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My Canva address: https://www.canva.com/design/DAGEQf71KQk/oUmcOT-5UxxAMu4pc3qroA/edit

I used Canva as the digital tool that will underpin the design of my mini-unit for AT2. Being a Web 2.0 tool, it is conducive for student collaboration, monitoring by teachers, creating assignments with a myriad of audio/video/image functions, and sharing them online. Additionally, Canva fulfills every stage of SAMR.

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Login to access and create your next design.

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TPACK is an extremely useful framework that provides teachers with effective digital pedagogy to assist them in technologically integrating the classroom.

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Pedagogy: Bloom's Taxonomy cognitive verb lists

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Pedagogy: Bloom's Taxonomy cognitive verb lists

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Thanks to Chloe Sibley for this handy list of cognitive verbs that will be very useful for AT2.

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by TeachThought Staff

In one sentence, Bloom's Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach, and students learn.

For example, Bloom's Taxonomy can be used to:

create assessments

frame discussions

plan lessons (see 249 Bloom's Taxonomy Verbs For Critical Thinking)

evaluate the complexity of assignments

design curriculum maps

develop online courses project-based learning (often through project-based learning ideas)

self-assessment

See How To Teach With Bloom's Taxonomy for more reading.

A Brief History Of Bloom's Taxonomy Revisions

Bloom's Taxonomy was created by Benjamin Bloom in 1956, published as a kind of classification of learning outcomes and objectives that have, in the more than half-century since, been used for everything from framing digital tasks and evaluating apps to writing questions and assessments.

The original sequence of cognitive skills was Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The framework was revised in 2001 by Lorin Anderson and David Krathwohl, yielding the revised Bloom's Taxonomy. The most significant change to the Cognitive Domain was the removal of 'Synthesis' and the addition of 'Creation' as the highest level of Bloom's Taxonomy. And being at the highest level, the implication is that it's the most complex or demanding cognitive skill-or at least represents a kind of pinnacle for cognitive tasks.

See also 100 Bloom's Taxonomy Verbs For Critical Thinking

How Bloom's Taxonomy Is Useful For Teachers

In a separate post, we're going to cover exactly how Bloom's can be used by teachers. There are many reasons for the popularity of Bloom's Taxonomy (that likely deserve an article of their own to explore). For now, it's clear that many educators love Bloom's because, among other virtues, it gives them a way to think about their teaching-and the subsequent learning of their students.

As mentioned above, the framework can be used to create assessments, evaluate the complexity of assignments, increase the rigor of a lesson, simplify an activity to help personalize learning, design a summative assessment, plan project-based learning, frame a group discussion, and more. Because it simply provides an order for cognitive behaviors, it can be applied to almost anything. (You can see one example here-one of our teaching materials that combined Bloom's Taxonomy with common digital tasks.)

The image above visually demonstrates the levels of Bloom's Taxonomy as a spectrum rather than a hierarchy to allow for room for the 'power verbs' that can act as synonyms (and thus activity ideas) for teachers planning lessons and units.

There are six levels in Bloom's Taxonomy (the initialism RUAAEC may be useful to recall the levels).

The 6 Levels of Bloom's Taxonomy

1. The first level is to Remember.

Example activities at the Remembering level: memorize a poem, recall state capitals, remember math formulas

2. The second level is to Understand.

Example activities at the Understanding level: organize the animal kingdom based on a given framework, illustrate the difference between a rectangle and a square, summarize the plot of a simple story

3. The third level is to Apply.

Example activities at the Application level: use a formula to solve a problem, select a design to meet a purpose, reconstruct the passage of a new law through a given government/system

4. The fourth level is to Analyze.

Example activities at the Analysis level: identify the 'parts of' democracy, explain how the steps of the scientific process work together, identify why a machine isn't working

5. The fifth level is to Evaluate.

Example activities at the Evaluation level: make a judgment regarding an ethical dilemma, interpret the significance of a given law of physics, illustrate the relative value of a technological innovation in a specific setting-a tool that helps recover topsoil farming, for example.

6. The sixth and highest level is to Create.

Example activities at the Creation level: design a new solution to an 'old' problem that honors/acknowledges the previous failures, delete the least useful arguments in a persuasive essay, write a poem based on a given theme and tone

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What Is Bloom's Taxonomy? A Definition For Teachers

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Bloom's Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach and students learn.

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This is an extremely useful source that explains Authentic Learning in detail, that I used for my General Capabilities section of AT2.

