Peer Assessment of this blog

As the unit comes to an end we were asked to mark two other students work and they were to mark mine. I do agree with both comments about my blog as at that stage of marking as I was struggling to complete the last few posts and still needed a lot of tweaking until it was ready to submit on the due date. Chris made a good statement about using contractions in my work, I both agreed and disagreed with this statement as I wanted this blog to be as personal as possible but at the end on the day I agreed and changed the posts. Thank you to Chris and Rebecca for providing me with much needed feedback and helping me make my blog ready for submission.

This study period has been difficult for me to say the least with a lot happening in my study life and working life; but isn’t that always the way! I really enjoyed creating the blog and making it my own, this was my first blog but I do not believe it will be my last. The exciting thing is I can keep posting on this blog  by keeping it updated not just with examples of technology in the classroom but all things teaching and refer to it for future reference; like a more detailed/personalised Pinterest page! Through working on this unit it has really made me excited about eventually getting in a classroom and teaching with so many tools available to us, the extent on how much more we can achieve could be considered as endless.

Please follow the links below to review their marks of my blog:

Blog feedback from Chris Sneedon

Blog Feedback from Rebecca Watts


Week 8: What is lifelong learning in the digital age?

Global Citizenship:
It is not enough for education to produce individuals who can read, write and count (Global Education First Initiative, 2012). Education must be transformative and bring shared values to life but inside and outside of the classroom or lecture rooms (Global Education First Initiative, 2012). Education must help students to become active carers of the world and for those with whom we share it. It must also help students to be relevant in answering current economical and environmental questions (Global Education First Initiative, 2012). I believe to be a global citizen it requires transforming the way people think to act and create a generation that values the common good of the beautiful world we live in. To do this we must first understand how young people see the world today; our schools must find ways to foster a larger/whole vision.

Lifelong Learning:

Lifelong learning can loosely be defined as learning that is pursued throughout life; learning that is flexible, diverse and available at different times and in different places (Lifelong Learning Council Queensland Inc, 2013). Lifelong learning promotes learning beyond traditional schooling and throughout adult life. I believe as a future teacher that I need to instil in my students that learning does not stop at the end of their compulsory school years and that there are many ways to be able to become rich with knowledge; travelling being one of them. As I continue developing my own knowledge about teaching in a digital age; I begin to wonder what views current students have on learning by gaining a deeper understanding about what we and the world have to offer or if quick fix small bursts now, now, now information is all it will take to engage the student.

“…education should not stop when a person leaves school. The opportunities and enjoyment it offers should be available to people throughout their lives in different forms: full-time and part-time; academic and vocational, whatever will help them achieve their goals at that stage of their life.” – Higher Education: Students at the Heart of the System.


Global Education First Initiative (2012, September). UN Global Education First Initiative – United Nations Secretary General’s Global Initiative on Education – 3. Global citizenship. Retrieved from http://www.globaleducationfirst.org/220.htm

Higher Education: Students at the Heart of the System (Department for Business, Innovation and Skills, 2011)

Laughing and learning about leadership.(2013). 9 Ways to be a life long learner[Image]. Retrieved from http://algetler.com/ways-to-be-a-lifelong-learner/


Week 7: Digital Blurring


Digital Blurring can be described by a phase in which technology can be used for personal/recreational purposes but also efficiently integrated into education environments to support learning (Howell, 2013). An example of this could be while I’m on pinterest looking (endlessly) through the pages of craft, travel, cooking or humour and I come across a great resource I could use within the classroom to use to help further my classroom topic or create a new topic around that resource.

Digital games can clearly consume the attention of children and adolescents. However, it is important to assess the extent that digital game technology had an impact on childhood education (Klopfer, Osterweil, & Salen, 2009, p. 7). Since video games have the capacity to engage children in learning experiences, this has led to the rise of “edu-tainment” media (Klopfer, Osterweil, & Salen, 2009, p. 9) . This type of media can be seen through a website called “Sploder”. Sploder can let the student imagine and create a digital game to save an upload to the site where other like minded gamers can access and play the game.

This weeks task was create a game using Sploder, as I am not an avid gamer (the last game I played was Mario Brothers on super Nintendo, those were the days!) I found if difficult to think of stimulating situations to get through which were hard enough but doable to complete each level. As a future educator I believe certain online games can be beneficial both inside and outside of the classroom and be a valid tool for engaging and connecting my students.

Here is my shot at Sploder:



Howell, J. (2013). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, Victoria: Oxford University Press.</p>

Klopfer, E., Osterweil, S., & Salen, K. (2009). Obstacles, Opportunities & Openness. Moving Learning Games Forward, 1, 7-9.


