WEEKS 9-10: Feedback from peers


In weeks 9-10 we have been asked to assess two of our peers blogs and mark them against a rubric provided and give valuable feedback.

The links below are the three rubric feedback sheets I was provided with:

Sheralyn Marking Feedback

Gemma Marking Feedback

Charmaine Pu Siew Yin

To help critically assess my feedback I will use these 3 questions to help guide my response:

Do you agree with the feedback?

I am pleased with the feedback I have been provided. I agree with how both peers commented that my reflective section of the teaching ideas could be improved and more descriptive. Both peers were honest and the rubric boxes selected matched my blog content.

Is there anything you disagree with the feedback?

In Sheralyn’s feedback rubric it suggests that I have included a teaching idea, but no learning theories to accompany it with. I would have to disagree with this feedback as I have included most learning theories for my teaching idea for most weeks.

What changes did you make based on the feedback?

Changes I have made that were suggested in my feedback was that my headings were not clear enough. Both peers suggested to change my headings to the specific weeks topics. I have also proof read my blog for grammar errors, which my feedback suggested I had some. Lastly I looked at my reflection on the software devices and how I will use it in a classroom and added in more detail to my ideas.


Salty pepper games. (2014). Feedback matters [Image]. Retrieved from http://saltypeppergames.com/why-your-feedback-matters/


WEEK 8 Continued – What is life long learning in a digital age for teachers?

Technological pedagogical and content knowledge (TPACK) in relation to teachers as life long learners.

It is easy for a teacher to plan a whole heap of lessons that include technology and teach it to a class, but the learning outcomes from your teaching may not be achieved, if the teacher does not have the knowledge needed to teach technology effectively. This is how a teacher can also be a life long learner, as they are always learning new technology to teach to their students.

The technological pedagogical and content knowledge (TPACK), is a framework that argues that teachers need to know the interrelationship between technology, pedagogy and content, (Howell, 2012, pp. 31-32).

This YouTube clip explains the theory in 2 minutes:

(Candace, 2013)

Basically the theory wants the teachers to:

– Understand the technology teaching and how to teach students to use it in the correct way, (Technology),

– A teaching method that would be effective considering the learning outcomes and how your students learn effectively, (Pedagogy),

– Teachers need to make sure that they can make the subject of technology understandable to students by combing pedagogy and content together, the content can also provide students with new ways of learning visually. For example, distance in travel can be mapped out on a digital program to visually see how far a place is, or even how far planets are in space, (Content), (Howell, 2012, pp. 31-32).

I think this learning theory is great for teachers to accompany them when planning for a technology based lesson. By understanding each section of the theory and applying it to your teaching, we can combine teaching and technology effectively to a classroom of students.

I found this model on the internet that explains the theory visually:

TPACK Picture


Candace. (2013, April 26). TPACK in 2 minutes [Video file]. Retrieved from http://youtu.be/FagVSQlZELY

Howell, J. (2012). Teaching with ICT. South Melbourne, VIC: Oxford University Press

Leading Innovation. (2014). TPACK model [Image]. Retrieved from  leadinginnovation11a.wikispaces.com

WEEK 8 – The wonderful Prezi and what is lifelong learning in a digital age

This week we were asked to create our own Prezi surrounding a choice of topic, and information about the topic chosen. I chose my Prezi to surround The Global Poverty Project. This included details of who they are, what they do and examples of their work.


This was my first time using Prezi, but it didn’t take long to become a pro at navigating my way around the site. Basically the program takes presentations to a whole new level. It is an interactive, engaging and fun way to present information to another person, and especially in a classroom. Since images, icons and figures can help students remember information that you are trying to explain easier, adding visuals at any time in a lesson helps to reinforce the points you are trying to make, (Cranfordteague, 2013).

First I chose my theme I wanted to surround my topic with. Then once the theme is chosen I was able to click on each individual circle to add text, images or even YouTube clips in them. Once I finished my presentation I could play around with it, edit it and share it with a variety of social media sites.

