John Wilgress, 22141789

FACULTY OF EDUCATION Student Name: John Wilgress

TEACHING & LEARNING PROGRAM Student ID: 22141789
(Secondary)

SCHOOL: St. Francis College YR: 9 SUBJECT: Digital Technologies (Content: HASS/History) TOPIC: Design a Virtual College Museum
PROGRAM OVERVIEW FOR (6 lessons) PERIOD (date) 08/05/2017 TO (date) 16/06/2017

Week/ Curriculum Links to Objectives Learning & Teaching Experiences/Content Resources Assessment
Lesson Digital General Aims that you Formative or summative
Technologies Capabilities/ want them to What students are doing/learning/engaging activities? What they will use? How achievement will be
Strands- Sub Cross judged?
achieve
Strands / ICT Curricular How results will be
Capability recorded?

Week Create and use General - Name and Lesson 1: School artefacts from Formative:
1, interactive Capability: empathize in Introducing the Topic. archives including a few Can students list historical
Lesson solutions for - ICT Padlet examples (Design thinking stages: Empathize & Define) paintings, photographs and things around the school
1 sharing ideas and - Literacy Motivation: old uniforms (enough in in a Padlet?
of the Colleges
information - Critical - Start with a Padlet where students are asked to which the teacher could Are students able to
online, taking and material heritage. placed examples of old things around the school that have brought over). record 5 ways people
into account creative - Record 5 different might contribute to its heritage. Computers and devices. study the past in their
social contexts thinking methods in notes Introduction: Projector. notes? (observation)
(ACTDIP04) - Personal how people study - Ask them why are these old things around the school Paper and Pens. Can students define the
and social the past based on are important? (Expected answer. Because there old ABC website for student schools historical
Creating capability the teachers Sir.) Why is it important to preserve old things? research preservation problem?
Solutions by: - Ethical (Expected answers. Because they cant be replaced. (http://www.abc.net.au/archi (discussion)
Coggle
- Identify and understandi Because they can tell us something about the past. ves/timeline/1950s.htm) or
define the needs ng presentation. Because they are beautiful. Because they help us Australian Government
of a stakeholder, - Create a Tiki- study the past.) (http://www.australia.gov.au
to create a brief, Toki timeline and - What ways are there to study the past? Use Coggle /about-australia/australian-
for a solution chronologically list presentation to outline how people can study the past. story/changing-face-of-
- Investigate a 5 Artefacts and What information the past gives us. How we can modern-australia-1950s-to-
selection of their dates. preserve the past for future generations. 1970s).
components/reso Activity:
- Discuss the
urces to develop - Present to the students (under a tarp) some objects Teacher ICT tool 1:
solution ideas, schools historical from the Colleges archive. Show them a picture of Use teacher Coggle
identifying and preservation the Colleges archive how its packed and presentation
considering problem and how disorganized. Ask them have any of you heard or (https://coggle.it/diagram/W
constraints the Principal wants seen of any of these artifacts? Would you want to see QgjyHysWAAByPU3).

