Week 11- Frameworks, Models and Theories

The following table contains various frameworks, models and theories, their purpose and how they could apply to Assignment 3 and Professional experience. 

Theory Purpose 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 Help understand how to use technology, pedagogy, and content knowledge together to be effective in teaching. When utilising the technologies available it could help to support and enhance students learning by using a combination of technological, pedagogical and content knowledge.May be useful during the planning process for Part B.
Backwards design Helps guide teachers in developing a lesson or activity by working backwards to develop activities to address the desired learning goal. It could help when planning lessons through following the process of identifying the desired result, determining the evidence needed then planning learning experiences and instructions.
SAMR Model Helps to assess whether the use of the new technology will substitute, augment, modify or redefine the old technology. If using ICTs it might help to assess the value of using the new technology.It could be useful as a part of the planning process for Part B.
TIP Model TIP Technology Integration Planning provides a methodical way to integrate ICTs into teaching, Following the steps in the model’s five phases enables teachers to plan, implement and assess activities to ensure the use of technology will benefit the students learning.It could be useful as a part of the planning process for Part B.
The 5Es Enable students and teachers to be involved in shared activities, build on previous understandings, knowledge and abilities, create meaning, and to evaluate their comprehension. When planning lessons, the 5 E’s approach could be used to design the lessons in a way that enables the students to draw on their prior knowledge and experiences and build on these.
WALT & WILF To help avoid having vague lesson objectives and so students know exactly what they are going to be learning about. In the beginning part of a lesson the students could be asked, “We are learning to…” or “What I am looking for…”.
Connectivism To learn through social networking of various connections made possible through technology. When planning a lesson, connectivism could be used to help students learn through social networking.
Bloom’s taxonomy Help foster higher order thinking  It could be useful to use in planning lessons to help promote the students to use higher order thinking.
Postman’s 5 things Help give a beneficial way to think about technological change. It might help to identify technological change that you have not seen before.This may be useful in the planning process for Part B.
Toolbelt theory/TEST framework Help determine whether an ICT will be relevant or useful in the context of the topic to be taught, and ultimately whether it should be selected. When planning a lesson, Toolbelt theory could be helpful in choosing an ICT, and determining whether it would be suitable.
PKM Help you manage and enhance learning through gathering, classifying, storing, searching, retrieving and sharing knowledge. It might help in gaining a greater awareness of how ICTs can be integrated into teaching
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Week 11- Interactive White Boards

Interactive whiteboards can be a great ICT tool that can be used to enhance student’s  learning by engaging all the students in hands on learning.

Some tools that can be used with interactive whiteboards

-Interactive dice roller like this

-Stop watch like this

Here are some more sites that I came across that provide a wide range of activities that can be used with an interactive whiteboard:

Internet4Classrooms is found here.

Some numeracy resources can be found here.

The Spelling Bee Hive is found here.

Ambleside C.E. Primary School has resources available here.  Just select the curriculum area you want from “Curriculum Links” at the top.

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Week 11- Behaviour Management Strategies

Fellow blogger Jackie commented on her blog The Blog of Jackie she was looking for some behaviour management strategies.

This Queensland Government website I came across provides a wide range of on-line education resources about behavior management and meeting student’s special needs.

The following strategies for guiding students behaviour can be found here:

  • Develop positive relationships with the students
  • Positive behaviour guidance like positive acknowledgement, redirection, providing explanations, encouragement, offering support, working together towards solutions,  helping students to recognise the consequences and effect of their behaviour
  • Collaborating with the family and the student
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Week 10- Resources

Trimble Sketchup is a program I came across. This video shows an example of a year four teacher using this program to help his students learn about rocks and minerals. This program would be great to use in teaching. This activity enables students to use creativity.

Fellow blogger charmainevanlill shared this website The Literacy Shed that has literacy resources. I think this would be a great resource to use. This site has free interactive stories for children. It is exciting to discover new resources I can use when integrating ICTs in the classroom.

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Week 10- Draw a Stickman

Draw a Stickman’ is a website I came across. This site enables you to create a story by first drawing a stickman, then drawing other objects to help the stickman out of situations that it then encounters. When completed you can share this with others using Facebook, twitter or email.  I think this would be a great tool to use in teaching as it enables you to create and share. “One of the best ways people can learn is by making and sharing things” (Luckin et al, 2012 p. 24).


Luckin, R., Bligh, B., Manches, A., Ainsworth, S., Crook, C., & Noss, R. (2012). Decoding learning: The proof, promise and potential of digital education. London.

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Week 10- Connect.ed

This week we were to complete the four Connect.ed Modules. I found these modules very interesting. The modules covered a range of things including information about the cyber world, cyber bullying, the way children use technology and information about potential risks and dangers and how to deal with these. ICTs can provide amazing opportunities and possibilities. I find some of the risks concerning. So what can we do about these potential risks? These modules provided some great strategies that can be used. It is important for teachers, students and parents to work together. This website provides some information on Cyber bullying. Participating in the simulation activities made me more aware of some of the pressures on young people not only if they use technology but if they do not use technology. Going through the modules made me realize how important it is to me to guide the students to keep safe and make good choices in the connected world they exist in.





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Week 9- Professional Experience

Professional experience is almost here.

I can relate to fellow blogger Sarah who commented on her blog Sarah’s ICT Learning Journey “after reading through all the Professional Experience information I am very overwhelmed.” I am also specializing in Early childhood. Although I am feeling overwhelmed I am also excited about Professional Experience as well. In this weeks learning journey for EDC3100 we were asked to answer the following questions about what we know about Professional Experience.

The questions and my answers:

1. How many days long is the EDC3100 Professional Experience?

15 days

2. How much teaching must you do?

Week 1 – teaching for one-third of each day.

Week 2 – teaching for one-half of each day.

Week 3 – teaching for two-thirds of each day with one full day.

3. Where is the lesson planning template must you use for all your lessons?

The lesson plan template EDC3100 lesson plan template is provided on Study desk. You are able to use a different lesson plan template if it is more appropriate to your context. e.g. required by your mentor.

4. How many of the lessons you implement on Professional Experience must you submit for Assignment 3? 5

5. My mentor is helping organise the school’s cross country and has to be at school at 7:30am on the day. Do I need to be there?

Yes I should be involved as well

6. What feedback on my teaching should I be gathering and what should I do with it?

I should aim to gather a range of feedback, including: informal, formal, verbal and written.

-Feedback on my lessons that I enter into my lesson template

-The ICT statement which can be useful for my Professional Portfolio

-Weekly feedback document that my mentor and I complete at the end of each week

-Professional Experience report or Referees’ statement which can be useful for my portfolio and used in job applications

7. There are very, very few ICT resources in my Professional Experience context, how can I possible develop ICT-rich lessons?

Using the resources that are available and reach an outcome that is appropriate to the context. It is not just what resources are available but how they are then used.

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