Lesson Plan

As a final part to our Assessment task we were required to “select one technology from the unit content and describe how you would use it in a lesson” (Curtin University, 2014). I chose Pinterest and focused on Health.

The following link will take you to my lesson plan.

Friend, L_Lesson Plan


Peer Feedback and Reflection

As a part of this blog it was necessary to gain peer feedback and have them complete a marking rubric. This was a fantastic opportunity for me to critically reflect on what I had produced so far and what  improvements I could make.

Peer Feedback 1:

Blog_Rubric_Peer Marking Lisa Friend-1

I found the feedback on this rubric both constructive and positive. Positive comments were made in regards to the overall appearance of my blog and the content provided. However, it was mentioned that they lacked personal reflection. This was something I was a little concerned about before I posted my blog ‘public.’ I appreciated the advice of revisiting the reflective writing document and used this to make some necessary adjustments.

Grammar and punctuation were also mentioned as an area that I could improve on. This is not my strongest area, so I took my peers advice and read it out loud discovering quite a few simple errors.

Peer Feedback 2:

Lisa_Friend peer rubric

Again the feedback I received from this rubric was very helpful. Not only did it alert me to the fact that I had quite a few errors in my referencing, it also gave me useful tips for the overall presentation of my blog.

I read back over my blog and again found some more simple grammatical errors which I changed. I then revisited all my referencing and referred back to the APA 6th Referencing Guide (Curtin University, 2013). I found quite a few errors and tried to concentrate on ensuring each reference was in line with the Guide.

Having the opportunity for two peers to review my work  has allowed me the opportunity to correct simple errors, while in turn enhancing the quality of my blog. It highlighted the things I was already concerned with and gave me the opportunity to adjust and make changes.

Curtin University. (2013). APA 6th Referencing. Retrieved from http://libguides.library.curtin.edu.au/content.php?pid=141214&sid=1335391

Week 8: Lifelong Learning

To be a teacher in today’s digital world I beleive it is necessary to embrace the concept of lifelong learning. The idea behind lifelong learning is to ensure that your learning continues throughout your life and does not stop at your degree. As a professional teacher I would need this continued learning to be capable of teaching children that are digitally native. This means challenging myself to think beyond what is already known, being aware of new technologies and innovations and being proactive in involving these concepts into digital pedagogies (Howell, 2012).


The idea that students become lifelong learners is new to me but a concept I agree with. The Department of Education and Training (2005) suggests that “learning how to learn has become a priority in education.” This is evident with the introduction of the Early Years Learning Framework and the Australian Curriculum. The Government has taken a National approach to education. This is to ensure that children are provided with stimulated learning environments and are included in the decisions about their learning. I have found that these collaborative learning environments are  being seen more often in classrooms.

As a teacher, it is necessary for me to set the foundation for digital learning through my digital pedagogy. I can then teach children the skills “to function as confident and capable learners who are able to think critically, creatively and effectively” (Department of Education and Training, 2005). In other words , ensure they become lifelong learners.

Department of Education and Training. (2005). Learning: Implications for teachers. Department of Education and Training. Melbourne: Vic.
Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Oxford university Press. Melbourne:Vic
Kutztown university. (n.d). teacher as a Lifelong Learner [image]. Retrieved from http://www2.kutztown.edu/academics/colleges-and-departments/education/teacher-as-a-lifelong-learner.htm
University De Geneve. (n.d). Lifelong Learner [image]. Retrieved from http://virtualinstitute.fti.unige.ch/home/index.php?module=content&type=user&func=view&pid=6

Week 7: Gaming

“Games facilitate learning, including the state of being called play.”(Stirling, 2013)


Digital Technology is becoming more and more prevalent within education. This is evident in the new Australian Curriculum and the Early Years Learning Framework (EYLF). EYLF Outcome Five asks for educators to promote learning by providing and integrating a large range of technologies into Children’s play for fun and meaning (Australian Government Department of Education, Employment and Workplace Relations, 2009) while the Australian Curriculum builds on concepts, skills and processes developed in the EYLF (Australian Curriculum, Assessment and Reporting Authority, n.d).  Having implemented EYLF within a child care service, I have developed an understanding that educators plan their room curriculum’s around children’s interest and abilities. In today’s digital world what better way to meet EYLF Outcome Five then through the introduction of gaming.

There are many educational games available for parents to purchase or download for free on i Pads or android devices, but there is also the chance for children to create their own games. As I have come to realise, the learning opportunities in doing this are endless. They would be using cognitive skills, fine motor skills, social skills (if working in groups) not to mentions reaching necessary outcomes.

I created my own game using Sploder and although I thought I did not create it for educational purposes, when I actually played it, i became aware that I was using a range of skills. These included but were not limited to hand-eye coordination and concentration. With this came the realisation that gaming is beneficial for children to become competent digital learners in today’s society.