Check out a ‘how to’ video clip on YouTube here:

(Richiezhang880, 2014)

This is a great teaching idea for a classroom that has a topic they are researching and need to give oral presentation from the research. Not only will the audience be engaged throughout the presentations, but the student making it will feel more confident getting up in front of an audience. The approach of this program suits an oral presentation better than a student standing there reading of a piece of paper, not having any visuals. Teachers can use this lesson idea and aim for the students to have the learning outcome of being enterprising, show initiative and use their creative abilities by being confident and creative individuals, (Howell, 2012, p. 40).

A learning theory that this teaching method mentioned above can associate with is, the Computer-supported Collaborative Learning (CSCL) theory. This pedagogical approach involves learning that takes place socially via a computer or the internet and the knowledge from the learner is shared using technology as their primary resource, (Howell, 2012, p. 29).  The learner uses the computer and the Prezi software to explain their knowledge of the topic they have researched solely through visual technology. The theory also suggests that building of a learners knowledge is achieved through interaction with other students, (Howell, 2012, p. 29). The students can learn from each students presentation different facts about different topics all through this technology.

Take a look at my Prezi –



Cranfordteague, J. (2013, November 12). 8 tips to power-up your classroom presentations. Edutopia. Retrieved from http://www.edutopia.org/

Howell, J. (2012). Teaching with ICT. South Melbourne, VIC: Oxford University Press.

Prezi. (2014). Logo [Image]. Retrieved from https://prezi.com/

Richiezhang880. (2014, February 26). How to use Prezi [Video file]. Retrieved from http://youtu.be/Fh7zfbNyf5M

WEEK 7 – Digital blurring and Sploder

creator4_arcadeSploder is a game creation site that allows you to personalise already made up themes of games and put your own touches to it. This includes customising you characters, backgrounds, treasures, bonus life points, magic spells, etc. This is a time consuming activity to work out how to use the tools properly and creating your game. I believe I spent 45 minutes creating one level for my game. Although it took a long time to create, I was impressed how my game has turned out. You can view my game by clicking the link below. This was a fun activity, but for learning and teaching purposes it may be frowned upon by some people.


Check out this YouTube clip if you want a basic guide on how to use this program:

(Collaborate, 2013)

I personally have struggled to see how gaming can be apart of teaching and learning, especially after using this program it had no knowledge learning purpose. I did learn new software, but it was specifically to learn how to move a character to collect treasure, magic spells and kill the bad characters.

After viewing this weeks readings in Teaching with ICT (Howell 2012), it suggests that gaming consoles such as the Nintendo Wii or Playstation can be used for lesson ideas. The Wii holds many sporting games that can be used to teach skills and techniques. Some games even have educational purposes like brain training which can help with knowledge and testing yourself, (Howell, 2012, p. 216). I can see how this type of game can be used in learning and teaching, but Sploder not so much. As it states in the readings, selecting games need careful consideration, and teachers need to be sure that they will achieve the desired learning outcome, (Howell, 2012, p. 216).

In relation to the lesson ideas mentioned above, the learning theory that can be linked to it is that, pedagogy highlights play as an important part of the classroom, for example, gameplay becomes an important part of helping students be creative and inventive, discover problems and solutions within the gamespace and how to think ahead when creating levels of games, (Colby & Colby, 2008). Through Sploder a student will learn these skills and the teacher can recognise the students learning outcomes through viewing their Sploder game. This way the teacher can see if they have used the theory and teaching method properly by examining the final product of a students game.

I will be happy to challenge myself and select appropriate gaming activities in my future teaching, just as long as they are aimed at challenging students with their knowledge and skills.

Check out my Sploder:



Collaborate. (2013, February 18). Sploder: Retro arcade tutorial part 1: The basics [Video file]. Retrieved from http://youtu.be/wh22sYhJjKk 

Colby, RS, & Colby, R. (2008). A pedagogy of play: Integrating computer games into the writing classroom. University of Denver Writing Program: Elsevier, 25, 300-312

Howell, J. (2012). Teaching in ICT. South Melbourne, Victoria: Oxford University Press

Splodder. (2014). Game creator [Image]. Retrieved from http://www.sploder.com/

WEEK 6 – Digital fluency and Scratch

This week we used the program Scratch  to explore making stories, games and animations to share with others.

scratch_mit_labFirstly I opened up the website and it was bright and full of animations, which would appeal to young students. I then created my own project from scratch. I was able to choose my own backdrop from a variety of images, use my own sprites, which are my main characters, and then personalise how they move, talk, sound and change shape.The program allows you to create your own sequence of events that each character performs. Its as easy as linking what action you want each character to do by joining it into one big sequence. Its almost like a jigsaw puzzle. I used two characters and made them talk and ask questions. Once it was completed you just have to press the green flag and the animation you created plays for you.

