This revision lesson uses Kahoot, an interactive quiz platform, to prepare Year 7-8 students for their Digital Technologies exam. The activity reinforces TE4-DIG-01, as students review how data is represented, transmitted, and secured in digital systems while interpreting feedback from the platform’s analytics. The lesson aligns with the Investigating with ICT element of the Australian Curriculum, which encourages learners to analyse and interpret digital information to make informed learning decisions.
O’Brien (2017) reminds educators to adopt a reflective and critical stance toward educational technology, cautioning that “we are not the first generation to feel we are striding forward with unprecedented technology advances” (p. 124). His warning highlights the importance of humility and context when integrating new tools. Similarly, Sanders and George (2017) emphasise that meaningful technology use must be driven by clear pedagogical intent rather than novelty. Echoing this, Alexander et al. (2019) argue that adaptive digital platforms can strengthen formative assessment by providing actionable data that improves teaching and learning. This lesson exemplifies that view: technology is used not as a replacement for teaching but as a scaffold and tool for reflection, feedback, and revision - helping students to become critical, ethical and fluent digital citizens in society.
Alexander, B., Ashford-Rowe, K., Barajas-Murphy, N., Dobbin, G., Knott, J., McCormack, M., Pomerantz, J., Seilhamer, R., & Weber, N. (2019). EDUCAUSE Horizon Report: 2019 Higher Education Edition. EDUCAUSE. https://library.educause.edu/resources/2019/4/2019-horizon-report
O’Brien, J. (2017, April 10). Back to the future of edtech: A meditation. EDUCAUSE Review. https://www.educause.edu/interactive/2017/4/back-to-the-future-of-edtech/
Sanders, M., & George, A. (2017). Viewing the changing world of educational technology from a different perspective: Present realities, past lessons, and future possibilities. Education and Information Technologies, 22(6), 2915–2933. https://doi.org/10.1007/s10639-017-9604-3