1
John Wilgress, 22141789
them to solve it. them? Student ICT Tool 1:
- Ask students to create a Tiki Toki timeline account. Students to go to Padlet
- Show this teacher one as an example (https://padlet.com/) where
(https://www.tiki- they will place examples of
toki.com/timeline/entry/809084/War-of-1812/). the schools heritage.
- Based on these objects from the archive students are Student ICT Tool 2:
to place ten of them in a Tiki Toki timeline Students to create a tiki
according to dates provided by the teacher. Students toki (https://www.tiki-
are allowed to add some of their own dates significant toki.com/) account where
to their own family history (1950s to 2000s) or from they will create a timeline
the ABC website based on the school
((http://www.abc.net.au/archives/timeline/1950s.htm) artefacts.
and or Australian Government
(http://www.australia.gov.au/about-
australia/australian-story/changing-face-of-modern-
australia-1950s-to-1970s)).
- . Once finished students can print their timeline to pdf
and save it to their google drive for use next week (if
not the timeline will be able to save their timeline on
Tiki Toki). This timeline will be used later to
organize and create their museum exhibit.
Closer:
- Ask students. Is there a need to preserve our
Colleges material past? (Expected answer, yes.)
- There is a problem that we are going to fix. Tell
them the Principal has asked for our year to create a
school Museum to preserve its material heritage.
Week Create and use General - Create an Lesson 2: Computers and devices. Formative:
1, interactive Capability: ArtSteps Museum Begin to create a virtual museum to display the Colleges Projector. Did each student create an
Lesson solutions for - Literacy Exhibition account historical photos. Paper and Pens. ArtSteps Museum
2 sharing ideas and - ICT (Design thinking stage: Define & Ideate) ABC website for student
and email link to Exhibition account? (link
information - Critical Introduction research
online, taking and teacher. - Students today will continue defining what objects (http://www.abc.net.au/archi received or not present in
into account creative - Compare in pairs, need to be preserved and generate ideas on how to ves/timeline/1950s.htm) and teachers email)
social contexts thinking each of their educate people about these objects importance in a Australian Government Were students able to
(ACTDIP043) - Personal timelines. museum exhibit. website interpret in groups
and social - Submit their Tiki - Quickly show the students the teachers example (http://www.australia.gov.au pictures of an object from
Creating capability Toki timeline. ArtSteps museum exhibition account. Specifically /about-australia/australian- the Colleges archives?
Solutions by: what you wrote about each object. This is to be made story/changing-face-of-
- Interpret in groups (words present in google
- Investigate a available for the students to access the link. modern-australia-1950s-to-
selection of pictures of an (http://wilgressjohn6.artsteps.com/exhibitions/35356/ 1970s). docs chart)
components/reso object from the Permanent_collection) Were students able to

