Quizalize Fractions Teaching Resource

Name of teaching resource: Quizalize Fractions
Weblink (if web based)

Who should this digital teaching resource be used with? (ie year/grade): This quiz is suitable for Grade 6 students
How should it be used? (e.g. individual, whole class): The resource can be used in groups, with a few students competing at a time


Which subject or learning area would it be most appropriate to use in? This would be used in Grade 6 mathematics classes
Identify the strengths of this teaching resource: The resource is interactive and encourages students to have some healthy competition while also helping them learn how to add, multiply and subtract fractions and improper fractions


Identify any weaknesses of this teaching resource: Some students may not be as capable as others and lag behind. Students would need to have prior knowledge of how to complete these questions


Explain any ideas you may have for further use of this teaching resource: This resource would be most appropriate to use towards the end of the subject, as it could test the knowledge of the students and show themselves and the teacher how much they have learnt in a fun and interactive way


Hydroelectricity teaching resource

Name of teaching resource: Prezi for Grade 6 on Hydroelectricity


Weblink (if web based):


Who should this digital teaching resource be used with? (ie year/grade): This resource can be used by Grade 6 students



How should it be used? (e.g. individual, whole class): Can be used by the teacher as a whole class presentation
Which subject or learning area would it be most appropriate to use in?: Aimed to be used for Grade 6 science classes


Identify the strengths of this teaching resource: Simple to use, more interactive than a PowerPoint presentation and is easy for the whole class to follow as it doesn’t overload students with information


Identify any weaknesses of this teaching resource: Can be more time-consuming to set up than a normal PowerPoint and doesn’t have any ways for the students to be involved



Explain any ideas you may have for further use of this teaching resource: This resource would be a starting point to introduce students to studying renewable energies. Students could work as groups to focus on a particular aspect of the process and then create their own presentations with the assistance of the teacher


Digital Fluency

Technology forms a large part of this world and is used on a daily basis by the majority of teenagers (Lenhart, 2015). Which such large proportions of school age people using technology, it is important to teach them the correct methods of using those digital devices and services. We need to aim at making them digitally fluent rather than just digitally literate (Biggs, 2011). Schools, teachers, parents and the students themselves need to be taught in a safe environment the correct and safest ways to use technology, as random stumbling around on the internet can lead to harmful practices and results, such as bullying, grooming etc. (White, 2013).

Digitally fluent students will be able to more proactively create and use the resources available to engage and share their work with others in the community (Biggs, 2011). Creating classes that teach students not only what is involved in becoming digitally fluent, but also create platforms that they can use to achieve fluency, will have the greatest effect on how quickly and proficiently they will achieve their goals (Holland, 2013). It is always better to figure out what you are trying to learn, than to have someone show you.

Technological innovation is constantly occurring, and these kinds of major changes can have major effects on the human brain (White, 2013). Students and teachers who are digital fluent will be able to keep up with the changes as they are able to grasp new concepts and figure out how these new innovations will work with what already exists and how it will improve and change the ways we learn and interact with one another. If we do not strive to go as far as possible in turning more people from literate to fluent, these innovations will all be for naught.


Lenhart, A. (2015). Teens, Social Media and Technology Overview 2015. Retrieved from

Biggs, C. (2011). The Difference Between Digital Literacy and Digital Fluency. [Web log post] Retrieved from

White, G. (2013). Digital Fluency for the Digital Age. Retrieved from

White, G. (2013). Digital Fluency: Skills Necessary for Learning in a Digital Age. Retrieved from

TEDx Talks. (Belshaw, D.) (2012). The Essential Elements of Digital Literacies: Doug Belshaw at TEDxWarwick. Retrieved from

Holland, B. (2013). Building Technology Fluency: Preparing Students to be Digital Learners. [Web log post]. Retrieved from

Digital Curation

Our digital landscape is evolving and becoming more complex all the time (Scime, 2009). To keep up with this growth and ensure that information isn’t lost in the jumble, we need a system that allows us to bring everything together. Digital curation, akin to that of curating at a museum, is the best way for us to achieve this (Boardman, 2013). With digital data becoming a larger part of day – to – day use for the normal person, it is more and more important that students have access to quality and readily available information for use in their studies (Higgins 2011).

