1. F O R J A I M I F I T T A L L ’ S E - P O R T F O L I O
ICT Resources in the Classroom

2. F I V E O F B E S T T H E I C T R E S O U R C E S W H I C H I
E M P L O Y E D D U R I N G M Y P R O F E S S I O N A L
P R A C T I C E B L O C K A N D I N T E R N S H I P
Resources Used

3. Solar System Scope
http://www.solarsystemscope.com/
Solar System Scope is an
interactive website
which provides a model
of our Solar System.
I used Solar System
Scope during my first
professional practice
block when teaching
year 8 Geography, and
create numerous low
and high level activities
around it.

4. Gallipoli: The First Day
http://www.abc.net.au/innovation/
gallipoli/gallipoli2.htm
Gallipoli: The First Day
is an interactive website
about the Gallipoli
landings.
I used Gallipoli: The
First Day during my
final professional
practice block when
teaching year 9 History
(World War I
elaboration from the
Australian Curriculum).
Students created a flow
chart whilst watching
the ANZAC Landing in
3D, and later used other
aspects of the websites
when completing a
webquest.

5. GoogleMaps: Streetview
http://maps.google.com.au/intl/en/
help/maps/streetview/
See image to the right for a
description of Streetview’s
functions.
I stumbled across the potential
of Streetview courtesy of a
student on my first practicum.
The year 8 class I was teaching
was completing an assignment
on National Parks, and one of
the students was viewing a
national park on Streetview. I
then decided to have all the
students view their national
park on Streetview, and take
screenshots to annotate the
features of the national park.
Streetview also has numerous
other uses when teaching
Geography, such as getting
students to apply their
knowledge of direction, and
identifying topographic
features.

6. Vote Compass
http://www.abc.net.au/votecompas
s/
See image to the right for a
description of Vote
Compass’s functions.
I used Vote Compass when
teaching year 9 Politics &
Law.
After students completed
the Vote Compass
questionnaire, I then had
students complete a four (in
this case – 3) corners
activity where they split up
according their voting
preferences.
I then asked a couple of
students from each group
whether their result was
different from what they
expected (and why), and
what issues did they weight
the most (and why).
Finally, once the students
returned to their seats, as a
class we discussed what
would influence people’s
voting preferences and the
weight they gave to certain
issues.

7. Quizlet
http://quizlet.com/
Quizlet is a website
which allows students to
create flash cards.
I used Quizlet as a study
skills tool with all of my
classes during my final
professional practice
block.
For example, with a year
8 Geography class, I had
them complete a silent
card shuffle in groups
and then taught them
how to put their vocab
list onto quizlet to study
at home.

8. F I V E O F T H E B E S T I C T R E S O U R C E S W H I C H I
P L A N U S I N G I N T H E F U T U R E
Resources To Be Used

9. MyHistro
http://www.myhistro.com/
MyHistro is a fantastic
tool that I wish I had
known about during my
professional practice
blocks.
In the future, I will both
have my students view
timelines which have been
created by other
people, and also have
them create their own.
The brilliance of MyHistro
is that it transform a fairly
low level task into a
multimodal activity with
potential for students to
perform higher level tasks
such placing an
explanation why certain
events on the timeline
were significant.

10. EduBlogs
http://www.edublogs.org
Next year I plan on
creating a communal
blog for each of my
classes, and possible get
my students to create
their own individual
blog for specific tasks
such as reflections
With a communal class
blog, one student per
lesson will be
responsible for posting
an entry which
summarises what was
covered in the
lesson, and every week
students must comment
on one entry.

11. Voice Thread
http://voicethread.com/
I believe Voice Thread
would be an effective
tool for …
I would upload an image
or a prompt pertaining
to the topic that the
students were
studying, and then
provide an open ended
opinion-type question
for students to respond
to.
Then, in class, I would
place students into
groups based

12. Glogster
http://www.glogster.com/
Glogster is a platform
which I plan on using in
the classroom, and is
very adaptable.
I would have students
read a variety of texts on
a topic, and then have
them present that
information via
Glogster.
One of the strengths of
Glogster is that is
multimodal, and can be
used for higher order
tasks.

13. Fakebook
http://www.classtools.net/FB/home
-page
Fakebook could be a
useful tool in teaching
History, as it allows
students to present the
relationship between
different events and
historical figures in a
creative form which is
familiar to their context.
The use of the Fakebook
site also circumvents the
ethical issues of using
the real Facebook
platform in the
classroom.