“We are in the middle of a revolution in how knowledge is created, transmitted and organised that is of similar significance to that which followed the invention of printing.” – Seb Schmoller


Week 6: Digital Fluency (Scratch Game Animation)



Scratch… To be honest this was frustrating to say the least! But after watching many YouTube video tutorials to really figure it all out it became quite fun! Scratch is an online program that allows users to program their own interactive games, stories and animations. It allows those that are technically minded to share their programs with like-minded people but of course everyone can have a go and create their own game. I found that scratch was not the easiest program to use and I am not sure I would be able to handle 20 Year 3 students all trying to figure it out at once that is why I would direct the programing side of things to upper primary; this would allow students to create their own animation game with skills required to plan, implement and complete is demonstrable of high levels of digital fluency (Howell, 2012).


Click here to play my scratch game and try to eat the fish(Shark Bait Oh Ha Ha)! 


Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. South Melbourne, VIC: Oxford University Press.



Pinterest has quickly become a large way for teachers to share resources and information. It lets you build ‘boards’ and easily ‘pin’ parts of the web (text, images, videos, websites, etc.) onto those boards which you can then organise into relevant categories. With Pinterest, you can find a pandora’s box of information across many different categories (Spangler, 2013). Whether you’re a teacher or a student, Pinterest can be used to find interesting bits of information or graphics through history, architecture, photography, education, science, art, and technology that you can use to further your understanding or just make your classroom/assignment visually appealing; but of course with anything on the internet we need to make sure the information we are using is correct and true meaning additional research may be needed for classroom activities.

As an up and coming teacher in the digital world I believe sites such as Pinterest complement activates taught within the classroom by finding new or additional content to be taught within a lesson as well as  even having students create their own Pinterest board so that I as the teacher can get to know the students interests and plan a lesson around them to go the extra mile to engage the student. If you classroom has an active blog Pinterest can act as a monthly news letter for the parents in your class by posting pictures of the children work and linking them to their own write up in the blog (Spangler, 2013). Pinterest also allows the teacher to post useful information for parents or activities they could do at home that would be relevant to what the students are learning in the classroom.

My Technology in the Classroom Pinterest Page


Spangler, S. (2013, September 17). Teachers and Educators Can Use Pinterest as a Resource In and Out of the Classroom [Web log post]. Retrieved from http://www.stevespanglerscience.com/blog/education-today/how-teachers-and-educators-can-use-pinterest-as-a-resource-in-and-out-of-the-classroom/


Week 3: Cyber Bullying

Bullying can happen to anyone. It might happen to you, your friend or someone online. People being bullied often feel powerless and alone, or worried about what the bully might do next (Kids Help Line, n.d.) . The impact of bullying can last longer than the bullying itself (Beale & Hall, 2007). Experiencing bullying can increase a person’s chances of developing anxiety or depression.  The Australian Communications and Media Authority (n.d.) explain that “Cyberbullying is the use of technology to bully a person or group. Bullying is repeated behaviour by an individual or group with the intent to harm another person or group”. Cyberbullying can be seen through the use of technology, via email, chat rooms, text messages, discussion groups, online social media, instant messaging or websites. For example, being teased or made fun of online, having unpleasant comments, pictures or videos about you sent or posted on social media or websites, some people could even go as far use your screen name or password and pretend to be you to negatively hurt someone else (Beale & Hall, 2007). As a future teacher, my duty of care requires me to develop strategies to eliminate the occurrence of cyberbullying, in an effort to protect the wellbeing of all students.

Ways that you can protect a student from any long-lasting negative impacts of cyber bullying include:

    • Being aware of bullying – i.e. what it is, how it occurs, possible impacts
    • Intervening as early as possible
    • Ensuring the child feels (and is) safe, secure and unconditionally supported
    • Assisting the child to reduce or stop the harassment
    • Helping the child acknowledge and cope with the emotions of cyber bullying and buffering the impact that cyber bullying has on their self-esteem and self-confidence

Student Support:


Beale, A. and Hall, K. (2007). Cyber bullying: What school administrators (and parents) can do. The Clearing House, vol.81, no.1, Sept/Oct.

ETCB Organization (2013, January 20). End Cyberbullying 2014 [YouTube Video]. Retrieved from http://www.youtube.com/watch?v=bfT2qqrqzgo

Kids Helpline – Cyberbullying. (n.d.). Retrieved from http://www.kidshelp.com.au/grownups/news-research/hot-topics/cyber-bullying.php

The Australian Communications and Media Authority. (n.d.). Cyberbullying. Retrieved from http://www.cybersmart.gov.au/Schools/Cyber%20issues/Cyberbullying.aspx