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Over the past number of years, I have seen how digital technology can enhance learning by making lessons more interactive and providing pupils with different ways to engage with content. For this activity, I would use Google Slides to create a short interactive digital story, allowing pupils to explore the story through images, text and links. This could be particularly useful for literacy, as pupils could make choices within the story and discuss the different outcomes.
Google Workspace tools such as Classroom and Groups could support learning both inside and outside the classroom. Google Classroom could be used to share resources, set tasks, provide feedback and allow pupils to access learning materials at home. Google Meet could also support communication and learning when pupils are unable to attend school or when collaboration with others is beneficial.
Going forward, I would like to use these tools more consistently as part of a blended learning approach. They could provide greater flexibility, support collaboration and allow pupils to continue learning beyond the classroom. I would also need to ensure that activities remain accessible and purposeful rather than using technology simply for the sake of it.
<p class=”isSelectedEnd”>After reviewing Dylan Wiliam’s paper on formative assessment and self-regulated learning, I recognise the importance of using assessment to inform teaching and support pupils in becoming more independent learners. In my current practice, I use questioning, observation, discussion and pupils’ work to assess understanding. However, I would like to make greater use of digital tools to gather evidence of learning and respond to pupils’ needs.</p>
<p class=”isSelectedEnd”>In September, I would use Google Forms to create short assessments at the end of a topic. These could include multiple-choice, short-answer and self-assessment questions. The responses would give me an immediate overview of pupils’ understanding and highlight any misconceptions or areas requiring further teaching. I would use this information to adapt my planning rather than simply recording a mark.</p>
Google Forms could also support Assessment of Learning by providing evidence of pupils’ achievement at the end of a unit. I would combine these results with classroom observations and pupil work to gain a more complete picture of progress. Pupils could also reflect on their results and identify personal learning targets.John thank you for listing the google voice idea, this would be very useful for children when creating projects
For this module, I would use Google Slides for a 6th Class Geography activity focused on exploring the pupils’ local area. Working in small groups, pupils would investigate different aspects of their local community, such as landmarks, transport, land use, services and physical features. Each group would create a collaborative Google Slides presentation containing images, maps and short descriptions before presenting their findings to the class.
To support inclusion, I would provide differentiated templates and allow pupils to use accessibility features such as Voice Typing, captions and screen reader support. This would give all pupils opportunities to contribute according to their individual strengths and needs.
I would provide feedback through comments on the shared Slides and class discussion. Pupils could then complete a short Google Forms quiz or reflection to identify what they learned.
This activity would also support SSE by providing evidence of pupil engagement, collaboration and progress while demonstrating how digital technology can enhance learning.
I created a Google Slides learning sequence for 5th Class based on the topic of the Vikings. I began with an engaging question to encourage pupils to discuss what they already knew about the Vikings and share their ideas with their peers. I then used a series of slides to introduce key information, supported by clear images and short bullet points rather than large amounts of text. The lesson ended with a paired activity where pupils created a timeline showing important events and developments from the Viking period.
One change I would make would be to give pupils greater choice in how they demonstrate their learning. For example, they could create an infographic, mind map or brainstorm. This would encourage creativity and allow pupils to demonstrate their understanding in different ways.
This activity links with SSE by showing how digital technology can be used purposefully to support teaching, learning and pupil engagement. The pupils’ work could also provide evidence to inform future planning.
<p class=”isSelectedEnd”>Digital technology has great potential to make learning more engaging, collaborative and accessible for all pupils. Tools such as Google Classroom, Google Docs, Book Creator and Wordwall can support creativity, active learning, differentiation and formative assessment. I have used Book Creator and Wordwall most in my practice and have found them useful for creating interactive learning experiences and monitoring pupil progress.</p>
<p class=”isSelectedEnd”>The SSE process can help me use digital technology more purposefully by using pupil voice, assessment information and classroom observations to identify strengths and areas for development. Digital tools can also support the monitoring of SSP targets for pupils with additional educational needs by providing accessible ways to record progress and collect evidence.</p>
As my confidence develops, I hope to share effective digital strategies with colleagues and contribute to the school’s Digital Learning Plan. I would particularly like to use Google Drawings to create comic strips linked to literacy and SPHE, as well as personalised social stories for pupils who need additional support.I think your research question is excellent because it connects climate change to children’s real lives and their local community. Starting with their own ideas about how the weather might have changed is a great way to spark curiosity. I really like how you involve families and older people, as it makes the investigation meaningful and personal. Using weather diaries, posters, and even drama performances makes the learning accessible for different strengths and learning styles. The “climate detective” idea is very engaging and gives pupils a real sense of purpose. This approach will definitely make the topic memorable.
This is a fascinating summary of satellites recently passing Earth and the variety of roles they play. I really like how you balance well-known examples, such as Starlink and the ISS, with more specialised satellites like NOAA and NovaSAR-1. Including EIRSAT-1 is an excellent touch, as it shows Ireland’s direct involvement in space exploration and makes the topic more relevant for learners here. The explanations are clear, accessible, and highlight how satellites support everyday life, from internet access to weather forecasting. This could be developed into an excellent classroom discussion or project on the importance of satellites in society.
I really like how you’ve linked the film HOME and the other videos to classroom practice in such a meaningful way. Starting with the Paxi video is an excellent idea to capture children’s interest, and the discussion afterwards gives them space to connect emotionally with the topic. Using the weather station to collect real data is a brilliant hands-on approach that makes climate change more relevant and concrete. The group work with posters and reports also encourages collaboration and creativity. Most importantly, your plan not only builds knowledge but also empowers children to believe they can make a difference.
Lauren, I really like your extension idea for the carbon footprint project. Creating campaign posters would make a fantastic display and also act as a powerful reminder for students to keep up their new habits!