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Active learning involves students being involved in their own learning (Prince, 2004). Active learning (as opposed to passive learning like lectures) can include things like problem solving, group work and even games (Prince, 2004). Active learning has been shown to greatly improve student engagement and outcomes and is being integrated into modern classrooms throughout the globe (Prince, 2004). One great example of facilitating active learning, is having students create their own quizzes and then testing themselves or other students (Jones, n.d). Students creating their own assessment promotes higher-order thinking and is an important pedagogical tool (Jones, n.d). With Kahoot’s student passes, students can have fun while enhancing their creativity and technology skills through creating their own quizzes. Overall, Kahoot provides great opportunities for students to develop higher order thinking, and increase their digital literacy, in a fun and creative, active learning environment.

Active learning can also be done through the Stellarium app, with students choosing what to look at closer, and what to research further, based on their interests.

Jones, J. (n.d.). The student-developed quiz (or exam): Scaffolding Higher-order thinking ... Teaching Tips/Notes.  https://www.nactateachers.org/images/The_Student-Developed_Quiz_or_Exam-__Scaffolding_Higher-Order_Thinking.pdf

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x

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When using technology in the classroom, it is always important to consider legal, safe and ethical protocols (AITSL, 2017). In terms of safety, both of the tools mentioned above (Kahoot and Stellarium) were created for educational purposes and therefore have a modicum of built-in safety. The only possible safety mechanism to consider with Stellarium, is its telescope control function. This function allows premium users to remotely control specific telescopic devices. However, in a classroom environment, students would not be getting close enough to unmonitored telescopes to use this feature. For Kahoot, despite being created for educators, some non-educators may still upload content on the platform. Unfortunately, this means that some quizzes may have inappropriate questions, answers and/or images. I, personally, have witnessed an innocent looking superhero quiz including inappropriate and suggestive imagery above questions. To counter this safety fault, teachers must always thoroughly check pre-made quizzes before using them in the classroom, and must monitor student computer use at all times if students are working independently. Another safety concern when using Kahoot, is students using inappropriate screen names. I have witnessed students creating inappropriate usernames that get past the platform’s language restrictions. I have also witnessed students using this feature to cyber bully other classmates through inappropriate jokes or references. Restricting usernames, however, is an easy fix to the problem, and can be done by following my ‘Useful Tip’ post above. Essentially, you can easily limit student usernames by turning on the random Nickname generator in the settings.

In terms of ethical and legal protocols, one must always read the terms and conditions of platforms and applications. For instance, when using Kahoot, any quiz or course you upload publicly can be used by other educators and shared by the platform. Therefore, it is perfectly legal to use other creators’ quizzes and courses for your own class. However, from an ethical standpoint it should be recommended that when using someone else’s creation, this is disclosed before use. Stellarium does not have any major ethical or legal considerations outside payment for the premium version.

AITSL. (2017). Teacher Standards. https://www.aitsl.edu.au/standards

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As I engaged with and explored the resources and activities of this unit, my mind opened greatly towards ICT use in the classroom. Previously, I had doubts that I could integrate technology use in all aspects of classroom teaching. In my time teaching so far, I have tried to incorporate technology use as much as possible, but have usually been limited in my choices. For example, I use PowerPoint and video resources in all of my lessons, and have used online quiz applications in most. While these all count towards creating and mastering a digital classroom, I have stagnated in my own professional learning. There are so many new and exciting technologies and ways to use them that I hadn’t explored before, and this course has definitely opened my eyes to new digital classroom possibilities.

I have also never put my students at the forefront of technology use in the classroom, but have discovered through research and my peers’ success stories, that allowing students to explore and create with technology on their own can be incredibly rewarding.

In the future I intend to explore new technologies and digital experiences wherever and whenever I find them. I intend to try and become proficient in more digital spaces and with more technologies instead of only using basic features and techniques. I also intend to actually practice and improve upon my skills in more complicated programs and technologies. In the past, I have given up quickly at learning in the digital space when things became confusing and difficult. I often gave up on extending my digital learning and simply went back to my old (and somewhat outdated) favourites (such as PowerPoint). Now, I intend to push through my doubts and enhance my opportunities for classroom learning with the newest technologies available. I also intend on challenging my perception of myself as technologically challenged. I have often struggled with technology and understanding new applications, despite being from the younger generation. I need to push past that outdated view of myself, and view technology exploration as fun and exciting rather than a difficult chore.