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my Flip address: https://flipgrid.com/groups/15618763/topics
I used Flip in order to be able to give prompt feedback to students about their assignments and how they could improve them.

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Many thanks to Jess Kelly and Carolyn Hanks for this post which clearly and comprehensively explains SAMR and TPACK, and provides useful examples of each of the elements of TPACK.

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SAMR and TPACK: Two models to help with integrating technology into your courses

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Arantes, J. (2022). The SAMR model as a framework for scaffolding online chat": A theoretical discussion of the SAMR model as a research method during these "interesting" times. Qualitative Research Journal. https://doi.org/10.1108/QRJ-08-2021-0088 (ahead-of-print) Bates, A.W. (2019). Teaching in a Digital Age - Second Edition. Vancouver, B.C: Tony Bates Associates Ltd.

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Thanks to Chloe Sibley for this fascinating post that focuses on how blogging is a very effective form of pedagogy.

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I was inspired by a blog post written by Silvia Rosenthal Tolisano (known as @langwitches on Twitter) which begins by saying

"Blogging should not be an add-on, not an isolated project, but should be seen as PEDAGOGY"

It made me consider my approach to blogging, something I have developed only in the last 4-5 years. I now have a collection of blogs I write, each serving a different but valuable purpose.

Teaching

The first blog I created was actually to demonstrate what blogging was to my students and to show them how to create a blog, insert images, video and audio. They were the writers and used the blogs to create online newspapers. When I then introduced how social media could be used to promote the blogs using Twitter, Facebook, LinkedIn and Google+, it occurred to me that rather than just talk about the topic using a few PowerPoint slides, I could develop a blog to capture this information. This provided two outcomes - I could demonstrate blogging in practice and I was curating information in an open space that could be of value for anyone interested in the topic.

Academic Development

In addition to teaching I was also introducing colleagues to social media. This in turn raised questions and I found that by writing a blog post to answer these also contributed to a useful collection of information I could help the person raising the question but also signpost to others when the same questions came up again.

Reflective Practice

I then went on to create a blog I used for reflective writing. I was inspired by my colleague Professor Richard Hill to adopt this process when he told me that each day he writes for 15 minutes to collect his thoughts and goes on to reflect upon these, develop ideas and take these on to write academic papers and indeed a book. My reflective blog is private and this provides a space to write freely and often disjointedly although it makes sense to me!

Curation

Another blog I keep which again is private is my treasure chest of resources I gather. Here I can create anew post, grab the url of the item I am reading and make a few notes. Then I can tag each of these posts with keywords and by adding a tag cloud to the blog (a visual of all tags) click on a particular tag word to then bring up all the posts I've written with that tag. It helps me to organise the vast array of things I read that I may wish to come back to. Because it is private I don't have to worry how each post looks or explain what it means - I can write a sentence or a page. It is my scrapbook if you like.

Open Courses

With my colleague Chrissi Nerantzi we have run an open course called Bring Your Own Devices for Learning twice nowand have used WordPress to create the course site. The blog posts introduce the participants to the course and in this instance the daily themes. The comments facility enables anyone to interact with the posts.

TweetChats

Another project with Chrissi Nerantzi and colleagues David Walker and Peter Reed is #LTHEchat which is a weekly twitterchat about learning and teaching in higher education. The chat will take place in Twitter but we also have a WordPress site http://lthechat.com/ where we share information about the tweetchat, a poll to vote for topics for future chats and as a space to archive the chats once they have taken place.

My own learning

I personally learn from other peoples' blogs and am immensely grateful they openly share their knowledge, their views and perspectives on topics, but also the processes they go through. Silvia's blog is a case in point. Below is her blog about why she thinks blogging should be seen as a pedagogy in itself and how it can be used to facilitate learning through the process of reading, writing, reflecting and sharing.

Silvia's post:

Blogging can support the strategies, techniques and approaches to facilitate the learning in your classroom no matter what grade level, age group and subject area. Blogging supports four primary areas:

In each one of these areas, blogging can be a strategy to facilitate learning

Reading

in digital spaces support students' skills in our increasingly digital reading environment

becomes a personalized content experience versus one size fits all approach

turns into a collaborative and connected experience

in digital spaces supports organization via archiving, categorizing and tagging of information

blogs is the start that continues to deepen with writing on blogging platforms

is part of research with non- linear platforms

is an essential component of content curation

supports content annotation which links to future writing

Writing

is about more than text (how do we communicate in a variety of media forms?)

gives students choices to communicate ideas in different media platforms

on a blog is writing for an audience

is about a conversation through commenting

becomes multi-layered and non-linear by using hyperlinks to connect ideas, concepts and resources

in digital spaces give students skills for our increasingly digital world

Reflecting

can't be just for reflection sake, but needs to drive improvement

is the basis of re-evaluating your teaching and practices

techniques can be supported by Making Thinking Visible Routines

is part of a meta-cognitive (thinking about your thinking) process

Sharing

is part of the feedback loop

is an integral part of the process of learning

is how you disseminate your students' work to a global audience

as a technique of building and maintaining a digital footprint

is the foundation of a remix culture

Read more at: http://langwitches.org/blog/2014/06/03/blogging-as-pedagogy-facilitate-learning/ | Langwitches Blog

Silvia's blog is a treasure chest of information and I recommend you also follow her on Twitter.

About Sue Beckingham

A National Teaching Fellow, Educational Developer and Principal Lecturer in Computing with a research interest in the use of social media in higher education.

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Why you need to consider blogging as a pedagogy to facilitate learning

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I was inspired by a blog post written by Silvia Rosenthal Tolisano (known as @langwitches on Twitter) which begins by saying "Blogging should not be an add-on, not an isolated project, but should be seen as PEDAGOGY" It made me consider my approach to blogging, something I have developed only in the last 4-5 years.

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Thanks to Suzanne Moodle for this insightful post about the myriad benefits of blogging, and its critical role in student learning.

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Please note, this post was last updated in 2019 and I no longer update this website.
It's almost 11 years since I first began blogging! Who would have thought that simple decision to begin a blog would have led to so many fantastic outcomes for me, for my students, and for my community?

Back in 2008 I didn't know much at all about blogging but nevertheless took the opportunity to set up a blog on Global2. After setting up my professional blog, I established a class blog.

I naively thought having a class blog would just be a bit of fun and perhaps a good way to connect with parents.

Little did I know there can be so many educational benefits from having a well-run classroom blogging program.

This post unpacks 18 benefits of blogging for teachers and students. But first, let's explore why blogging has lasted while other tools have come and gone.

The simple reason is, a blog is more than a tool. It's anything you want it to be. A blog is a blank canvas and a virtual home for you to set up however you like.

Blogs are simply websites. The only real difference between a blog and a traditional website is that it is generally updated more frequently and usually offers interaction in the form of comments. Do websites have expiry dates?

18 Benefits Of Educational Blogging

Check out the summary below then scroll down as I dig into the benefits of blogging for teachers and students.

Note: You're welcome to use this poster or PDF for your own classroom or blog. If you publish it online, just link back to this post!

You might be reading this post because you're wondering whether you should look into setting up a blogging program. Or, you might be gathering ideas so you can convince your school leaders to let you start blogging.

Read on to find out more about the benefits of educational blogging.

1) Owning Your Content

There are many places online where you can publish your thoughts and artefacts including a whole heap of social media platforms. The fact is though, this can be building on borrowed land.

Social media algorithms change (e.g. Facebook), platforms close (e.g. Wikispaces), pricing structures change, and accounts are suspended. There can be a lot of uncertainty. The safest option is to have a blog to house all your work and then use other platforms in ancillary ways.

Tip: Choose an export-friendly blogging platform like Edublogs, WordPress, or Blogger to ensure your data is portable.

2) Your Online Hub

A blog can be a place where all the bits and pieces you create and explore in the online and offline world can be housed. This could include videos, podcasts, graphic designs, articles, links etc. Blogs can keep your virtual world well organised (and they're searchable!).

You can keep your blog going year after year. In that way, it's a great way to keep track of your thoughts, your creations, and your learning.

A blog can also be used as evidence of student learning over time, whether or not you set out to capture this. It's like a digital filing cabinet!

3) Traditional Literacy

Many years ago, I wrote about how my students had improved their reading and writing skills greatly through blogging. It's important to note that an improvement in literacy skills doesn't come automatically with a blogging program. I've found that it requires a variation of the following formula.

I also found that through integrating blogging into the literacy curriculum, not only did students' literacy skills improve, but engagement levels increased. Reluctant writers wanted to write for a purpose and students were using blogs to purposefully communicate and converse with others.

I've heard these sentiments being echoed by many other teachers worldwide.

4) New Literacies

All teachers know that the meaning of being literate has changed. There are so many new literacies and skills that are essential to master to successfully navigate 21st century life.

These new literacies include things like digital citizenship, curation, critical evaluation, visual literacies and so on. And then there are essential skills like problem solving, critical thinking, and cultural awareness.

Reading and writing online is different. It's not linear. It's hyperlinked and requires you to put the pieces of the puzzle together and connect the dots.

How do we cover all these new literacies? There are only so many hours in the day.

You know what the answer is!

A high quality blogging program can offer the perfect avenue for developing traditional and new literacy skills in an authentic and ongoing way.

5) All Subject Areas

While blogging as an ideal avenue for teaching and learning literacy, blogs can also be used in any subject area: maths, history, physical education, art...the list goes on!

Maths can be incorporated into blogging in so many different ways. For example, I used to use Clustrmaps on a daily basis for authentic place value discussions. I also created the Our World, Our Numbers global blogging project to explore maths concepts with other blogging classes around the world.

In any subject, you can showcase learning, post reflections, post question prompts, and embed all sorts of tools.

6) Creativity

Blogging allows you to be creative! This is one of the things I have always loved about the blogging process.

Of course, there is the element of creative writing and the opportunity to explore different topics. But there's also the aspect of problem solving and coming up with different solutions (a skill a blogger always needs).

Additionally, blogging lets you express yourself visually through custom themes, headers, photography, layouts, and designs. There's an art to that...and it's fun!

If you remember that a blog is just a blank canvas, you can innovate and mould it into anything you like!

7) Home-School Connections

Effective two-way communication between home and school is so important.

Many parents and families enjoying using a class (or student) blog as a virtual "window into the classroom".

Through commenting, families can be a part of what is happening in the classroom and have real time access to their child's education. I also love the way that information published on a class blog can be used as conversation starters at home.

Educating families and encouraging parent participation in your blog is something I have written about on The Edublogger.

8) Digital Citizenship

Everyone would agree that teaching students to be safe online is an important issue. However, one-off lessons on digital citizenship are just not going to have a long-lasting effect.

Blogging is an excellent method for learning to be a responsible member of an online community in an authentic and ongoing way.

I believe the best approach is to neither block young people from being online, or allow them unsupervised access. The sweet spot is in the middle where we work with our students to mentor them and build their skills and understandings. Blogging provides the perfect avenue to keep the lines of conversation around this topic open.

Read more about blogging and digital citizenship in a post I wrote for The Edublogger.

9) Digital Footprints

One specific area of digital citizenship that deserves a special mention is digital footprints. Put simply, digital footprints are the traces of what an individual does online.

There is a lot of negativity associated with this term. The message I like to promote is that we should protect our digital footprints and try to ensure that they are positive. Encouraging students to avoid posting or doing anything online just seems counterproductive.

A blog can be used to shape the digital footprint of a teacher or students in a carefully curated and positive way. Of course, you need permission for students to post publicly.

10) Social Skills and Confidence

While some people may be quick to say blogging and social media can inhibit social skills, I see blogging as a terrific starting point.

Blogging can allow certain individuals to practise their skills with communication, conversation, empathy and so on. These can then be transferred to the "offline world". Many years ago I shared a parent's perspective in a post about how students on the autism spectrum made progress in different ways through blogging.

In the year 2019, it's essential that individuals can communicate well both online and offline.

I've also always loved using blogging to explicitly teach students how to be polite and considerate of others. This can be done in simple ways like ensuring you reply to people when they comment on your blog, asking questions to show interest in others, and asking permission before posting about someone else.

11) ICT Skills and Digital Literacy

Blogging assists students (and teachers) to become digitally literate.

Through blogging, many skills are able to be discussed and practised, often incidentally. These can range from keyboard shortcuts, coding, Creative Commons, research skills, using multimedia, troubleshooting and a lot more.

Some of these skills are more specific to blogging (e.g. using plugins, tags/categories etc.), while others are more general ICT skills (e.g. using images, managing passwords etc).

This learning is all for an authentic purpose rather than through skill and drill exercises.

12) Developing Thinking

Many bloggers talk about the phenomenon where the process of writing down your thoughts helps to straighten out your thinking, develop your thinking, and basically help you work out what you think.

Personally, I find this to be very true. I often have vague thoughts which develop and come to life as I tap away at the keyboard.

