Hello and welcome to my blog.

The following blog is written on the topic teaching in a digital world. It shows a weekly reflection on the content that we have been exploring, in the unit Living and Learning in the Digital World. The reflections are from a combination of lectures, readings and workshops we looked at during Weeks 3 – 8. We were also asked to select one technology from the unit content and describe we would use it in a lesson, as you can see in my lesson plan. During week 11 we were to mark and provide written feedback to the blogs of 2 peers. With the feedback received on our blogs we were required to write a 200 word response to them. I hope you enjoy reading my blog.

Matthew Terry

Response to feedback from peers

Stephanie Whitcombe

Do you agree with the feedback?
I do agree with the feedback that was given to me on my blog by Stephanie. I tried to make my blog as user friendly as possible, this is one of the reasons I decided to add links to my different projects throughout the 6 weeks. I also wanted my blog to be visually appealing but still professional.

Is there anything you disagree with in the feedback?
I can’t really say that there is anything that I would disagree with in feedback I received, as I would have at this stage of the completion of my blog marked my work similarly.

What changes did you make based on the feedback?
I took note of Stephanie’s comment that I hadn’t added my lesson plan, so I have since added this post into my blog. After taking note of this feedback I have decided to make a few small changes to my blog, to fix a few small grammatical errors, change some creative visual and media elements. By doing these few small changes and viewing other feedback I receive, I will be able to make relevant changes to receive a better result with my final submission of my blog.

Blog feedback stephanie

Shaylee Forbes

Do you agree with the feedback?
The feedback given to me from Shaylee I would say I agree with all of it. Like I’ve mentioned before, I tried to make my blog as user friendly as possible. I also tried to make the blog engaging to readers, so by choosing specific colouring schemes and using media like pictures and widgets I thought this would make the blog more interesting to the reader. After doing some more proof reading over my blog, I picked up on a few of the grammar mistakes Shaylee mentioned and also took note on adding more reflection on weeks 5 & 6 topics.

Is there anything you disagree with in the feedback?
All of the feedback I received from Shaylee I agree with and I have found it useful, therefore I can make some small necessary changes to my blog.

What changes did you make based on the feedback?
The main changes I’ve made after reading Shaylee’s feedback where fixing up any spelling and grammar mistakes. Also re-reading weeks 5 and 6 topics and making necessary changes, to give a little more insight and reflection rather than being to descriptive.

Blog feedback Shaylee


Lesson Plan

Scratch Animation
Time: 60 minutes
Learning area(s): Computing, English.
Year(s): 3-5
Learning objectives: By the end of the lesson the students will have a basic understanding of the program, which they can build on with later lessons. This program will help them efficiently develop basic computer skills.

Prior knowledge: Students require no previous knowledge of this program only basic computing skills.

Resources: Resources needed are computers and internet access.

Introduction: I would firstly engage the students by showing them an example of a completed scratch animation, to gain their interest.

Body of the lesson: Step by step I would explain the controls used to create a scratch, whiles students begin to make their own.

Concluding the lesson: The lesson will conclude by viewing anther classmate’s scratch and saving their animation so they can go back later and continue to work on developing the same scratch.

Evaluation/Follow up: If the student seem to be interested in using this program and don’t have any great difficulties using this program, I would see that as successful incorporation of this tool into the class. As the main aim of this program is to develop basic computer skills more so than the actual content they are making with this program. In a follow up lesson I would continue to let the student’s work alone developing their previous animation. Giving relevant support to student’s that may need extra assistance.

Week 8 – Lifelong Learning

This week we explored the phrase Lifelong learning and what it means. We also looked at why schools are so concerned with producing lifelong learners, and how as educators we can ensure that our students become lifelong learners. Another expression that we looked at was what global citizenship is. I found this week quite interesting because previously I have not understood exactly what was meant by these terms.

My now understanding of lifelong learning is the ongoing acquiring of diverse information throughout life by an individual, after completing schooling for mainly work related, education or voluntary purposes. Therefore this can lead to benefits like an individual being more employable, resourceful, creative and self-sustainable.

It is clear at why schools want to teach students to become lifelong learners. So that after students complete their schooling they can have the best head start to life and use this skill in life to prosper as much as possible. Teachers can ensure students have the necessary tools to become lifelong learners, by making students aware of numerous resources that are available to them particularly those online. Also teach students to learn basic digital skills that can continually be developed and used to acquire diverse relevant information though out their lives.

Global citizenship means that in the digital age that we now live in, we are no longer restricted to only accessing local informational resources. We are now able to access information anywhere in the world, from wherever we are, whenever we want, buy simply going online.

Week 7 – Digital Blurring

In week 7 we looked at the phrase digital blurring. This looks at how and if the digital skills that we have acquired in our personal or social lives, from using digital technologies (for example; gaming, blogging, social media, wikis, photo editing, smart phones and using online search engines along with numerous other technologies.) are able to be used in our learning and work life.

I personally think that my use of personal technologies in everyday life has helped me a lot being a current university student and doing my degree online. Because from using digital technologies in my personal life most days such as using my laptop to check emails, browse the net and use MS word. I have been able to use these skills with my research of topics, writing assessments and communicating with other students and lecturers. Without previously using such technologies my studying would have been a lot more difficult. So students and teachers, like I have been able to, can use personal digital skills they have developed to benefit their learning life and teaching life.

This week we were asked to develop an online game using sploder which was a first for me,  and share it on our group discussion board. Click on my game below to play and see if you can beat the highest score.


Week 6 – Digital fluency

This week we looked at digital fluency and as a teacher why we require this skill. After concluding this week I have learnt that the term being digitally fluent basically means that a person has a wide range of skills in using and understanding, a widespread range of digital devices and tools. Such as Computers, Ipads, Digital recorders, Word, Excel, Presentation software, Podcasting, Blogging, Publishing, Video making programs and Web 2.0. It is important that teachers are digitally fluent because in the growing digital age that we live in, digital technologies are becoming more and more common throughout society. So by being digitally fluent we will be able to use this skill to teach students how to use and understand basic digital technologies like the ones I listed.

This week as one of our weekly learning activities we looked at an online animation program called Scratch. With this program the user can make an animation like a short video. By entering specific commands the user can change colours, texts, movements and sound. I think this would be more suited to older primary school students as I found it can be quite complex and tricky to use. For use in a classroom I think Scratch would be a great program, because this program it is quite enjoyable, fun and great for developing basic computer skills.

Please click below to view my animated Scratch.


Week 5 – Digital Information

This week we moved into a new module called learning in a digital world, the topic we looked at was Digital information. We were also asked to develop a Pinterest site that represents all of the different types of digital information we encounter. I have used some weekly review questions below to give a reflection to what I have learnt throughout week 5’s topic.

Can you define digital information?
My understanding of Digital information is info that has been stored online on various sites. This can be accessed by using a variety of different digital devices.

How do we evaluate digital information?
There is a number of ways I’ve learnt that we can evaluate digital information. I found and added this helpful list of steps below that could be followed to help with effectively evaluating digital information.

Click here for tips on how to evaluate digital information.

What is Pinterest?
Pinterest is a photo-sharing website where users can create image collections from theme based topics. These collections can then be viewed, liked and followed by other Pinterest users. This was a first time for me using Pinterest, I found the site very informative and will be helpful for me throughout my studies as source of information.

How do we teach our students to be critical users?
I think by teaching students how to distinguish the different between online resources that have accurate information and those that don’t. We can teach our students to be efficiently critical users, when using online sources to retrieve information.