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This brief video reminds us Geography teaching practitioners that really effective spatial technologies do not have to cost your school an arm and a leg! Sometimes simple gets the message across.

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Socrative (added from Monique Thorpe's Digital Pedagogy in Mathematics Padlet - 22 May 2021):

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Socrative (added from Monique Thorpe's Digital Pedagogy in Mathematics Padlet - 22 May 2021):

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Quiz and exit ticket digital tool.

I have used Socrative in the classroom before and rate it! Younger students however I've found definitely try and fly through the answers to get to lunchtime. What is everyone else's experience with this app?

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National interactive Bushfire Hazard Mapping

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National interactive Bushfire Hazard Mapping

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Great to see national data that clearly shows bushfire hazard trend start to become available for wider and educational use. I can see applications for State wide comparative analysis. This is the type of data that as a Town Planner five years ago I would not have been able to readily access.

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Fantastic cloud-based tool for students to create presentations, video presentations and infographics with copyright free media.

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Canva - Design anything. Publish anywhere.

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A powerful but simple tool that has been rapidly adopted acroos QUeensland schools by my observations. I find it gives transparency and accountability with things like homework tasks (student work and teacher feedback), as well as a great ability for students to have wider access to asking the teacher questions outside of the classroom and to resources if absent from the classroom.

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Connecting with Microsoft Teams as a student

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I still can't get over the power of ArcGIS, being able to tell storyies about our society, our built and natural environments through collating visualisations, centred on mapping. It is the cutting edge of where Geography teaching should be - it is simple enough to learn the basics and I don't see nearly enough of it in the classroom!

It is cloud based software that basically allows students and teachers to produce interactive maps that show, interpret and communicate data through digital storytelling.

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ArcGIS StoryMaps: Storytelling that Resonates

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ArcGIS Storymap local school area design fieldwork case study

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ArcGIS Storymap local school area design fieldwork case study

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This is one of my favourite examples of student work using StoryMaps to communicate a problem spatially and come up with a design based solution. Comparative slide bar mapping, temperature analysis, drone video footage, you name it - it is in this Year 10 assignment!

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Amazing Year 10 Field Work StoryMap using a local context.

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Kahoot's created by National Geographic Magazine

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Kahoot's created by National Geographic Magazine

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Great to see powerhouses of knowledge like National Geographic get so heavily involved in creating educational resources. This collection definitely has some gems in it and Kahoot in my classrooms is always something that students get engaged with and something that gives me the pulse of whether students have been understanding the curriculum content.

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Learning isn't just about memorization and taking tests. Sometimes it involves play. Yes, learning can be fun, too. That's where Kahoot! comes in. These online interactive games help learners consolidate their lessons and process what they've learned. Explore the Kahoot! collection curated by the National Geographic Resource Library.

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Learning isn't just about memorization and taking tests. Sometimes it involves play. Yes, learning can be fun, too. That's where Kahoot! comes in. These online interactive games help learners consolidate their lessons and process what they've learned. Explore the Kahoot! collection curated by the National Geographic Resource Library.

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This TED talk centres around Internet and equal access to technologies as a right to ensure that a digital divide does not alienate people from job markets of the future. Challenges of just trying to bridge this divide by giving children a computer/laptop, thereby transferring the high costs of setting up supporting infrastructures upon households who can't afford it i.e. internet connections, maintenance, increased electricity costs and software. The video rather identifies a model of community centres providing centralised points to provide technology and infrastructure. This reminds me of the type of infrastructure provision we tried to roll out in Australian cities in the 2000's where our libraries tried to perform that function. I find this an interesting and timely reminder that we cannot assume as teachers that our emphasis on technology use doesn't have implications on our wider school communities and families.

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Aleph Molinari: Let's bridge the digital divide!

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Five billion people can't use the internet. Aleph Molinari empowers digitally excluded people, by giving them access to computers and sharing the know-how to use them.

