Week 9: Peer Feedback


I have received feedback from two of my peers about my blog, and have appreciated comments and suggestions made by them.

Attached are my 2 marked rubics.


Both peers picked up on my mistake of not in-text referencing. This is something that I believed we were told not to do, however, I was mistaken and it turns out having people check my work defiantly saved me from being marked down due to this large error. I changed each blog to include my in-text references.

There were typing mistakes that were pointed out, along with the comment that I should name my video links rather then just write “the below link…”. This was a valuable critique as it’s something I had over looked when proof reading my blog.

Finally, I was advised to rethink having so many questions in my blog. I had to inquire further about this, as I had researched what it is to write reflectively. Ultimately I decided to remove some of my reflective thoughts and questions at the advice of my group leader, however i decided to stick to my initial understanding of a reflective writing task and keep some questions in my blog.


Week 8: Global Citizens


This week I learnt a term that I had never heard before, ‘global citizens’. It is due to the internet that we have seen the rise of the global citizen.  So what is a global citizen and how are they useful?

I’ve learnt that a “global citizen is someone who identifies with being part of an emerging world community and whose actions contribute to building this community’s values and practices” (Israel, 2012). Being a global citizen means that voices and actions can be united. This can in turn give the world the opportunity to be heard, and to make change. If people join forces online in the form of a mass group, government bodies and organisations are forced to listen. The Global Poverty Project provides an example of what global citizens can achieve, outlined in my Prezi below: 


If  students are taught the importance of becoming a global citizen they can understand  that its possible to have a multifaceted identity despite race, class, religion or gender. Humanity today faces cross border challenges that can benefit from global citizens banning together, Duckworth (2011). The possibility of what can be achieved when united may well be endless. This is something that I will promote in my future classroom.




Duckworth, C. (2011). Why We Need Global Citizens. Retrieved from http://www.peacexpeace.org/2011/07/why-we-need-global-citizens/


Isreal, R. (2012). What Does It Mean To Be A Global Citizen. Kosmos. Retrieved from  http://www.kosmosjournal.org/article/what-does-it-mean-to-be-a-global-citizen/

Week 7: Gaming as an Educational Tool


This week I’ve learnt that online games can hold significant benefits within the classroom. Consider the below link, “Can Online Gaming Be Educational?” (Tachau, 2012).


This week I’ve learnt that online games can hold significant benefits within the classroom. Consider the below link, “Can Online Gaming Be Educational?” (Tachau, 2012).In this video a student discusses the benefits of playing online games. These include learning communication, co-operation and socialization skills, as well as developing strategy skills and perseverance, Tachau (2012). It is not just playing, but creating games online will all help to develop these skills. If a student had learnt these skills through traditional teaching methods would they not be considered valuable? They are just as valuable when taught through gaming, and will be better received and remembered ,as this is a form of education that appeals to students.

In the video “Classroom Game Design’ (Anderson, 2012) https://www.youtube.com/watch?v=4qlYGX0H6Ec , we see a teacher’s experience with gaming within the classroom. A classroom can go from a “teacher centred learning environment to a student centred learning environment” (Anderson, 2012). It is important that teachers  know the game thoroughly themselves and have a clear understanding of how they will integrate the game into a lesson plan, whilst supporting gaming with educational lectures and activities for the exercise to be successful, (https://sites.google.com/site/gameonlearning/games-in-education).

Check out my online game below to see how an online game can be made by even a beginner such as myself.




Anderson, P. (2012). Classroom Game Design. Retrieved from https://www.youtube.com/watch?v=4qlYGX0H6Ec

Game On: Increasing Learning Through Online Games. Retrieved from https://sites.google.com/site/gameonlearning/games-in-education

Sploder, Where Games come true. Retrieved from http://www.sploder.com/parents-teachers.php

Tachau, L. (2012). Can Online Gaming Be Educational? Retrieved from        https://www.youtube.com/watch?v=kgEoG04IcOc




Week 6: Building Digital Fluency Within the Classroom


Teaching students to use online programs is a great way to build their digital fluency in the classroom.  This week I learnt about the importance of being digitally fluent. Often being fluent in one skill set, will result in using these skills to become proficient in other areas using digital technology. This is important in a world that is increasingly digital, and will make students confident, digitally literate and employable in the future.

During this week we were required to use Scratch, a free online animation software that teaches a basic understanding of programming. An animation will require students to use reasoning skills as well as developing their digital literacy. Students can express a great deal of creativity through the software, whilst also challenging and building their digital fluency. Children today are considered digital natives, so its vital that teachers are just as digitally fluent as their students, Prensky (2001).

