Module 7: Web-Based Learning

Record in your blog some of the web-based resources that you may be able to use and how you will integrate them into your teaching.

The following web-based resources can be used as lesson enhancements (Roblyer & Doering, 2014, p. 260) across all disciplines, but are specifically considered for integration regarding my teaching areas of secondary HSIE and English.

Google Docs: Google Docs is a web-based word processor that enables group product development and serves as a collaborative online working tool. Students can electronically publish their work to create interpersonal exchanges and actively participate in their own learning (Roblyer & Doering, 2014, p. 261). This resource seems the most obvious choice for an English classroom, enabling development of literacy and digital literacies simultaneously. Suwantarathip and Wichadee (2014, p. 148) argue that the collaborative affordances of google docs enable development of students’ decision-making, problem-solving, conflict management and communication skills which are vital life skill outcomes.

Google Cultural Institute: The google cultural institute is a web-based curated exhibition of artefacts which offer a visual experience of significant historical, cultural and artistic events, people, and movements. It provides students with a multicultural experience, broadening their perspectives. For example, the World War II exhibit aligns with the Australian stage 4 History curriculum and contains 17 000 items, providing student access to documents unavailable in traditional learning environments.

YouTube Teaching Channel: This is a YouTube channel for teachers that contains a collection of educational videos, lectures, and visual resources. By using YouTube channels focused on education, teachers can access a forum of ideas, lesson plans and resources to integrate into the classroom (Roblyer & Doering, 2014, p. 260).

YouTube Edutopia Channel: This is a YouTube channel focusing on K-12 education that contains informational video on topics such as project-based learning, integrating tech into the classroom and social strategies. Chen identifies Edutopia as a rich resource that provides a panel of experts for teachers to tap into (2002). As teachers, it is our job to keep learning, reflecting and improving as we go, so subscribing to a channel such as this provides a way to gather inspiration and provides a web-based platform to pursue informal professional development. : The Constitute Project is a website that offers access to the world’s constitutions all in one location. Students can search the database per legislative topic or nation to compare and analyse texts. This resource could be used in a WebQuest to scaffold learning towards mastery of a content area such as the civil rights of Aboriginal Australians in the period leading up to the Freedom Rides of 1967.

Discovery Channel’s Discovery Education:  This web-based program offers teachers, students and parents access to digital media content, lesson plans, virtual field trips, learning communities, and other various resources. The website promotes its ability to tap into a student’s natural curiosity and desire to learn through interactive lessons, challenges and virtual experiences.

Scootle: This is an online database of digital teaching resources specifically related to the Australian Curriculum. By using the advanced search function to filter resources to specific curriculum needs, teachers gain access to a variety of lesson ideas and materials to use in the classroom.

Skype: This tool can be used to enable virtual field trips and discussion with guest speakers around the world. Developing a broad perspective is a key curricular goal for the history discipline, enabled by visual exposure to diverse perspectives and global experiences. Skype could also be used in a HSIE context to enable collaboration on a social action project involving real world scenarios (Roblyer & Doering, 2014, p. 267)

Google – Made w/code: Made with code is a resource that affords STEM learning opportunities. This is a resource not specific to my teaching disciplines but I enjoyed exploring aspects of technology integration through learning to code. I had fun emojifying myself attempting to study throughout the Christmas period. See below. Emoji’s could be used as a fun activity to develop digital literacies where students create avatars to reflect their personalities. These could be used to identify students in wiki or blog type discussion.

emoji (1).png

Please feel free to contribute additional resources in the comments section. Collaborating is my favourite part of the learning process.


Chen, M. (2002). Edutopia: Success Stories for Learning in the Digital Age. unknown: Jossey-Bass Inc.

Roblyer, M. D., & Doering, A. H. (2014). Intergrating Educational Technology into Teaching (6th ed.). Essex, UK: Pearson Education Limited.

Suwantarathip, O., & Wichadee, S. (2014). The effects of collaborative writing activity using google docs on students writing abilities. The Turkish Online Journal of Educational Technology, 13(2), 148-156.


7 thoughts on “Module 7: Web-Based Learning

  1. Hi Angela, the emoji is fantastic, I love it! 🙂 Great list of resources – I posted a BYOD/ MLearning catalogue of tools and hacks that I have on heavy rotation at the moment for Week 4 but it kind of works for Week 7, too. Some of it can be used for web-based learning – it’s in a Google Spreadsheet so please feel free to make a copy for your Google Drive. All feedback is welcome, cheers!

    Liked by 1 person

  2. Fevzi Bulbul says:

    Hi Angela,
    I really enjoyed reading your findings that related to English and Humanities. I have also the same methods; English and Humanities. With all these technology at hand I am hoping to be more effective teacher to meet the learners need. I use google docs in my iPad but find it a bit difficult to do the editing. I downloaded Microsoft Applications instead.
    Good work!

    Liked by 1 person

    • Hi Fevzi,
      Thanks for taking the time to comment on my post. I am definitely feeling 100% more across technology than I was at the beginning of the semester but Im a bit like you, in that I prefer a keyboard over the iPad and can see how google docs might be cumbersome with such a device. I will have a look at Microsoft Applications.

      Liked by 1 person

  3. Hi Angela,
    I enjoyed your post and it contains some good and easily accessed resources that I can use. I also believe the use of Skype is worth exploring in the classroom. There is a microsoft site that has quite a bit of useful information for teachers getting started with it for educational purposes. If you’ve got the time it’s worth a look (link is at end of comment post). The possibility of using it for virtual excursions or field trips is great. There are things that you just can’t see or visit on excursions due to WHS, time constraints, cost and location – so virtual excursions could really have great benefits for learning. I also like the fact that they can be recorded for students that are unable to attend an excursion, or for future classes to look at.
    Here’s the link

    Liked by 2 people

    • Hi Col,
      Thanks for taking the time to comment! I agree, virtual field trips are a cost effective way to broaden a students perspective and skype is a perfect vehicle for this. The Microsoft link had some great ideas. I liked the idea of a ‘mystery skype’ lesson where classes can register to participate and connect with different cultures and classrooms around the world. Thanks again.


  4. Hi Angela,

    Thank you for an insightful post this week. I have only recently come across Google Cultural Institute and I think it is a great resource to use in the History classroom. Have a look at mindomo it is a valuable resource for the secondary classroom, especially for visual learners. Here is the link:


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