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This blog entry was a great reminder for me about using the SAMR model in our post COVID 19 environment, where students are absolutely getting used to blended learning. It also gave me a light bulb moment to use more resources like Click View - so as not to reinvent the wheel and always create brand new online learning content!

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The sudden transition to remote teaching for schools and colleges in March forced educators to shift their resources online and rapidly learn new digital skills and delivery methods. This unprecedented phase of crisis management should not be confused with an acceleration in institutions' e-learning strategies which tend to promote a more managed adoption of learning technology. Now that we have had some time to evaluate the situation and consider how education can continue while we deal with the pandemic, we need to reconsider what quality technology integration into remote and blended learning should look like.

The SAMR model (Substitution, Augmentation, Modification, Redefinition) was originally developed by Dr Ruben Puentedura as an aid for teachers to help them evaluate how they were integrating technology into instructional practice. It can provide a useful framework to support teachers as they progress their use of technology from simply enhancing their teaching to playing a more transformative role in their lesson design. The four levels can be summarised as follows:

Substitution: technology is simply used as a direct tool substitute with no functional change, for example, using a word processor to create an assignment.

Augmentation: technology is used as a direct tool substitute with some functional improvement, such as using a word processor with a built-in dictionary and thesaurus.

Modification: technology is used for significant task redesign like using an online word processor to collaborate on an assignment.

Redefinition: technology is used to create new tasks which would not previously have been possible, for example, creating an interactive document with video embedded.

If you are new to blended or online learning, you will probably be experimenting with the substitution and augmentation stages where you are replacing paper-based resources with digital versions, such as using e-books instead of paper books. There's nothing wrong with keeping things simple at the start of term. Look at the handouts you would normally give students or the posters you display on your classroom walls and try converting them into digital formats like slides or videos. If your institution has access to an educational video library such as LinkedIn Learning, ClickView or the Blended Learning Consortium, use the resources available there - you don't need to reinvent the wheel!

However, as your confidence with technology grows, you should consider how it can modify and even redefine your teaching and assessment activities and allow students to create and share their own content and engage in online communities. For example, instead of asking students to submit a written report, they could be tasked with producing a blog or an interactive video to demonstrate their analytical and creative skills. They can even engage with industry experts or other academics through a guest webinar or discussion forum. This infographic provides some examples that you can try to help you progress students' learning from simple remembering and understanding tasks to higher level analytical and creative activities.

As remote and blended learning become more prevalent, technology's role in education has evolved from being an enhancement to a game changer. However, it is still important to consider your motivations for changing your teaching practices and the wider benefits for your students. If you are using technology simply because it is the easiest way to reach remote learners, you may find you do not progress beyond the substitution level. It is only by exploring how technology can help us redefine our instructional practice and give students more control over their learning that we reach the higher levels of Bloom's Taxonomy where teaching and learning will truly be transformed.

Further reading:
SAMR and Bloom's Taxonomy: Assembling the Puzzle

Published By

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Using the SAMR Model for Remote and Blended Learning

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The sudden transition to remote teaching for schools and colleges in March forced educators to shift their resources online and rapidly learn new digital skills and delivery methods. This unprecedented phase of crisis management should not be confused with an acceleration in institutions' e-learning

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A timely pedagogical approach that I have used successfully in the classroom, whereby learning introductory content or lower order comprehension exercises are done through online learning set as homework BEFORE coming to class. The idea is that it then frees up class time for higher order thinking activities that increase student engagement and apply their learning through more collaborative peer to peer and student to teacher group activities. I have delivered this model trhough the use of setting homework tasks with submission features through Microsoft Teams, with links to online learning materials that I've created in Canva, with associated Microsoft word worksheets also attached to the task.

This one could easily be categorised in the Pedagogy column also.