2
John Wilgress, 22141789
urces to develop Colleges archives - After, the students are to create an ArtSteps choose five images on the
solution ideas, and write their museum exhibition account Student ICT Tool 3: teachers google drive and
identifying and findings in a google (http://www.artsteps.com/). When finished students Students to log into add them to their
considering are asked to email the link to their teachers email. ArtSteps
docs table. ArtSteps Museum
constraints - Students will quickly compare each of their timelines. (http://www.artsteps.com/)
- Apply design - Choose five Did they add anything else in their timeline from that and create a Museum Exhibition account?
thinking, images on the period that might have given them context? Students exhibit account. (observation)
creativity and teachers google will have around five minutes when done to modify Student ICT Tool 4: Summative:
enterprise skills drive and add them their timeline, before they are required to submit their Google Docs student chart Mark students tiki-toki
- Design to their ArtSteps timeline link via email to their teacher for marking. (https://www.google.com.au timeline as a pass or fail
solutions Museum Exhibition - Once done, start a discussion with the kids about /docs/about/). (complete or not) based
assessing some of the objects from the archive with dates (you Teacher ICT Tool 2: on if they listed 10
account.
alternative have taken pictures and posted them in the google Google drive (pictures of
artefacts chronologically.
designs against drive). Many of these objects were physically shown artefacts from archive for
given criteria, to the students last week. This week the teacher will students)
using give a talk about them in a bit more detail. (https://www.google.com/dr
appropriate - Ask this question. Why and what objects interest ive/).
technical terms you? (Expected possible answer: I really like the old Teacher ICT Tool 3:
and technology college blazer as it shows what students used to ArtSteps teacher example
- Select, and wear.) How do we generate interest in objects within (http://wilgressjohn6.artstep
safely implement a museum? (Expected answer: By making objects s.com/exhibitions/35356/Per
and test interesting.) manent_collection).
appropriate Activity
technologies and - Students in groups are to think, pair and share one
processes, to object of their choice in detail. Ask them to think
make solutions about why specifically are these objects important to
- Work the school and how do they generate interest in them?
independently, The students are free to do research (might want to
and use ABC website:
collaboratively http://www.abc.net.au/archives/timeline/1950s.htm or
to manage the Australian Government Australian Government
projects, using http://www.australia.gov.au/about-
digital australia/australian-story/changing-face-of-modern-
technology and australia-1950s-to-1970s) on the internet to give them
an iterative and context about the time period the object came from.
collaborative When finished ask students to go to google docs were
approach. they will write the information about their object in a
Considers time, chart. The information placed in this chart will be
cost, risk and used by the students later in their museum to explain
safety the object.
Closure
- Do they know what objects they want to use? Based
on the earlier discussion and activity, Students are
3
John Wilgress, 22141789
asked to access your google drive folder with pictures
of the archives. They are to save 5 of these images in
their ArtSteps virtual museum exhibition. They
might have even written some content about the
object there.
- To conclude ask students based on today how to we
generate interest in historical objects? (Possible
answer: By creating an interesting Museum exhibit.)
-
Week Explore General - Define the Lesson 3: Computers and devices. Formative:
2, techniques for Capability: difference between How to interview people Projector. Could students define the
Lesson acquiring, - Literacy quantitative and (Design thinking stage: Define & Ideate) Paper and Pens. difference between
3 storing and - ICT Introduction White board marker.
qualitative data quantitative and
validating - Critical - Recap from last week. We have all these beautiful Access to YouTube to
quantitative and and - Create interview objects, but two problems. First, the objects are in watch Conducting an Oral qualitative data
qualitative data creative questions for senior danger of being damaged in their current place. History Interview (Discussion/observation)
(ACTDIP036) thinking members of the Second, if we create a museum it has to be engaging. (https://youtu.be/mVv_QAF Were students able to
- Personal College - Ask students if they know what is quantitative vs hm1A). create 3 interview
Creating and social - Create 3 simple qualitative data? (Expected answer. I dont know.) questions for senior
Solutions by: capability questions about the Quickly discuss the differences between quantitative Student ICT Tool 5: members of the College?
- Investigate a vs qualitative data (write this on the whiteboard). Google forms
schools history in a (observation)
