_{From my use of Popplet, I would describe it as a digital tool that allows for collaborative or individual brainstorming, process mapping and mind-mapping. There is an App version, but I only explored the web-based version. Overall, it is relatively easy to use. You double click a blank page to create your first box (or ‘popple’, but I can’t bring myself to use that word more than once), and you can continue to create unconnected boxes this way, or you can create boxes that link from existing ones. Usernames can be visible on each box, allowing you to see who has contributed what, and there is some functionality around the colour of boxes, text size and multi-media that can be included in a box.}

_{In saying that, there are some bugbears I encountered. Moving and resizing boxes was a little touch sensitive (you had to click in the right spot otherwise the whole screen moved), and you can only move one box at a time, making it time consuming to re-organise large sections of content. Also, though images and youtube videos can be added, general websites cannot be.}

_{Whilst I can see uses for Popplet in activities that promote higher order thinking as we move up the Bloom’s Taxonomy triangle, what I don’t think Popplet is capable of, at least not in and of itself only, is Modifying or Redefining student outcomes in the Transformation section of the SAMR model.}

_{Bloom’s Taxonomy’s cognitive skill ‘Analyse’ is to ‘draw connections among ideas’; to ‘organise, relate, distinguish’ etc (Armstrong, 2010). Using Popplet to make a mind-map is organising information, relating it to other pieces of content, and you can distinguish information through the use of colours or separate maps on the one page. But, I don’t see Popplet allowing you to redesign how you would approach this. The approach would be the same with or without using Popplet.}

_{Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/}

_{In my words, Flip is a digital platform that allows for topics, or learning activities, to be set with an expectation that responding to the topic is by video. The online interface makes it really simple to set up topics, and even includes AI to support in generating topics, whilst the App makes it really simple to review topics and respond by recording a video. Topics can be embedded with multimedia resources, including teacher created videos or any of the normal resources used in classes.}

_{There are a lot of social media vibes about Flip. Not only can students post videos as a response to a topic, they can also comment, like and respond to others videos with more student created videos. I think this brings its own challenges (as with social media), however also provides an opportunity to really focus on how to behave safely and ethically online.}

_{I am yet to find too many negatives about Flip, but the proof will be in using it in, or rather outside of, the classroom.}

Supporting classroom routines - accessing Settle activities, classroom resources, exit polls. All in the same place. Can use scheduling function so content is only available as students need it (e.g. exit polls only released towards end of class).

Collaboration and creation - students create their own questions and posts under weekly themes.

On the surface, Padlet is described as a digital pin board. Somewhere to collect and curate resources. But, I have found it to be so much more. This has lead me to create 5 boards (and counting) throughout this term, and using some as much more than just digital pin boards.

I went down the rabbit hole when planning some lessons for another course, and used Padlet essentially as my workflow for students throughout the lessons. I included pre-reading that supported a flipped classroom model. I used it to facilitate settle activities, both through Padlet functionality and through linking to resources (such as a worksheet). I added class resources for during lessons. I also used it to create the exit polls.

I used the survey tool a lot. I also set up questions that would normally be on a worksheet within Padlet, so I could link to resources and remove another tool or worksheet to go to.

Another one I created as a trial for a getting to know you tool. My thoughts were that it could be used as a settle activity as well, but at the same time, I could get to know my class and they could get to know each other.

One drawback I have noticed with Padlet, is that it is not easy to see from within Padlet when and where new comments on your boards are. I can see it mostly in my emails, but have yet to discover a way to easily keep track of comments from within Padlet itself. Will continue to explore this aspect though.

The cover image is the preview of your padlet when it's shared on other padlets (padlet-within-a-padlet) or on social media. The default preview is typically the first image on your padlet page. If there is none, we pick the wallpaper.

If you don't like the assigned cover image, you can choose your own!

To set a cover image,

• Select an image from the padlet.

• Click the vertical three-dot ellipsis button (...) on the top right of the post.

• Click Set as padlet cover. The image you choose will then be the preview for when you share a padlet link in another padlet.

• How do I check the cover image of a padlet?

  From the sidebar, click the three-dot ellipsis button (...) on the right side of the screen. Choose the Details option. That'll show you a summary of the current padlet, including the cover image.

Enter in the animal that best represents you at the moment, and something you like to wear or do! Add it to the 'Who are you?' stream.

_{Idea from: (Add in youtube lesson)}

What is an Influencer? – Social Media Influencers Defined [Updated 2024] (influencermarketinghub.com) - this website gives some good information on influencers in general.

I stumbled across this article about education influencers, and whilst I haven't heard of any of those listed, I do know of, and even follow, a couple of teachers that would be considered education influencers. Those I follow are a positive influence (see 'I am Mr Luke' in the Motivation section). I have also seen influencers that talk to the more negative aspects of teaching.

I am yet to reconcile my thoughts on the impact of education influencers, but it is an interesting to ponder on.

I use it in my current day job to communicate with my team and wider business stakeholders via chat and video calls, I manage all my files there, and I have been recording tutorials using the Teams app 'Stream' that are then hosted on our Knowledge Management System. Honestly, it is possibly the only reason working remotely has been a viable option for me.