I found this program extremely easy to use and I personally had a lot of fun creating mine. Although my scratch was brief, if I had a class I would create a longer one and show it to my students to inspire them to create their own. This program will definitely be considered to use when I am out teaching.

Check out this YouTube clip on how to use Scratch effectively:

(MrMinecrafter999, 2012)

Applying the Zone of Proximal Development (ZPD), to this software can benefit the teacher. As the theory suggests that ZPD is the space between were a learner performs a task under supervision or help of other peers, and the ability for the learner to perform it themselves, (Howell, 2012, p. 23). The teacher could demonstrate on a big screen how to create a 3-5 minute Scratch, and then allow the students time to perform the task by themselves. After viewing each students Scratch, the teacher can identify who needs further help in this software and who requires more of a challenge in digital software.

The learning outcomes from teaching this program also includes, students learning skills of left and right, up and down, timing, how to save this game and allows the students to express themselves creatively, (Howell, 2012, p. 216).

Check out my attempt at Scratch:



Howell, J. (2012). Teaching with ICT. South Melbourne, VIC: Oxford University Press.

MrMinecrafter999. (2012, November 11). How to use scratch part 1 [Video file]. Retrieved from http://youtu.be/KfepSvpTlbI

Scratch. (2014). Logo [Image]. Retrieved from http://scratch.mit.edu/

WEEK 5 – Digital information and Pinterest

unnamedThis week we created a Pinterest page that included different types of digital information we encounter. Pinterest is a website that you can search many different interests or hobbies you have and look at information, activities, pictures and more about it. If you find something you like you can ‘pin’ it to your page.

I personally struggled with this weeks topic, as you can see in my Pinterest website below that there isn’t much to it. I struggled to see the relation between using this and teaching in a classroom.

I do agree that this could be a fun way to save different interests you may find on Pinterest to use in a classroom, but I don’t think it would be an educational lesson to teach in class about using Pinterest. I think it is a site for personal use, rather than teaching it in a classroom.

However, looking through the website I did find other useful information about unrelated topics that could help while planning a lesson, such as craft activities, singing lessons and maths activities. This is how I believe Pinterest will be useful for personal use as a teacher.

Another idea for teachers to use for personal use is to collaborate with other teachers by sharing ideas, resources and news articles, and the great part about it is you don’t have to be in the same school, (BBC Active, 2010).

My tutor provided a great website, Edudemic which provides a teachers guide on how to use Pinterest. I must admit after looking at this website I was slightly persuaded to change my opinion on Pinterest. The website provided an idea of healthy ideas of what students could eat and drink at school and show it to to the class. It also suggested showing the classroom different books the students could read in relation to a topic they are researching and this way the student could see the book visually, (Edudemic, 2014). However, I do still think the website is more valuable for personal use rather than educational use in a classroom lesson.

Talking about learning theories, I stumbled across this great infographic on Pinterest about the different types of learners, why it is important to recognise the type of learner you are and how to learn effectively in the learning category you fall into, (The Happy House Wife, 2012). This is a great tool to use to group your students into what type of learners they are and create teaching lessons that involves some of the learning suggestions mentioned in the infographic.


I am a visual learner because I have to see something that relates to the topic to understand it properly. I can’t learn from someone verbally telling me.

Check out my attempt of Pinterest:


The Happy House Wife. (2012). What type of learner are you [Image]. Retrieved from http://thehappyhousewife.com/homeschool/what-type-of-learner-are-you/

BBC Active, (2010). Using Pinterest for Education. Pearson. Retrieved from http://www.bbcactive.com

Edudemic. (2014). The teachers guide to Pinterest [Fact sheet]. Retrieved from http://www.edudemic.com/guides/the-teachers-guide-to-pinterest/

Pinterest. (2014). Logo [Image]. Retrieved from https://www.pinterest.com/