Implementation of digital technology in the classroom.

 

This lesson explored how digital storytelling can enhance geographical understanding through Simpleshow Video Maker. The activity aimed to develop students’ comprehension of global climates while building digital literacy skills in researching, writing, editing, and evaluating AI‑generated content.

The 60‑minute lesson was sequenced to balance instruction, creation, and reflection. Ten minutes were allocated for setup and log‑ins, followed by a five‑minute demonstration using the interactive whiteboard. Students spent fifteen minutes scripting their videos and another ten minutes refining edits using Simpleshow. The remaining twenty minutes were dedicated to presentations. Each group displayed their video without sound while peers guessed the climate type based on visuals before revealing the final narrated version. This format promoted observation, inference, and critical thinking—key geographical skills. Due to limited access to school devices, students worked in pairs to maximise collaboration and minimise setup time. One student drafted the text while the other managed editing and visual selection. This pairing supported diverse learning needs and encouraged peer mentoring, allowing more confident students to model digital practices for their partners. Devices were distributed at the start of class under teacher supervision, as storage access is restricted. The classroom’s paired desk layout facilitated collaboration, teacher movement, and quick response time to technical issues. Differentiation was embedded through scaffolded writing templates, exemplars, and tiered expectations. Students requiring support received structured prompts and vocabulary lists, while higher‑ability learners were encouraged to integrate climate data and geographical terminology. The AI‑generated imagery in Simpleshow catered to varied learning needs by visually representing climatic concepts, aligning with Universal Design for Learning (UDL) principles. Continuous teacher movement around the room ensured immediate support with both technical and conceptual challenges.

Given the school’s inconsistent Wi‑Fi and shared device policy, contingency planning was essential. Pre‑made sample videos covering major climate zones were ready for demonstration in the event of technical failure. If access to Simpleshow became unavailable, students completed their storyboards on paper to ensure learning continuity. Revisiting the school’s digital use agreement at the outset reinforced expectations of appropriate collaboration and online conduct, promoting digital responsibility.

The task effectively combined geographical enquiry with digital literacy, supporting components of the European Digital Competence Framework, including digital behaviour, managing and evaluating information, and creating and re‑elaborating digital content. Students engaged enthusiastically, demonstrating creativity and critical understanding of global climates. Presenting their videos fostered confidence and improved analytical reasoning as they interpreted visual clues to infer climatic characteristics.

Challenges included slower setup times due to shared logins and occasional prioritisation of aesthetic features over geographical precision. In future lessons, pre‑lesson tutorials, clearer success criteria, and structured feedback phases will strengthen understanding while preserving creative freedom. This experience directly supports professional growth aligned with the European Digital Competence Framework for Educators (DigCompEdu), particularly in the areas of digital resources, teaching and learning, and empowering learners. The lesson enhanced adaptability in managing technical constraints, strengthened inclusive pedagogical planning, and advanced confidence in integrating AI‑based tools meaningfully. It reinforced that purposeful digital integration requires balancing innovation with accessibility to create equitable, digital learning experiences.

 

References:

- European Commission. (2017). European Framework for the Digital Competence of Educators (DigCompEdu). Publications Office of the European Union.
-Jeffrey, R., & Kelly, P. (2011). Authentic digital learning: Pedagogical frameworks for engagement.
- List, A. (2019). Teachers’ digital literacy and effective technology integration.

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