selection of Writing a survey is a way of collecting quantitative (https://www.google.com.au
components/reso google form data. Interviewing people is a way to receive /forms/about/). Did students create 3
urces to develop qualitative data. simple questions about the
solution ideas, - Ask them who could we interview about the schools history in a
identifying and Colleges history? (Possible answer: If some of them google form? (they
considering say their parents or relatives, they themselves at home should send this to me)
constraints can perform a short interview. If not they will all
- Apply design perform an interview in Lesson 4, with an older
thinking, member of the College.)
creativity and - Show them a historical interview on YouTube
enterprise skills Conducting an Oral History Interview
- Design (https://youtu.be/mVv_QAFhm1A).
solutions - Explain how next class students in groups of four are
assessing to record older members of the past with a tablet,
alternative phone, video camera, laptop etc. Show them how to
designs against use a camera quickly if they dont know. Many of
given criteria, them should have some type of a camera which they
using can bring next class. If they dont have a camera one
appropriate will be provide for them.
technical terms Activity
and technology - Part one: in groups of four students will generate 3
- Work interview questions that they will ask about the
4
John Wilgress, 22141789
independently, schools past to an older member of the school. This
and will spark interest as an exhibit in their museum. (oral
collaboratively history)
to manage - Part two: students in the same group create a Google
projects, using Form, asking fellow students 3 simple questions
digital about the schools history. This will later be placed in
technology and a graph where it will be displayed inside their
an iterative and Museum exhibit. They will send this to my year 8
collaborative Digital Technologies class who will fill out this form
approach. (they will also send it to me).
Considers time, Closure
cost, risk and - Tell student that next class they will have four older
safety members of the College to interview. Ensure that they
have their interview questions finished.
- Check if they have finished their google form.
- Recap with students quantitative vs qualitative data.
- Remind them to bring a camera if they can. If not one
will be provided.
Week Create and use General - Interview an Lesson 4: Computers and devices. Formative:
2, interactive Capability: older member of (Design thinking stage: Ideate & Prototype) Projector. Were students able to
Lesson solutions for - Literacy the school with the Interviewing people Paper and Pens. interview an older
4 sharing ideas and - ICT USB thumb drives.
3 questions they Introduction member of the school
information - Critical Cameras (smart phones,
online, taking and created in lesson 3. - Today we are applying the questions we created in tablets, laptops etc.) if with the 3 questions they
into account creative - Elaborate on the previous class which will create a part of the students dont have one lend created in lesson 3?
social contexts thinking their museum students museum exhibit. one of your old phones or a (observation)
(ACTDIP043) - Personal - Introduce the older member of the school that the College camera.
artefacts by Did students elaborate on
and social students will interview. Tell them they have Student ICT Tool 3:
writing in their their museum artefacts by
Creating capability approximately 15 minutes with this person today. Students to log into their
own words what writing in their own
Solutions by: They are going to have to split their time with the ArtSteps accounts words what was
- Apply design
was articulated on other two thirds of the class who are in groups of four (http://www.artsteps.com/). articulated on the Google
the Google Docs people.
thinking, Student ICT Tool 4: Docs student chart from
creativity and student chart from Activity Google Docs student chart lesson 3? (observation)
enterprise skills lesson 3. - Students in groups of four take turns video (https://www.google.com.au
- Work interviewing one member of the school with the /docs/about/).
independently, questions they created last class (total of 3 senior
and members)
collaboratively - Other students who are waiting are told to work on
to manage their museum exhibition by adding information to
projects, using each of their pictures they added in lesson 2. It is
digital important that they try to finish as much today as
technology and possible (walk around the class checking to see how
much of their exhibit they have created). If time,
5
John Wilgress, 22141789
an iterative and encourage students to add extra parts to their
collaborative Museum, either by taking pictures around the school
approach. or by creating a video or written section on the
Considers time, schools patron saint and Franciscan Religious Order.
cost, risk and Closure
safety - When the students finish their interviews they are to
thank the senior College members for coming.
- Ensure two members from each group upload their
videos to a USB thumb drives to be used next class.

