The teacher maintains a personal educational blog where supplementary digital resources, such as quizzes, animations, recorded lessons, and classroom activities, are uploaded. The blog functions as an evolving repository of materials that can be reused and enriched each year with new content and examples of student work.  These resources support differentiated learning by giving students the opportunity to engage with the same tasks at their own pace and according to their individual needs. 

The learning materials are combined with inclusive practices aiming to enhance equity in the classroom. The teacher provides all students with the same quizzes and assignments designed uniformly for the entire class. However, the time required to complete them may vary from student to student. Some learners finish quickly, while others need additional time to type a story, generate digital content, or read through the materials. Therefore, the teacher is using flexible time allocation for completing the activities. For example, there are students who have minimum access to digital devices at home and find typing more challenging. As a result, for them, completing tasks within the standard 45-minute lesson is sometimes not possible and they are given additional time.  

The educational blog is a useful resource not only for teachers but also for students, educators and parents at Jovan Dučić school. Students can revisit previous activities to reflect on their learning, teachers can consult the materials, and parents have shown interest in using the resources to support their child’s learning at home. Providing differentiated materials in multiple formats through an online space can strengthen inclusion by allowing students to access supportive resources beyond the classroom. However, creating a blog to do this is not essential. Instead, materials can be shared through the school website or by emails to parents, so that students can continue working at home in ways similar to working in class.

To support differentiated learning, the same topic can be offered in different formats depending on students’ needs. Examples include:

• Tools such as NotebookLM which can generate videos or podcast-style audio content to complement textbook-based learning.
• The use of AI-supported applications such as ChatGPT, image generators, and Canva to facilitate differentiated instruction and enhanced student participation, particularly in language learning tasks. 
• Colour-coded activities according to the level of difficulty, helping students identify tasks that correspond to their readiness level.
• Variation in the number and complexity of challenges or problems assigned to students, allowing some to work on basic tasks while others engage with more complex or extended activities.

Differentiated materials alone do not ensure inclusion, even if some students are given more time to complete tasks. Classroom quizzes and tasks need to be adapted to students’ individual needs. Students who complete the task before others could be offered additional, more challenging, activities. In this way, inclusion can be meaningfully promoted for every learner.

Gamification can encourage learning through play and may include peer learning and collaboration. The teacher acts mainly as a facilitator, providing strong planning and a clear structure that enable pupils to work more independently. Those who are less familiar with technology may need more time and support to complete the task. Reaching the objective gives students a strong sense of achievement and helps build their confidence.

Digital tools such as Genially and Wordwall are used to create engaging activities for themed days, quizzes, mazes, and escape rooms. Students are often more engaged in game-based formats, such as “Who Wants to Be a Millionaire?”, than in ordinary quizzes. The visual design, themes, and interactive features increase motivation, especially as pupils are already highly interested in games.

Gamification can increase engagement and motivation, as it makes learning activities more interactive and appealing for students (Oliveira et al., 2023). However, if not well designed, gamification may become repetitive or monotonous, potentially shifting learners’ focus away from the intended learning objectives. In these cases, gamified activities could be ineffective or even counterproductive to the learning process. (Ananda, Rahmah, & Ramdhani, 2024). Therefore, game-based activities should carefully align with pedagogical objectives and learner characteristics in order to achieve meaningful learning outcomes. 

Gamified digital tools such as Genially or Wordwall can be used to design structured, interactive activities that allow students to learn through play and collaboration. Especially at primary school level, gamification has the power to increase motivation and cultivate an inclusive environment as more students tend to be excited when play games. However, tasks should be planned for particular groups of students taking their needs into account so that they can participate according to their pace and ability. 

The following steps can support the implementation of this approach in practice:

• Ensure that the selected technology and learning strategy is clearly linked to a learning objective.
• Consider how gamification can be used to support progress towards that objective.
• Use accessible digital tools, such as quizzes, mazes, or escape rooms, applications that you and students feel most comfortable using.
• Provide clear instructions. Some students may benefit from visual instructions (e.g. students with dyslexia) while others may need more detailed explanations to feel secure and confident during the activity (e.g. autistic students).
• Organise pupils in groups based on the dynamics of the classroom and assign clear roles when needed.
• End the activity with a short reflection on learning outcomes and teamwork. A short formative assessment quiz may help identify what worked well and what should be improved next time.
• Address the downsides of gamification, e.g. by covering the same topic in a non-gamified way, reducing the competitive aspect (e.g. collaborative gamification - working in teams, as a single team), ask students to reflect after a game on what they learnt.

The teacher places strong emphasis on developing students’ digital skills so that they can independently master digital tools. Digital content creation can strengthen student agency and pride by giving pupils the opportunity to design and present their own learning materials. The teacher introduces tools such as Genially and Wordwall, demonstrating their basic functions and showing how resources can be created using ready-made templates. This cultivates students’ interest in creating their own presentations, animations, and digital activities. For example, for Safer Internet Day, fourth grade pupils were encouraged to prepare presentations based on knowledge acquired over previous school years and present them to others. Younger students were inspired to create their own short animations which they presented to others, while older students in seventh grade produced more complex products, for example, a video game and presentation for Safer Internet Day using App Inventor, presenting the results to students in other classes. According to the teacher, younger pupils respond with great interest to these peer-led activities, while older students become highly engaged in the responsibility of teaching others.

Students also experiment with different digital and creative tools, including robots, SmartGames, Makey Makey, and animation activities. The teacher supports students’ curiosity by offering opportunities for exploration during free time or through structured classroom activities. A key aspect of accessibility is that the teacher adapts resources into easy-to-read, step-by-step guidance and age-appropriate formats, enabling students to use digital tools independently. Therefore, students acquire skills and knowledge through structured active learning based on their interests. At the same time, participation is not imposed: students who choose to further engage with and use these tools are supported, while those who do not are equally respected.

Student agency in the classroom can be strengthened in many ways. 

Teachers can encourage active exploration of digital tools. Following the Future Classroom Lab model, they can develop one or more of the six learning zones (create, interact, present, investigate, exchange, develop) to support innovative learning without requiring additional investment in furniture. In the Investigate zone, for example, students can try out digital equipment such as robots. The surrounding space can remain flexible so it can be easily arranged to enable students to work in groups, pairs, or individually. During free time slots, students can move to the investigate zone and explore particular tools. To ensure accessibility, the teacher can prepare easy-to-read posters or A4 leaflets for each robot or digital tool, helping students understand step by step how the tool works and what its functions are.

Students could also be encouraged to create their own content, such as presentations, quizzes, animations, or simple games. Linking digital content creation to a thematic area close to students’ interests or themes with international relevance (e.g. Safer Internet Day or International Day of Education) enhances engagement and motivation. In addition, adopting an inquiry- and project-based learning approach is also important, as it can enhance students’ critical thinking skills and support them as they develop their own materials.