Monthly Archives: April 2014

Tutorial 4 Using the Ipad to retell a story

Many young children come into school with vast experiences in using a wide range of technology. As teachers, we have a responsibility to capitalize on this familiar knowledge and incorporate the use of technology, such as Ipad’s and specific ICT software and programs, as a valuable learning resource in the classroom. According to Jones, (2012) it is our job to find the best ways to incorporate and “embrace new technologies and use this resource to enhance meaning making in early childhood literacy” (p.31). The effective use of Ipads and specific apps can aid in a students early literacy development including their vocabulary, speaking and listening skills.

One such Ipad app, titled ‘Playschool art maker’, has been well received and effectively used by Matthew Jones, a kindergarten teacher at Wiley Park Public school. In his class, many students were developing English as an additional language and through specific scaffolding and teaching strategies, Mathew’s students effectively used this Ipad app to develop and practice their oral retelling skills. This app is very engaging as it takes on a very familiar appearance as the very well known and LOVED ABC children’s TV program, Playschool. Within this App, students take active control of developing their own individual or collaborative story, choosing the background scene and a variety of classic playschool characters to feature within their story. Once students have developed their story scene, they can record their own dialogue/narration and re-watch the story they have created.

A highly engaging and fantastic resource that I would love to implement into a literacy teaching and learning sequence!about_apps_vid_preview

Jones, M. (2012), ipads and kindergarten- students literacy development, SCAN, 31(4), 31-40.


IWB example lesson: The Lost Thing

Today we’ve been looking at interesting and engaging ways to use an IWB within the primary setting. From some reading we have done on IWB(Higgins, S., G. Beauchamp, and D. Miller (2007), Reviewing the literature on interactive whiteboards, Learning, Media and technology, 32(3), 213-225.) it’s clear that when utilizing the IWB lessons, it should be interactive for the students. A Teachers’ interaction with the board alone is not enough! Here is an activity based on Shaun Tan’s fabulous book, The Lost Thing.

the lost thing
Lesson notes:

Aim: to consider how visual features (colour, shot angles, contrast, lighting, symbolism…) evoke 
an emotional response in a viewer and explore themes of the book.


Shaun Tan The Lost Thing – bookScreen Shot 2014-03-31 at 4.37.11 PM

1. Conduct a short revision discussion on how visual features evoke an emotional response to the viewer through the use of colour, shot angles, contrast, lighting, symbolism for their choices.

2. Having read the book or watched the 
short film, view a selection of images that 
use different types of angles and visual prompts. Have 
students come up and match key words to the image that best represents the mood, or the themes explored. When a student moves a word to a text box, they must give reasons for their choices (e.g. colour, shot angles, contrast, lighting, symbolism etc).

3. Working with the images and key words lead into class discussion (agree, disagree) and if certain words can be linked to 1 or more of the images.