Word Hippo

Name of teaching resource

Word Hippo

Weblink (if web based)


Who should this digital teaching resource be used with? (ie year/grade)

This resource has a large focus upon words and reading so I would suggest it for children towards the end of grade one and going onto grade 2.

How should it be used? (e.g. individual, whole class)

Individual- Children can use this independently when working in small group to find rhyming words, opposites and find similar words when writing.

Whole Class-

Using an interactive white board a teacher can ask the children to search for words for poetry writing or work as a group to find different words to use in writing using the thesaurus.

Which subject or learning area would it be most appropriate to use in?

This resource will be most appropriate for English or Writing classes.

Identify the strengths of this teaching resource

·         Easy to use and navigate for children

·         Lots of options within one website e.g. rhyming, thesaurus, tenses, opposites.

·         Helps children pronounce words

·         Can be used on computer or Tablet

·         Gives children a chance to independently search and discover words.

·         Can be shared on Google+


Identify any weaknesses of this teaching resource

·         Website requires reading and comprehension skills that some children may struggle with.

·         Difficult for young children to use without help.

·         Supervision may be necessary to ensure that children do not click on adverts or leave web page.

Explain any ideas you may have for further use of this teaching resource

Word Hippo could also be useful for a teacher to use with spelling or searching for words using the thesaurus.

Word Hippo also has a translator which could be useful for teachers working within a culturally diverse classroom.


Subtraction Hopper

Evaluation Matrix

Name of teaching resource

Subtraction Hopper

Weblink (if web based)


Who should this digital teaching resource be used with? (ie year/grade)

Children could be introduced to it beginning in Prep and by Grade 1 children should be able to use it individually.

How should it be used? (e.g. individual, whole class)

Individual- Using the interactive whiteboard, computer or Tablet children can play this game individually.

Whole Group-

Using the Interactive whiteboard the class can work together to answer the maths sums.

Which subject or learning area would it be most appropriate to use in?


Identify the strengths of this teaching resource

·         Colourful

·         Easy to use

·         Simple sums that can be done by children.

·         Children can move onto other games once they have finished.

·         Children can play individually or in groups

·         The game has a story child can follow e.g. the monster likes jumping in puddles, how dirty you can get the monster.

·         Easy to understand instructions


Identify any weaknesses of this teaching resource

·         Children may need to be supervised while using the game so as not to click on adverts.

·         Repetitive, children may not want to play over and over again.

Explain any ideas you may have for further use of this teaching resource

Children could race to see who can do the most sums first to continue an interest in the game.

This game could be used as a reward for hard work and concentration e.g. Friday afternoon free choice activities.

Week 6- Being a digital Curator

The most significant thing I found while researching about Digital Curation was how important it is for teachers. As a Preschool Teacher and a student who is constantly searching for resources and ideas I know how important and useful it is to have a compiled and easily available for whenever needed. I find that Pinterest is a very useful website to use as it allows users to share information and “pin” it to boards for later reference. Pinterest is also searchable to if a teacher was looking for something specific such as language activities or craft.

 While I was researching about the importance of being a digital curator I was discovered Scoop. I had never heard of Scoopit before and as I continued to read about it I found out that Scoopit is a website that “collates work from online publications” (Johnson, 2013). While I researched Scoopit I found that there were many different topics that could be useful for a teacher such as technology and assessment.

As a teacher looking for new ideas and different approaches can be difficult when just using a search engine as search engines can retrieve any number of results that may not relate to what a teacher is looking for. Using websites such as has Pinterest allow people to “archive, annote and appropriate” (Flintoff, Mellow & Clark-Pickett, 2014) information for later reference. The websites like Pinterest are also useful as they allow not only for quick and easy searching and sharing but they are “visually appealing” (Flintoff, Mellow & Clark-Pickett, 2014) which makes it even easier to sort and compile the information needed. I use Pinterest regularly to compile information for teaching, gathering ideas and information about such area as writing strategies and Group Time ideas.


Flintoff,K., Mellow,P., & Clark-Pickett,R. (2014). Digital Curation: Opportunities for learning, teaching,     research and professional development. Retrieved from                 http://ctl.curtin.edu.au/events/conferences/tlf/tlf2014/refereed/flintoff.html

Johnson, L. (2013) Why Scoopit is becoming an indispensable learning tool. Retrieved from                          http://www.teachthought.com/technology/why-scoopit-is-becoming-an-indispensable-            learning-tool/

Steve Spangler Science. (n.d).Pinterest for Educators [image]. Retrieved from http://www.stevespanglerscience.com/blog/education-today/how-teachers-and-educators-can-use-pinterest-as-a-resource-in-and-out-of-the-classroom/

Week 2- Digital Convergence

The significance Digital convergence within a classroom involves different types of media (such as movies, games and books) together to increase “the audiences understanding, enjoying and affection for the story” (Transmedia Storytelling, n.d). This can be seen especially in today’s popular children’s movies, these movies are also available in books, online games and

Before I began week three’s readings I actually wasn’t aware of what digital convergence was and how it related to teaching technology. As I read through the weekly readings I was able to see that Digital convergence or Transmedia “refers to a set or narrative and non-narrative elements that are spread out systematically across multiple platforms” (Alper & Herr- Stephenson, 2013). I was able to see what transmedia was easily by referring to the following visual. Image retrieved from http://www.tstoryteller.com/transmedia-storytelling

The visual was able to show me how Transmedia relates to children’s learning in Early learning education. The picture shows that by covering many different types of media can fit together to provide children with engagement and enjoyment while they learn.

This technology is important for teacher to use as it allows for “engagement with each successive media” and heightened enjoyment, “understanding and affection” (Transmedia Storytelling, n.d) for the story. Children who are more engaged and enjoy what they are learning are more likely to remember and recall the information they are learning.

References –

Alper, M & Herr- Stephenson, R. (2013). Transmedia Play: Literacy across the Media. Journal of                 Literacy Education. 5:2, 366-369. http://digitalcommons.uri.edu/jmle/vol5/iss2/2/

Transmedia Storytelling – Transmedia Storyteller. (n.d.). Retrieved from                 http://www.tstoryteller.com/transmedia-storytelling

Week 1- What is a Digital World?

While researching about what a digital world was I found the most significant thing was remembering that not all children come into a classroom being “digitally fluent” (Howell, 2012). Although it seems that children come straight into Prep knowing how to use an IPhone, IPad and computer this is not true and some children will have had very little experience with technology. These children may be at a disadvantage, beginning school with little or no knowledge of technology however it is a teacher’s responsibility to ensure these children are able to become digitally fluent by introducing them to age appropriate technology within the classroom.

As I was reading the article written by Mark Prensky titled “The 21st– Century Digital learner” I was really interested to read about the panels that he had undertaken with the children to help him understand what the children want to learn about. Prensky (2008) stated that children are “disconnected” and “have little impact” in what they learn. As a teacher, using Prenskys approach could be helpful to gain the children’s interest in technology and ensure that children are engaging in learning that will make then digitally fluent (Howell, 2012)

During my reading and research I discovered that is important that  teachers need to be able to not only use technology but also teach children how to use it. As stated by Howell (2012) we are living in a “global information society”. This connected world we live in which basically has “no boundaries for communication” (Howell, 2012) and as a teacher it is our job to ensure that all children are prepared to communicate in this new world (Howell, 2012).


Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and creativity. South     Melbourne. VIC: Oxford University Press.

Prensky, M. (2008). The 21st-Century Digital Learner. Retrieved from http://www.edutopia.org/ikid-      digital-learner-technology-2008