Theories and frameworks

So I have had a go at reflecting on all the theories and frameworks we have been learning about in EDC3100. I must give a shout out to Lynettegaye7 as I just came across hers and it made so much sense so be sure to check hers out. I have actually provided a link to hers so I can refer back to it when writing assignment 3!!


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 Technology + content + pedagogy = 3 forms of knowledge which can affect the integration of technology Combine what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology)
Backwards design To ensure planning is relevant to the learning outcomes and what is desired for the students to achieve. Decide on the learning outcome and methods of assessment and work backwards with planning.
SAMR Model To gauge the extent to which technology is integrated in the classroom Use for reflection of the learning environment to ensure integration over merely just using ICT. Increase quality
TIP Model Technology Integration Planning so integration is relevant and meaningful to the learning outcomes. Similar to backwards design. Lesson planning tool specifically for integrating ICTs
The 5Es Inquiry method – pedagogy A linear approach to pedagogy
WALT & WILF “We are learning to…” and “What I am looking for = Outcomes and criteria At the beginning of a lesson so expectations are clear
Connectivism A theory that emphasises the role of social and cultural context Appropriate for my context when working with an Aboriginal community.
Bloom’s taxonomy Different levels of thinking Extent lessons to include different levels of thinking and transform knowledge
Postman’s 5 things Provide a different schema for thinking about technological change Influence others perspectives about ICTs
Toolbelt theory/TEST framework Scaffolds thinking about which tool will help achieve the task. To assist with deciding which ICT tools to use to achieve the task, given the level of skills and the environment.
PKM Personal Knowledge Management – A process of making sense of all the information A process of making sense

Is there anyone doing prac in NSW?

I am about to go on prac in NSW for the very first time. I am an early ed student and even though this is our third year prac my previous placements have been in day care centres and I received an exemption for 2nd year pracs because I have completed a Diploma. This whole situation is rather daunting to begin with and essentially I need to get from a first year level to third year level by the end of this 3 week placement. From what I read I am not alone as there are other early ed students in the same situation just like mrsmckinty.

Where I start to get overwhelmed is NSW does not implement ACARA and in fact they are in the process of implementing the new NSW Syllabus. I am trying to wrap my head around it but feel disadvantaged because my whole degree has been about ACARA. ACARA is very clear about their ICT capability but I am a little disappointed with the lack of info I found here for NSW. Is there anyone else doing prac in NSW that can help me out with preparing for prac? Also the Syllabus has the content descriptors which would be the outcomes for the lessons but when I am looking for the criteria in Queensland you would use QCAA but in NSW do you refer to the continuum for each KLA?

Hope there is other NSW students out there.


Connect.ed; a must for parents and teachers

So I have just finished the four modules on Connect.ed and I see fbehrendorff has been doing the same. I didn’t even know this existed and think it would be a valuable resource for teachers and parents. It was very informative when it came to cyber bullying and cyber safety. Actually as a mother of 2 young teenagers it really did get me thinking about my own parenting. I discovered through the quizzes that I am rather connected which I do try to be but as much as I rather not admit I am one of those parents who does deactivate Facebook when there is an issue. See we take the approach of we give a little and see how our teens handle the freedom and then take back a bit or pull in the line if we don’t think they can handle it. Well now I am being really open aren’t I!!! After doing these modules I feel deactivating Face book may have not been the best approach and now they may never inform us of issues they confront online. From a parent’s perspective it is so scary to think they are not really that mature or have the cognitive skills to handle the world wide web and yet this is what it means to be living in this digital age. Schools really do need to catch up with where life really is at and I will be recommending this course. I wonder though how do we change the attitude of this is an issue for High School and not primary?


Here is a copy of the certificate you get upon completion of this course which is a great addition to my cv.

connect.ed certificate


Google Docs

Reading through some of the latest posts I noticed Seasidegroup2014 has found an interesting article about Google Drive which was formerly known as Google doc. I am actually interested in using Google docs in the classroom and I am interested in the many ways it could be used. I am thinking more as a collaborative tool at the moment. I have year 1/2 for prac and I have been able to find another year 1/2 class in a different town that would like to collaborate using Google docs for writing.

I am so excited about this idea but wondering where to go from here. When I consider the time and structure of the day it looks like this activity would be one of the small rotating group activities in the morning when the teacher has her normal reading/writing block. This makes me then worry about sufficient time. I wonder if there would be another time that would be more suitable? I also wonder where the students are up to with their level of development. Would it be best for students to all contribute to one narrative, or with a partner in the other school or should they write their own and have a peer from the other school give feedback? So many questions!!! I guess I have to really wait and see what outcomes we want these students to achieve. So essentially I have just gone around in circles. Wish I could start planning some lessons in these holidays but it is really not possible.


Things to consider when planning lessons

When lesson planning I believe there are a lot of things that need to be considered beforehand. I found this website also breaks down some things to consider as well.

I am sure there are some points I have missed so please let me know:

– What are the outcomes I want students to achieve?

– What prior knowledge, experience do they bring?

– What will I use to guide the content of my lesson?

– What will be my pedagogical approach?

– How will I assess their learning?

– How will I make it authentic?

– How am I going to engage them, motivate them to learn and take ownership of their learning?

– How much direction and guidance should I give?

– Inside or outside? Whole class, groups, pairs or individually?

-What are the resources that are available to me?

– Is the lesson practical?

– How much time should be devoted?

– Will it hold the attention of my students?

-What behaviour management strategies need to be considered?

-Can I collaborate with fellow staff to expand my ideas within the lesson?

-What are student’s strengths, needs and interests?

– Is it suitable for this time of day?

– What about the transition in and from this lesson?

– What does the literature say?

-What qualities can I offer? What are my weaknesses? Do I need to research or go to my support network?


How are you feeling?

I was reading through some posts from fellow EDC3100 students and I was attracted to the heading, “Time Pressured.” I decided to read this post and the more I start reading the more I found I could relate to Craigljorgensen . I too work 2 jobs, have a family and am trying to cope with doing online uni. I knew the reputation of this unit so I took on this unit on its own and decided it was best to delay finishing my degree just so I could give this unit the time. Oh and try and stay sane!!!

I felt like I was only just floating THEN work took me away from town and away from uni. Then I got sick 😦 Now I am left feeling really behind and madly trying to catch up so I can actually be prepared for prac.

Anyway, “Time Pressured” is exactly how I am feeling. There just doesn’t feel like enough time in the day. I am sure there are more of you out there feeling the same.

Expectations for Prac

I am a bit like KEL4503 and slowly working my way through our learning path activities. We have expectations for prac and I thought I would share here as it is then easy to find or refer to at a later date. You never know it may just answer some questions you might have.

1.  How many days long is the EDC3100 Professional Experience? 15 days

2. How much teaching must you do? That is negotiated with mentor. However the prac booklet states Week 1 – 1/3 of the day, Week 2 – 1/2 day, Week 3 2/3 of the dasy with a full day.

3. Where is the lesson planning template must you use for all your lessons? The link can be found here

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

5. My mentor is helping organise the schools cross country and has to be at school at 7:30am on the day. Do I need to be there? Yes it would be a good impression to show you actually have enthusiasm

6. What feedback on my teaching should I be gathering and what should I do with it? Gather verbal and written. These should be on lessons, weekly report and the referees report at the end.

7.There are very, very few ICT resources in my Professional Experience context, how can I possible develop ICT-rich lessons? Use what is available and show initiative.