Digital curation allows for unnecessary news to be filtered out, which assists students to find various different viewpoints on topics in the one place, such as In today’s digital world, students have access to a wealth of knowledge at their fingertips, which can lead to a content overload (“Why Scoopit Is Becoming”, 2013). Sites such as can show students how to gain the knowledge to start curating for themselves, as it has already shown them how good curation is performed and implemented.

As Cannon (2015) states there is a growing concern for business and academic researchers to find information for their areas of research. With data “being created, collected and captured” (Cannon, 2015) digital curation provides options for less time consuming data retrieval, and makes the daunting and expanding data realm more understandable. The hand-picked information and assets on curated sources brings together the communities voice and creates a platform for the curator to add their own voice (Scime, 2009). Students can be safe in the knowledge that when they are researching and writing opinions on these sites, they will receive information that is both knowledgeable and respectful towards them.


Boardman, M. C. (2013). Digital Curator Roles and Functions. Retrieved from

Scime, E. (2009). The Content Strategist as Digital Curator. Retrieved form

Cannon, S. (2015). Content Curation for Research: A Framework for Building a “Data Museum”, International Journal of Digital Curation, 10, 58-68. doi:10.2218/ijdc.v10i2.355

Higgins, S. (2011). Digital Curation: The Emergence of a New Discipline, International Journal of Digital Curation, 6, 78-88. doi:10.2218/ijdc.v6i2.191

Why Scoopit Is Becoming An Indispensable Learning Tool. (2013). Retrieved from

Fisher, M., Tolisano, S. R. (n.d.). Digital Curation Toolbox. Retrieved from

Transmedia Storytelling

Throughout history, we have sought out information. The average human, whether consciously or sub-consciously, seeks out the dots that connect everything together (Transmedia Storyteller Ltd, n.d.). It is difficult for us as human beings to grasp the whole from only one source. We have always sought out different formats as ways to gather the information and bring everything together. Each part on its own feels unfulfilling, however once assembled it all slots into place – the whole is greater than the sum of its parts.


Source: Transmedia Storytelling Ltd: Transmedia Franchise, July 2010

This is never more present than in the field of teaching. Teachers can only give a small portion of any topic to their students in an effort to cover as much as possible. We can deliver this in a variety of forms, from class experiments to PowerPoint presentations (Teske & Horstman, 2012). Our best tool to grasp the attention of our students is to show them the ways that they can use their time out of the classroom to expand on what was learnt in the classroom. Jenkins (2007) suggests that by creating and showcasing different points of access for topics, we can engage different audience segments and grab the attention of the many, rather than the few.

From the humble beginnings of cave drawings and oral storytelling to big screen movies and comic books, society has been able to transfer its ideas from one person to another, despite the differences that each person has. Even though the early 20th century created a one-to-many delivery, due to high production costs, we now have more ways than ever to deliver a one-to-one information and societal collaboration (Transmedia Journalism, n.d.). Students and teachers, through the use of the internet, print media, cinemas, TV etc. can piece together the various seemingly incomplete sets of information and create something that is “right-sized, right-timed and right-placed to form a larger, more profitable, cohesive and rewarding experience” (Transmedia Storyteller Ltd, n.d.)


Transmedia Storyteller Ltd. (n.d.). Transmedia Storytelling. Retrieved from

Teske, P. R. J., & Horstman, T. (2012) Transmedia in the Classroom: Breaking the Fourth Wall. Retrieved from doi>10.1145/2393132.2393134

Transmedia Journalism (n.d.). What is Transmedia Storytelling? Retrieved from

Jenkins, H. (2007, March 22). Transmedia Storytelling 101. [Web log post]. Retrieved from

Jenkins, H. (2011, August 1). Transmedia 202: Further Reflections. [Web log post] Retrieved from

Prior, K. S. (2013). The New, Old Way to Tell Stories: With Input From the Audience. Retrieved from

Transmedia Storyteller Ltd. (2010). Transmedia Franchise [Image]. Retrieved from