Digital Story

Hello blog viewers!
I can’t believe how fast this semester has gone by!
For our final assessment we had to create a digital story for English or HSIE.
I decided to focus on narrative for English.
This is a story about acceptance and family. I hope you enjoy it as much as I did making it! 🙂


I found another use for the IWB!

In this weeks tutorial we were required to create an interactive learning task around Shaun Tan’s amazing book- The Lost Thing.

This is what Cindy and I have designed to hopefully use with our future students.


Lesson aim: to consider how various sounds can evoke emotional response in conjunction with images

Resources: IWB, The Lost thing screenshots of images, sounds/music

  • Having read the book, show an image from the text and as a class, discuss what emotions are evoked by the image (Think-Pair-Share).
  • Have students share with the class what they have discussed with their partner -did they agree or disagree?
  • Next, ask them to discuss with the same partner what sounds or music they think would match or be suitable for the image. Share with the class
  • Show the class the image with sound files underneath. Ask the class what sounds would be appropriate for this scene as background noise or music. Ask them to justify their inclusion or exclusion
  • Then split students into four groups and allocate them another image from the text. Have students repeat the above process: discuss how the images make them feel, what sounds they feel would be appropriate and selecting sounds that suit the image
  • Gather the class and using the IWB, have each group come up and select which sounds they chose and justify to the class why they chose them based on the emotions the students in the group felt
  • In a future lesson, to continue with this current lesson, show them the film and discuss whether their ideas were similar to the film makers.


Blogs, blogs and more blogs!

Blogs in use

3M Class Blog

Stage range: stage 2 year 3.

This is a year 3 class blog, that is currently been used in a public school. The class teacher is extremely talented and an expert with technology.

This was the first time I heard of a class blog and saw it in action while I observed Mr McLoughlin’s classroom last year. I have been following it ever since and enjoy watching and discovering new resources that they post up.

This blog would be an excellent model for other year 3 classes setting up their own class blog. Students and teachers from other schools could also share their classroom ideas and topics with each other to improve and provide feedback.

Harston Primary School 

Stage range: stage 1-2

This is a Primary School located in Victoria. I have chosen this school’s blog as an example of an effective blog because the blog is partnered with a school in the USA!

This demonstrates the power of connectivity with other schools around the world that was mentioned in Pericles article. I also like how the blog uses a variety of media such as photos (demonstration of activities in the class) and uploaded videos to communicate what they cover in their classroom. Although this site compared to 3M’s class site is more focused on the whole school (as the school doesn’t have many students) it is interesting to show students a variety of different class or school blogs.


This is my Scoop it link-

I am focusing on finding useful IWB resources that I could use for my upcoming prac. and for all KLAs Enjoy!

Technology in the 21st Century classroom

Happy bloggers 🙂

Using technology in the classroom is defiantly an advantage for all students. As teachers are required to accommodate towards individual students learning styles and needs, blogs could help teachers do just that!

After reading Pericles article about blogging, I believe that using blogs in the classroom for stages 2-3 would be more relevant. Although students from all stages should access and have a basic understanding of the function and significance of blogs when using blogs for early stage one or stage one, I would suggest that it would be introduced as a class activity, rather than individual input.

I feel that blogging is like an “online homework book” where students can show and share their work with other people by using the internet. Incorporating blogs in the classroom would also extend and connect students learning beyond the classroom as students are in charge of their own learning and can share their work with others (Pericles, 2008, p.5). Blogs are an excellent and efficient communication tool as students can get immediate feedback on their work and focus on their writing, to express clearly what they want to say to a range of audiences (Pericles, 2008, p.5). Although using blogs may seem to be giving students a lot of freedom and that teachers are not doing any “teaching”. Teachers still have the responsibility to provide effective feedback and to make sure that students are on task.

The way I would incorporate blogs into my classroom would be similar to the way this course (EDMT6008) is structured. I would gather students together to explain and discuss the topic that the class would be focusing on (e.g. multiplication). I would make sure to provide examples of the set task and a checklist of what is required in the blogs (e.g. students write what they have learnt and what they don’t understand). Students could be divided into groups or work individually depending on the set task. Once students have completed their blogs, they could do further research about the topic or provide feedback on another student’s blog. Blogging should be considered in every classroom as it can be used with all KLAs (Pericles, 2008, p.5).

Here are some ideas that I would incorporate blogs in different KLAs:



Pericles, K. (2008). Happily blogging @ Belmore South. SCAN, 27(2), 4-6

Is seeing, believing?

This clip is relevant to all teachers and students, as not everything we see or read on the internet should be considered “true” or as “facts”. Teachers should be aware of the information that their students are being exposed to, by providing students with the appropriate skills and knowledge to understand how information is constructed and presented that influence the way we perceive certain content. As a teacher in the 21st Century we need to make sure that our students do not simply believe everything they see or read. Instead we must train our students to be investigators by equipping them with the appropriate research and questioning skills to make ‘new literacies’ the ideal teaching tool.

Introducing…New Literacies

children and technology

So what is new literacies you ask? I wasn’t too sure myself, until I asked myself “what would a computer be like without any internet?”

Simple, it would be a technological device that people could input information and possibly share with other people (in a small network, family and friends). But once a computer has internet it presents the user and computer with endless resources and networks. This is how I came to understand new literacies.

The mindset in the 21st Century values the sharing of information as a collective building of knowledge (Callow, 2008, p.14). The importance of collaboration and sharing information through the use of technology provides both teachers and students to understand information through a whole new context. It recognizes cyberspace as a fact of the new world, to be taken into account along with the physical world (Knobel and Lankshear, 2006, p.80). This doesn’t mean that technology should substitute the physical world instead it should coincide and extend from the physical world.

As a teacher in the 21st Century I am aware of the opportunities and risks by incorporating new literacies in the classroom. My aim in this course is to prevent new literacies being misused in my classroom and to extend my existing knowledge to effectively use technology in my classroom to engage and extend my future students.


Callow, J. (2008). New literacies, New York & Web 2.0: a little knowledge is a helpful thing! SCAN, 27(4), 13-16

Knobel, M., & Lankshear, C. (2006). Discussing New Literacies. Language Arts, 84(1), 78