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Introduction

- Okay, so let's go and get started. Hi, I'm Aaron Quigley and welcome to the presentation on The Flipped Classroom. Before we get started with actual content, I'd like to take a second and review the technology I'll be using in today's presentation. Over my left-hand shoulder, I have some slides that are going to be Keynote. To control this Keynote presentation, I'm using the Keynote app on my iPad. This is a great tip for teachers, 'cause it frees us up to move around the classroom, we're not tied to our computer, and we can use some proximity control with our students. Now we're all here today because we have a common goal and that goal is to allow our students to master content. But we also have a common adversary, and that's time. Most of us would love to have more time in the classroom, more time doing group projects, more time doing lab activities, more time doing the extension activities that really allow our students to move from hearing content to mastering content. Well, across the nation, there's a variety of educators who have taken this challenge upon themselves. What they've done is they've learned to move the introduction to content outside of the classroom walls. They're then freed up to have 100% of class time dedicated to those extensive activities. They're no longer focusing on giving the content to their students, but walking their students through the process of content mastery. This is known as flipping the classroom. If you can successfully flip your classroom, then you have the ability to meet with students one-on-one more often and at a higher rate. You have the ability to have more group projects, more problem-based learning, more labs. Now for most of us inside the classroom, this is our typical structure. Students come to class and we have an introduction to new content. Students sit there and they listen to us present our lecture or our PowerPoint presentation and at the end of that, we as educators recognize they didn't fully get it. And so we have a variety of tools that we draw from to help them get it. We create group work. We have worksheets, we have problem sets. We use real-world examples. And we try to guide our student through the process of kind of generally understanding the knowledge to mastering the knowledge. And typically we run out of time. So we create homework packets, we create problem sets and we send them home. And students are expected to go home, use the limited knowledge they gained in class, and complete this homework. The concepts of flipping the classroom are simply that. We're going flip this around. In this mentality, we teach our students to gain the new knowledge outside of the classroom. Their homework is no longer reinforcing the knowledge, but gaining the knowledge. In class then, we take 100% of the time and dedicate it to helping those students master the knowledge that they gained outside of the classroom. Over the next half hour, we're gonna talk about this concept in depth. We're gonna look at teaching best practices. We're also gonna talk about how this can be a benefit to the student and things that we need to have as considerations before we start using the flipped classroom in our own classes.

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Introduction - Flipping the Classroom Video Tutorial | LinkedIn Learning, formerly Lynda.com

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Okay, so let's go and get started. Hi, I'm Aaron Quigley and welcome to the presentation on The Flipped Classroom. Before we get started with actual content, I'd like to take a second and review the technology I'll be using in today's presentation. Over my left-hand shoulder, I have some slides that are going to be Keynote.

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A great way to check for understanding and also to perform the function of teacher as researcher. Given that survey answers are submitted anonymously it keeps ethics clearance for collecting information at a lower level.

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SurveyMonkey - Free online survey software and questionnaire tool

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Create and publish online surveys in minutes, and view results graphically and in real time. SurveyMonkey provides free online questionnaire and survey software.

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Leveraging technology to support students' needs (added from Katrina Illch's Curated Collection of Resources Padlet - 22 May 2021):

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Leveraging technology to support students' needs (added from Katrina Illch's Curated Collection of Resources Padlet - 22 May 2021):

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Along with Katrina, I really resonated with the notion of 'Tech Equity' a question which visually addresses how our students process and relate with technology to learn effectively or not.  Being sensitive to individuals learning preferences and providing choice in what technology best suits them to achieve set tasks is a key tenet to the UDL framework which I believe goes some way in answering the Tech equity question.

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Educators have always had to be extremely flexible reinventors, perhaps never more so than recently. Students and teachers are connecting digitally in ways that were previously unimagined. Although virtual connections have been instrumental throughout pandemic teaching, they've also exposed the larger digital divide between student opportunity and achievement beyond the four walls of a classroom.

The rapid switch to technology means that everyone needs to move from just consuming and sampling new technology to a true application and reliance on digital tools to transfer learning. Educators need to understand what tech equity is-leveraging technology to support all students' needs-and how to best apply instructional design through culturally responsive teaching to assist learner-centered modalities.