For my studies, there have only been 3 or 4 units that have utilised it. Unfortunately, I feel like it is not being used to its potential, meaning we still have far too many places to visit to find everything we need or to communicate with our peers. It is also something that has not been included in any of the content, so I fear many peers have shied away from downloading yet another ICT as they have little knowledge on why they should.

I am aware it is used in the State School system, and I am interested to find out the extent of use, including what functionality teachers are leveraging. Are students using it as well?

In the attached, I used Popplet to basically plan out the Problem-Solving Process used in the Food and Nutrition syllabus. However, because of its collaboration capabilities, I see this working more than just somewhere to record the information and decisions made elsewhere as students work through the process. Students could use Popplet to add required information sure, but could then use it to base their planning, discussion and decision making around. Some of this could happened solely online in Popplet, if students were working on a project outside of class time.

In saying that, I do not think that Popplet would be the number 1 choice to facilitate this process, however, I am conscious of sometimes in the classroom, you have to make what you have access to work, and if students already had access to Popplet, this could be an option.

I would love to hear thoughts on this. Am I stretching (using an overtired brain) or is it making sense?

Particularly thought provoking is the section about engagement vs participation. I read an article today that was talking about this, but outside of the digital technology realm (talking about starter activities at the beginning of lessons). Lots of food for thought on that one. It brings up differentiation of complexity of activities for students as a key consideration to promote engagement over participation, something I will be considering for PP4.

Also... I am going to propose a flipped classroom (small scale) with one of my classes, using Padlet. I am pretty excited about that! (See my post about Flipped classroom for more information on that!)

I feel like I am technologically savvy (and perhaps using that phrase ages me), but I also remember the time before smart watches, smart phones, and well... even 'dumb' mobile phones. I do not know what it is like to have these things as normal from the moment I start noticing the world, as which is happening with my own children. As such, no matter how technologically savvy I am, I will never be a digital native. BUT... I am willing to facilitate digital pedagogy in the classroom to the best of my capability to support the digital natives in classrooms now, who will likely one day be surpassed by a generation with knowledge and skills they will be unable to match.

If you have any thoughts you could share on these tools, please don't hesitate to add a comment!

Keeping students and young people safe online is a shared

responsibility, and is not something that can be achieved without the combined efforts of schools, families, communities, elders and government.

Creating and strengthening child safe environments requires a collaborative approach from many key players in the community, within the department, and across other agencies.

It highlights the need for explicit teaching of what bullying and cyberbullying is, the impacts of it, and how to call it out and report it.

I thought this article was a lightbulb moment. It is the article that framed my reflection blogpost, starting with:

Digital technologies, including information and communication technologies (ICT), are positioned as tools for reforming teaching and learning, yet research suggests that they are more commonly used to enhance pedagogy rather than transform it (p. 1).

On reading back that blog post, I am somewhat embarrassed at what I wrote. I wrote about how I had been focusing on enhancing pedagogy with no thought to transforming it, when in reality, I was trying really hard to transform it. I didn't succeed, still haven't, in reaching 'Redefinition', but I have managed reaching 'Modification' in my planned learning sequence. I am hoping I have now had my lightbulb moment, one that will allow me to see the direction to continue going in order to reach that 'Redefinition' level for my students.

'Design thinking: can also be applied when trying to understand and unpack the STEM problem identified within the project-based learning. Students can generate ideas and refine a design based on evaluation and testing.' (Educational Standards, 2023, s. 2)

Problem-based learning starts with a real-world problem. Food waste in Australia is a problem relevant to the Food Technology curriculum, but also many of the General Capabilities, including but not limited to Ethical Understanding and Personal and Social Capability. Responding to the problem requires Critical and Creative Thinking, and can involve many of the other General Capabilities, depending on the preferred futures designed by students.

Students can create topics and collaborate on brainstorming and designing ideas for solutions on the specific elements of the food problem they are focusing on. The interactive components of Flip require ethical and considerate behaviour by students (ACARA, 2024), which can be supported through monitoring and feedback by the teacher; task based and in real-time (Hattie, 2012). Online collaboration is in a safe space, preparing students for creating their own digital footprints outside of the classroom (ACARA, 2024), and for supporting students with their in-person collaboration in the classroom.

Australian Curriculum Assessment and Reporting Authority (ACARA). (2024). F-10 curriculum v9, General capabilities, Digital Literacy. https://v9.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/digital-literacy

Hattie, J. (2012). Know thy impact. Feedback for Learning, 70(1), 18-23. https://www.ascd.org/el/articles/know-thy-impact

Trello was introduced to my corporate work place a number of years ago, as the new shiny toy by one of my executives. We redefined how we planned, allocated and measured work using it. We were excited about its functionality. It was going to revolutionise how we worked. I then went on Mat leave, and when I returned, Trello boards hadn't been touched in months. There was a new shiny toy to play with.

Despite this, I continued to use Trello to organise my workload, as I largely worked on projects in my role rather than business as usual tasks. I really liked the ability to sort, add detail, attach documents, and collaborate within the Trello boards, columns and tiles (I don't quite remember the terminology). I can see it being a really useful tool for students working together on projects. It can be a single source to plan, collaborate and store information.

The functionality of Trello is not dissimilar to functionality of some of the apps in Microsoft Teams. My understanding is that students in state schools have access to Teams, but I have not seen it used yet by students. Therefore, using Trello might be an unnecessary additional tool. However, I do still think there are benefits to using Trello for students, beyond the basic functionality.

Trello can be used by anyone, independent of their work or school links. It can also be used for more than just project work. I know a creative that uses it to track all her sewing projects. Also, having a tool independent from one that links to other functionality, may support minimising the distractions that the increased connectivity of Teams has (I am thinking chat with anyone in the school mostly).

I am definitely exploring using Trello to support the management of group work, specifically within project and problem-solving processes in senior classes.

UDL is a framework to guide the design of learning environments that are accessible and challenging for all. Ultimately, the goal of UDL is to support learners to become “expert learners” who are, each in their own way, purposeful and motivated, resourceful and knowledgeable, and strategic and goal driven. UDL aims to change the design of the environment rather than to change the learner. When environments are intentionally designed to reduce barriers, all learners can engage in rigorous, meaningful learning.

ICTs can support the principles of Universal Design for Learning (UDL) by providing opportunities for redesigning ways for Engagement, Representation, and Action and Expression within unit planning.

Using the TPACK model really helped me link together my thinking for the learning sequence, and understanding why I made the decisions I made. I did this by first identifying the Content, Technological and Pedagogical Knowledge, then the connecting elements between each, followed lastly by where all three elements connected as Technological Pedagogical Content Knowledge (TPACK).

I, by no means, am or want to be an education influencer. I haven't even set out to be a craft influencer to be honest (can you be on Instagram for reasons other than being an influencer? I almost feel like the perception is you cannot). I reconnected with Instagram after a hiatus caused by the overwhelm that social media can cause. I did with a clear intent, to use it as a tool to build my confidence in talking to an audience (prior to stepping in to the classroom). In doing so, I learnt a lot about myself. Seeing yourself talk on camera, unscripted, allows you to see yourself as others do. It has been a really important exercise for me during my teacher education.

An added bonus is the community and connection I have found through using it, with people in my actual community (my new hometown) and people around the globe with similar interests.

I know social media (probably not Instagram though) is used frequently by students today, and this is something I want to understand more, to understand if there are principles to it that can be used to create connection in the classroom.

Shared by Janaya Greenwood.

As with other quiz tools, it allows you to create your own questions, or access quizzes created by other users. I have used both options, depending on the purpose, timeframes, etc. Again, as with other quiz tools, you need to closely check quizzes created by others, as this is a global platform, with no restrictions on who can use it, meaning often quizzes are in another language or are poorly written.

The thing that sets it apart, and that I had not seen before, is the option to play it in various gamified instances, with real-time interaction with others in the classroom also playing it. They all contain an interactive component, adding that real gaming feel, as the interaction can impact the scoring as much as whether students answer the questions correctly. The most popular instance seems to be 'crypto hack', where students have to complete little puzzles and guess each other's passwords in order to steal money from each other.

I have found this tool really good year 7s and 8s, with it being hit or miss with year 9s. By year 10, I have mostly seen it become less engaging, and other quiz tools have worked better.

Fundamentally, I am not sure it has changed much since then, or at least the functionality I have used hasn't. Kahoot is another quiz tool, that allows you to create your own quizzes or access quizzes created by other uses. It is recommended to always check every question and answers of quizzes on the platform, as I have often found surprises in the inclusions.

The capacity to create your own quizzes is a fantastic tool for pre-testing, checking for understanding and revision. Kahoot only askes the questions once, all at the same time, and students get points on speed and accuracy. At the end, a score board is provided with the students' rankings.

This tool has been effective with more senior classes (Year 10 and above). There is still the competitive component, but less gamified than others such as Blooket.

This was a really interesting read. It reframed a few aspects of using technology for me. The questions are a really good barometer of whether the technology we are choosing is just to make our lives as a teacher easier, or actually contribute to student learning. I particularly connected with the last question, around ensuring it doesn't remove human connection in class. I think even computer-based classes benefit from pedagogy that has students talking to each other in person, not just through a screen (though collaborating digitally is also important). I also felt a little validated that the author likes Popplet! It was the first ICT I really considered using in the classroom.

Cliff notes... using a flipped classroom model as a pre-learning and exposure exercise for students. Getting the familiar with terminology and concepts, to reduce the learning curve during class time. My thoughts are that this might then leave more class time for transformative pedagogies and higher order thinking.

Lots of great ideas... possibly too many to consume at once. I think for me, flipped classroom is about starting simple, to allow students to create habits and a mindset change about 'homework'. Homework is a dirty the current school I am in. I am reframing it as 'pre-learning'!

Links to trauma informed practices.