Link to my Sploder Game

Money Bags

Some links to games for children

Reading Eggs

Learning Games for Kids

Leap Frog

ABC Commercial (2014). Reading Eggs for Kids. Retrieved from http://readingeggs.com.au/
Australian Curriculum, Assessment and Reporting Authority. (n.d). Foundation: Digital Technologies. Retrieved from http://www.australiancurriculum.edu.au/FoundationYear#subject=DI
Accessed 21 April, 2014
Department of Education Employment and Workplace Relations (2009). Belonging, Being and Becoming: The early years learning framework for Australia. Council of Australian Governments. Canberra: ACT
Leap Frog (n.d). Adventure Sketchers. Retrieved from http://www.leapfrog.com/gaming/online-games.html
Learning games for Kids (2014). Learning Games for Kids. Retrieved from http://www.learninggamesforkids.com/
Nicholson, S. (n.d). Because Play Matters [image]. Retrieved from http://becauseplaymatters.com/
Sploder (n.d). Sploder: Where games come true. Retrieved from http://www.sploder.com/
Stirling, D. (2013). Games As Educational Tools: teaching Skils, Transforming Thoughts. Retrieved from https://infospace.ischool.syr.edu/2013/06/27/games-as-educational-tools-teaching-skills-transforming-thought

Week 6: Digital Fluency

As our society is one that is digitally expectant, that is we expect to be involved in digital technology (Howell, 2012) it is important that children are digitally fluent. This includes being competent in the basic use of programs like word, excel and web-searching. These are all programs that can be used within the classroom to complete individual and group projects (Howell, 2012).

dig expectant

The idea of learning these skills in the primary years is aimed at developing digital content creators and technology innovators (Howell, 2012). Without these skills it is possible children may lack the understanding necessary to be digitally fluent in secondary school and the workforce. This is because they are programs that are used everyday in our digital society. However, I have found that regular exposure to these programs can ensure the development of digital skills therefor enabling digital fluency.

Programs like Movie Maker and Scratch can help increase children’s creative digital fluency, as in order to complete the project they will be required to learn may new skills. Having experienced using these programs, I feel educators will need to break the steps down to ensure success for the students. However, they are a useful tool as they are a good motivator for learning as they are real, authentic and artefact (Howell, 2012).

I have created a scratch animation aged at children aged two or three to help them match animals and sounds. Click on the link below to have a look.

Scratch Animation


Howell, J. (2012). Teaching with ITC, Digital pedagogies for collaboration and creativity. South Melbourne: Vic, Australia: Oxford University Press

Venter, N. (2014). Evolving Digital World [image]. Retrieved from http://www.pinterest.com/natascha20xo/evolving-digital-world/

Week 5: Pinterest


Within Early Childhood and Primary Education Pinterest is a tool that can be used as an engaging experience. It can help to develop interests and construct identities and understandings of the world. This can be achieved by children creating boards to pin ideas and pictures under different headings.

When children use this form of technology they can experience belonging and are able to be present in their learning while developing their identities, knowledge and understandings of who they are (Council of Australian Governments, 2009). This could be achieved through personal picture boards that display interests, achievements, abilities and goals. These boards would be an indication of where they are now, where they have come from  and where they are going.

Although some educators may have doubts as to whether Pinterst is appropriate for preschool children, this link Rules for Pinterest  makes it obvious that rules can made and usage monitored, to ensure successful use. The possibilities are endless and the creativity, imagination and inspiration that can come from this technology are endless.  As an educator “Pinning” may now become the new “planning and scaffolding” tool that is taken into my classroom on a regular basis.

Click on this link to sign up Pinterest   

or this link to see my own personal Digital World Pinterest Board. This displays the digital technology that is available to educators.

One Mum using ideas from Pinterest to educate her children

curriculum Related Link

Belonging, Being, Becoming. (2009).


Department of Education Employment and Workplace Relations (2009). Belonging, Being and Becoming: The early years learning framework for Australia. Council of Australian Governments. Canberra: ACT
Glandore Community Kindergarten. (2012). Belonging, Being and Becoming [image]. Retrieved from http://www.glandorekgn.sa.edu.au/curriculum.htm
Marketing Land. (2014). Pinterest [image]. Retrieved from http://marketingland.com/target-teams-three-top-pinners-launch-collection-products-pinterest-73572
Organizedmama1 (n.d). Preschool Tuesday!! Interest inspired activities for free . Retrieved from http://www.youtube.com/watch?v=iIcVWkoE2cE
Pinterest (n.d). Know someone who would like Pinterest? Retrieved from http://www.pinterest.com/

Week 4: Digital Divide

 Income is one reason individuals experience a digital divide, but factors such as education level, age, disabilities, gender, culture and location all play a part.

Many prople in the twenty first century are digitally expectant. That is, we expect digital technology to be a part of our every day lives. Parents, teachers, students, employers and the wider community are drivers of this expectation (Howell, 2012). As the info graphic below suggests, many people use digital technology as a part of everyday life. Without it perhaps they are disadvantaged, as the clip above suggested.

The organisation One Laptop per Child (n.d) has a mission which is “to empower the world’s poorest children through education.” This seems extreme but imagine if the Australian Government took on a mission similar. Therefore, ensuring Australia’s poorest children had access to or were able to purchase a low cost computer to bridge the digital divide.

With ever growing digital expectations, it is hard to know what the future will hold for future generations in terms of the digital divide. Through cohesion with all the drivers of our digital world, hopefully we will see a reduction in the in the future.

Related Links

one laptop per child

Addressing the Digital Divide in Rural Australia


Howell, J (2012). Teaching with ICT.

Australian Communications Consumer Action Network. (2010). The Digital Divide [Video file]. Retrieved from http://www.youtube.com/watch?v=doVVEcidowU
Howell, J. (2012). Teaching with ITC: Digital pedagogies for collaboration and creativity. South Melbourne: Vic, Australia: Oxford University Press
One Laptop Per Child. (n.d). Mission. Retrieved from http://one.laptop.org/about/mission
Friend, L. (2014). Digital Divide Piktochart. Retrieved from https://magic.piktochart.com/infographics