Austin, D. M. (2023). Is Bionic reading the future? Medium. https://uxdesign.cc/is-bionic-reading-the-future-299d50af22a5

Tribble, D. (2022). SAMR model: A practical guide for K-12 classroom technology integration. PowerSchool. https://www.powerschool.com/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/ 

There are many assorted online quiz applications available online, including popular options such as Kahoot, GimKit and Blooket. For a beginner teacher, especially one new to teaching in a technology oriented classroom, exploring so many options of quiz can be confusing. 

Why even have quizzes online? In terms of the SAMR Model, online quizzes are a great substitution for paper based quizzes on a basic level. They can also allow for functional improvement (augmentation) and even redesign (modification) of traditional quizzes. Online quizzes allow for instant results/answers that prevent cheating or mistakes when marking (Augmentation). Instant results also prevent teachers and/or students from wasting time marking ticks and crosses quizzes. Online quizzes allow teachers to add images and gifs to quiz questions which can both assist learning, and incorporate humour into the classroom (which is actually a great teaching tool (Ziv, 1988)). Online quizzes also allow students to bring out their competitive nature, encouraging students who may not usually be interested in succeeding to try their best to win. Friendly competition can greatly increase student motivation and performance (Burguillo, 2010). Lastly, online quizzes bring fun into the classroom. Many quiz options include features that turn learning into a game (Modification). This may sound like a bad thing, but students having fun can actually greatly increase their engagement and achievement (Johnston et al., 2022). Online quizzes are also a great motivator and reward for classes, and provide a well needed break from traditional teaching techniques such as writing and copying. 

The following blog post analyses the benefits and disadvantages of one of the most popular options, and provides some helpful tips on using it for the first time. 

Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers and Education, 55(2), 566–575. https://doi.org/10.1016/j.compedu.2010.02.018 

Johnston, O., Wildy, H., & Shand, J. (2022). Teenagers learn through play too: Communicating high expectations through a playful learning approach. The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00534-3 

Monash University. (2022). Kahoot. Learning and Teaching: Teach HQ. Retrieved April 16, 2023, from https://www.monash.edu/learning-teaching/teachhq/learning-technologies/additional-learning-technologies/kahoot 

Ziv, A. (1988). Teaching and learning with humor. The Journal of Experimental Education, 57(1), 4–15. https://doi.org/10.1080/00220973.1988.10806492 

Kahoot! allows teachers to pick and choose from a wide range of pre-made quizzes in every subject. It also allows for teachers, and even students, to create their own unique quizzes, including the addition of images and gifs. To use Kahoot, you must first create a profile and choose a package to pay for based on your specific classroom needs. Once you have created a profile you are ready to start creating and exploring quizzes and even courses. 

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818 

Not a disadvantage per say, but a very important reminder when using pre-made quiz options, is to always play them yourself first. Everyone makes mistakes, and some educators do create and upload quizzes that have language mistakes or answer mistakes. Another thing to remember, is that not every quiz on a specific subject is suitable for every class. Some quizzes may be far too complicated for the age-range or skill level of your class. The main thing when using pre-made quizzes is to always test them, and always ensure skill suitability and relevance. 

If you do think you have found the perfect quiz, apart from a few irrelevant questions, you can in fact copy the questions you do like into your own quiz template.

As well as classic (one-player) and team modes, Kahoot also offers game modes such as the ones shown above. These game modes still require students to know answers, but they add extra gameplay to further engage and motivate students. 

As I engaged with and explored the resources and activities of this unit, my mind opened greatly towards ICT use in the classroom. Previously, I had doubts that I could integrate technology use in all aspects of classroom teaching. In my time teaching so far, I have tried to incorporate technology use as much as possible, but have usually been limited in my choices. For example, I use PowerPoint and video resources in all of my lessons, and have used online quiz applications in most. While these all count towards creating and mastering a digital classroom, I have stagnated in my own professional learning. There are so many new and exciting technologies and ways to use them that I hadn’t explored before, and this course has definitely opened my eyes to new digital classroom possibilities. 

I have also never put my students at the forefront of technology use in the classroom, but have discovered through research and my peers’ success stories, that allowing students to explore and create with technology on their own can be incredibly rewarding. 

In the future I intend to explore new technologies and digital experiences wherever and whenever I find them. I intend to try and become proficient in more digital spaces and with more technologies instead of only using basic features and techniques. I also intend to actually practice and improve upon my skills in more complicated programs and technologies. In the past, I have given up quickly at learning in the digital space when things became confusing and difficult. I often gave up on extending my digital learning and simply went back to my old (and somewhat outdated) favourites (such as PowerPoint). Now, I intend to push through my doubts and enhance my opportunities for classroom learning with the newest technologies available. I also intend on challenging my perception of myself as technologically challenged. I have often struggled with technology and understanding new applications, despite being from the younger generation. I need to push past that outdated view of myself, and view technology exploration as fun and exciting rather than a difficult chore.

While I have not interacted as much as I should have with the online class community, I have good communication with my in person peers. I feel as though it’s important to have open communication with both my fellow pre-service teachers, and more experienced permanent teachers. Through my study group, I have explored new ideas and approaches alongside my peers. This has been essential for sharing knowledge and creating lasting connections. From my peers, I have learned about their experiences with both traditional teaching methods, and with modern technologies such as GimKit (a game based online quiz). My peers are also teach a range of subjects and grade levels, allowing me important insight into subject and age specific technology use. I have discussed composition software with my music subject peers, and have discussed creating interactive category games with my primary teacher peers. My connections with experienced teachers have provided me with invaluable knowledge about digital strategies that have helped them track student progress, and helpful tips on what techniques to avoid with certain class types. 

In the online forum for this class, I found simply reading through others posts and comments to be very valuable and informative. On one post which I provided feedback for, the original poster referenced copyright infringement as part of her ethical implications for technology use. The first things that comes to my mind when I think of ethics and safety online are privacy and unsafe content. Without reading and commenting on this post I never would have thought to add a section on copyright into my own blog (which was very important in regards to my online quizzes post). I also found the process of providing online feedback to be a helpful but challenging experience. I believe it is much easier to give constructive criticism in person, where you can modulate your facial expressions and body language to convey a helpful rather than negative demeanour. When commenting feedback online, it is much harder to give feedback in a constructive rather than negative sounding way, as words on a page without emotion can seem much harsher than words spoken in real life. Giving feedback to peers is also an important experience in of itself, as it can be easy to fall victim to only giving positive feedback when you are trying to form positive peer connections. 

Active learning can also be done through the Stellarium app, with students choosing what to look at closer, and what to research further, based on their interests.

Jones, J. (n.d.). The student-developed quiz (or exam): Scaffolding Higher-order thinking ... Teaching Tips/Notes.  https://www.nactateachers.org/images/The_Student-Developed_Quiz_or_Exam-__Scaffolding_Higher-Order_Thinking.pdf 

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x