Year: 5 

Lesson: What does this book tell me? A brainstorming exercise.


Resources: 1)Reference texts,

2)computers with internet access,

3)bubbl.us website,

4)focus task worksheet,

5)example bubbl.us chart

Topic: Students read the first two chapters of a text provided, before brainstorming what the book tells them on a literal level (who, what, where, when) and an abstract level (moral, symbols) using bubbl.us software. 
Steps:1) Explain task and show examples of completed task for students to use as reference

2) Allow children to form pairs (or some groups of three if numbers are uneven)

3) Assign each group a text to read and write a list of things they discovered while reading it.

4) Show students how to work bubbl.us in a short tutorial session

5) Allow students to form their own style of flow chart based on the suggested focus (literal and abstract meaning from text)

6) Go around to each group’s computer and have student’s briefly explain their readings and how they set up their ideas based on reading.




One risk with this activity is that it is a little too broad which could lead to confusion so checking groups as they work would be a wise idea to reduce confusion.  Another issue could be that students have issues using the bubbl.us site, in which case vigilance is again necessary.





DIGITALLY FLUENT? I’d say I’m a 7/10.

Langwitches (2014). Digital Fluency [Image]. Retrieved from: https://langwitches.wikispaces.com/Digital+Fluency
According to Howell (2012) and 21st Century Information Fluency (https://21cif.com/resources/difcore/dif_faqs.htm)
Digital fluency is the extent to which an individual can interact, understand and meaningfully engage with any given technology (Howell, 2012; Gee and Hayes, 2011). In my case, this is a point I have to consistently improve on. This is due not only to the fact that I do not engage with as many different types of technology as I could but also that I, as is the case with the majority of people, cannot keep updated with every new innovation as it arrives in the market. So fast and broad is the change of old to new technology that it is near impossible for any individual to follow.

This creates for me the frightening pressure of taking the extra time and effort to ensure that I am not only aware of the newest technologies relevant to my field (i.e. teaching) but that I am familiar with how each functions at least on a basic level. Students and parents are what has been termed by Howell (2012) to be digitally expectant – they expect educational professionals to be the expert in what they are teaching. In the case of technological education, it becomes the educator’s responsibility to continually expand their knowledge of what is new in the field and to sort out what is most relevant to student’s needs as future members of various different vocations.



Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration & creativity. South Melbourne, VIC:
Oxford University Press.

Gee, J. P. & Hayes, E. R. (2011). Language and learning in the digital age. Abingdon, Oxon: Routledge.