13) Reflections

Constantly consuming information isn't an ideal way to learn and grow. We need space to be able to process information and reflect. Blogging can be a great way to incorporate regular reflection into the classroom program.

Some teachers like to allow this to happen naturally, while others scaffold the reflective process with prompts. Perhaps striving to make your prompts redundant at some stage is a good aim!

14) Classroom Community

Creating a blog requires teamwork and collaboration. Students and teachers learn and share together.

A real sense of classroom community can be developed through blogging and establishing a class identity.

One element I've always particularly enjoyed was seeing students ask each other "how did you do that?" This leads to organic peer tutoring which is a joy to see play out.

The teacher does not have to be the expert, and the experience does not have to be "easy".

A class blog mascot can be a fun way to represent your classroom community too.

15) Authenticity

In the traditional classroom, the only audience for student work was the teacher and sometimes classmates and parents.

Blogs provide a much larger audience for student work. They also offer an avenue for feedback and self-improvement through commenting.

I've found students really take pride in the work that goes on the blog and want to do their best for their impending audience. Motivation seems to increase when students are writing for a purpose.

As Dan Pink says, students need autonomy, mastery, and purpose to feel motivated.

16) Having a Voice

When publishing online, as opposed to writing in the analogue way, students have the chance to have their voices heard. What a wasted opportunity to not tap into that!

Students can write about their passions, concerns, their learning, and more. They can start to feel empowered about making a difference in the world and they can help others understand them.

Of course, this links back to the area of confidence as well. There's an element of "risk" to put your thoughts out there but with support, this can really be a benefit for students.

All of the above applies to teachers who blog too!

17) Global Connections

I have found this to be one of the most exciting benefits of blogging. Blogging can help flatten the classroom walls and offer priceless experiences for students and teachers.

A sense of understanding and tolerance can develop and students can learn a lot about the world in which they live.

If you're interested in global collaboration, I've compiled a list of tips which might help you get started.

18) Purposeful, Productive, and Fun!

We know students (and teachers) can spend a lot of time playing around with things online. Whether it's looking at social media, watching videos, gaming, or going on a trail of link clicking, there can be a lot of wasted time.

We all need downtime occasionally, but why not tap into this interest by doing something purposeful and productive online? Blogging allows you to socialise, consume content, create content and have fun while learning and making a difference.

Conclusion

Since I began teaching in 2004, I haven't come across a program that provides as many benefits to students as a well-run classroom blogging program.

This doesn't mean blogging is better than other digital tools, and applications. It's just that almost everything can be integrated into blogging.

It's also important to remember that a blog is simply a tool. It's the application that counts.

The benefits for teachers who put themselves out there as bloggers are plentiful too. I hear many people talk about the importance of teachers being "readers" so they're role models for their students, but what about writers? And learners? And members of personal learning networks?

Blogging can provide a really diverse learning experience for teachers and students. It might not be for everyone, and it takes a lot of work to do it well but once you dive in, you'll reap the rewards!

If you're interested in learning more about blogging, check out my page which links to lots of posts on this subject.

You Might Also Enjoy

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Why Teachers And Students Should Blog: 18 Benefits of Educational Blogging

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There are many benefits of educational blogging. This updated 2019 post unpacks 18 reasons why teachers or students should have a blog. These advantages are summarised in a free PDF poster. Find out about the importance of teaching students to blog in the 21st century classroom.

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A concise, interesting article about Problem Based Learning (PBL) and its application by teachers to help students become the drivers of their own education.

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Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of PBL, the approach is used over the entire semester as the primary method of teaching. However, broader definitions and uses range from including PBL in lab and design classes, to using it simply to start a single discussion. PBL can also be used to create assessment items. The main thread connecting these various uses is the real-world problem.

Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among disciplines, there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001):

The problem must motivate students to seek out a deeper understanding of concepts.

The problem should require students to make reasoned decisions and to defend them.

The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.

If used for a group project, the problem needs a level of complexity to ensure that the students must work together to solve it.

If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw students into the problem.

The problems can come from a variety of sources: newspapers, magazines, journals, books, textbooks, and television/ movies. Some are in such form that they can be used with little editing; however, others need to be rewritten to be of use. The following guidelines from The Power of Problem-Based Learning (Duch et al, 2001) are written for creating PBL problems for a class centered around the method; however, the general ideas can be applied in simpler uses of PBL:

Choose a central idea, concept, or principle that is always taught in a given course, and then think of a typical end-of-chapter problem, assignment, or homework that is usually assigned to students to help them learn that concept. List the learning objectives that students should meet when they work through the problem.

