They are a great way for students to be creative and collaborate as it allows them to easily accumulate and share resources such as photos, links to videos, and written excerpts such as from play scripts.

Because it is a web-based tool, Wikis are quite accessible to all the students as long as they have an electronic device and access to the Internet.

Wikis / SAMR framework:

·Substitution: Students use the Wiki as a way to read articles, watch videos, see images etc. that their teacher could otherwise show them through Google Classroom, on the projector/whiteboard or by printing them out.

·Augmentation: Students collaborate on group assignments using Wiki pages rather than on paper – this is an improvement as students who are away can easily access the group assignment, and the work is saved digitally so they don’t need to worry about losing handwritten notes etc. Plus, the teacher can check in on their device and easily leave feedback.

·Modification: When working on a play as a class, students can share materials about characters, the setting, the style of theatre etc. to easily show the teacher how well they understand what they are creating, and the Wiki can continually be edited and responded to by their classmates.

·Redefinition: Students have a more collaborative mindset towards the content covered in class as they can easily share resources they find on their own and become excited and active learners, rather than idly looking at the resources their teacher picks out. This will build their confidence and expertise on the topic as they actively collect and share media themselves.

If used in the drama classroom students could speak as a character from the play they’re analysing or pretend to be an archetypal character while discussing a style or convention of theatre (such as a reporter or a detective).

Students can even add music and audio to their podcasts to enhance their creative vision. Students can work in groups, pairs or individually to create a podcast in various formats such as an interview, an infomercial, an audio-documentary and anything else they come up with.

Podcasts / SAMR framework:

·Substitution: Teachers play podcasts to students during class time as a way to share information, replacing reading information out loud or providing articles etc. for students read.

·Augmentation: Students record scenes from a play script they are working on in class in groups and share with their classmates, then everyone has an audio copy of the play being acted out verbally (they can add SFX or music to enhance the storytelling also).

·Modification: Students create their own original podcasts on a topic rather than presenting in person. This can benefit students who have trouble with public speaking as they can record in private and edit mistakes from their audio. The class can access each other’s podcasts and give feedback. Students can use SFX and music to enhance the listeners experience also. The podcast could even be an interview between characters in a play to show a deeper understanding for the world of the play and it’s characters.

·Redefinition: Students share their podcasts with the broader community online or access other people’s podcasts and have discussions on drama topics or plays with experts, theatre enthusiasts or other students. They can also access expertise delivered by professionals in audio documentaries or interviews.

This tool is a great way for teachers to check for student understanding and for students to engage in their learning because there is a competitive aspect to the quizzes that keeps them motivated.

Using Prezi as a teacher could be more engaging than standard PowerPoint slides, and encouraging students to try it out as a way to present assessment could make them more excited to create slide presentations.

Beyond using it as a projector, Vivi also makes it very easy to include videos and other media as the teacher can add the links before class and click them when ready, rather than searching through tabs and waiting for media to load; This really streamlines the lesson.

Also, teachers are able to add visual timers, which is helpful to them and to students to help time manage activities. It is also easy to pause and play the projection so teachers can freeze the screen on what the students need while the teacher continues to use their device.

Teachers can use them to present information, or even have students add to their own Padlet about a subject to curate their findings and ideas.

Students can use this program in Drama to recreate the performance space digitally and use this to help them plan staging for their performing and directing pieces (stage, props, set pieces, actors, audience, lighting, etc.)

Digital Safety: Students must be made aware not to share personal information or photographs etc. on their blog, especially if it is available to the public.

(Accounts can be made easily with a Google account)

Digital Safety - As anyone can upload to YouTube, teachers and students must be aware of the possibility of coming across inappropriate and upsetting content/comments. There are privacy settings to limit comments and who can view certain videos, and there is also a child friendly version, but that also limits the possibly great content students and teachers can access. A good way to approach using this site is for teachers to screen content before they share it to the class.