Digital Technologies in the Classroom
Week 6
Embedded Files
Slowmation
Slowmation is an engaging technology that promotes active participation by allowing students to express their creativity through storytelling and animation, which increases motivation and interest in the subject matter. It is user-friendly and requires minimal technical skills, making it accessible for various age groups.
Additionally, Slowmation can be easily integrated into lessons across subjects, with finished projects shareable on platforms like YouTube or classroom websites, enhancing collaboration. By transforming complex concepts into visual narratives, Slowmation helps students grasp ideas more effectively, encouraging deeper understanding and retention of knowledge.
Evaluation of Slowmation for PDHPE Year 8
Age/Year Level: Slowmation is suitable for Year 8 students, engaging them at an appropriate developmental level while allowing for creative expression.
Curriculum Links: The tool aligns well with PDHPE curriculum expectations, enabling students to explore topics like health, relationships, and physical activity in innovative ways.
Instructional Content: Students can create animations that accurately represent health concepts, encouraging higher-order thinking as they analyse and present information on relevant issues.
Engaging and Interactive: Slowmation encourages active involvement, allowing students to collaborate and provide meaningful feedback on each other’s projects, enhancing peer learning.
Assessment: While not built-in, teachers can easily develop assessment tasks based on the animations, assessing creativity, understanding, and application of PDHPE concepts.
Flexibility: The tool can be integrated across various PDHPE topics, such as nutrition, mental health, or fitness, making it versatile for different units.
Media: The stop-motion format supports learning by making health concepts more accessible and engaging, avoiding distractions from the educational focus.
Usability: Slowmation is intuitive and requires minimal technical skills, making it easy for Year 8 students to use with readily available materials.
Technical Considerations: The tool generally functions reliably; basic equipment like computers and BYOD laptops is typically accessible in schools.
Support Materials:
https://slowmation.com/resources/Slowmation_Lesson_guides.pdf
https://slowmation.uow.edu.au/resources/iMovie_Instructions.pdf
Concept Map
Links to Software and Apps within the Concept Map
Assessment
Creativity
Collaboration
Project Management
Coding and Digital Literacy
Describe how you approached this task and how you decided on the tools you chose for your concept map. Remember to include the readings in your written component of this task - how did they influnece your decisions?
In creating my concept map, I opted for Canva due to my familiarity with the platform, which encourages creativity and flexibility in design. The readings influenced my approach significantly. Eady and Lockyer (2013) emphasise the importance of integrating technology and teaching strategies effectively. Their insights helped me recognise that visual representation is vital for enhancing understanding and retention, guiding my choice to use a visually appealing tool like Canva.
Additionally, the work of Ibieta et al. (2017) highlights the impact of digital tools on teacher practices, prompting me to consider how the map could facilitate my own learning and teaching strategies. Finally, McKeown and McGlashon (2014) discuss the benefits of ICT in inclusive classrooms, reinforcing the idea that a well-structured concept map can cater to diverse learning needs. This combination of insights helped me prioritise clarity and engagement in my design, ensuring that the final product was not only informative but also accessible to all learners.
References
Eady, M. J. & Lockyer, L. 2013, 'Tools for learning: technology and teaching strategies', Learning to Teach in the Primary School, Queensland University of Technology, Australia. pp. 71.
Ibieta, A., Hinostroza, J. E., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy and Education, 26(4), 425-438.
McKeown, S., & McGlashon, A. (2014). Brilliant ideas for using ICT in the inclusive classroom. Routledge.
Page updated
Google Sites
Report abuse