Think of a real-world context for the concept under consideration. Develop a storytelling aspect to an end-of-chapter problem, or research an actual case that can be adapted, adding some motivation for students to solve the problem. More complex problems will challenge students to go beyond simple plug-and-chug to solve it. Look at magazines, newspapers, and articles for ideas on the story line. Some PBL practitioners talk to professionals in the field, searching for ideas of realistic applications of the concept being taught.

The problem needs to be introduced in stages so that students will be able to identify learning issues that will lead them to research the targeted concepts. The following are some questions that may help guide this process:

What will the first page (or stage) look like? What open-ended questions can be asked? What learning issues will be identified?

How will the problem be structured?

How long will the problem be? How many class periods will it take to complete?

Will students be given information in subsequent pages (or stages) as they work through the problem?

What resources will the students need?

What end product will the students produce at the completion of the problem?

Write a teacher's guide detailing the instructional plans on using the problem in the course. If the course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with regular reporting may be necessary. The teacher's guide can indicate plans or options for cycling through the pages of the problem interspersing the various modes of learning.

The final step is to identify key resources for students. Students need to learn to identify and utilize learning resources on their own, but it can be helpful if the instructor indicates a few good sources to get them started. Many students will want to limit their research to the Internet, so it will be important to guide them toward the library as well.

The method for distributing a PBL problem falls under three closely related teaching techniques: case studies, role-plays, and simulations. Case studies are presented to students in written form. Role-plays have students improvise scenes based on character descriptions given. Today, simulations often involve computer-based programs. Regardless of which technique is used, the heart of the method remains the same: the real-world problem.

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Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills.

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Digital Tools for Teaching                                      HUMY                

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Digital Tools for Teaching                                      HUMY                

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Humy is a digital app for high school history that uses generative Artificial Intelligence to create resources for both educators and students, such as lesson plans, formative assessments and marking rubrics. The year level of each lesson can be adjusted, and there are myriad historical figures, topics and eras to choose from. Students can even ‘interact’ digitally with ‘historical figures’ by asking them questions. https://portal.humy.ai/ai/explore

I used Humy because of its ease of use for students to create ideas about aspects of the topic to cover.

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Many thanks to Laura McLaren for this post from her Padlet. Quizizz is a very useful app that can be used for formative assessment, and it has a very large selection of topics and subjects, from which to test student understanding. It is for these reasons that I am using Quizizz as one of my tools for AT2.

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Wayground - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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Thanks to Ashley Pickering for this post. I will be using it as one of the tools for AT2, mainly as a check for student understanding on a certain topic.

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Thanks to Jess Kelly for this post, which features a scattergories style app that can be used as a brain break in class.

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Many thanks to Rebecca Cumerford for sharing this post on her Padlet. This post highlights the myriad applications of Canva, including student collaboration, and its capacity for creating video presentations, which I will use for AT2.

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This post presents the four main types of Creative Commons that are used to copyright creative content. These can be used by students to copyright and protect their work.

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CreativeCommons licenses types and licensing

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CreativeCommons licenses types and licensing - Download as a PDF or view online for free

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Safe, Legal, Ethical: Legal consequences

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Safe, Legal, Ethical: Legal consequences

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Thanks to Neil Tiernan for this post that would be very effective in informing students of the possible legal implications of unethical online conduct.

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Many thanks to Benjamin Blomfeld for this post from his Padlet. This article mentions the both the positives and negatives of Artificial Intelligence (AI) in the classroom. AI, if handled correctly, has the potential to greatly enhance student learning.

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What Australian teachers really think of AI and its impact on learning

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The Educator speaks to the people behind a nationwide survey to find out how AI is likely to shape teaching and learning

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Using Web 2.0 Technology to Enhance, Scaffold and Assess Problem-Based Learning https://doi.org/10.5278/ojs.jpblhe.v1i1.284 

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Digital Pedagogy: Problem Based Learning (PBL)     

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Digital Pedagogy: Problem Based Learning (PBL)     

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This is an indispensable resource regarding the use of Web 2.0 tools, such as Canva, for student collaboration, and teacher scaffolding and monitoring.

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https://www.qcaa.qld.edu.au/downloads/aciq/general-resources/ac_gc_level_6_overview.pdf

These General Capabilities were very useful for the Pedagogy overview, ICT section, and Mini Unit Design of my portfolio.