Science / Year 2 / Science Understanding / Biological sciences / ACSSU030

Year 2 Science:

Living things grow, change and have offspring similar to themselves.


  • representing personal growth and changes from birth
  • recognising that living things have predictable characteristics at different stages of development
  • exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly
  • observing that all animals have offspring, usually with two parents


Click on the following link to see the digital resource I created on Pinterest.

Living Things Grow and Change and Have Offspring Similar to Themselves

Name of teaching resource

Pinterest page for year 2 Science


Weblink (if web based)


Who should this digital teaching resource be used with? (ie year/grade)

This resource has been developed to provide material for a Year 2 class.


How should it be used? (e.g. individual, whole class)

This could be used both individually and as a whole class. The teacher should guide the students through the content and allow student to work at their desired pace.


Which subject or learning area would it be most appropriate to use in?

This resource should be used in a science class. Specific to Biological Sciences.


Identify the strengths of this teaching resource

The UI is visually appealing to students. I found it relatively easy to navigate and to find relevant materials.


Identify any weaknesses of this teaching resource

Not being able to ‘pin’ a webpage that does not contain an image, was a disadvantage of Pinterest. I was unable to collect valuable sources relevant to the topic.


Explain any ideas you may have for further use of this teaching resource

This could be used as a space where teachers could collaborate ideas for their school. Likewise, students could collaborate on a topic to develop teamwork skills.





Digital Convergence.

Our digital devices can give us access to a large amount of information, these devices perform multiple tasks that help us to use this information. Using one device as a tool, teachers can use locally relevant information to create their lessons (Kent, 2004). Students of today are ‘Digital Natives’, this means that for them, the use of technology is a regular and important part of daily life (Prensky, 2001). By allowing digital resources to infiltrate the classroom, teachers are able to improve their digital pedagogy, whilst providing students with engaging lessons (Howell, 2012, p. 9).

Below is two links depicting a primary school in the USA that has implemented digital technology by giving each student access to a tablet device to use in their schooling. Also how their bus fleet has added free Wi-Fi so the students can continue to learn whilst commuting to and from school.

Digital Convergence in Miami Dade County School

Miami Dade Public School Buses with Free Wi-Fi

Research conducted by Walsh (2009), found that when teachers could use appropriate digital resources to compliment traditional teaching resources, students who were previously less likely to actively participate in class discussion, began to change. She noted that these students, although at first hesitant, were able to learn new skills by observing their peers as they embraced the technology. Some quiet students became leaders in teaching others how to use the technology. This shows the positive impact digital convergence can have in modern classrooms (Walsh, 2009).

I believe that availability of technology is important for enhancing the learning experience of students. When students can use a device to accelerate their learning and remain engaged in the class, they will find that school is fun and meaningful. However, we need to remember that a digital pedagogy is crucial when using technology in the classroom, that we are not just using it because its available (Goh, 2014).


CBS Miami. (2015, August 17). WiFi, GPS Now On Many Dade School Buses. Retrieved from

Goh, J. (2014, February 22). School’s in for digital learning. McNielage, A. (Ed). The Sydney Morning Herald. Retrieved from

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. South Melbourne. Oxford University Press.

Kent, P. (2004). Smartboards: Interactive Whiteboards in Classrooms. Embedding Learning Technologies Module 13. Retrieved from

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5. Retrieved from,%20Digital%20Immigrants%20-%20Part1.pdf

United Data Technologies. (2015, September 9). Miami Dade County Public Schools- Digital Convergence. Retrieved from

Walsh, M. (2009). Pedagogic Potentials of Multimodal Literacy. ACU National, Australia. IGI Global. Retrieved from

What is a Digital World?

1920x800a-technophobe-in-a-digital-worldImage: shannavu1990.

We live in a Digital World. The way in which we learn and work is continually changing due to technological advances, and due to such changes we must be adaptable and willing to learn if we want to succeed as teachers. Technology changes the way we learn and engage with each other, teachers are now seen as lesson facilitators rather than lesson dictators. Digitizing classes allows students to collaborate with teachers and their peers, but also to be independent in their learning. Technology needs to accessible for student’s to be independent in their learning. If they are unable to access content there will be limitations in contributing and receiving information with peers and teachers (Howell, 2012).