While I have not interacted as much as I should have with the online class community, I have good communication with my in person peers. I feel as though it’s important to have open communication with both my fellow pre-service teachers, and more experienced permanent teachers. Through my study group, I have explored new ideas and approaches alongside my peers. This has been essential for sharing knowledge and creating lasting connections. From my peers, I have learned about their experiences with both traditional teaching methods, and with modern technologies such as GimKit (a game based online quiz). My peers are also teach a range of subjects and grade levels, allowing me important insight into subject and age specific technology use. I have discussed composition software with my music subject peers, and have discussed creating interactive category games with my primary teacher peers. My connections with experienced teachers have provided me with invaluable knowledge about digital strategies that have helped them track student progress, and helpful tips on what techniques to avoid with certain class types.

In the online forum for this class, I found simply reading through others posts and comments to be very valuable and informative. On one post which I provided feedback for, the original poster referenced copyright infringement as part of her ethical implications for technology use. The first things that comes to my mind when I think of ethics and safety online are privacy and unsafe content. Without reading and commenting on this post I never would have thought to add a section on copyright into my own blog (which was very important in regards to my online quizzes post). I also found the process of providing online feedback to be a helpful but challenging experience. I believe it is much easier to give constructive criticism in person, where you can modulate your facial expressions and body language to convey a helpful rather than negative demeanour. When commenting feedback online, it is much harder to give feedback in a constructive rather than negative sounding way, as words on a page without emotion can seem much harsher than words spoken in real life. Giving feedback to peers is also an important experience in of itself, as it can be easy to fall victim to only giving positive feedback when you are trying to form positive peer connections.

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Many younger teachers may use technology to teach without a second thought, as it is already an integral part of their lives outside the classroom. Many teachers who did not grow up within the world of touchscreens and social media may find it more difficult to find a place for technology in the classroom. Technology integration can be daunting for some teachers, with the potential for issues such as lack of digital literacy on the part of both teachers and students, lack of access to technology both inside and outside the classroom (especially in public/rural schools), increases in student distraction, and threats to student safety online (Hyndman, 2018). Some teachers also mistrust technology at a personal level, and prefer traditional teaching methods (Hyndman, 2018). Despite the potential for issues, technology is, and will continue to be, a part of everyday life, and digital literacy will be an important skill for any career path chosen by students. Therefore, technology integration in the classroom is vital for strengthening students’ digital literacy and subsequently increasing their career opportunities.

Hyndman, B. (2018). Ten reasons teachers can struggle to use technology in the classroom. The Conversation: In-depth analysis, research, news and ideas from leading academics and researchers.
https://theconversation.com/amp/ten-reasons-teachers-can-struggle-to-use-technology-in-the-classroom-101114

Open Colleges . (n.d.). Technology in Classrooms. http://www.communicationstudies.com/wp-content/uploads/2015/09/21st_century_classroom.jpg

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Screenshot from the free version of the app

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Stellarium is an innovative new app designed to allow virtual tours through the universe. The free version of Stellarium includes a movable map of the stars. The app automatically sets the map to your current location and time of day (if it’s daytime the app sets the time to the following evening). Students can move the virtual map around to see where different planets, stars and constellations are in the sky. The location feature also allows for students to (presumably at home) pinpoint specific constellations, stars and planets in the real life night sky, through referencing the app’s compass and map. This app provides a valuable astronomy experience, and also allows students to increase their orienteering and directional skills. The app is suitable for all ages, with different students being able to use and understand the app in different ways (younger students may like just looking at the constellations while older students may research unique stars and planets in more detail). In terms of the SAMR model, it can be argued that even the free version of this app completely redefines astronomy tasks. While allowing students to look through a telescope at the night sky is conceivable, it is completely out of the scope of normal classroom activities. In addition, even a telescope does not label planets, stars and constellations for students as they observe (like the app does).

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The SAMR model is a way of explaining and exploring the integration of technology in the classroom. Technology should always have a purpose, and should always improve learning rather than hinder it. The SAMR model is not designed to be a ‘ladder’, where teachers gradually improve in technology integration by starting from the bottom and moving upwards towards ‘redefinition’. Instead, the SAMR model can be seen best as a ‘spectrum’ with each level being the best choice in different circumstances (Tribble, 2022).

The ‘S’ in the SAMR model stands for Substitution, and involves directly trading a more traditional teaching tool- such as a whiteboard, for a piece of new technology- such as an interactive whiteboard. This direct substitution does not change the function of the tool, but it can make it more accessible. This is also true of substituting pen and paper writing for typing.

