Prior to the teaching sequence I will justify the importance of using

information and communication technology (ICT) to transform learning, how the

principles have been applied to my teaching and learning sequence and I will
endeavour to justify the assessment strategies used in light of transforming learning
with ICT.
Using ICT to Transform Learning and Justification for Outcomes/Lesson
Sequence
I have chosen to develop a teaching learning sequence which transforms
learning through the use of ICT and web based programs. According to the
Department of Education Tasmania (as cited in Finger, Russell, Jamieson-Proctor &
Russell, 2007) the transformation of learning in the twenty-first century involves
engaging students more deeply in their learning and broadening the learning
environment. This allows them to make authentic connections with not only the
curriculum but the community and promotes higher order thinking. Transformative
education with the use of ICT is largely about learner engagement through learning
journeys that navigate through unfamiliar terrains within the students zone of
intelligibility. These learning experiences should be designed to make a transition
from the traditional to the technology-rich learning environment. Creating this shift
can be challenging, especially for teachers, as the roles and responsibility for learning
changes (Chandra & Mills, 2014).
Although transformative learning with ICT is being seen as widely beneficial
there are potential problems when engaging with this method of teaching and
learning. These issues as outlined by the General Teaching Council for England
([GTCE], 2007) include: short/ridged planned time frames, restricted computer and
internet access and school organisation with regards to ICT resources. I have tried to

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overcome some of these barriers by including notes which allow for computers to be
easily shared and time limits to be relaxed.
I have employed the use of several websites across my unit which offer
students the opportunity to build on their skills and knowledge in a safe and largely
independent learning environment. The teacher is able to take on a more informal
leadership role during the lessons to facilitate learning (Finger et al., 2007) and help
the students apply their knowledge in less conventional and more futuristic ways.
Research completed by the GTCE (2007) explains that transformative learning
with ICT encourages students to learn creatively, act autonomously, engage with ideas
in different/innovative ways and reflect on/evaluate their own learning. Transforming
learning in English and HPE with the use of ICT has been extensively explored within
my unit plan and I believe I have allowed the opportunity for all students to learn
creatively and provided means for a diversity of response.
Finally, I have chosen to employ several methods of assessment in order to
come to a final conclusion about whether the students have achieved the
transformative learning outcomes stated. I have stated the importance of formative
assessment throughout the unit which includes questioning and note taking.
According to Finger et al. (2007): [developmental] Assessment guidelines should be
linked to meaningful contextsthat provides descriptions of the performances
expected at each particular level (p. 213). The summative assessment includes peer
assessment, self-reflection and a final rubric which provides an opportunity for the
teacher to use a developmental assessment approach.

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Brief Unit Plan with Transformative Outcomes

Unit name: Books Backwards and Online Sharing
Key Learning Areas: English, HPE and Digital Technologies
Year level: 5/6
Notes on resources required, classroom management and potential issues across
the unit:
1. Computer and internet access. If a ratio of 1:1 computers is unavailable this
unit can easily be tailored to group work with a smaller number of computers
being required. Each student however will be required to demonstrate their
learning through computer based software.
2. Issues that may arise with this unit include internet safety and cyber bullying.
This should be covered in a pre-lesson class discussion and consequences, for
engaging in or not reporting offences, should be made clear.
Transformative learning outcomes
By the end of these lessons students should:
-

Demonstrate their ability to create and publish an online picture book

Describe an issue of concern with an embedded message within an online

picture book

Can articulate the value of online learning sources and how it has helped their

learning.
Lesson 1: Introduction to unit (90 minutes)
Tune in/Class discussion:
Investigating different ways to tell a story (class brainstorm
on interactive whiteboard).
-

How might you tell a story?

How are books used to persuade readers to their points

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of view?
-

What important issues in your life might you want to

tell others about in a story/book?

Facilitate learning towards online blogs and wiki

spaces. How are these used to show points of view?
Can they be used for other things? ie journals.

Issues to list during discussion may include:

- bullying (cyber bullying included)
- peer pressure
- stranger danger
- drugs and alcohol
Note: Lower learners
Students are put into partners to research an area of interest

may need to be

(using computers) and write down important things about that

grouped with an aid

issue. They must find out:

or in mixed ability

A definition for their topic

pairs in order to get

What can happen

the most from the

Why it is a problem

experience.

How it should be dealt with

High achievers can

How others can be helped

change the template

Create their own blog on wordpress.com to answer the

of their blog to

questions, track their progress, copying links needed across

something they think

and writing short reflections (Appendix A).

is relevant to their
topic.

Lesson 2: Planning a story using ICT and a backwards

approach (90 minutes)

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Tune in/Class discussion:

-

Ask the students how they would normally write a

story?

They would probably write the words first and then

illustrate the story afterwards.

Ask them if they think it is possible to write a story

backwards using pictures to inspire the words.

Explain that is what they are going to be doing online

in relation to the topic they chose in the previous
lesson.

Note: Some students

1st activity:

may be proficient at

Students are given three artists from storybird.com to choose

navigating the

from. They are allowed to use any images from the artists of

internet while others

their choice to portray their chosen issue to others. They must

may not. Mixed

decide which images they think would best portray their

ability groups would

issue. They may spend some time thinking about what their

be useful here.

story might say in relation to the images.

They post the name of their artist and a link to that page on

If individual

their online wordpress.com blogs.

computers are
available students
who finish early may
be able to help those
who struggle.

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Figure 1: Example images taken from two different artists on

Assessment note:

storybird.com

Teachers can use

formative assessment

2nd activity:
Teacher scaffolds the online storyboard software. Explaining
they are to plan out their story in short form.

throughout the tasks

to gain awareness of
student

Students are to use the online based software at

storyboardthat.com to plan a story relating to their issue and
with their artists images in mind. They are only to use simple

understanding. Use
Post-Its with students
names to write notes,
observations and

text on this storyboard (Appendix B).

answers to questions.
They post links to their story board and reflect on the entire

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Collate in a book later

lesson in the wordpress.com blog

for effective
formative assessment.

