Digital Teaching Resource and Review #2

ANZAC DAY: A teaching resource for Year 3 students…

EVALUATION MATRIX

Who should this digital teaching resource be used with? (ie year/grade)

Which subject or learning area would it be most appropriate to use in?

history teaching resource designed for year three students studying “days and weeks celebrated or commemorated in Australia … and the importance of symbols and emblems” (ACHASSK064) (Australian Curriculum and Reporting Authority [ACARA], 2015).

Web link:

Click on the image below to take you to “Glogster”.  When viewing, expand the screen view to large (the icon is in the top right corner) and, explore the interactive content.

Screen Shot 2016-04-20 at 10.21.37 am.png

How should it be used?

The resource would be used on an interactive whiteboard [IWB] as a supplementary tool to teacher-led inquiry and discussion.  The “glog” (www.glogster.com) would be explored and discussed with the class progressively and supported with topic related tasks assigned by the teacher, who would need some background knowledge of the topic, for example Simpson and his donkey, to draw upon in the lesson.  It could be used individually on iPads to promote digital fluency development in alignment with Australian Curriculum content descriptor (ACTDIK007) (Australian Curriculum and Reporting Authority [ACARA], 2015a).

Identify the strengths of this teaching resource:

Using the resource alongside collaborative discussion is a method deemed highly engaging by drawing on multiple intelligences of students (Herr-Stephenson, Alper, Reilly & Jenkins, 2013).  The transmedia navigation required for this resource will assist in developing multiple digital literacies of students through the interactive component (Alper & Herr-Stephenson, 2012).

Identify any weaknesses of this teaching resource:

The second video by Behind the News (2015) could be deemed too graphic for  Year 3 students and parental approval may be required to allow students to view such content.  The presentation is visually busy which could detract focus off a particular element, highlighting the essential requirement of teacher-led discussion.

Explain any ideas you may have for further use of this teaching resource

This resource would be a great lead in to learning about timelines and recording of events, relating to the Humanities and Social Science stream of the Australian Curriculum (ACHASSI055) (ACARA, 2015b).  The story of  Simpson and his donkey could be used as a topic for student discussion about whether they agree or disagree on the decision not to award him with the Victorian Cross.  This would offer students practice in respectful social interactions that involve differing perspectives, directly related to the Australian Curriculum (ACHASSI059) (ACARA, 2015b).

References

Alper, M. and Herr-Stephenson, B. (2013). Transmedia play: Literacy across media. Journal of Media Literacy Education, 5(2), 366-369. Retrieved from https://lms.curtin.edu.au/bbcswebdav/pid-3919574-dt-content-rid-22413457_1/courses/EDUC1015-DVCEducation-879272311/Transmedia%20Play_%20Literacy%20Across%20Media.pdf

Australian Curriculum and Assessment Reporting Authority [ACARA]. (2015a). v8.1 Foundation to Year 10 Curriculum: Technologies. Retrieved from http://www.australiancurriculum.edu.au/technologies/introduction

Australian Curriculum and Assessment Reporting Authority [ACARA]. (2015b). v8.1 Foundation to Year 10 Curriculum: Humanities and Social Sciences. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/introduction

Behind the News. (2015, April 27). Anzac Special: The Gallipoli Story [Video file]. Retrieved from https://www.youtube.com/watch?v+1pIp9DXJmS8

Herr-Stephenson, B., Alper, M., Reilly, E. and Jenkins, H. (2013). T is for transmedia: Learning through transmedia play. Retrieved from http://www.joanganzcooneycenter.org/wp-content/uploads/2013/03/t_is_for_transmedia.pdf

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