For this week’s EDN305 tasks, consider ways to incorporate technology into your lessons.

Examples below facilitate teaching and learning:

- by the use of technology to teach new concepts

- for students to demonstrate their understanding.

                Graphs, diagrams, tables, PowerPoints, share ideas in chatrooms, video demonstration of
concepts, presentation of information, create websites or blogs...

You might have other ideas. There are other uses of technology to support learning. For example record
student learning in checklists on iPads or spreadsheets.

1. Choose one descriptor from the curriculum in your Learning Area for EDN305 and cut and paste it
into your responses for this week.

 HASS Year 8 History.

 Description of topic content: The way of life in medieval Europe (e.g. social, cultural, economic and
political features) and the roles and relationships of different groups in society (ACDSEH008)
(SCSA, 2019).
2. Click on the code that follows the descriptor. You will see Elaboration of the descriptor and often
there are resources teachers can use. Cut and paste what you find into your responses for this week.

 Describing the structure of feudal society (for example, the role and responsibilities of the king,
nobles, church, knights and peasants)
 Scootle resources are also available.

3. Choose 3 different ways that you could use technology to teach the concepts related to the
descriptor you have chosen. You can use ideas from the list above or you might have your own ideas.
You can search on the internet.

1. Create a student chat room (such as using a learning management system that the school prefers or
software such as Microsoft teams) and post prompts for students to respond to. Prompts could be
written or responding to images or short videos. Discussion would be monitored to ensure posts were
respectful and discussion kept on task. To ensure students engage in this content it could form part of
an assessment mark if students are likely to be motivated by marks (this may be evaluated based on
the class behaviour and learners within the class).

2. Using software such as Microsoft word or Smartdraw (dependent on a school’s student resources)
students can research the different societal groups during Medieval Europe and create and fill in a
hierarchal diagram to demonstrate what groups there were and where they sat in relation to status. To
further expand this, students could then write a
short descriptor for each class group, examples of
who would fall under each group type, and how
large a percentage of the population each group
usually accounted for (to demonstrate how few
noblemen’s there were in comparison to a very
large population percentage in the lowest tiers).
To the right is an example of the diagram type I
would expect of students.

3. Watch the video (linked below) on the ABC

education website that explores Medieval
 disease, medicines, and remedies in class. Pausing at key points and encouraging students to write
down specific key concepts in their notes. This could then be supplemented by using a quiz website
such as Quizlet or if devices were limited could be given as a handout to ensure students were
listening and able to understand key concepts. The results for such test would be informal and not
marked but provide information to later analyse for the teacher and allow students to reflect on their
results (assessment for learning).
Video link: https://education.abc.net.au/home#!/media/1608474/

4. Explain why you feel the resources you chose would enhance students’ learning, eg does the
resource demonstrate the concept clearly or give a realistic understanding. Explain how.
(Maximum 300 words for your explanation.)

Each of the resources focuses on a different learning type developed by Howard Gardner (as
discussed in topic 2). This allows a differentiation and multi-faceted approach to teaching and
learning and in theory should aid in scaffolding learning for students and developing learners ability
to research, learn, and create more independently which will be increasingly relevant as they
progress in schooling and potentially into tertiary education.

The chat room resource would be a beneficial resource for students from a range of learning
preferences as the discussion prompts could address differing student needs. For example one week
students could respond to a common song from the Medieval period, benefiting learners with
musical intelligence. Following on the next week may be an excerpt from a diary log written during
the time, this prompt would be ideal in helping learners with keen intrapersonal skills. Over a
prolonged period and through various topics of study within a unit this resource would be able to
adapt to each topic and address multiple types of learners needs in one place.

The following resources, the diagram and the video, both suit more specific types of learners and
would be beneficial to implement when first introducing and discussing a topic in order to guide
learners and ensure the information they are reading, watching, evaluating, and analysing is correct.
The diagram in particular would benefit mathematical-logical learners, whereas the video resource
would benefit visual learners.

Each of the resources would be allow the teacher to monitor student learning to ensure all students
are on the right track and developing a deep understanding of the concepts being taught. In addition,
easy monitoring ensures the teacher can check students are on task and engaged, therefore limiting
distractions and poor classroom behaviour.