Lessons 3 & 4: Creating our online books/Assessing ourselves and our peers
(2 x 90 minute lessons)
Resources required:
-

Interactive whiteboard or equivalent projector

Storyboards that students have created in previous lesson on

storyboardthat.com (Appendix B)

Wordpress.com blog journals from previous lessons for information (Appendix

A)

A computer for each student or group with internet access

Teacher must have set up the class account with storybird.com and added each
student or group prior to the lesson so that the students can access the program

and begin their stories in a safe environment.

Lesson activities
Introduction:
Show examples of books that have been created using storybird.com to facilitate
learning and get the creative juices flowing.

Main Culminating Activity:

Using all the ICT based resources that have been employed over the past 3 lessons
-

Wordpress.com

Storyboardthat.com

Storybird.com

The students use a self-managed learning approach to create their online picture book
(Appendix C) following the assessment page provided to them from the teacher

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(Appendix D).

Conclusion to unit:
Students complete a peer evaluation (Appendix E) and self-reflection (Appendix F)
answering questions provided to them from the teacher in their online wordpress.com
blogs.
Assessment

Teaching evaluation:

Formative assessment:
-

Observation and questioning throughout Check the self-reflection and unit

the 4 lessons to help obtain students

reflection on their own online blogs.

understanding levels and what might

still need to be scaffolded.
Summative assessment:
-

Use of formative assessment notes from

throughout unit.

View picture book created by student

Check the peer assessments and selfreflections in the online blogs.

Rubric for final assessment.

References

Chandra, V., & Mills, K. (2014). Transforming the core business of teaching and
learning in classrooms through ICT. Technology, Pedagogy And Education.
doi:10.1080/1475939X.2014.975737

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Finger, G., Russell, G., Jamieson-Proctor, R. J., & Russell, N. (2007). Transforming
learning with ICT: Making IT happen. Frenchs Forest, N.S.W.: Pearson
Education Australia.

General Teaching Council for England. (2007, November 1). Research for Teachers
Transforming teaching and learning with ICT. Retrieved from http://www.tl
a.ac.uk/site/SiteAssets/RfT1/06RE042%20Transforming%20teaching%20and
%20learning%20with%20ICT.pdf

Appendix A
Example of a simple blog using wordpress.com which may be created by the students
to keep track of their work throughout the unit. This example may also be found
online at https://cyberbullyingblog222.wordpress.com/

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Appendix B
Example of a storyboard using storyboardthat.com that might be created to help them create their picture book.

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Appendix C

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Example pages of the type of expected final picture book on Storybird.com. Full example online picture book has been created and is available
at: http://storybird.com/books/millie-and-the-cyber-bullies/

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Appendix D
Example of exact wording that would be presented to the class for them to show their
understanding.

Evidence of my learning
Present your topic as an online picture book on Storybird.com
Use the information gathered and story board created to help you design
and publish your online picture book.
Instructions:
- You must have a title, cover, beginning, middle and end
- It must be at least 7 pages long

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- Your book must:

1. Define your topic
2. Explain issues surrounding your topic
3. Have a message (which might be: how to
deal with your topic, what to do if you or a
friend are suffering from your chosen topic
or how to prevent your topic from occurring)

Appendix E
Example of exact wording used for online peer assessment and self-reflection.

Peer and Self-Assessment

Peer assessment:
Answer the following questions on your assigned classmates
wordpress.com blog:
-

I am reviewing the online picture book by:

It was called:
What was the book was about?
What message did the book have?
One great thing about the book:
Something I think could have been improved:

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My own reflection
Answer the following questions on your own wordpress.com blog:
-

How did using the software in this unit help my learning?

Through participating in this unit I learned (list at least 3 things)
What are the benefits of using online blogs to communicate?
I would be able to use my knowledge of wordpress.com,
storyboardthat.com and songbird.com for other learning areas if
required?

strongly agree------agree-------not sure------disagree-----strongly disagree

Appendix F
Example of final assessment rubric for a student in the class.

Books Backwards and Online Sharing Assessment Rubric

Student name: Aaron
Beginning
Consolidating
Proficient
With significant
teacher assistance
Demonstrate the
ability to create and is able to somewhat
navigate the three
publish an online
picture book using programs used.
relevant software.
Does not make
links with the three
Wordpress.com
Storyboardthat.com programs used.
Storybird.com
Needs further
scaffolding.
Story is written
with message

With minimal
teacher assistance
is able to
sufficiently
navigate the
programs used.

With little or no
teacher assistance
is able to
competently
navigate the three
programs used.

Makes links with

the information and
relevance of each
program.

Articulates clearly
the reasons for the
use of each
program.

Story is written and

message is

Is able to assist
others.
Story is written
with clear message

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Describe an issue
of concern and
include a message
for the reader
(chosen in first
lesson) within an
online picture book

Can articulate the

value of online
learning sources
and how it had
helped their
learning.

absent.

included but
unclear.

Images have little

or no relevance to
text.

Images clearly
relate to text.

embedded.
Images have been
carefully chosen to
relate to each page
of text.

More scaffolding
required.
A basic explanation
of how using the
online
sources/programs
has helped their
learning.

A brief overview of
how the online
sources/programs
helped their
learning.

Limited
Cannot describe the explanation of the
value of online
value of online
learning sources
learning sources.
More scaffolding
required.

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A well-articulated
answer for how the
online sources/
programs has
assisted their
learning.
Gives a rounded
overview of the
value of online
learning sources.