The ‘A’ in the SAMR model stands for Augmentation, and again involves directly substituting a traditional tool with a piece of technology (Tribble, 2022). Unlike with simple substitution however, augmentation has to significantly enhance the student experience (Tribble, 2022). In an English classroom, one might augment traditional reading methods by substituting physical books for ebooks. This can greatly improve the student experience. For example, students with visual impairments can enlarge the text, students of all abilities can mark pages with notes or look up definitions on the go, and neurodivergent students can download texts in ‘Bionic Reading Mode’ which is a specific typeface catered to students with autism and ADHD (Austin, 2023). Students with dyslexia and higher visual impairments can also substitute traditional books for audiobooks, which greatly increase accessibility for these students. In a Science classroom, one might augment a traditional diagram by using an online interactive diagram. For example, in a lesson on the human anatomy, students may wish to view a 3D model online with which they can manoeuvre at will and zoom in and out of.

The ‘M’ of the SAMR model stands for Modification, and involves an actual “change to the lesson’s design and its learning outcome” (Tribble, 2022). Unlike the last two steps of the model, modification involves transforming the lesson through technology rather than simply substituting traditional tools with modern technology. For example, one might use one of the multiple online quiz options for testing student knowledge, such as Kahoot or Gimkit. These online quizzes significantly alter the learning experience. For example, online quizzes give students immediate feedback, allow for students to see their ranking in comparison to the rest of the class, and add game features to the learning experience.

The ‘R’ of the SAMR model stands for Redefinition, and involves a complete transformation of the lesson using technology. By using the redefinition level of the model, one is creating a learning experience that revolves around technology and is unable to be replicated by traditional tools. For example, in a History lesson, one might allow students to go on a virtual tour of a historical location. Students may even be able to go on a tour of a historical location as it was in the past. In a lesson on astronomy, students could go on virtual trips through the cosmos, experiencing stars close up. Advanced tools include things like virtual welding, where students use Virtual Reality headsets to experience and practice welding without the associated dangers. Lessons involving robotics and coding also fall into the category of redefinition. All of these examples are impossible to recreate with traditional tools in a normal classroom setting, and each one completely transforms the learning experience and greatly enhances student learning and engagement.

Austin, D. M. (2023). Is Bionic reading the future? Medium. https://uxdesign.cc/is-bionic-reading-the-future-299d50af22a5

Tribble, D. (2022). SAMR model: A practical guide for K-12 classroom technology integration. PowerSchool. https://www.powerschool.com/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

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There are many assorted online quiz applications available online, including popular options such as Kahoot, GimKit and Blooket. For a beginner teacher, especially one new to teaching in a technology oriented classroom, exploring so many options of quiz can be confusing.

Why even have quizzes online? In terms of the SAMR Model, online quizzes are a great substitution for paper based quizzes on a basic level. They can also allow for functional improvement (augmentation) and even redesign (modification) of traditional quizzes. Online quizzes allow for instant results/answers that prevent cheating or mistakes when marking (Augmentation). Instant results also prevent teachers and/or students from wasting time marking ticks and crosses quizzes. Online quizzes allow teachers to add images and gifs to quiz questions which can both assist learning, and incorporate humour into the classroom (which is actually a great teaching tool (Ziv, 1988)). Online quizzes also allow students to bring out their competitive nature, encouraging students who may not usually be interested in succeeding to try their best to win. Friendly competition can greatly increase student motivation and performance (Burguillo, 2010). Lastly, online quizzes bring fun into the classroom. Many quiz options include features that turn learning into a game (Modification). This may sound like a bad thing, but students having fun can actually greatly increase their engagement and achievement (Johnston et al., 2022). Online quizzes are also a great motivator and reward for classes, and provide a well needed break from traditional teaching techniques such as writing and copying.

The following blog post analyses the benefits and disadvantages of one of the most popular options, and provides some helpful tips on using it for the first time.

Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers and Education, 55(2), 566–575. https://doi.org/10.1016/j.compedu.2010.02.018

Johnston, O., Wildy, H., & Shand, J. (2022). Teenagers learn through play too: Communicating high expectations through a playful learning approach. The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00534-3

Monash University. (2022). Kahoot. Learning and Teaching: Teach HQ. Retrieved April 16, 2023, from https://www.monash.edu/learning-teaching/teachhq/learning-technologies/additional-learning-technologies/kahoot

Ziv, A. (1988). Teaching and learning with humor. The Journal of Experimental Education, 57(1), 4–15. https://doi.org/10.1080/00220973.1988.10806492

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Screenshot from the premium version of the app

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While the free version of Stellarium is impressive on its own, the premium paid version of the app is even more impressive and useful. Unfortunately, to get the premium version of the app you must pay either $2.99 monthly or $29.99 as a one-time purchase. While the price is actually quite low for the contents, if the app is intended to be downloaded on every student device, the paid version may be inconceivable. However, you could bypass this issue by simply purchasing the one-time version on a singular device and then connecting to an interactive whiteboard. This would allow every student to witness the premium version, and for every student to give suggestions of places in the universe to visit and see.

The premium version of the app allows the viewing of high resolution planets and deep sky images, and a catalogue of 1.6 billion stars, and 2 million deep sky objects. Essentially, the premium version of the app allows students to fully immerse themselves in virtual space travel, allowing them to see some of the most magnificent sites in the universe. One disadvantage of the premium version, is that the magnification is limited, which means (for example) that some galaxies can only be seen as a whole and can’t be travelled inside of. Overall, the potential of this app in a science classroom is limitless, and can greatly increase engagement through active learning (Deslauriers, et al., 2019).

Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116

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Kahoot! is usually one of the first online quiz applications that people hear of. It is extremely popular with 70 million monthly active unique users (Wang, 2020).

Kahoot! allows teachers to pick and choose from a wide range of pre-made quizzes in every subject. It also allows for teachers, and even students, to create their own unique quizzes, including the addition of images and gifs. To use Kahoot, you must first create a profile and choose a package to pay for based on your specific classroom needs. Once you have created a profile you are ready to start creating and exploring quizzes and even courses.

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818

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Image 1: Discover button.   Image 2: Search.

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To find a pre-made quiz, simply type your specific subject matter into the search box shown above (first click on the Discover button in the side menu) and explore what other educators have created. You can also choose which level of education you are currently teaching.

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To create your own Kahoot, simply click the blue ‘plus’ button on the Home Screen and select either ‘Kahoot’ (normal quiz or poll) or ‘course’ (full learning experience). Once you are at the screen shown above, simply add your question, answers and any image/gif you wish to your first question. To add further questions, click the blue plus in the bottom right corner to continue. You will also have the option to change your question format to true/false on a standard package, and to many more options (such as audio questions) on higher tiered packages. To change your question format, simply click the three dots in the top right. This drop down menu also allows you to set time limits, points and answer options. To change the design of your quiz, simply click the blue pallet at the top of the screen to explore different themes.

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The main benefit of Kahoot from a personal standpoint, is that it is extremely simple to use and operate. Kahoot is also entirely free for students to play and study. Unfortunately, there is no free version for game hosts and creators. The lowest priced package (Standard) is $26 per month. The standard package sadly only allows for up to 20 players, so for many teachers this will not allow a whole class to participate on this package. Things like limited internet access and limited access to individual devices can also make the game difficult to play in some schools. One possible disadvantage is that some students may not like that they cannot change answers after submitting. From a personal standpoint and from past experience, this ‘disadvantage’ can be used as a learning tool to teach students to accept and learn from their mistakes.

Not a disadvantage per say, but a very important reminder when using pre-made quiz options, is to always play them yourself first. Everyone makes mistakes, and some educators do create and upload quizzes that have language mistakes or answer mistakes. Another thing to remember, is that not every quiz on a specific subject is suitable for every class. Some quizzes may be far too complicated for the age-range or skill level of your class. The main thing when using pre-made quizzes is to always test them, and always ensure skill suitability and relevance.

If you do think you have found the perfect quiz, apart from a few irrelevant questions, you can in fact copy the questions you do like into your own quiz template.

As well as classic (one-player) and team modes, Kahoot also offers game modes such as the ones shown above. These game modes still require students to know answers, but they add extra gameplay to further engage and motivate students.

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The following tip will be helpful for classes that may have behavioural issues or even just some ‘class clowns’. Students by default can pick their own names to appear on screen. Unfortunately, some students may use this feature to create inappropriate screen names. To counter this issue, you can simply use the feature shown above to randomly select student screen names.
Simply go into the settings menu once you have started a game and scroll to the bottom to turn the random Nickname Generator on.