom technology implementation into four stages:

In each stage of the SAMR model, the use of educational technology (EdTech) becomes increasingly sophisticated.

Substitution and augmentation strategies use EdTech to enhance learning and add value, whereas modification and redefinition stages harness EdTech to transform learning and make new things possible.
The effectiveness of any of these four strategies depends on when and how it is used.
Here's how you can harness each stage for more powerful classroom learning:

Substitution

This is the simplest stage, where EdTech is used as a direct substitute for traditional practices.

Substitution strategies can save you time and space by cutting back on laborious pen and paper tasks. Instead of printing out twenty-plus paper resources that clog the cupboard, you can use technology to manage resources with just a few clicks.

Substitution also provides a much more accessible introduction to technological soft skills than modification and redefinition. It's the perfect opportunity for students to get comfortable with new technology before you start to transform their learning.

Examples of substitution

having students type their work instead of handwriting it

using online quizzes and programs instead of pen and paper

uploading a worksheet in PDF for student access, as opposed to photocopying

using a digital interactive whiteboard as opposed to a traditional whiteboard and saving the results as a document.

Remember: Substitution strategies do not change the learning process or outcome. Ask yourself what you and your students will gain from the technology before implementing it. If it adds nothing but hassle, stick to pen and paper.

Augmentation

At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can't.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.

Examples of augmentation

Students give more informative and engaging oral presentations accompanied by a PowerPoint or Prezi containing multimedia elements.

Students use the internet to independently research a topic, as opposed to relying on teacher input.

Students use an EdTech program that gamifies curriculum content for student engagement and allows students to track progress in an accessible way.

Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

Modification

At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture.

Technologically modified tasks also allow students to generate inspired and innovative work that isn't confined to paper. Some students will jump at the opportunity to get in front of a camera, while others will do anything to make it onto the global Mathletics leaderboard.

Examples of modification

Students produce podcasts summarising a topic, which can then be accessed by other students as a revision resource.

Students create an informative video presentation in place of a standard oral presentation. They can use their voice alongside a broader variety of creative multimodal components.

Students use a technological tool that makes an abstract concept visible in a hands-on, responsive way (e.g. voyaging on Google Earth to better understand measurement and geography).

Redefinition

The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.

Most importantly, using technology to redefine learning in your classroom translates to vibrant and engaged students who embrace a growth mindset.

Examples of redefinition

connecting your students with other people around the world as part of the learning journey

having students publish their work online where it can be viewed by peers and the broader community

recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection

experimenting with tasks that use extensive multimodal elements (e.g. producing documentaries or short films, webpages, print documents with creative layouts).

Remember, redefinition isn't the same as 'high tech'. A learning experience is redefined when it integrates technology seamlessly and meaningfully to open new doors for student learning - regardless of how sophisticated that technology might be.

In an English classroom, this might involve learning how to critically assess online media during web-based research. In mathematics, students might look at data represented through amazing visuals and get inspired to create their own.

Find your purpose

Starting with a purpose avoids the 'technology for technology's sake' that sometimes infiltrates the classroom.

Ask yourself:

What am I hoping to achieve by using this technology?

How will it make a difference to my students' learning?

Why is it preferable to not using technology?

How equipped are my students and I to use this technology?

How much time do I have to invest in making it work?

These simple questions can make it simpler to determine which stage of the SAMR model suits your needs. Remember that you don't always have to redefine your students' learning. A few simple technological additions to an already effective teaching strategy might be all you need to make a difference.

Using technology in the classroom sends a clear message to students. It shows them that you're connecting learning to the rapidly changing world outside the classroom walls, and you aren't afraid to adapt to a new challenge. Get creative with technology and you'll inspire as well as teach.

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The SAMR Model Explained (With 15 Practical Examples)

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What is the SAMR model and how does it apply to learning? Here's how you can harness each stage for more powerful classroom learning.

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Great place to review the professional standards for QLD teachers.

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers (APST) are a public statement that describes the professional knowledge, professional practice and professional engagement required of teachers. They comprise seven Standards describing what teachers should know and be able to do. They are interconnected, interdependent and reflect the complex role of teaching.

The Standards are grouped into three domains:

Professional
Practice

1. Plan for and implement effective teaching and learning

2. Create and maintain supportive and safe learning environments

3. Assess, provide feedback and report on student learning

Professional
Engagement

1. Engage in professional learning

2. Engage professionally with colleagues, parents/carers and the community

The Standards are organised into four career stages - Graduate, Proficient, Highly Accomplished, Lead - to reflect a continuum of teacher's developing professional expertise. Characteristics of the career stages are illustrated through descriptors for each focus area.

The APST also underpin registration decisions at different career junctures.

The 'Graduate' level of the APST is the benchmark for those completing initial teacher education programs and applying for provisional registration.

Teachers progressing to full registration or renewing their full registration must meet the APST at the 'Proficient' level.

Australian Professional Standard for Principals

The Australian Professional Standard for Principals is a public statement which sets out what principals are expected to know, understand and do to achieve in their work and ensure their leadership has a positive impact. It is represented as interdependent and integrated model that recognises three leadership requirements that a principal draws upon within five areas of professional practice.

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Australian Professional Standards For Teachers - Teaching Standards | QCT

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The Australian Professional Standards for Teachers (APST) are a public statement that describes the professional knowledge, professional practice and professional engagement required of teachers. They comprise seven Standards describing what teachers should know and be able to do. They are interconnected, interdependent and reflect the complex role of teaching.

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This is a great place find detailed information breaking down the general capabilities and how to apply them.

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Queensland Curriculum and Assessment Authority

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The general capabilities in the Australian Curriculum equip young Australians to live and work successfully in the twenty-first century. The capabilities encompass knowledge, skills, behaviours and dispositions.

The seven capabilities can be divided into two broad groups:

1. capabilities that support students to be successful learners

Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking.

2. capabilities that develop ways of being, behaving and learning to live with others

Personal and social capability

Ethical understanding

Intercultural understanding.

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The general capabilities in the Australian Curriculum equip young Australians to live and work successfully in the twenty-first century. The capabilities encompass knowledge, skills, behaviours and dispositions. The seven capabilities can be divided into two broad groups: capabilities that support students to be successful learners Literacy Numeracy Information and communication technology (ICT) capability Critical and creative thinking.