Tech to Support Equity

The International Society for Technology in Education ( ISTE) is a "community of global educators who believe in the power of technology to transform teaching and learning." Educators can begin to grasp tech equity by first understanding the ISTE Standards for Educators -for example, "Leader Standard 2b: Advocating to meet the needs of all students with technology." The first step to take toward advocacy for our students is authentically applying UDL, accessibility, and inclusion in our design.

Universal Design for Learning

CAST (Center for Applied Special Technology) set up the Universal Design for Learning (UDL) as a framework to "improve and optimize teaching and learning for all people based on scientific insights into how humans learn."

When we apply the principles of UDL, we ensure an inclusive approach to learning because we give students opportunities to make choices based on their strengths. Examining how we infuse technology with UDL lesson plans helps identify components that complement the strengths of all students and circumvent inequities.

Accessibility

One way to ensure ease of access is to consider how accessible digital tools really are for our learners. The Web Accessibility Initiative makes clear that students' needs vary online and in person. "When websites and web tools are properly designed and coded, people with disabilities can use them. However, currently many sites and tools are developed with accessibility barriers that make them difficult or impossible for some people to use."

We can also use a tool like Grackle to evaluate how accessible our digital documents already are (e.g., accessing images, headings for screen readers). Accounting for accessibility while considering UDL is one step in ensuring equity in the technology we're integrating.

Application

Understanding how technology increases the need for UDL implementation, accessibility, and inclusion is integral to our short- and long-term educational settings. The following applications can act as a guide as we increase our learners' opportunities:

Productivity apps allow students to collaborate in real time and produce in multiple modes (e.g., Google Slides, Google Forms, Jamboard, Sway).

Feedback and online discussion platforms permit conversations to suit the strengths of each learner (e.g., Flipgrid, Padlet, Mote).

Prerecording encourages students to learn asynchronously, at their own pace (e.g., Edpuzzle, Loom, Pear Deck).

Gamification provides students a new way to interact with content and increases engagement (e.g., Quizlet, digital escape rooms, choose your own adventure, choice boards).

Digital libraries supply reading materials in text, in audio, and with additional tools to further increase access (e.g., Epic, CommonLit, Newsela, StoryCorps).

Conversion tools accommodate to help all students feel successful (e.g., Chrome extensions, screen readers, closed captioning, YouTube's speed adjustment, transcriptions, printed-out HyperDocs).

Incorporate diverse curriculum and reflection throughout all digital learning activities to make greater connections (e.g., #OwnVoice texts, virtual field trips, content to dismantle stereotypes, inviting diverse speakers).

Enhance digitalformative and summative assessmentswith the tools above (e.g., using EdPuzzle for formative assessment or Flipgrid to present a final project). Vary these assessments as one-on-one, group work, or voice and choice crossover, using UDL and ISTE standards to continuously support accessibility and inclusion.

Reinventing Transformation

The pandemic has taught us not to fear advances in technology, but instead to view them as ways we can explore how to best assist our students. Continuous learner-centered design will help us build upon tech equity advances so that we can unite all learners through inclusion and access for success. To commit further to tech equity in a digital or in-person class, we must continuously ask these questions:

What do my students know? What strengths can I build upon?

How is the technology I use enhancing equitable teaching through UDL, accessibility, and inclusion?

Are my students' voices being heard?

There's still work to be done because putting a device in every child's hand and providing Wi-Fi alone doesn't bridge the digital divide, but we must have confidence in our ability to minimize the inequities. Focusing on tech equity in virtual and in-person instruction strengthens 21st-century skills. If we continue to go forward with confidence, creativity, and an attitude of meeting challenges head-on, we will persevere in our transformation to best foster growth for all of our students.

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Leveraging Technology to Support Students' Needs

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Educators have always had to be extremely flexible reinventors, perhaps never more so than recently. Students and teachers are connecting digitally in ways that were previously unimagined. Although virtual connections have been instrumental throughout pandemic teaching, they've also exposed the larger digital divide between student opportunity and achievement beyond the four walls of a classroom.