# data[].attributes.body
StoryJumper

After examining and assessing the efficacy of many free online education resources for educators, none stand out quite like StoryJumper. StoryJumper is an online expansive storytelling website which allows students to write, narrate and illustrate their own digital books. This well-produced website has a sweeping website library with fonts, colours and texts all available for ample student customisation and creativity. Its easy and intuitive software makes it a perfect fit for all ages. Additionally, quick and simple integrations with other popular systems can make it a breeze for educators to create a whole class, small group or individualised StoryJumper activity. This resource will be my focus for AT2 as I explore its capacity for transformative learning through the utilisation of the SAMR framework.

As outlined in my above StoryJumper is the resource I have chosen to focus on because of the transformative student learning that it can provide. This section will further explore and discuss StoryJumper and its capabilities for transformative learning in class, as well as contrast this capacity against the SAMR framework (Substitution, Augmentation, Modification, Redefinition) (Best, 2020).

(Best, 2020)

StoryJumper allows educators to sign up for a free teacher account that is easily accessible to students by manually adding them or sending a whole class link. Alternatively, StoryJumper has tremendous integration software that allows educators to easily and seamlessly import already established student lists from Google Classroom (StoryJumper, 2019). Project development and design are at the forefront of StoryJumper. The capabilities of this website, like its inbuilt image library, options to upload personal image files and narration, make for a comprehensive creation platform in the world of digital storytelling. At the Redefinition level of SAMR, several considerations must be made as software must be utilised in such a way that it provides entirely new learning opportunities for students that were not previously feasible without the resource (Best, 2020). StoryJumper can meet this criteria in the following ways

1.       Creation

2.       Collaboration

3.       Global sharing

4.       Cross-curricular integration

5.       Student empowerment

The creation aspect of StoryJumper is clear as students craft personal storybooks that involve various multimodal elements. These storybooks can include images and audio narrations, allowing students to create engaging stories and include vast ICT differentiation tools (StoryJumper, 2019). This expansive network of multimodal tools gives students a rich understanding of the content matter and transcends a traditional written assignment.

StoryJumper also offers the opportunity for enhanced peer collaboration with the addition of peer feedback as well. This website can provide real-time constructive feedback for students through comments on their work. Alternatively, small group storyboards can be assigned to students to allow them to co-author and work collaboratively with a group of their peers (StoryJumper, 2019). This opportunity for collaboration enhances students' critical thinking skills and provides them with more avenues to engage with their peers and work.

Global sharing is another unique aspect of StoryJumper that allows students completed work to be shared and viewed by a global audience. Further engagement on a global platform encourages students to consider the diverse perspectives of others, including religion, culture, ethnicity and more when constructing their stories (StoryJumper, 2019). This gives them the ability to further refine their work and reach people outside the classroom with diverse backgrounds (ACARA, 2025).

Cross-curricular skills are developed through the use of StoryJumper, which pieces together multiple areas such as digital literacy, storytelling, artistic design and more. This can facilitate a holistic learning experience, which allows students to meet all general capabilities whilst engaging with their other curricular requirements (ACARA, 2025).

Student empowerment is an essential feature found in all software that meets the requirements of SAMR at the Redefinition level (Best, 2020). StoryJumper can be leveraged to improve student self-efficacy by allowing them to make personal and creative choices when completing their storybook activity or assessment. Students can now exercise a level of autonomy not previously accessible to them as they create their path to academic success. The totality of StoryJumper does not simply substitute learning; it transforms and redefines it by providing learning opportunities that were previously inconceivable without StoryJumper's integration.

# data[].attributes.attachment_link.title
StoryJumper: #1 rated site for creating story books

# data[].attributes.attachment_link.description
Easiest way to create, narrate, and publish your own hardcover and paperback books. Read and listen to books from our worldwide community.

# data[].attributes.body
This is an informative and resource-rich website which offers great information about the SAMR model. It breaks the SAMR model down into all its stages and explains them in a neat way that's easy for educators and students to understand. Pictures and work examples are also in abundance on this website to further every visitor's understanding of the topic at each level of the framework.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
The SAMR Model Explained (With 15 Practical Examples)

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Australian Institute For Teaching And School Leadership 

# data[].attributes.subject
Australian Institute For Teaching And School Leadership 

# data[].attributes.body
https://www.aitsl.edu.au/standards

This essential resource provides a comprehensive breakdown of achievement levels and goals for educators at every level of practice. This resource is used to aid teachers in setting independent professional learning goals to better their practice across all appropriate standards. Additional subsequent resources can also be accessed via this website, including PDF teaching breakdowns, comprehensive video resources and more.

# data[].attributes.attachment_link.readable_text
Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

# data[].attributes.attachment_link.keywords[]
australian professional standards for teachers

# data[].attributes.attachment_link.description
Australian Professional Standards for Teachers

# data[].attributes.body
This succinct, intuitive and simple-to-use software is a tremendous ICT resource that educators can utilise to improve student outcomes. With a low barrier to entry, this platform allows students to take a goal-oriented approach to their learning. Integration for teachers has never been easier, as this platform has been carefully curated to meet the needs of both students and educators.

# data[].attributes.attachment_link.title
Classroom Management Tools & Resources - Google for Education

# data[].attributes.attachment_link.description
Get started with Google Classroom, a central hub for tools and resources designed to help educators manage classrooms and enrich learning experiences.