Week Create and use General - Create and Edit Lesson 5: Computers and devices. Formative:
3, interactive Capability: video for VIMEO (Design thinking stage: Ideate & Prototype) Projector. Did students upload their
Lesson solutions for - Literacy and post the URL to Introduction Paper and Pens. edited video and google
5 sharing ideas and -Numeracy
their ArtSteps - Basics of video editing. Show them a video example
USB thumb drives. form graph to their
information - ICT Vegas Movie Studio (on my ArtSteps accounts?
online, taking - Critical virtual museum. that was created using Vegas Movie Studio (available laptop) or similar video (observation)
into account and - Create, analyses on my laptop) or whatever software the school has editing software.
social contexts creative and upload a graph available for the students to use. Talk to them about Microsoft Excel or
(ACTDIP043) thinking based on the data using transitions and other movie effects that might Chartgo
Analyse and - Personal received from their enhance their video interview. (http://www.chartgo.com/in
visualise data to and social google forms in Activity dex.jsp) to create a graph.
create capability Student ICT Tool 3:
their ArtSteps - Students will independently edit their videos into
information and Students to log into their
address complex virtual museum. something that is creative with their video editing
ArtSteps accounts
problems software of choice. (http://www.artsteps.com/).
(ACTDIP037) - Students at the end in their group of four are to Student ICT Tool 5:
upload their file to Vimeo where they will post the Google forms
Creating URL in their museum exhibit. (https://www.google.com.au
Solutions by: - Second part of activity. Students will create a graph /forms/about/).
- Design
from the results of their group google form. They can
solutions
assessing do this either in Microsoft Excel or any other
alternative graphing tool of their choice (maybe Chartgo
designs against http://www.chartgo.com/index.jsp). When finished
given criteria, they will upload this with a short explanation of their
using results to their museum.
appropriate
Closure
technical terms
- Students have extra time and are allowed to finish up
and technology
- Select, and any little parts of their Museum exhibit.
safely implement - Ensure that they have finished there editing their
and test video and placed it on Vimeo.
appropriate
6
John Wilgress, 22141789
technologies and - Make sure students finished the graph and have
processes, to posted it on their Website.
make solutions - Let students know that next class they will have a bit
- Evaluate design of time to polish their exhibits and share their work
processes and with their classmates.
solutions against
student
developed
criteria
- Work
independently,
and
collaboratively
to manage
projects, using
digital
technology and
an iterative and
collaborative
approach.
Considers time,
cost, risk and
safety
Week Create and use General - Critique and Lesson 6: Computers and devices. Formative:
3, interactive Capability: Compare their (Design thinking stages: Ideate, Prototype & Test) Projector. Did students critique and
Lesson solutions for - Literacy Virtual Museum Introduction Paper and Pens. compare their Virtual
6 sharing ideas and - ICT Microsoft Word. Museum with other
with other - Students should have almost finished their virtual
information - Critical Student ICT Tool 3: students? (observation)
online, taking and students. Museums. Today will be the last day when they have Students to log into their Summative:
into account creative - Compile their time to do the final polishing. ArtSteps accounts Students will finish their
social contexts thinking virtual Museum. - Before the activity students will be given time to add (http://www.artsteps.com/). ArtSteps museum
(ACTDIP043) - Personal any last touches to the museum. Ensuring that all the exhibition at the end of
and social artifacts and information we want to display in the class and this will be
Creating capability museum. Students have to figure out based on the marked by the teacher. (to
Solutions by: design and the historical process to place objects in be marked and accessed
- Select, and the schools museum. This is the last day to hand in online via the links
safely implement the formative assessment. received from Lesson 2 in
and test Activity the teachers email)
appropriate - Gallery walk activity - Get students to look at each
technologies and other exhibits (prototype mode). Students will
processes, to randomly leave their computer and rotate around.
make solutions Students will log out of their ArtSteps accounts and
- Evaluate design leave their museum open for public viewing. A
7
John Wilgress, 22141789
processes and Microsoft word document will be left open so
solutions against students walking past can give feedback.
student Closure
developed - Are they happy with their work? What did they think
criteria of other students work? (Expected answer: we liked
- Work
everyones. Or, there were a few things this person
independently,
and could fix. Or, I liked this idea from this person.)
collaboratively - Students can quickly make any minor changes
to manage (grammar, spelling, and content) that they want to do
projects, using their Exhibit. Once finished publish their virtual
digital museums so it can be marked by the teacher.
technology and - Students will have their museums viewed by the
an iterative and
principal who will chose three to discuss with the
collaborative
approach. board, to see what they want to display in the future
Considers time, College Museum Room.
cost, risk and
safety

8
John Wilgress, 22141789
Teacher Reflection: Identify what are the most and least effective changes you would make in future.

Self Evaluation:
Was the problem broad enough to engage students with different interests?

Was my instructional method engaging enough for students?

Was ArtSteps a useful tool for assisting the student in creating a museum exhibition?

Was the tasks assessed reasonably? Did I need to give the students more formative feedback?

Was there further scaffolding needed for the students to complete their work?

9
John Wilgress, 22141789
Student Evaluation:
Were the students able to complete the assessments? Were they too difficult or easy?

Were the students able to display all the elements of Design Thinking Process throughout their work?

Were the students able to work collaboratively in their groups? Did some students require further help?

Were the students able to create solutions using ICT tools?

Were the students able to able to provide and accept feedback on their Museum exhibits?

10