Revised ICT based learning experiences

During the learning path in week 6 I was asked to think critically about the learning experiences I have chosen for my unit of work in Assignment 2 and find some ways of improving it. I was guided to revise the models and frameworks we have learnt previously this semester. Below is my thinking process.

I think both my learning experiences sit on the Modification level of the SAMR framework.

Both the learning experience could have been completed without ICTs by simply creating a role play of the literature to develop key events instead of using Domo Animate.

And Characters could have been drawn or created with physical clay by students instead of using Clay Yourself. But I believe they have both seen significant task redesign, with many improvements and advantages of the selected ICTs. For example Clay Yourself adds 3 dimension as opposed to drawings etc and are more accurate they real clay as well as the advantage of being able to add colour and allows students to achieve facial expressions such as anger when they may not have been able to physically manipulate the clay on their desk to achieve that expression within their abilities.

Both learning experiences fit in Learn through creating and Learn through exploring within the 8 learning themes from the Decoding Learning report. As both the content descriptors I have chosen as part of my transforming knowledge on my unit plan require students to ‘create’. I believe these themes are appropriate.

Using technology as opposed to Technology integration. I feel both learning experiences are mostly in the integration section of the model. Where it isn’t used to collaborate or isn’t a routine part of the classroom environment. It is planned and purposeful, used to support curricular goals & learning objectives, used to engage students with content, mostly being used by the student(s), focuses using technologies to create and develop new thinking processes, more instructional time is spent using the technology to learn (hopefully) and is essential to the learning activity. I think in both learning experiences the programs used have a share function or a save to computer function. This could be used to share with others via the programs platform or even better I could ask the students to create a blog post on a class blog where they share the animation and clay character interpretations of the literature with other students outside the classroom for the purpose of collaboration, sharing for others or gaining feedback. This would also add another learning theme from the 8 themes of learning mentioned above (learning from others)

I do believe students will become

1. autonomous in their use of ICT;

2. capable with ICT;

3. creative in their use if ICT;

4. using ICT to produce work of quality;

5. adding value to their learning through the scope of ICT in use.

When participating in the two learning experiences I have created as part of my unit of work.

Successfully integrating ICTs into students learning would include the technology being used to aid students in learning the content of the curriculum not the learning being based around the technology. I feel that these learning experiences are allowing students to learn the content and build on their understandings and I haven’t chosen the content descriptors based on the ICTs. So that is a good start.

After careful consideration I have decided to keep my two main learning experiences as I believe they are very valuable but with the improvements of creating a class blog and asking students to use this to share their end products for others outside of the classroom and each other to collaborate and obtain feedback about their interpretation of the key events and characters in the literature and about their creativity. I have chosen to make these improvements to open up the opportunity for collaboration and to obtain feedback. This opens up another theme of learning in the 8 themes by Decoding Learning and also in the Using technology as opposed to Technology integration model.


ICT based learning experiences

While thinking about the best ICT based learning experience for one of my objective/content descriptors I’ll be using for my unit of work in assignment 2-

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

I went back through to week 2, I think it was where we shared some ICT experiences based on the 8 learning styles.

I found Domo Animate:

which could be used to re-create key events from in a literacy text. The students could have a great time deepening their understanding of this as they add more details and really think through what is happening as they are re producing it.

And also Clay yourself:

Where students can re create characters from in a literacy text. This could be done in Domo Animate but with Clay yourself students have more control over details like eye brows facial expressions etc and really express how they interpret a character. This would be especially great if it were to be based from a non-picture book, where no image of a character is provided in the first place, or student is not shown the picture of the character until after they have created their own and compare it to the book.

It really is amazing some of the online resources out there that can really be so usefull in developing students learning. How did teachers ever oporate before the internet?


Jackie Litwinczuk from My journey with ICT describes RedBubble as, “aimed to attract artists and designers and allows them to upload any digital creation which can be sold on clothing, posts, stickers, calendars, iphone cases etc.”

