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This table outlines the digital tools used in my unit, who uses them, their purpose for learning, and their alignment with the SAMR model. It demonstrates how ICT transforms learning in line with APST 2.6, 3.4, and 4.5.

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This table outlines the digital tools used in my unit, who uses them, their purpose for learning, and their alignment with the SAMR model. It demonstrates how ICT transforms learning in line with APST 2.6, 3.4, and 4.5.

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Here is a short introduction to Historypin

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This video shows how to use HistoryPin for teachers.

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Using History Pin as a Pedagogical Tool 

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Using History Pin as a Pedagogical Tool 

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This is a video showing how this teacher describes how he uses History Pin, a community history website, for a collaborative mapping assignment.

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John Stehlin | Using History Pin as a Pedagogical Tool | Berkeley STIR 2017

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Quizizz: Supporting Source Analysis and Digital Citizenship

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Quizizz: Supporting Source Analysis and Digital Citizenship

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This 12-question Quizizz was designed as a mock formative assessment for Lesson 2 of my Mapping Migration Stories unit in Year 10 History. The quiz introduces key migration vocabulary and tests students' understanding of primary vs secondary sources, ethical image use, caption writing, and digital citizenship.

Pedagogical purpose:

Scaffolds source analysis before students upload to HistoryPin

Builds confidence in ethical online behaviour (e.g., Creative Commons)

Encourages multimodal literacy through caption awareness and image use

Design features:

Visual-friendly questions (e.g., 1951 newspaper image)

Simple phrasing and multiple-choice for EAL learners

Match-the-tool task promotes tool transfer

Curriculum & Frameworks:

AC9HH10K08 & AC9HH10K19

ICT Capability, Ethical Understanding

SAMR Level: Augmentation

APST 2.6, 3.4, 4.5

Used in conjunction with Canva, Padlet and HistoryPin as part of a multimodal digital storytelling sequence.

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Interactive Quizizz: Exploring Migration Terms

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Interactive Quizizz: Exploring Migration Terms

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This screenshot shows Question 1 from my Year 10 History mock Quizizz on post-war migration, used as a formative tool in Lesson 2: Analysing Sources. It helps students consolidate historical vocabulary before beginning digital storytelling tasks on HistoryPin.

The online version provides:

Instant feedback and gamified engagement

Visual accessibility for EAL students

A fun, low-pressure environment to check understanding of key concepts

Curriculum Link: AC9HH10K08
General Capabilities: ICT Capability, Ethical Understanding
SAMR Level: Augmentation
APST: 2.6, 3.4

This image reflects my belief that digital tools should support all learners through scaffolding, interactivity, and formative assessment.

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📄 Curriculum Links and General Capabilities

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📄 Curriculum Links and General Capabilities

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This post outlines how each digital tool in my Mapping Migration Stories unit connects to the Year 10 History Curriculum (v9) and supports the development of General Capabilities.

The learning sequence is designed to meet the following content descriptors:

AC9HH10K08: Causes of changes in perspectives, responses, beliefs, and values on migration since 1945

AC9HH10K19: Effects of global influences on Australia's changing identity and international relationships

I’ve also linked each tool to relevant General Capabilities, including:

ICT Capability

Ethical Understanding

Intercultural Understanding

Critical and Creative Thinking

Personal and Social Capability

These connections reinforce my intention to embed digital pedagogy that is inclusive, interdisciplinary, and reflective of contemporary curriculum priorities.

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Student Voice (Simulated): Amina’s Reflection on Digital Storytelling

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Student Voice (Simulated): Amina’s Reflection on Digital Storytelling

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This fictional reflection was created as part of my digital portfolio to represent the likely experience of an EAL student engaging with multimodal digital tools. “Amina” reflects how scaffolded support, peer collaboration, and inclusive ICT practices (like HistoryPin and Canva) can empower students to share personal migration stories with confidence.

This narrative illustrates how technology, when integrated through ethical storytelling, UDL, and collaborative structures, can support identity, voice, and belonging in the History classroom.

Capabilities & Standards Aligned:

ICT Capability, Intercultural Understanding

APST 1.5, 2.6, 3.4

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What I Learned from Curating This Padlet

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What I Learned from Curating This Padlet

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Curating this Padlet has helped me move beyond just selecting digital tools to thinking deeply about how and why they support inclusive, curriculum-aligned learning.

I refined my ICT Integration Plan after peer feedback, mapped tools to SAMR and APST, and considered how to better scaffold EAL students through visuals and captioning frames.

I feel this process has supported my development as a reflective, intentional practitioner (APST 6.2, 7.4).