key factors in using ICT in the classroom…

So I have just finished assignment 3 and have found a great resource on the key factors on using ICT in the classroom. This resource was developed by Tasmania in 2007 and is almost a 300 page article. The article has some very insightful information about ICT in the classroom and the factors that are significant when implementing ICT in the classroom, with some very useful literature attached. The article also includes a checklist on the appropriate things to look for when selecting ICT in the classroom. There is also a good long attitude study on ICT ATTACHED to it.

Link for it found here


Reflections EDC3100

So in approximately in 30 minutes I can finally say goodbye to Edc3100. This by far was the most time-consuming course I have ever done, that is not to say that I didn’t enjoy it because I did! I just found the course to be more like 2 courses in 1 and I feel this is what needs to be done. ICT is becoming a critical part of teaching and i would have preferred to go into more dept in  a few of the areas of this course. In the future I endeavour to continue to build upon my TPACK, TIP, CLEM and tool box( just to name a few of many). Thank you David for this wonderful and very interesting course.

Reflective writting….

I agree with Adele‘s blog, prac has brought alot of confidence out of me. To go into a new classroom in term 4 with no experience and practically be the teacher for 3 weeks, is a massive achievement!!!! I am also looking forward to this final assessment task of reflection so that I truly discover what I achieved…Back in Module 1 we learnt about reflective writing, I thought I would take this opportunity to do some of my own research to prepare me for Assignment 3…

UNSW Australia, 2014 refers reflective writing as to:

Reflective thinking

Reflection is: 

  • a form of personal response to experiences, situations, events or new information.
  • a ‘processing’ phase where thinking and learning take place.

The information on this website also shares how to write reflective writing, found here.  

Theories/models/frameworks TABLE



Application to Assignment 3/Professional   Experience

CLEM   Model Help   understand how to learn about a new ICT and how to use it to enhance student   learning. If   there are any new ICTs you need to use it might help your explorations.

Hence might   be useful as a part of the planning process for Part B.

TPACK   framework Technological,   Pedagogical and Content Knowledge (TPACK) framework. The TPACK framework   offers a way of thinking about the different types of knowledge required to   design effective understanding   how ICT can support and enhance learning
Backwards   design Identify   desired results, Determine acceptable evidence, Plan learning experiences and   instruction A  process to use to ensure all steps are covered.
SAMR   Model The   Substitution Augmentation Modification Redefinition Model offers a method of   seeing how computer technology might impact teaching and learning Shows   what level the technology is being used at..IN OTHER WORDS an “evaluation of ICT use” phase during which you use SAMR to judge how you are planning to use ICTs
TIP   Model Learning   Problem , Technology Solution

Relative   Advantage

What   advantage does ICT provide?You could fill in the different steps of the TIP model with information and considerations specific to your PE context.
The 5Es Engage,   explore, explain, elaborate, evaluate Geography
Bloom’s   taxonomy It is a   continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking   Skills (HOTS potentially   able to encourage the development of skills
Postman’s   5 things A way to understand the changes wrought by ICTs  Probably only very indirectly to question what might happen when you introduce a new ICT into a PE context.
Toolbelt   theory/TEST framework  knowledge

Reflections on Prac……

Prac was exhausting, draining, exciting, overwhelming and unbelievably a HUGE learning curve in my career. After reading Christine’s Blog from last semester and having discussions with other prac students I am surprised at the difference in teaching time we all had. My experience was a little different to others in that, I had a lest 5 minutes of observation time each day from my mentor, the other 5hrs and 55 minutes of the day, I was being observe by my mentor, duty principle at times and parents. As it was my first time ever on prac I would have loved to of transitions into it more smoothly but considering I am on my intern in 2 more pracs then I definitely needed to be thrown into it. I definitely lacked confidence in teaching in-front of the whole class and will needed to improve in this area but it didn’t help that a new boy started and was extremely disruptive. After doing some research on Behaviour Management I found this area website:LINK

Also christins’s idea that her teacher had found here

Interactive White Board…

Who knew that you could write on an IWB? I Didn’t! Who knew that you could scan your image or writing onto documents? I Didn’t! This is information that I only discovered during my last week of prac, when conversing with a relief teacher. Essentially I thought a IWB was just a computer. NOW that I am have finish prac and have more time to engaged in study desk I am learning that it is so much more!!!