See my first attempt at using Scratch by clicking image below:


How can you use Scratch practically in the classroom? See the below link, “Teaching Kids To Think Using Scratch” (Betcher, 2012), for a teachers perspective of using programming to teach problem solving, thinking mathematically and using logic and reasoning.





Betcher, C. (2012). Teaching Kids To Think Using Scratch. Retrieved from http://chrisbetcher.com/2010/10/teaching-kids-to-think-using-scratch/


Prensky, M. (2001). “Digital Natives, Digital Immigrants Part 1”, On The Horizon, Vol. 9 Iss 5: MBC University Press.


Scratch, Lifelong Kindergarten Group at the MIT Media Lab. Retrieved from http://scratch.mit.edu



Week 5: Digital Information


Digital information is online information that can be accessed by any digital device, thus making it a limitless tool for teachers. I’ve learnt this week how valuable digital information is within the classroom. It reaches out to different learning styles, as it is not just text-based but can also be visual. Pictures, movies and audio are all included and can grab the attention of a broader range of learning types.

This week we were required to develop a Pinterest site that represents different types of digital information that we’ve encountered. I have used Pinterest often in the past and always find it an enjoyable and interesting tool. I believe it would be beneficial to incorporate it into a lesson plan as students are engaging in digital technologies outside of the classroom and enjoy using digital technology. For this reason, teaching a class using Pinterest will make a lesson more engaging and motivating for students, Howell (2012, p. 13).

Consider all the pins and view the movie on my attached Pinterest site to find out more about  how we can use digital information in the classroom today:



Digital Information, (2014). Pinterest. Retrieved from http://www.pinterest.com/rhanarutherford/digital-information/


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


Week 4: The Digital Divide


The Digital Divide refers to inequalities between those who have the access and resources to use digital technology, and those who do not, Digital Divide (2014). This week I’ve learnt about the main determining factors that divide this inequality. Outlined in the attached infographic, we look at who the digital divide effects.

Infographic: The Digital Divide

It’s interesting to note on the infograph, that only 15.6% of Africa’s population are internet users, compared to Australia’s 67.6%. I’ve learnt that the reason for this is that in Australia we have more access to the internet, as well as greater resources to utilise digital devices. Not for profit organisations such as The One Laptop Per Child program, are working on bridging this gap by providing technology and accessibility to children in developing countries.

Visit their website to learn more: http://one.laptop.org.

Completing the above infographic allowed me to clearly present my thoughts on the digital divide,  in an engaging and informative format. I found mine was similar to others viewed as it was concise and well thought out, but different as i wanted to answer the question, what next?, by adding information in regards to bridging the gap.

The below video showcases the positive effects of the One Laptop Per Child Program.

Zimi’s Story (2008)




Digital Divide. (2014). Webopidia. Retrieved from http://www.webopedia.com/TERM/D/digital_divide.html


One Laptop Per Child home. Retrieved from http://one.laptop.org


One Laptop Per Child: Zimis Story. (2008) OLPC Foundation. Retrieved from www.youtube.com/watch?v=rpRRivQgpjc


Week 3: Digital Security – Cyber Bullies




This week I learnt that with the ever-expanding use of digital technology comes a lot of possibilities, however there are also security implications. Cyber bullying is a digital security breach that can affect anyone of any age, who is participating in online social media or uses digital devices.

Why is it that cyber bullying become so prevalent? What can we do to keep ourselves and our children safe from online bullies? Cyber bullying happens because the Internet is quite anonymous,  can be hard to trace, and there is little supervision of kids in the cyber world. Personal details can be easily attained off social media profiles, and harassment can be ongoing and brutal, focusing on psychological abuse Wilde (2013, para. 3).

There are many ways to stay safe online, including:

  • Limiting where personal information is posted and what is posted
  • Changing privacy settings
  • Document and report cyber bullying immediately

The attached link : Stay Safe Online – Cyber Bullying (2014), outlines these points further.

We must also ask, whose responsibility is it to do something about cyber bullies? As teachers we will need to educate students that change starts with them and their online actions. The below video, Delete Cyber Bullying, is a great start in showing us how we can become positive members of our online community and delete cyber bullying for good.






Delete Cyber Bullying. (2013). Retrieved from https://www.youtube.com/watch?v=bfT2qqrqzgo


Stay Safe Online. (2014). National Cyber Security Alliance. Retrieved from www.staysafeonline.org/stay-safe-online/for-parents/cyberbulling-andharrassment


Wilde, M. (2013) The Truth About Cyber Bullying. Great Schools. Retrieved from http://www.greatschools.org/parenting/bullying/231-faq-about-cyberbullying.gs