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Green Screen by Do Ink app:
https://itunes.apple.com/au/app/green-screen-by-do-ink/id730091131?platform=ipad&preserveScrollPosition=true#platform/ipad

Green Screen by Do Ink tutorial:
https://www.youtube.com/watch?v=wh4EYxpZb2Q

Improving tasks using to the SAMR Model:
https://www.youtube.com/watch?v=9b5yvgKQdqE

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Figure 1:

https://mariventurino.com/2015/11/05/diving-into-greenscreen-headfirst-with-middle-school/

Figure 2:

https://kimmaslin.com/wp-content/uploads/2017/03/IMG_5638.jpg

Figure 3:

https://www.houzz.co.uk/photo/66979867-integrated-tv-in-kitchen-splashback-modern-kitchen-buckinghamshire

Figure 4:

http://www.schrockguide.net/uploads/3/9/2/2/392267/5805548.jpg?579

Figure 5:

https://sydneylivingmuseums.com.au/education/programs/colonial-life-elizabeth-farm

Figure 6:

http://australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/

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Australian Curriculum, Assessment and Reporting Authority. (2012). Information and communication technology capability learning continuum. Retrieved from http://australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Australian Curriculum and Assessment Reporting Authority. (n.d.). The Australian curriculum: Humanities and social sciences – HASS curriculum F-10. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/

Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). Examining the substitution augmentation modification redefinition (SAMR) model for technology integration. Tech Trends, 60, 433-441. Doi: 10.1007/s11528-016-0091-y

Forster, M. (2009). Informative assessment: understanding and guiding learning. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1040&context=research_conference

NSW Education Standards Authority. (n.d.). Assessment for, as and of learning. Retrieved from https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/

Young, B., & Marshall, C. (Producer). (2013, May 9). What’s in a name? [Audio podcast]. Retrieved from http://www.abc.net.au/local/stories/2012/02/07/3425148.htm

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The assessment task requires students to watch their classmates’ presentations and complete a simple peer assessment checklist. There are four sections on the checklist. Each aspect of the learning objective is directly addressed in the checklist. For each group, students will place a tick if they believe the expectation has been met. They will then use this to provide their peers with constructive verbal feedback. This is assessment as learning, whereby students are able to ask questions and become involved in their own learning (NSW Education Standards Authority, n.d.). Like the rest of the lesson, this activity is student-centred rather than teacher-centered. This task is ideal as students ‘learn best when they understand what they are trying to learn, and what is expected of them; and when they are given regular feedback about the quality of their work and what they can do to make it better’ (Forster, 2009, p. 6). Using the checklists, as well as their own observations, the teacher can use this activity to inform the teaching and learning cycle, potentially elaborating in future lessons on some of the challenges presented and assessing this as summative later on.

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Although it is not the main focus of the activity, it is important to mention that the videos will be based on online research conducted by the students. As a result, this task also has links to the investigating with ICT element (Level 4: locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways) (ACARA, 2012).
Figure 6:

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Example of an inappropriate background image for the video. Modern technology can be seen in this kitchen and it appears to be relatively new.
Figure 3:

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Example of a more suitable image to set the scene. The kitchen appears much older and no modern appliances can be seen. Figure 5:

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As part of the creative process, students will be required to select appropriate images for their video. This will stimulate creativity and higher order thinking, as students will need to consider aspects they may not have otherwise considered, such as historical accuracy. In comparison to a regular video clip, this technology allows students to produce a final product that is far more authentic, enlightening and enjoyable to create and watch.

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The ICT activity requires students to create their own videos, acting as if they live in colonial Australia. These skits will explore challenges associated with life at the time, such as cooking without electricity. This task links to the creating with ICT element (Level 4: independently or collaboratively create and modify digital solutions, creative outputs or data representation/ transformation for particular audiences and purposes) (ACARA, 2012).

Videos will be created using the Green Screen by Do Ink app. This is a user-friendly educational app for the iPad. It enables the user to combine multiple image sources into a single video, giving the illusion that the performers are located in a different place and time. Students will film their skit in front of a makeshift green screen and then proceed to edit their video, adding appropriate images to enhance their performance. This software was chosen as it enables students to complete an activity that was ‘previously inconceivable’ (Hamilton, Rosenberg & Akcaoglu, 2016). This idea is based upon the SAMR model pictured below, which suggests that using technology to transform tasks results in greater levels of teaching and learning (Hamilton, Rosenberg & Akcaoglu, 2016).

The SAMR Model
Figure 4:

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A flexible learning space like this would be ideal for this lesson, allowing for plenty of movement and collaboration. Figure 2:

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This image shows another possible way to set up the green screen in the classroom. Figure 1:

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This year 6 class completed a similar task and shared photos of the filming process on Twitter.

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6E loved experimenting with a green screen with @DoInkTweets! Interviewing a #Viking invader & a monk @NewnhamMiddle https://t.co/H8Z0nq3UYS

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6E loved experimenting with a green screen with @DoInkTweets! Interviewing a #Viking invader & a monk @NewnhamMiddle https://t.co/H8Z0nq3UYS

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6E loved experimenting with a green screen with @DoInkTweets! Interviewing a #Viking invader & a monk @NewnhamMiddle pic.twitter.com/H8Z0nq3UYS
— Mrs Eastwood (@eastwood_mrs) January 14, 2016

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6E loved experimenting with a green screen with @DoInkTweets! Interviewing a #Viking invader & a monk @NewnhamMiddle https://t.co/H8Z0nq3UYS

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6E loved experimenting with a green screen with @DoInkTweets! Interviewing a #Viking invader & a monk @NewnhamMiddle https://t.co/H8Z0nq3UYS

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6E loved experimenting with a green screen with @DoInkTweets! Interviewing a #Viking invader & a monk @NewnhamMiddle https://t.co/H8Z0nq3UYS

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Green Screen by Do Ink: A Tutorial Video

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Green Screen by Do Ink: A Tutorial Video

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This particular lesson assumes that students have prior experience using this iPad app to create videos. With that being said, it is recommended that teachers watch this tutorial in preparation for the lesson. Begin watching from 0:38 seconds to save time! If required, students could watch this instructional video beforehand or revisit sections during class. However, the teacher should be able to offer guidance as needed.