BLOG POST 4: Redefinition

Redefinition – ‘Technology allows creation of new task, previously inconceivable’

Part A:

Skype Classroom –

The teacher can have students use Skype Classroom to connect with an equivalent aged class from another part of the world to have live discussions.  It can also enable students to connect with either an expert or professional on a topic or subject.  There are hundreds of guest speakers or professionals to choose from and Skype in the classroom allows yours students to listen to the speaker share their expertise and at the same time motivate the students. This is a kind of technology can be used to allow students to engage and have a lesson or experience, that can inspire a change or may cause a shift of their viewpoint and creating new learning tasks that would not necessarily have be created in the ‘normal” classroom setup.  Skype in the classroom allows students global learning in very real situations (Walsh, 2015).

Fraction Apps –

Another way to redefine learning in the classroom is to use a Fractions App. There are many out there to choose from that can make learning fractions for students much more fun, easier and engaging instead of the common way of learning in a classroom, allowing students different ways to create new learning tasks.   Using Fractions App technology will help make learning fractions more interactive and engaging, suitable for all levels, from the basics to the more advanced fractions and even generates practices tests, fraction learning games as well as apps that can speak to the student.  If students are finding fractions difficult to learn then this kind of technology can help make learning fractions a lot easier and hopefully will enjoy and have fun at the same time (Walsh, 2015).

Walsh, K. (2015, April 20). 8 Examples of Transforming Lessons Through the SAMR Cycle. Retrieved October 21, 2018, from Emerging EdTech:

Part B:

Name: Tanisha Jackson KLA: Science
Date: 26/10/18 Strand:
Time:11am Topic: Natural Disasters
Key lesson concept/s:

–      Natural disasters and how they effect the Earth’s surface

–      Using ICT: researching, videoing, film making, editing

–      Planning, researching and group work

–      Critical and creative thinking – in the way the documentary is presented



Outcome/Content Descriptor:

Sudden geological changes or extreme weather conditions can affect Earth’s surface. (ACSSU096)



Indicators/Achievement Standard/Learning Intentions:

  • By concluding with sharing time and specifically having students share out loud will indicate if students were staying on task and finding research.
  • By circulating the room, the teacher can identify if students are staying on task and also the group work aspect provides opportunity for the teacher to work with specific groups if extra help is needed.
  • Their research work will be kept on google docs so that the teachers can look through and view how the students are grasping the task.


Learning resources:


Introduction: (To hook attention)

–           Video from National Geographic, on the different natural disasters


Link to prior learning:

  • During English classes and previous ICT lessons the students have been learning about the use of ICT to film and edit creatively.
Lesson development (Please list all strategies, key points & key questions)

  • Provide an overview of the task: students will work in groups to research different subtopics to collaborate and make one final documentary about natural disasters. The final product will be shared online where various schools will be posting their products in a school competition.
  • Do a class brainstorm on the different natural disasters they can choose from and also brainstorm the different ideas to present the information.
  • Then create groups and assign the different subtopics
  • Students then will begin their research.


Lesson closure: ( To review, share, recap learning)

  • Have one student from each group share how their group was progressing in the task and something new they have discovered during their research.




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