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Digital toolbox conasta_2013



Presentation for CONASTA62 at Latrobe University on July 10th, 2013.

Presentation for CONASTA62 at Latrobe University on July 10th, 2013.



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  • Black and white photo album
  • Colour photographs
  • Digital cameras
  • Photos with cameras
  • Photos shared online with Instagram, Twitter, Flickr and Facebook
  • Richard Olsen’s IdeasLAB

Digital toolbox conasta_2013 Digital toolbox conasta_2013 Presentation Transcript

  • Digital Toolbox for Science Teaching and Learning Wednesday 10th July, 11.45am, BG 115
  • Science, Maths and VCE Environmental Science Online teacher at Hawkesdale P12 College SW Victoria Technoscience blog since 2008 Twitter @brittgow
  • How is it different? • Very fast – almost instant – sharing of audio, text and images. • Much more data stored in smaller spaces. • Visual data are more prominent. • Global access – few restrictions to communication across the world. • 24/7 – not restricted to 9-to-5 on weekdays ‘school’ or ‘working’ hours. • Anyone can publish – not just the ‘experts’. • Many more opportunities to find people of similar interests. • Self-directed – not dictated by the producer.
  • Today’s Learners are: • Multi-taskers • Digitally literate • Mobile and connected 24/7 • Experiential • Social • Visual/spatial learners • Fast response times, short attention spans © 2006 “Teaching the 21st Century Learner”
  • What do you really ‘suck’ at? • Competitive sports? • Organizing photos into albums? • Making a pavlova? Why? • Is it something you have never been ‘taught’? • Is it something you have no interest in? • You have never had the need to know how?
  • What are the rules for Learning? • No talking? • No use of technology? • Time limits? • Groups chosen for students? • Specific product required? • Is there access to ‘experts’?
  • What does this mean for teaching and learning? • Teachers are no longer the “font of all knowledge”. • Students don’t need to memorize facts. • Questions shouldn’t be easily ‘googled’. • Instead of rote learning; analysis, evaluation inquiry, problem-solving and creation should be the focus. • Students need to be taught to evaluate the reliability of information. • Opportunities for peer collaboration with like- minds – “Collective Knowledge Construction”
  • CKC Model • Connect – “Too Big to know” • Communicate – “The World is our sounding board” • Collaborate – “Diversity trumps curation” • Learn Collectively – “Purpose binds us” • Richard Olsen’s white paper from “IdeasLAB”
  • Connect, Communicate & Collaborate • Groups on Diigo, sharing Delicious links • Twitter • Padlet (previously Wallwisher) • Blogs – writing & commenting on posts • Creating and sharing slideshows, Voicethreads and videos • Wikispaces • Shared documents/slideshows on Google Drive
  • Wallwisher is now Padlet
  • Padlet at
  • Students can create their own webpage in a wiki and use the URL to create a QR (quick response) code that directs the user to the information in their webpage.
  • QR codes • Treasure hunts • Mystery organs/systems/animals/plants • Link to student-created quizzes, videos, wiki pages
  • Comics and cartoons
  • "Pivot" is software that allows creation of stick figure animations that can be converted to video.
  • Learn Collectively “It’s like a group brain!” • Curation • Synthesis • Collective meaning-making
  • Tools for curation • ‘Scrapbooks’ that can be shared online • Digital ‘buckets’ for collection of resources • Diigo and Delicious • Pinterest • Scoop-it • Edcanvas • Thinglink
  • Edcanvas at Add web pages, videos, images, text, quizzes and other digital content to a single site and share the link. A digital ‘scrapbook’ or collection of resources.
  • Edcanvas • A “digital bucket” • For direct instruction/presentations • 1:1 and ‘flipped’ classrooms • Student assignments and PBL • Now includes “Add quiz” for formative assessment and exit tickets. • Can be used for student surveys and feedback
  • Thinglink • Create annotated images that contain links to websites, videos, cartoons, other images etc. • Not just a static image, but a dynamic, interactive display. • Use for student research projects, extension work and introductions to new topics.
  • Tools for synthesis • Global2, Edublogs and Wikispaces - Blogs and wikis allow students to add content, reflect, comment, revise and discuss • Voicethread can also allow conversations (asynchronously) • Google Docs/presentations with input from multiple sources.
  • Your students can enter the 60 second science competition by explaining a scientific concept.
  • Tools for collective meaning-making • Wikis • Shared Google docs • Blackboard Collaborate • Twitter • Skype • Quizlet and Quiz Revolution • Google+? • Facebook?
  • Tagxedo for word clouds
  • Quizlet at
  • Quiz revolution at
  • @genegeek Catherine Anderson, a geneticist from Canada.
  • @ScienceMags Magdeline Lum, a Metallurgist, photographer and science writer from Perth
  • We use Skype and Blackboard Collaborate to connect with our Scientist in Schools partner, Melissa Toifl, from CSIRO Land and Water Technologies, in Highett and Clayton.
  • Products for Assessment • Blogs > global2 or edublogs • Slideshows > Slideshare • Animations > ToonDo • Cartoons > ComicLife • E-Posters > Glogster • Digital stories > Photostory • Team work > Wikispaces • Mash-ups > Windows Movie Maker; iMovie • Videos > You-Tube; Vimeo
  • Practical considerations • Technology does not replace experiments • Does every student have access to devices? • Does every student have internet access? • Preferred learning styles? • Concentration span – mix it up! • Plan B and Plan C • Best tool for the job of learning
  • Thank you! Email - Twitter - @brittgow Technoscience blog - Digital toolbox –