iMovie – Week 6

Personally, I view myself as digitally native. Having being brought into technology at a young age I was always very curious when it came to touch screens and how a simple tap on the screen with your finger could control a device. iMovie was something which I remember using during Primary, especially at upper school. Creating videos to portray road safety, for example, was one of my most significant memories of my experience, and a positive one at that. After hearing that this session was going to be about iMovie I was really excited to contribute to this lesson due to having such great memories previously.

Primary schools can use iMovie in a variety of ways to inform children about the subject that they are learning about. Its multimodal features can increase the pupil’s comprehension if used effectively. Having the ability to bring lessons to life through the use of videos, sounds and pictures which can create a short movie attracts the pupils attention and in result, has a positive impact on their learning. Within the classroom iMovie can be used to raise attainment since there is evidence which proves that when effectively used, can “raise the speed and depth of learning in science and mathematics for primary and secondary age learners” (The Scottish Government 2015). Other benefits with this app include: the ability to teach pupils in ways traditional learning cannot – “students think and process information fundamentally differently from their predecessors” (Prensky, 2001, p.1).  Since the younger generations are being enveloped in technology, this idea of teaching in the traditional ways may not be the best solution. The solution would be to integrate technology into teaching since This could potentially increase their motivation levels since it is what they use at home. Another benefit is that the learning experience is quicker and more enjoyable since it is more attractive to look at (Beauchamp, 2012). With having these impacts within the classroom we can see why the use of iMovie can address subjects as well as topics like e-safety since it can grip an audience.

Teachers in general, can only advise their classroom as much as they can about the positive and negative aspects about the online world. However, it is important that they are realistic about the dangers. To not only educate the pupils knowledge but so that they are aware when they are in danger. “The most successful schools… in terms of e-safety ensured that pupils knew what to do when things went wrong” (Beauchamp, 2012, p.60). We should advise them that their accounts should stay private, that they do not share personal details and if they feel uncomfortable to tell an adult straight away. Overall, the pupil should also be aware of what they comment and post towards others as well as to never meet up with someone you do not know. This is very important since the person may not be who they say they are.

For our own iMovie, my group decided to discuss the issue of catfishing and how keeping your account private is more important than what it seems. Many people fall into the trap of letting people they do not know follow them as well as become their friend on Facebook or other well-known social media apps like Snapchat. Our iMovie started with myself, scrolling through my Instagram. Posting photos on my profile, sharing my personal information (location, snapchat name) as well as the fact that my account was not private meaning that anyone could view my details. This resulted in me getting cat fished since anyone (Ross) could view my photos. Ross screenshotted my photos, created a new account pretending to be me as well as messaging my friend (Lynne) who believed that I had just made a new account and met up with my catfish believing that she was meeting me. Our story then ended with my group going through all the different ways in which this could have been prevented. Listing these at the end consolidated for the viewers tips as well as fact which they should keep in mind when creating their own social media accounts.

The learning outcomes which we would cover for this activity would be from Digital Literacy on the aspect of Cyber resilience and Internet Safety.

I can explore online communities demonstrating an understanding of responsible digital behaviour and I’m aware of how to keep myself safe and secure. TCH 2-03a

This outcome can be succeeded through using iMovie since you can clearly get you’re message across to your audience. The topic of internet safety is a significant area which is happening around us today. Digital Literacy is important for us to be able to contribute in todays society fully (Weiss, 2017).  This overall, demonstrates that we do need to use digital technology to give the children the knowledge which they need to live and be able to adjust to the world around them.


  • Beauchamp, G. (2012) ICT in the Primary School: From Pedagogy to Practice. Pearson.
  • Prensky, M. (2001) Digital Natives, Digital Immigrants MCB University Press.
  • Scottish Government (2016) A Digital Learning and Teaching Strategy for Scotland. Edinburgh: Scottish Government [Online] Available at:
  • Weiss, D. (2017) Time to Know blog [Online] [Accessed: 5.2.18]

EBooks – Week 5

Hello again! This weeks session consisted of creating our own eBook using the app, Book Creator. According to the oxford dictionary an eBook is defined as “an electronic version of a printed book which can be read on a computer or a specifically designed hand held device” (Oxford Dictionary, 2019). The purpose of using technology in schools, as I have already previously stated within my blogs, is the positive impact it has on the pupil’s learning as well as teaching (Scottish Government, 2016). Giving the pupils the ability to create something of their own as well as learn from what they have created, is one of the many reasons to why the use of digital technologies can achieve this. The variety in which you can teach through an eBook is simple but effective. Book Creator, for example, can allow you to create all kinds of books since the app is quite flexible; you can create children’s picture books, text books and even comic books. Having this multimodality feature within our devices can help the pupils understanding (Beauchamp, 2012).

David Andrews wrote an article in The Guardian to investigate how iPads and iPods could be used successfully within his classroom. He decided, before giving all the pupils an iPad, to only invest with the teachers first. The reason for this was that he believed that the teachers should be confident with using technology before integrating the devices throughout their lessons. They were given many apps which were for enhancing learning and if they found an app which they felt would be useful they were allowed to inform the rest of the staff during a meeting in the summer-term every Monday (Andrews, 2012). After seeing the potential that iPads could have within the classrooms the school decided to invest in them and planned to use both iPads and iPods creatively.

This article gave me a better insight to the overall positive and negative factors of using devices like iPads and iPods in a learning environment. Although we are encouraged to use more digital technology I agree with David Andrews statement that “If the iPads don’t enhance the learning of the children that I teach, then I shouldn’t be using them” (Andrews, 2013, non-paginated). If we are not able to reinforce the pupils learning then it could be seen as a waste of material and use if there is no benefit for the children.

In terms of my own eBook that I created, I chose to base it on the book “The Very Hungry Caterpillar.” The reason for this was simply because I loved reading it when I was a child and felt like I could do many activities with the story. One of our success criteria for this lesson was to create a summary of a well known story, of our choice, and to use Book Creator effectively to achieve this. My summary involved questions and activities to challenge the pupils to think of the correct story line. I achieved this by having a true or false section as well as having questions throughout. The learning outcomes behind my vision was health and wellbeing tied into digital technology since I had focused on the food that the caterpillar had ate. Some of the topics which I covered were if the caterpillar was healthy and whether the pupils thought that they were healthy by completing a table on what they had eaten that week.

Below are some photos and videos of the eBook which I created:

First page

Last page

The learning outcomes which my creation are based on:

  • Together we enjoy handling, tasting, talking and learning about different foods, discovering ways in which eating and drinking may help us to grow and keep healthy. HWB 0-30a
  • I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a                                                                                                                                                                    Over all, I had a positive experience when using Book Creator and felt like it was something which I will try to use in the future when teaching pupils. It is straight forward to use and enjoyable. Having used book creator before I felt like I knew roughly how to use each of the widgets but after having spent this session I now feel more confident about the app and could see myself successfully using it in a classroom environment.


• Andrews, D. (2012) An Apple for the teacher: are iPads the future in class? The Guardian. [Online] 13 August, non-paginated. Available: [Accessed: 10 February 2019].

• Beauchamp, G. (2012) ICT in the Primary School: From Pedagogy to Practice. Pearson.

• Oxford Dictionary (2019 ) [Online] [Accessed: 2nd February 2019]

• Scottish Government (2016) A Digital Learning and Teaching Strategy for Scotland. Edinburgh: Scottish Government
[Online] Available at: