Session 4 My Digital Toolbox


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Session 4 My Digital Toolbox

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  • 2 minutes
  • Ask the students to consider how they use digital tools as part of their learning toolkits (remind them of the mind maps they made in session one)Explain how the image in the slide shows a wide range of digital tools that can be used to support different aspects of learning
  • Students to edit shared Google doc. 15-20minsDisplay the updated Google doc and ask for volunteers to present 4-5 tools that people may or may not be familiar with but would like to know more about. Use the micro-presentations to discuss further how they might use the tools and what some of the issues might be that have to be addressed.
  • Emphasise the need for self help and taking responsibility for their own professional learning with technologies. Mention that they can use the IWB in the OLC and that it is a good idea to investigate and play in groups to become familiar if this is an area for development. Show ‘The Book’ video.
  • Important to focus here on developing a positive/professional online identity rather than just locking down social networks (i.e. through using social media tools to build a positive online presence). Could discuss how students have created their own blogs/websites to showcase their teacher identity.
  • Try to analyse and dig behind the assumptions rather than just describe group work
  • Remember that for group work to be really effective and you all get the most from this session, you must bring your writing along with you.
  • Session 4 My Digital Toolbox

    1. 1. My Digital Toolbox EP404 Session 4
    2. 2. Session aims • To examine what tools we already carry in our digital toolkits and discuss their potential • To examine how we can extend our digital toolkits in order to support our professional learning • To reflect on our digital profiles and consider how we can develop these to project more positive professional identities
    3. 3. What’s in your digital toolbox? Infographic courtesy of Samantha Penney,
    4. 4. Sharing digital tools for learning Activity: Add your suggested digital tools to the Google doc for your group: 1E1 1E2 1P1 1P2 1P3 1P4
    5. 5. Learning to help ourselves How many Interactive Whiteboard ‘how to’ videos are there on YouTube or Vimeo? How can you ensure that you maintain a proactive approach to learning?
    6. 6. Digital technologies in schools The DfE provides guidance on the use of digital technologies in schools: • g/curriculum/a00201823/digital-technologyin-schools
    7. 7. What does your online profile say about you?
    8. 8. Developing your professional identity Activities: • Google yourself. • Does what you find project a positive identity? • Consider how you could improve your online profile to project a more positive/professional identity. • Review your own personal privacy settings on all the social networks you use to ensure that they support a positive professional identity.
    9. 9. Social networking dilemmas • What would you do if you got a friend request from a pupil or parent? • What should I do if someone posts inappropriate photos of me? • What should I do if I see inappropriate content of my pupils? • Can I use sites like Facebook and Twitter in school?
    10. 10. Guidance for trainee teachers Read Social Networking: a guide for trainee teachers and NQTs:
    11. 11. Academic piece for support tutor By Nov 15th of November write and upload to PebblePad, 500 words on “Strategies for effective group work”. As you only have a few words in which to demonstrate some critical depth, you might want to recognise in the first paragraph the limitations of your work. It might be prudent to focus in on just one aspect of group work, for example conflict resolution, in order to show some depth of thinking.
    12. 12. LNG task w/c 4th November Share your academic writing and support each other by checking the following: • • • • • Is the tone formal rather can conversational Is the grammar and punctuation accurate Does the structure help the writers ideas to flow Does it make sense Is there a tendency to overuse any one particular word, for example the word ‘so’ • Are any key ideas backed up with evidence, either from reading or personal experience • Is the Harvard Referencing system applied accurately • Does the writer have anything to say or does is just describe group work