# data[].attributes.body
A vast quiz creation platform that is used by educators to engage students while receiving real-time feedback from activities. This is a tremendous resource that can be used at the Augmentation level of SAMR to give educators a better and more engaging way for students to engage with summative assessment.

# data[].attributes.body
This resource is from BIO.com, which provides a brief overview of Mohandas Gandhi and his pivotal contributions to Indian Independence. It also explains his early life and how he came to cultivate a passion for civil rights and social justice, fighting for a united India.

# data[].attributes.body
This is a video resource to introduce students to Indian Independence and the original expansion of the East India Company. This resource also explains the initial peaceful trading that occurred between the EIC and India and how, through privatisation, this devolved into colonisation and enslavement.

# data[].attributes.attachment_link.title
1.  East India Company - Timelines.tv History of Britain C05

# data[].attributes.body
This resource is a direct link to version 9 (V9) of the Australian Curriculum for years 7-8 in health and physical education (HPE). This is the fundamental guide for teachers to adhere/refer to when teaching students in years 7-8. This site's Essential resources include the Curriculum, which informs of appropriate learning outcomes and requirements per subject for HPE practical and knowledge-based sessions. Additionally, a brief overview and work structure are identified to aid in lesson planning and adjustments. Further resources can also be accessed in the Resources tab located at the bottom right of each subject heading. This tab shows photos/videos of examples of students' work or previously led activities that directly adhere to the above guidelines, providing teachers with all they require to build a practical and informed lesson or unit for Year 7 HPE.

# data[].attributes.attachment_link.title
F-10 Curriculum | Health and Physical Education – Year 7

# data[].attributes.attachment_link.description
The Years 7–8 curriculum builds on each student’s prior learning. During this time, a major influence on students is the world around them, and their peers become a key source of motivation and support when managing their health and .Students reflect on factors that influence their perception of themselves and their capacity to be . Students explore behavioural expectations for different social situations. They develop the knowledge, understanding and skills to recognise instances of disrespect, , harassment and violence, and to act assertively to support their own rights and feelings and those of others.Students investigate a range of health issues relevant to young people to understand the choices people make about their health and . They examine the factors that can influence an individual’s choices, and explore and evaluate options, consequences, and healthier and safer alternatives. Students continue to refine their health literacy skills as well as their understanding of the sources of support available, to seek early help when they or people around them need it.In these years, Health and Physical Education an important role in maintaining participation, through opportunities for skill development in a variety of movement forms that enhance performance and competence, as well as providing enjoyment and a sense of achievement.Students practise and apply more complex combinations of skills and strategies in a range of and settings. They explore the range of factors and that influence the quality of movement performances. They practise that can be used to enhance their own and others’ performances.Students have opportunities to practise using creative and collaborative processes to work in a group or team to communicate effectively, solve problems, resolve conflicts, and make decisions in movement and social .

# data[].attributes.body
The Australian Guide to Healthy Eating is a common and useful pictorial that demonstrates a condensed version of the Australian Dietary Guidelines. This resource provides a visual for students to view to help them more easily grasp and understand the associated food groups that will produce both positive and negative health outcomes. Furthermore, it shows a plate broken up into specific segments to show how much of a student's plate they should be allocating to particular food groups at each meal. This is one of the most widely used resources that is essential for AC9HP8P10, as well as a wide range of other HPE units.

# data[].attributes.attachment_link.description
The Australian guide to healthy eating is a food selection guide which visually represents the proportion of the five food groups recommended for consumption each day. Australian guide to healthy eating

# data[].attributes.body
This resource provides us with examples of all the hidden workloads and stresses that come with being a professional educator, how interesting and informative

# data[].attributes.body
Crash Course is a massive video library which extends across multiple curricula and subjects. This library provides almost endless resources for sexual education, biology, anatomy and history that can be used to educate and engage students. Bright visuals and tremendous production value add to the appeal of this resource and help students stay focused and engaged throughout lessons when Crash Course is integrated into teaching practice.

# data[].attributes.attachment_link.readable_text
Crash Course is one of the best ways to educate yourself, your classmates, and your family on YouTube!

From courses like Astronomy to US History and Anatomy & Physiology it's got you covered with an awesome variety of AP high school curriculum topics. With various witty hosts at your service, you won't even notice you're getting smarter.

# data[].attributes.attachment_link.description
Crash Course is one of the best ways to educate yourself, your classmates, and your family on YouTube!

# data[].attributes.body
Above is an example of a simple way to engage your learners at a deeper level using a grid-based activity. I usually use this activity as a brainstorming or queuing style activity to get learners to use their higher-order thinking strategies.

I have used this previously in year 7 HPE when choosing between built and natural environments, with a column in the middle for both. The activity involves first doing an I do at the front of the class for students to learn content. Following that, I will write these headlines in a grid on the whiteboard for students to come up with and write the answers that they call out. Finally, I will ask questions to students to engage prior learning, for example

Who can remember an example of a built environment?

Where might we go swimming?

Is that built orrrrr natural?

What places do you go that are examples of these environments?

These questions help students engage higher-order thinking and collaborate during the activity as well.

# data[].attributes.body
This image is a pictorial example of how students' learning is affected by the various surrounding stakeholders at a macro level. Age, social groups, neighbours and more can hinder or help a student's ability to learn, therefore, it is imperative for educators to consider these stakeholders as part of their practice.