Then Nichola from nsj003 states:

“The first thing that jumped into my head was for special occasions. The students could design/photograph images for all sorts of occasions including Easter, Mothers/Fathers Day, Christmas, Fete and presents for birthdays and add these designs to t-shirts, mugs, ipad/phone cases etc. to give as gifts. Teachers could do the same and add children’s photos to stickers for various activities including sending letters to pen pals etc.”

These ideas are perfect and describe exactly what I had in my mind as how educators can incorporate RedBubble into their teaching and learning.


Jackie Litwinczuk from My journey with ICT defines ImageCodr as-

“Just like Creative Commons, ImageCodr is an online search engine to find images that are licensed and that we are able to use and aren’t restricted by copyright.”

This is useful as an educator to ensure that we are practicing social and ethical protocols and practices when using ICT, which directly relates to AITSL Professional Teachers standard 4.5

4.5. Use ICT safely, responsibly and ethicallyDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.


Flickr is an image hosting and video hosting website, and web services suite. In addition to being a popular website for users to share and embed personal photographs, and effectively an online community, the service is widely used by photo researchers and by bloggers to host images that they embed in blogs and social media.

Photos and videos can be accessed from Flickr without the need to register an account but an account must be made in order to upload content onto the website. Registering an account also allows users to create a profile page containing photos and videos that the user has uploaded and also grants the ability to add another Flickr user as a contact. For mobile users, Flickr has official mobile apps for iOS, Android, PlayStation Vita, and Windows Phone operating systems.

Flickr asks photo submitters to organize images using tags (a form of metadata), which enable searchers to find images related to particular topics, such as place names or subject matter. Users also organize using clouds, which provide access to images tagged with the most popular keywords. Because of its support for tags, Flickr has been cited as a prime example of effective use of folksonomy.

Flickr provides both private and public image storage. A user uploading an image can set privacy controls that determine who can view the image. A photo can be flagged as either public or private.Groups are used as a way to communicate with fellow members of Flickr around common photography interests. Groups can be started by any member of Flickr. The creator of the Flickr group has the ability to monitor and set restrictions for the group. By choosing to follow groups, recent uploads of the group will sometimes appear on a user’s homepage when they log on.

This Blog Technology In Early Childhood used flickr along with another ICT Popplet to collect images of giraffs for a project to share their facts they had collected on their Blog. They used popplet as a way to “link to Flickr’s collection of creative commons pictures, making it easy to grab some giraffe pictures to go with our facts.  It only took me a few minutes to create a short little giraffe Popplet which combined all of our facts with fun giraffe pictures.” —Technology In Early

“On the Popplet website you can zoom in and out to see the pictures and text up close.  It’s a very simple, linear presentation. There’s a lot of room to go much deeper and more complex with Popplet.  Hopefully we’ll be able to spend more time with it and explore all it has to offer. When I’m logged in to Popplet, I’m actually able to click on the setting icon to put it into “presentation mode” (under the “view” tab) for a slide show.   That’s how we shared our Giraffe Popplet with the kids.” –Technology In Early Childhood


Technology In Early Childhood

Reasons V2

After reading Aspens concept map (from designed to present her reasons for using ICTs for learning and teaching I wanted to add it to my blog, mostly for my personal benefit so that I can easily refer to it as a way of extending on my own concept map of my reasons for using ICTs for learning and teaching.

I found Aspens concept map so easy to follow and read as it was organised and sorted really well and her reasons were detailed and very thought through. She did an amazing job creating her concept map!


Image from

Google Books Ngram Viewer

Ngram allows you to enter phrases and in return it will generate a graph showing the how those phrases have appeared based on the corpus of millions of books that Google has thus far scanned. In the article, Zimmer says that Google’s site “…allows anyone to plumb the history of language patterns in the corpus.”  It is easy to use and available to everyone who can connect to the internet.

A post on describes Ngram as fun and useful for all of us who are fascinated by English language usage and instructive to see how language usage reflects our understandings and beliefs about our society, our history, and our times.

Ngram can be used by teachers, as a tool to inform us of the actual usage frequency of structures, words, and topics we include in our classrooms and materials.