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As I’m getting ready for my second year teaching a 4th class in a DEIS school here in Dublin, I’m buzzing with ideas on how to use IT. My first year was a bit of a whirlwind, but I got the hang of using Google Classroom to post homework and links. It was also used for quizzes as a form of assessment in the class through the use of iPads. It really showed me how vital it is to have tools that just work well.
The interactive digital story I’ve just shared is a big step for me. Last year, I was mostly giving the kids things to look at online. But this year, I really want to get them to create things. Slides isn’t just for putting up bullet points, we can use it to make our own stories, build projects together, or even create quizzes. It’s about moving them from just using tech to actually making stuff with it, which is a massive change for how I’ll plan my lessons.
Thinking about the year ahead and a blended approach, the Google Workspace tools are a perfect fit. I’m imagining using Google Meet for a virtual ‘mystery guest’ speaker to talk about their job, or even to link up with a class in another country. It’s a way to open up the classroom to the world
It’s all about making sure learning doesn’t just stop when the school bell rings. These tools give us the chance to keep the curiosity going and give the kids the kind of digital skills that they’ll be using for the rest of their lives. It feels like we’re not just teaching them facts anymore; we’re giving them the tools to be lifelong learners in a digital world, and it is great to see how creative they can be through the use of these tools.
Here is a link to my Google Slides presentation: https://docs.google.com/presentation/d/1yp-_eZAcSJ4z0jTTkMNMTOp9kaUN9_UHWTey4fa-Fd0/edit?usp=sharing
Link to quiz on Water Cycle for 4th class kids: https://docs.google.com/forms/d/1j27TWTYuYnky9T_MJtp6DbnVN3B1BhfvVDY_RZKJ2Go/edit
At the start of the topic in September, this quiz can be used as a quick, informal Assessment for Learning tool. The instant results will provide a clear picture of what students already know and, more importantly, highlight any misconceptions they may have. This data is invaluable to me and allows me to adjust lesson plans on the fly to focus on areas of genuine confusion and avoid spending too much time on concepts the class has already grasped. The immediate data analysis from Forms is a brilliant feature for this.
Later in the unit, a modified version of this quiz can serve as a formal Assessment of Learning. This provides a summative score and helps in reporting on overall student achievement. By comparing the initial AfL results to the final AoL, you can clearly demonstrate the learning that has occurred. Additionally, the feedback feature in Forms allows for targeted, written comments for each student, which is key to providing feedback that truly moves learning forward. It’s a simple yet powerful way to make assessment a meaningful part of the learning journey.
The paper by Hallissy et al. (2013) makes a strong case for moving past old-fashioned teaching methods, and I agree completely that building 21st-century skills is really important. In our 4th-class DEIS school in Dublin, I’ll use the hurling project to do just that. My main focus will be on the skill of collaboration, which I think is a basic skill everyone needs to have.
For this project, my job will be to guide the group work, not just give out facts. In a DEIS school, it’s especially important to help kids feel like they’re part of a team. By giving them specific jobs like ‘Project Manager’ and ‘Marketing Strategist,’ I’m making a situation where they have to depend on each other. The iPads and Chromebooks will be a big help here. They can use them to look up information on hurling, create posters or short videos, and work together on the shared Canvas document. I’ll walk around the classroom and ask questions to get them thinking, like, “How can you help your teammate with that?” or “What’s the best way to sort out this disagreement?” I’ll be looking at how they work together—how they listen, share ideas, and solve problems as a team—not just at their final project. This way, the kids won’t just learn about hurling; they’ll get better at the important life skill of working with others to get things done.
Here is a link to the google doc of the project guidelines:
I forgot to add the classroom. Here is the link and the joining code:
https://classroom.google.com/c/NzczNTQ3NzIzMzMz?cjc=b4r3yqtx
b4r3yqtx
Having explored these digital tools, I can see their immense potential for my 4th class, particularly as we have access to Chromebooks and iPads in our DEIS school. The primary benefit lies in using the Google Classroom Drive folder as a central hub for student work, which creates a powerful digital portfolio for each child.
Google Classroom is such an effective tool. Last year with my 4th class I used Google Classroom as a form of assessment. It allowed me to have access to the children’s work without needing to file everything away. The children would upload different tasks and assignments that I made available for them. This allowed me to make private comments and feedback for the children to see where they can improve upon. It also allowed myself and the children to see the progression in their work which can also be highlighted. The improvement in handwriting from the start of the year to the end was great to see for myself and the children. These improvements impacted the children’s attitude towards learning and confidence.
I saw this link on another post but I thought it was a great resource. The ‘Be Internet Awesome’ program. I’ve chosen the “Share with Care” pillar, as it directly relates to the importance of responsible sharing online, which is a key topic for my 4th Class pupils.
To localise and enhance this for my classroom, I would link it directly to the resources available on Webwise, the internet safety initiative. This will provide a more familiar and locally-relevant context for my students. We could also use this unit to prepare for Safer Internet Day, creating projects on our Chromebooks or iPads. For example, students could use a creative app to design posters or short videos explaining the “Share with Care” rules, which they would then upload to Google Classroom.
This approach will allow us to discuss the concept of a digital footprint, emphasizing the importance of respecting privacy and seeking permission before sharing photos or information. By using both “Be Internet Awesome” and Webwise resources, I can provide a comprehensive and culturally-relevant lesson on internet safety, preparing my students to be more confident and responsible digital citizens.
Link to the resource: