The Digital Technologies curriculum encourages students to ‘create and share information in safe online environments’. What are some ways that you would have students sharing work and creating work online together and what tools and environments might you use?
In the modern classroom there are a multitude of online ways that students may share ideas, communicate and collaboratively work in educational methods. Some of the ways that I have reflected on during my practicums and throughout lectures include:
- The Google suite: Using the google suite to share work, comment and work as both independent collaborators and in groups
- Apps such as Seesaw and Class Dojo
SCASA achievement standard C (Students carry out the safe use of common digital systems for learning) and D (Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others when using digital systems for learning) encapsulate this. If analysing this using Bloom’s taxonomy, by using Docs to analyse and evaluate shared and collected data before creating new content children are at the top of the pyramid.
In a specific Year 6 context, and this is covered by Curriculum code ACTDIP022
The concept of sharing work online collaboratively poses two concurrent problems:
- How to share and create work in an ethical and socially acceptable way
- How to offer feedback, assume task responsibly and equal task sharing.
The Google collaborative suite allows students to share documents with the teacher, peers and parents, and comment, reflect and re write as they see fit. As a collaborative tool, it provides feedback to the students instantly. With appropriate scaffolding of use, the integration of google docs allows for a more holistic approach to learning.
In my future teaching I plan to use the Seesaw app to communicate with not only students but their parents. I plan on first establishing a rule of ethical use with the students; discussing what they should and shouldn’t say online and to each other, as well as the effectiveness of shared learning.
If used appropriately, when compared to the SAMR model, SeeSaw offers a previously inconceivable redefinition of what collaborative work can be; work that can be seen (if allowed by the moderating teacher) and commented on in real time by educator, peers and family. If ITC and online information sharing is treated as a holistic and real time feedback tool, the scope for safe educational and empowered growth is huge.