Week 9 SHARES some really insightful information on how IWB are used in the classroom. I definitely aim at increasing my knowledge in this area before my next prac and these articles can help for future reference:

link this link address how primary school teachers in the classroom use interactive whiteboards. From my experience, not a whole lot besides Utube videos and 100’s board.

link  this link addresses how Teachers use of the interactive whiteboard in primary schools: towards an effective transition framework

link this link addresses: Honeymoon with IWBs: A qualitative insight in primary students’ views on instruction with interactive whiteboard

I survived prac!

Well done Stacey on surviving prac**** I also could not believe the long hours that teachers work. Most days I was their at 8am to prepare for the day ahead and didn’t leave until 4.15pm in the afternoon, due to work meetings. In the evenings, once I had put the kids to bed, I was up at least till 10.30 writing lesson plans. Due to the large demand of work load for a first time prac student, needless to say I did not get a lot of sleep…I did enjoy my prac experience but felt I didn’t get grips of it until the last week. If I could change anything I only wish that I could had spent my last prac in a school rather then a babies room…. this is something I definitely think the usq needs to change so that 3rd year Early Childhood students are better prepared!!!

Pre-service education adventures of Stacey Kruse

That title may be a bit misleading as it sounds as if prac was a bad experience.  I had an absolutely fantastic time on prac.  It was sad to say goodbye to everyone today.  I even got flowers and a beautiful card full of lovely messages about why the girls think I will make a great teacher.  Awww.

Overall I am really happy with how the prac went.  I felt really confident in the role of the teacher.  I had so much positive feedback which is reassuring.  It was exhausting though.  Prac really shows you all those extra things that are involved.  Everyone thinks teachers work 9-3 — my days at school were more like 7.30 till 5!    I didn’t make it as far up the SAMR ladder as I was hoping but still learnt lots in regards to ICT.  So much to reflect on there!

Right now I am…

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Connect.ed ( Module 4)

The final module is titled ‘Putting it into practice’. The website Cyber smart  assists teachers with a  range of resources that can help them implement strategies to ensure that schools are cyber smart. This module outlines practical ways to use the age-appropriate Cyber smart teaching resources with your students. Cyber smart teacher resource includes classroom resources and lesson plans. The lower level primary includes two unit plans below as well as some interactive games to play with the students.

Unit of work—Digital media literacy

What is real?

Aims to help students:

  • understand the difference between real people and fictional characters
  • acknowledge that it may be difficult to distinguish between someone who is real and someone who is not.

Unit of work—Peer and personal safety

Sharing personal information 

Aims to help students:

  • identify what personal information is
  • understand the importance of protecting personal information
  • understand that personal informatin must only be shared with trusted people

connect. ed ( Module 3)

This module is titled ‘Schools and the law’. The module discusses what role the whole school community play in promoting online safety.  Experts agree that all schools should have policies which outline technology safety. Most cyber bullying occur out of schools hours, so how do we ensure that the policies are enforced- PARENT involvement!!! The polices need to outline what parents can do and how teachers can  assist parents so that they are aware of these policies. I like the idea of the student cyber space leader that will keep the school informed. These students can be encouraged to report online safety incidents and encourage other students to do the same. Student involvement in the policy making process can also be an important step towards the whole school adopting and demonstrating agreed standards.

This link guides schools on how to develop a technology safety policy for their school.

connect.ed…(module 2)

This module is titled ‘Cyber safety and your students’. I questioned “how safe are young people on-line”? In terms of safety, this include: physically, emotionally, sexually and psychologically. I agree with Lauren’s blog  that all teachers should watch and read these 4 modules. Teachers have a huge responsibility in guiding young people in becoming aware of the many cyber safety issues that young people face online. As well as gaining effective strategies to help students to prevent cybersafety issues and react appropriately should they occur. Australia’s leading experts  talk about their cyberbullying research and what they found was interesting. Some young children don’t understand that what they are doing is hurtful to the other person. we need to guide children to stand up for their rights and say STOP, if it continues this is bullying. So why do young people bullying? Young children don’t understand what they are doing (having fun) or they are modelling behaviour from home. This leads me to this important point: Parents need to be aware that certain types of interactions with their children can unintentionally result in the similar behaviour to other children. For example, repetitively antagonizing their child for fun. This chart shows the prevalence of cyber bullying and how it increases with age. This link has a useful article for teachers on how to empower students to say no to cyber bullying.