The digital world removes distance, we can connect with people from anywhere at anytime. With this in mind, a teenager could have a digital social following of thousands or even millions of people (McLeod, 2012). Students who use technology to learn and interact with others will find it more appealing, as they are familiar with using technology in all other aspects of their life (Prensky, 2008). Creating opportunities for children to use digital resources in their learning experience gives them an opportunity to broaden their understanding of set topics. Resulting in critically analysing the knowledge they have acquired, and what they can do with it now (McLeod, 2012).

I need to, as suggested by Howell (2012), develop my own digital pedagogy. As I search for new ways to use advances in technology as resources in my future classroom, I will be able to see what is effective in producing desirable learning experiences for my students (Howell, 2012). I want my students to be able to gain skills with the use of technology that will prepare them for the jobs of the digital age (Yeoh, 2014).


Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. South Melbourne. Oxford University Press.

McLeod, S. (AEA267IOWA) (2012, December 17). Education in a Digital World . Retrieved from

Prensky, M. (2008). The 21st-Century Digital Learner. Retrieved from

Shannavu1990. Image retrieved from

Yeoh, O.C. (2014). SCHOOLS: Preparing the young for the Digital Age. Retrieved from

Being a Digital Curator.

Jeff Cobb (2010),  examines the need for curators, in a time where the world is becoming more influenced by the information available online. Information is continually being added to the internet faster then we are able to keep up with and it is increasingly difficult to find what information is relevant, and whether the information found is factual. Anyone with an internet connection is able to add information to the ever growing digital world.

Teachers need to know how to be digital curators so they can collect the relevant resources online for the topics they cover in their classes. These resources can be developed and kept for use in classes over time. As new content is found and added to the collection, outdated content is filtered out to improve the relevance of the collection to the students. Being a digital curator is simply not just gathering links, teachers must be able to put the data into context, so that the students they are teaching can understand the resources enhancing the learning experience (Cobb, 2010).

I found ‘Pinterest’ to be highly visual and easy to use. After choosing a topic and creating my first board, I immediately started pinning resources. Whilst adding content to my board, I began to realise the effectiveness of digital curating and how I am able to use Pinterest as a tool to enhance lessons for my future students. I was able to curate my board for a specific age group, and for the different types of learners by adding different styles of resources. Visual learners can click on pins linked to videos and pictures, where they can benefit the most from their learning experience (Farwell, n.d). Students would be able to use digital resources like Pinterest and! to curate lessons specifically focussed on their interests (Prensky, 2008).
corinnew-curation-stepsImage: (Hay, 2011).


Cobb. J, (2010). Who are your content curators? Retrieved from

Farwell. T, (n.d.). Visual, auditory, kinesthetic learners. Retrieved from

Hay, L. (2011). Retrieved from

Prensky, M. (2008). The 21st-century digital learner. Retrieved from

Science / Year 5 / Science Understanding / Earth and space sciences / ACSSU078

Year 5 Science:

The Earth is part of a system of planets orbiting around a star (the sun).


•identifying the planets of the solar system and comparing how long they take to orbit the sun.

•modelling the relative size of and distance between Earth, other planets in the solar system and the sun.

•recognising the role of the sun as a provider of energy for the Earth.


Click on the following link to see the digital resource I created on Scoop. It!

Our Solar System

Name of teaching resource

Our Solar System


Weblink (if web based)


Who should this digital teaching resource be used with? (ie year/grade)

This has been designed for use with a Year 5 Class.


How should it be used? (e.g. individual, whole class)

This resource is to be used for a whole class lesson. Although there is an opportunity for students to spend a portion of the lesson to do some individual learning tasks. It does conclude with a whole class review of what has been learned.


Which subject or learning area would it be most appropriate to use in?

This is a Science lesson.


Identify the strengths of this teaching resource

I found it an effective and timely way to design my first lesson. It was simple to use. I could search the internet to find suitable sources of information and then attach it to my “Scoop. It!” page. Adding pictures to make it aesthetically pleasing was also a simple task. As for the student’s ease of use and navigation, I think that it is clear and concise in how to move through each “Scoop” and progress through the content.


Identify any weaknesses of this teaching resource

I found that the resources you attach to your “Scoop. It!” can allow students to click on a link within the webpage and become lost. Close supervision, I think would be needed to guide the students who are not digitally fluent to maintain flow of the lesson.


Explain any ideas you may have for further use of this teaching resource

I would love to use this resource to create more lessons to see what potential it could present. Also I think it could be used for students to add content to, for example; a space that they could see all of their sources for a project they were working on in a group. I could see opportunity to create and learn together.