The last post…peer review reflection

The peer review process was  challenging. I feel that I don’t  yet have the authority to critique other students work. I  took it as an opportunity to review my own work  and reflected on how someone else might view it. I  read the assignment brief again to make sure that I was answering the question correctly. I certainly had  spelling and grammar mistakes to fix, which was picked up by my peers, but I realised that I had missed some important points, such as ensuring my blog posts considered ethical considerations, physical requirements, security concerns and how the technology would support learning.

I am happy the academic and blog style writing. I am also confident with the use of academic references throughout the blog. Visually it could me more creative but I was limited with my design options unless I paid for the fancier styles and layouts available through WordPress. I have added more images and embedded my links to make it more visually appealing. Overall I was very happy with the feedback that I received from both my peers and I agreed with their comments.

Please click on the following links to view my peer review rubrics.

Blog_Rubric_Peer Marking 1_Margaret Ellwood

Blog_Rubric_Peer Marking 2_Margaret Ellwood




Reflections week 8…Lifelong learning



What does it mean to be a lifelong learner? I consider myself a lifelong learner in that my education didn’t just stop at the traditional idea of schooling. Lifelong education continues well beyond the notion of formal schooling. It is diverse, flexible, occurs in different places,  and ensures that engagement in learning happens across a lifetime. 21st Century educators should encourage their students to be lifelong learners and technology provides a platform for this to transpire (Howell, 2012). This will give students the skills and knowledge to live in a global world, by communicating with others, by taking the initiative and by adapting to their environment to work collaboratively and to resolve conflicts (Lifelong learning council Queensland, 2014). The benefits of lifelong learning are unlimited (Howell, 2012).

Education is no longer a simple  transfer of knowledge from the teacher to the student about a particular topic. It is about how students get to the point where they understand and master learning. Students should be encouraged to continue learning beyond the school gates and to achieve their personal goals, to become global citizens, to be employable and to have the ability to adapt to change (Lifelong learning council Queensland, 2014).


lifelong learning 3


Connect Community. (2012). Lifelong learning [image]. Retrieved from

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, Vic: Oxford University Press.

Lifelong learning council Queensland (2014). What is lifelong learning? Retrieved from

Tidewater Community College. (2014). Lifelong learning [image]. Retrieved from

Norwhich City Unison. (n.d.). L Plates lifelong learning [image]. Retrieved from

Reflections week 7…Gaming – Is it too cool for school?

game on

I am officially a gamer. What that means is that I play games online and I have built my own arcade style game using Sploder. Students and teachers can use online gaming in education and incorporate this technology in the classroom. Arcade games in the classroom? Sounds like too much fun but real world context provide a great place for learning. Today’s 21st Century students lives are filled with technology where they are playing games online and living in virtual worlds (Howell, 2012). Educators are seeing the value of incorporating games in the classroom and using them as an education tool rather than just for fun (The Entertainment Software Associate, 2014).

Online games provide students with different mediums for leaner and allows them to be engaged in the classroom (Howell, 2012). Students can work collaboratively or individually to solve problems, create, access and communicate information and ideas through using online games and by creating their own games with sites like Sploder. The Australian Curriculum states that the use of Information and Communication technology (ICT) in the classroom and provides opportunities for students control their own learning and to transform the way they learn (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014).

View James Gee’s You Tube clip on gaming and the benefits for education.


Australian Curriculum, Assessment and Reporting Authority.(2014).  Information and communication technology capability.  Retrieved from

DMLResearchHub. (2011). Games and Education Scholar James Paul Gee on Video Games, Learning, and Literacy . Retrieved from

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, Vic: Oxford University Press.

The Entertainment Software Associate. (2014). Games:  Improving Education.  Retrieved from


Reflections week 6…to Scratch or not to Scratch that is the question?


I thought I was pretty tech savvy but then I tried to use Scratch! Scratch is an online programming tool that can be used to create stories through animation. There are a number of resources and help files available to guide users through the creation of a scratch animation. The site itself is fairly easy to navigate around with easy to understand help menus and project started ideas.

Students could use Scratch in the classroom for a number of different educational purposed but the most obvious would be to create a visual story and present it to the class. Generally Australian students have good access to computers in schools. Scratch is a free online tool so it is very accessible to students. Even if students or teachers are not creatively inclined, there are many templates available to make a story come together including characters, background and sounds. Students in middle to upper primary could use this tool to animate short stories that they have developed during literacy or to make presentations during Inquiry units. It is a great way for them to develop their information and media literacy skills (ACARA, 2014).

