References
Ahmed, F., Ali., S., & Shah, R., A. (2019). Exploring variation in summative assessment: Language teachers ‘knowledge of students’ formative assessment and its effect on their summative assessment. Bulletin of Education and Research, 41(2).
Blum-Ross, A., Kumpulainen, K., & Marsh, J. (2020). Enhancing digital literacy and creativity: Makerspaces in the early years. Routledge.
Book Creator. (2011). Book creator: Features. https://bookcreator.com/features/
Book Creator. (2020). Book creator tutorial for students. Youtube. https://youtu.be/vMYLaGD9Xjs
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69.
Google VR. (2017). Cardboard. [Online image]. https://developers.google.com/vr/discover/cardboard
Henriksen, D., Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: A literature review of the uneasy space of implementation. Educational Technology Research and Development, 1-18.
Lindner, E. A., Barenthien, J., & Köller, O. (2021). An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition. Learning and Instruction.
Loveless, A., Burton, J., & Turvey, K. (2006). Developing conceptual frameworks for creativity, ICT and teacher education. Thinking Skills and Creativity, 1(1), 3-13.
Maulana, F. & Purnomo, A. (2021). Development of virtual reality application to increase student learning motivation with interactive learning in vocational education. Materials Science and Engineering, 1071(1).
NSW Education Standards Authority [NESA]. (2012). English K-10 syllabus.
Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. Basic books.
Paterson, A., Jackson, W., & Grieve, A. (2012). The enhancement of generic competencies through the application of student centred learning: The students perspective. Repec.
SchoolRobots. (2018). Ozocodes. [Online image]. RobotLAB. https://www.robotlab.com/support/how-to-create-your-own-ozobot-playground
Southgate, E., Smith, S. P., Cividino, C., Saxby, S., Kilham, J., Eather, G., Scevak, J., Summerville, D., Buchanan, R. & Bergin, C. (2019). Embedding immersive virtual reality in classrooms: Ethical, organisational and educational lessons in bridging research and practice. International Journal of Child-Computer Interaction, 19, 19–29.
Sun, Y., Chang, C, H., & Chiang, F., K. (2022). When life science meets educational robotics: A study of students’ problem-solving process in a primary school. Educational Technology & Society, 25(1), 166–178.
Vanamo, E., A. (2015). Google cardboard. [Online image]. https://en.wikipedia.org/wiki/Google_Cardboard#/media/File:Google-Cardboard.jpg
Verner, I., M., Perez, H., & Lavi, R. (2022). Characteristics of student engagement in high-school robotics courses. International Journal of Technology and Design Education, 32(4), 2129–2150.
Weurlander, C., Soderberg, M., Scheka, M., Hult., H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: Students’ experiences of different methods of formative assessment. Assessment and Evaluation in Higher Education, 27(6), 747-760.
YouTube. (n.d.). Youtube symbol. [Online image]. https://youtube.com
Appendix
Outcomes (NESA, 2012):
EN2-2A - Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
EN2-3A - Uses effective handwriting and publishes texts using digital technologies
EN2-9B - Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
EN2-10C- Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
EN2-11D - Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own