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Learning and Teaching with ICT

Assignment 3: After Tasks

Unit of Work: Authentic Learning Environment (Bullying Wiki)

After Tasks

After students have finished the main task, completed the Self Reflection related to group skills and presented their product to another class it would be extremely valuable to use one or two of the cooperative or graphic organiser strategies mentioned on the During the Task page. This would be an excellent summative evaluation of what the students have learned and improved upon as a result of participation in the wiki. It could also be a great idea to have students upload responses to the ‘Comments’ page of the wiki as well as utilise one of the Discussion pages from within the wiki. Student feedback will provide a fantastic opportunity for the teacher to adjust future tasks and students could even provide suggestions as to the types of similar tasks they may like to do next or feel they should do next. The teacher could create a student survey as well if that suited their context.

Participating in one authentic task such as this Bullying Wiki is a fabulous introduction for students working with an ICT medium or expanding their existing skill set, however it will be through repeated practice and refining of skills and strategies that they will be effectively able to develop these skills. There is an endless variety of options regarding future tasks and this would be dependent upon the needs of the students once again. Table 3 outlines some ideas that may be useful for students to be engaged in following this wiki. Some tasks relate to Bullying and others relate to use of the technology.


Table 3. Ideas for future tasks following completion of the Bullying Wiki.

Students could create their own wikis on a theme or issue of their choice.

Students create a poster using paper and pens outlining the effects of bullying. These could then be reproduced using Tux Paint freeware.

Students could be provided with scenarios related to bullying that they could re-enact in groups and record to video. These could be uploaded to You Tube or a wiki.

Students could imagine they have been bullied and write letters to the bully describing how it makes them feel. They could type this and illustrate using Microsoft Paint or Tux Paint software (freeware).

Students could create their own presentation about their journey through creating the Bullying Wiki task and use the Present Me tool to record themselves presenting this.

Students could create their own website that provides strategies for overcoming bullying. This could have a focus on a type of bullying such as verbal, cyber or physical.

Students could work in small groups or with partners to create a Bullying Rap. The teacher could provide some ideas for getting started and students could use Garage Band or Acid Xpress to record their music using loops.

Students could use technology to create comics using the Make Beliefs Comix online tool. These could be related to a topic of choice or to a specific aspect of bullying such as Bystander Behaviour.

Students could create narrative stories in a Round Robin format (first person writes for 3 minutes then the story is passed around the group for the next person to add onto). These could be published using the technology and shared.

Students could use Windows Movie Maker or iMovie to create slideshows on the effects of bullying. They could use cameras to create digital photos depicting aspects of bullying as part of this.

Students could create podcasts that role play bullying situations. These could be shared via the Podbean website.

Students could design word clouds using the Wordle website. These could relate to bullying and with the more powerful words repeated, emphasis on these would appear in the Wordle.


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