Technologies · Year 2

Active learning ideas

Writing with Word Processors

Active learning works well for this topic because hands-on typing and formatting tasks build muscle memory and confidence with digital tools. When students create real documents for peers, they see immediate value in formatting choices and editing skills.

• ACARA Content Descriptions
• AC9TDI2P02
• AC9E2LY07

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Numbered Heads Together
• 30 min · Pairs

Pairs: Shared Story Creation

Students work in pairs on one document, alternating who types a sentence for a class story. One formats the text with bold or color, the other adds an image. Pairs review and edit together before sharing.

Construct a short story or message using a word processor.

Facilitation Tip

During Shared Story Creation, circulate to prompt pairs with questions like 'How will you show which character is speaking?' to guide formatting choices.

What to look for

Present students with a short paragraph on screen. Ask them to identify and verbally describe the formatting applied to the title (e.g., 'The title is bold and larger than the rest of the text'). Then, ask them to suggest one change to improve readability.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Numbered Heads Together
• 25 min · Small Groups

Small Groups: Formatting Challenge

Provide a plain text paragraph. Groups apply specific formats: bold headings, italic names, larger title font, and one image. Rotate roles so each student leads one change, then compare group results.

Differentiate between various text formatting options and their impact on readability.

Facilitation Tip

For the Formatting Challenge, set a visible timer so teams feel urgency and focus on efficient tool use.

What to look for

Provide each student with a slip of paper. Ask them to write one sentence explaining why a word processor is helpful for editing a story and to list two formatting options they can use.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Numbered Heads Together
• 40 min · Whole Class

Whole Class: Digital Class Newsletter

Start a shared document as a class. Students add sections with typed messages, formatted text, and images about their week. Teacher models first, then students contribute one by one.

Explain the benefits of using a word processor compared to writing by hand.

Facilitation Tip

When creating the Digital Class Newsletter, model how to insert an image, then step back to let students teach each other the steps they just learned.

What to look for

Students create a short message with an inserted image. They exchange documents with a partner and answer two questions: 'Is the message easy to read?' and 'Does the image help tell the story?' Partners provide one specific suggestion for improvement.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Numbered Heads Together
• 20 min · Individual

Individual: Personal Digital Card

Each student creates a birthday card or thank-you note. Type the message, format with colors and sizes, insert a clipart image, then print or share digitally.

Construct a short story or message using a word processor.

Facilitation Tip

For the Personal Digital Card, provide sentence starters on the board to support reluctant writers and build confidence.

What to look for

Present students with a short paragraph on screen. Ask them to identify and verbally describe the formatting applied to the title (e.g., 'The title is bold and larger than the rest of the text'). Then, ask them to suggest one change to improve readability.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Teach this topic by modeling each step slowly and narrating your thinking aloud. Use think-alouds to show how formatting choices affect a reader’s experience. Avoid rushing through setup; students need time to build familiarity with menus and tools. Research shows that guided practice with immediate feedback strengthens digital literacy skills more than free exploration alone.

Successful learning looks like students typing independently, applying formatting intentionally to improve clarity and engagement, and explaining why digital tools help their writing process. They collaborate positively in groups and share work with purpose.

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Watch Out for These Misconceptions

• During Shared Story Creation, some students may think formatting is only about making the page look attractive.

  During Shared Story Creation, give pairs two versions of the same story: one with formatting like bold and italics, one plain. Have them read both aloud to the class and notice how formatting guides the listener’s understanding of emphasis and character voices.

• During Formatting Challenge, students might assume spelling and grammar tools fix all errors automatically.

  During Formatting Challenge, set up peer editing stations with printed checklists. Pairs swap documents, circle errors they find, and discuss how spell check catches some mistakes but not all, reinforcing the need for human review.

• During Digital Class Newsletter, students may believe typing and editing in a word processor is always slower than handwriting.

  During Digital Class Newsletter, run a timed pair challenge. Time one student revising a paragraph by hand and the other using cut-and-paste in the word processor. Afterward, discuss which method allowed faster edits and why.

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Methods used in this brief

• Numbered Heads Together