I have used this previously in year 7 HPE when choosing between built and natural environments, with a column in the middle for both. The activity involves first doing an I do at the front of the class for students to learn content. Following that, I will write these headlines in a grid on the whiteboard for students to come up with and write the answers that they call out. Finally, I will ask questions to students to engage prior learning, for example

• Who can remember an example of a built environment?

• Where might we go swimming?

• Is that built orrrrr natural?

• What places do you go that are examples of these environments?

These questions help students engage higher-order thinking and collaborate during the activity as well.

This essential resource provides a comprehensive breakdown of achievement levels and goals for educators at every level of practice. This resource is used to aid teachers in setting independent professional learning goals to better their practice across all appropriate standards. Additional subsequent resources can also be accessed via this website, including PDF teaching breakdowns, comprehensive video resources and more.

After examining and assessing the efficacy of many free online education resources for educators, none stand out quite like StoryJumper. StoryJumper is an online expansive storytelling website which allows students to write, narrate and illustrate their own digital books. This well-produced website has a sweeping website library with fonts, colours and texts all available for ample student customisation and creativity. Its easy and intuitive software makes it a perfect fit for all ages. Additionally, quick and simple integrations with other popular systems can make it a breeze for educators to create a whole class, small group or individualised StoryJumper activity. This resource will be my focus for AT2 as I explore its capacity for transformative learning through the utilisation of the SAMR framework.

As outlined in my above StoryJumper is the resource I have chosen to focus on because of the transformative student learning that it can provide. This section will further explore and discuss StoryJumper and its capabilities for transformative learning in class, as well as contrast this capacity against the SAMR framework (Substitution, Augmentation, Modification, Redefinition) (Best, 2020).

(Best, 2020)

StoryJumper allows educators to sign up for a free teacher account that is easily accessible to students by manually adding them or sending a whole class link. Alternatively, StoryJumper has tremendous integration software that allows educators to easily and seamlessly import already established student lists from Google Classroom (StoryJumper, 2019). Project development and design are at the forefront of StoryJumper. The capabilities of this website, like its inbuilt image library, options to upload personal image files and narration, make for a comprehensive creation platform in the world of digital storytelling. At the Redefinition level of SAMR, several considerations must be made as software must be utilised in such a way that it provides entirely new learning opportunities for students that were not previously feasible without the resource (Best, 2020). StoryJumper can meet this criteria in the following ways

1.       Creation

2.       Collaboration

3.       Global sharing

4.       Cross-curricular integration

5.       Student empowerment

The creation aspect of StoryJumper is clear as students craft personal storybooks that involve various multimodal elements. These storybooks can include images and audio narrations, allowing students to create engaging stories and include vast ICT differentiation tools (StoryJumper, 2019). This expansive network of multimodal tools gives students a rich understanding of the content matter and transcends a traditional written assignment.

StoryJumper also offers the opportunity for enhanced peer collaboration with the addition of peer feedback as well. This website can provide real-time constructive feedback for students through comments on their work. Alternatively, small group storyboards can be assigned to students to allow them to co-author and work collaboratively with a group of their peers (StoryJumper, 2019). This opportunity for collaboration enhances students' critical thinking skills and provides them with more avenues to engage with their peers and work.

Global sharing is another unique aspect of StoryJumper that allows students completed work to be shared and viewed by a global audience. Further engagement on a global platform encourages students to consider the diverse perspectives of others, including religion, culture, ethnicity and more when constructing their stories (StoryJumper, 2019). This gives them the ability to further refine their work and reach people outside the classroom with diverse backgrounds (ACARA, 2025).

Cross-curricular skills are developed through the use of StoryJumper, which pieces together multiple areas such as digital literacy, storytelling, artistic design and more. This can facilitate a holistic learning experience, which allows students to meet all general capabilities whilst engaging with their other curricular requirements (ACARA, 2025).

Student empowerment is an essential feature found in all software that meets the requirements of SAMR at the Redefinition level (Best, 2020). StoryJumper can be leveraged to improve student self-efficacy by allowing them to make personal and creative choices when completing their storybook activity or assessment. Students can now exercise a level of autonomy not previously accessible to them as they create their path to academic success. The totality of StoryJumper does not simply substitute learning; it transforms and redefines it by providing learning opportunities that were previously inconceivable without StoryJumper's integration.