Introduction

Although these suggestions for using digital resources cover almost every part of a lesson, skills such as hand writing, or building with craft supplies, Lego and other physical objects are equally important. Every lesson and unit should contain a range of digital and non-digital resources and activities.

In a recent survey of current teachers 70% reported using digital teaching resources at least once a day; this is probably a good balance to aim for.

As often as possible embed learning-to-use a range of software and apps into activities so that students get familiar with logging in, storing, creating and using a broad range of media files. Students will need explicit instructions in searching using key words, saving files with useful file names and organising their files into folders. Remember that even if students tell you that they know how to use software or an app they may only have a basic understanding of the tool.

Times and places to use digital resources

Opening a lesson

You can use videos, interactives, quizzes or games as a hook to get students involved in a topic or idea. Use quizzes or a form to assess prior learning or identify existing misconceptions. Ask students to brainstorm using an app or add-on for G-Suite.

Explaining a concept

Often a well written video or digital worksheet will clearly and succinctly explain a concept in a way that allows you to present an idea before holding a class discussion to dig deeper into the meat of the topic. Alternatively you could ask students to play a game or make changes within a simulation before reporting back to the class on their new understanding of a concept.

Reinforcing an idea

After you have presented a new idea, or skill you can use all of the different types of digital resources to reinforce learning. Students who did not understand the concept the first time will be supported by having the same idea explained a few different ways and all students will benefit from any interactive resource that requires them to apply their new understanding.

Providing hands-on experience

Interactives, simulations and games often provide students with the opportunity to manipulate variables or ideas in a way that solidifies their understanding. Asking students to use their new understanding to construct meaning with a software tool or app is another excellent way to embed digital resources.

Summarising a lesson or topic

Asking students to create a video, or annotated image that illustrates what they have learned during a lesson or unit is a creative way to use digital resources. Alternatively asking them to find a video or series of videos that supports the topic you have been studying and share them with their peers provides a great way to assess their understanding. Digital worksheets like Hyperdocs that require students to find and synthesis additional information can be a great summary activity.

As a tool to create summative assessment objects

The best summative assessment requires students to create an object that demonstrates their understanding of a concept or topic. As mentioned earlier this doesn't have to use digital resources but asking students to demonstarte their understanding by using a range of software tools and apps allows you to teach them to use the tool as well. On the other hand be careful that the students do not spend so much time learning to use a new tool that they run out of time to adequately display what they know or can do.

Supporting a whole unit of work

Many associations and organisations produce whole units of work that you can use to teach a topic. They will contain activities that may or may not be digital and should include teacher notes that guide you to implement the unit. Often you will need to adapt these to be a perfect fit with your students. You should also feel confident to pull activities or ideas out of these and use that instead of the whole unit.