Click on the link to watch my fairly basic scratch animation! See my ballerina dance

Check out these links for useful information and help and also some great ideas for using scratch in the classroom:


Australian Curriculum, Assessment and Reporting Authority.(2014).  Information and communication technology capability.  Retrieved from

College of Education (2008). Scratch logo [image]. Retrieved from



Reflections week 5…Pinterest, it’s a little addictive


I stumbled across Pinterest a year ago and let me just say I am addicted! Pinterest provides a great place to access resources which could be used in education and other areas of life. Pinterest allows the used to”pin ideas and projects “for later use. Students would be able to use Pinterest to research information on any topics that might be relevant for inquiry units or other projects.  It is great for people who are attracted by visuals, audio and movie clips. It allows users to see what they looking for rather than just reading text. Teachers could see ideas for how classrooms could be set up to more be interesting and inviting. Users of Pinterest are more likely to pin a lot of information but the question should be asked, do they used all of it?

Teacher need to be conscious of the objectives of their search and ensure that it is relevant and meets the learning objectives for their students. Students also need to be aware of online safety and trusting resources that they might find in Pinterest.  Digital information needs to be evaluated to ensure that it comes from a valuable and credible source and that it is relevant to the needs and objectives (Howell, 2012).

Check out my Pinterest page and pin away if you like, I’m sure they are all valuable and credible!


Author Media. (2013). Pinterest logo [image]. Retrieved from

Fulginiti, J. (2013). Pinterest in Education at Lockerman Middle School . Retrieved from

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, Vic: Oxford University Press.

WordPress. (2013). Pinterest logo and wordle [image]. Retrieved from


Reflections week 4….The Digital Divide

What is the Digital Divide all about? The attached Infographic is a representation of the different aspects of the notion of the digital divide. It provides an audience who may not  understand the term digital divide, with a graphic and text representation to explain the topic.

The graphics in the Infographic depict the digital divide. The arrows under the Infographic title are going three separate ways to show how there is a divide between what people have access to in terms of technology. There is also some written content that explains the term digital divide and other images that show the use of Information and Communication Technology (ICT) in the classroom and an image of the teacher next to the explanation of why it is important for teachers to be motivated and skilled in using ICT in the classroom (Howell, 2012).

The map of the world depicts the different levels of access to ICT resources around the world and hence the digital divide that exists in different countries. The large pins show developed nations with higher access and use of ICT and the smaller pins show the developing countries and regions who have less access and use of ICT. The images of social media icons show the access students have to technology and their expectations for using ICT in the classroom (Howell, 2012).

assignment 2 lldw

Click on this link to view my Infographic online.


Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Oxford University Press, South Melbourne.

Reflections week 3….Cyber Bullying

Cyber safety

Today’s students are digital natives  and live in a world where bullying is no longer about name calling in the school yard or throwing sticks and stones (Howell, 2012). Most kids are connected online in some way through social media or email and most have access to smartphones, Ipads, Tablets, computers or laptops. This means that the scope for bullying has extended beyond the schoolyard and can occur 24/7. If a child is getting bullied it is difficult to escape from it when it is online, even in their own home. Cyber Bullying can be abuse, inappropriate behavior or gossip that can happen through social media posts, emails or other online mediums (, 2014a).

How can we educate students about this issue? Schools need to encourage students to talk about potential cyber bullying episodes and ensure that they feel comfortable to so. Schools need to implement strong anti-bullying and cyber safety policies that are regularly discusses and acknowledged among teachers, parents, students and the wider school community (, 2014). Teachers and parents need to be aware of the signs of bullying. Teachers can undertake professional development to expand their skills. Schools have the opportunity to tap into the many government resources that are available through the National Safe Schools Framework .


Check out these links:

National safe schools framework

Protecting your child against bullying

References: Cybersmart information. Retrieved from (2014b). Cyber rules [image]. Retrieved from

Department of Education. (2014). National safe schools framework. Retrieved from

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Oxford University Press, South Melbourne.

Keep Calm (n.d.) Keep calm and stay cyber safe [image]. Retrieved from