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APST 2.6: Implement teaching strategies for using ICT to expand curriculum learning opportunities for students

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APST 2.6: Implement teaching strategies for using ICT to expand curriculum learning opportunities for students

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Edpuzzle expands the curriculum through its implementation to provide self-paced learning in an engaging format. It elevates the teaching experience through providing real time capabilities to facilitate feedback loops. Goodle Docs & Slides both support peer learning through the ability to create scaffolded, collaborate tasks including the provision of collaborative templates for learning inquiries, expanding the curriculum through encouraging multi-modal engagement. Historypin is transformative for learning process, expanding the curriculum by providing a tool to synthesise content knowledge and display this in a familiar post format, linking to local history and the personal experiences of students.

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APST 3.4: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning

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APST 3.4: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning

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Edpuzzle is used to provide interactive video content that embeds quizzes and learning checks that provide data back to the teacher and establishes feedback loops. The tool increases engagement for students through visual and auditory methods. Google Docs provides students a collaborative environment for analysis of historical content, promoting teamwork across what could even be limited device access. Google Slides allows students a creative avenue for presenting their knowledge and inquiry findings visually. Historypin encourages students to contextualise historical events to their local communities, facilitating engagement and validating the lived experiences of students.

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APST 4.5: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching

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APST 4.5: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching

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Safe and ethical use of ICT resources is embedded within the use of the tools in the unit plan. Explicit instruction on digital citizenship should be provided as a pretext to the unit section, with reinforcement of specific concepts over the course of the lessons. For example, students should be reminded to not share login information and to respond respectfully to inquiries and interactions on video content. Collaboration protocols should be established such as respectful commenting, helpful feedback and no deletion or amendment of the work of peers without consent. Furthermore, students should be guided on sourcing copyright-free images and guidelines on how to credit information in an accurate and ethical manner.

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John is a Year 9 student who comes from a rural background. He has good problem-solving skills, but has some struggles with literacy tasks and is not confident in digital literacy.

Strengths: Engages well with hands-on tasks and learning experiences with real-world relevancy, especially that to do with local history or rural life. Has a good understanding of historical cause and effect when provided visual support tools.

Needs: Requires additional scaffolding for extended writing tasks. Benefits from consistent feedback on progress and performance. Visual content will increase effectiveness of learning processes. Requires support with ICT tools they are unfamiliar with.

Strategies: Make use of feedback tools in Edpuzzle to facilitate learning. Scaffold with sentence starters for Google Docs and writing tasks. Provide specific roles in group tasks to facilitate certainty. Provide clear instructions for ICT usage, and, if necessary, additional support for using Historypin for the assessment task.

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I had not really liked History when I have done it in the past. It always felt like I was just reading from a textbook and nothing made sense explaining the life I live. But this term learnt about imperialism and everything felt more relatable. Our teacher explained things that made sense for where we live.

In our first lesson, we watched a video about what imperialism means. We used a website called Edpuzzle and I was able to do it at my own pace. I liked how there were questions as we went through the video. It helped me to feel focused. The story of imperialism made me think of how land can be passed down through families but then taken away. It felt very real for me.

In a later lesson, we worked in small groups on Google Docs and Google Maps. We screenshot maps and marked them to show where Europe expanded in Asia and Australia. I liked working with my friend and how we showed how places were taken over. Marking the maps felt a little bit like playing a videogame. It also reminded me of my grandpa and his stories when people who own land changes.

Our final task was using Historypin to create a post. I felt a little stressed about this task as it was a new website for me. However, my teacher walked me through it really well and I felt more confident doing it. I created a post about how the British controlled India and then linked it to a local story about how British settlers took land from the local Aboriginal people. Because my dad's family are Aboriginal I felt like what I learnt really mattered to my family history.

I still don't like doing lots of writing but I think these websites we used made learning a lot more fun for me.