Week 3: Reflections of Checklist


Working through the assignment, there are definitions of some of the programs and tools that confused me, for example the Digital interactive response system.  After reading this article I thought this would be a great tool to use for feedback and quick!

Am struggling to differentiate between 2 of the questions in the checklist.  Question 47 and 48 both refer to ‘Questioning’.  After reading the definition of the 2, I am still a little confused as to where I should answer.  No. 47 states ‘Questioning’ and No. 48 states ‘Questions, cues, and advance organisers (which I believe are graphic organisers).  So in seek, sense, share I shall try here to make sense of these two questions.

Another of the questions in the checklist asks whether the use of ICT impacted on the scaffolding of tasks which I believe to be true.  I thought about Vygotsky’s theories regarding the ZPD that I could attribute to the scaffolding of tasks but had already used this reference in the questioning area.  So I read a blog from a girl called Samantha Curry about scaffolding.  It was called Scaffolding: A Constructivist Approach to Teaching and Learning and it’s impact on ICT’s in schools.  Really interesting and managed to attribute one of the questions to Jerome Bruner, another constructivist who writes deeply on the wonderful effects of scaffolding students.

After looking around some of the other  I found on Andrea’s post  that she is also not quite sure how she would go with their assignment.  Although I have nearly completed the checklist, I too am still unsure of my information.  Anyway Andrea’s post did have a link to another resource page that can be linked to from this site.

The checklist is now completed and I am feeling a little more confident with my choices. After analysing the lesson plan, which I originally thought made quite good use of ICT, it has come to my attention that more opportunities to provide ICT could have been placed within it.  According to Professor John Hattie,the benefits of using ICT to both students and teachers are huge, yet the lesson makes very little use of it all. The top six situations when ICT has the most positive effect on learning can be found here on the Study Desk.

Anyway after constantly checking and rechecking my information on the checklist, I feel that I cannot go anywhere else with it.  Just like Emma, I too found it a little confusing and finally pressed SUBMIT!

I must add though, that after completing this checklist I am now so much more informed about the benefits of using ICT and the range of technology that is available, so a big thanks to EDC3100!  Moving on to Week 4!








Assignment 1 Lesson Plan URL

My task this week was to find a lesson plan that I can use to analyse and one that can be shared without any repercussions arising from copyright.  A difficult task!  I am thinking of using a lesson plan that I have helped create.  Recently I was working in Year 1 and the teacher was using the iPads to scan a QR code of a 3D object.  After scanning, the information appeared on the iPad describing the particular 3D object (cube).  I asked the teacher if we could write up a lesson plan together for future use.

Year 1 Mathematics Lesson Plan

Week 3: How can ICT and Pedagogy be used?

After reading this question, I happened to stumble across a post from Jess who has provided this great link to Education Queensland that offers ideas on how to teach and learn using ICT.  A much needed resource thanks Jess!  After gazing through the list of ways to incorporate using ICT in the classroom I felt completely ICT illiterate as there were many ideas that I had no idea how to incorporate.  It did make me realise how important it is to learn everything there is to know about the different ways to use ICT so the students can use and benefit from this.  I have found the ‘seek, sense, share’ framework useful so perhaps when I  learn about some of the applications, I shall share them here in my blog!

Social determinism and Technological determinism are two terms that are new to me and after reading the above documents I am left wondering which theory I support.  Some theorists believe that socioeconomic development of a society is driven by the technologies used whereas others think society is driven purely by the interactions and self control of the people within.  I initially supported the ‘Techs’ but then I read an excerpt from Rainie & Wellman (2012) and could relate to the idea suggesting people control their own destiny when it comes to using technology.  In a ‘we control it’ ideal it suggests that individuals invent experiences when they feel a need.

As I continue the weeks learning I feel myself getting more bogged down with information that is quite difficult to understand.  Every link I click on though helps with the confusion, so will hang in there. At least I am picking up new ICT skills that I can use to enhance teaching and learning in the classroom.  This was an interesting article I found as part of a quick Google search that David suggested we do on the Study Desk.  Great search strategy!  It was blogged by Elena Aguilar in 2012 and is called ‘Good instruction activates Prior Knowledge and uses Authentic Assessment.  There are other links on the site that also lead to lesson and unit planning.   In addition to accessing every link I have also decided to read some other blog sites I am following to try and gain another perspective of this weeks content.

As I keep on with the weekly schedule I also need to think assignment 1.  One of the links I clicked will indeed be valuable for the assignments called  Decoding-learning-innovation-data (2012). This has lots of wonderful ideas and links to some theories I may call on.

Speaking of my assignment, my lesson plan’s learning area is Mathematics.  Here students will be using an iPad to scan a QR code and identify 3D objects.  In Trinsic & Abrahamson’s ‘Embodied Artifacts and Conceptual Performances, the positives of using your body to learn are discussed and align with  theorists Dewey (1933), Ericcson (2002) and (Schon, 1983) .  The article talks about how ‘Learners therefore approach disciplinary competence by entering at the level of actions in the form of rehearsed performances (Trinsic & Abraham, 2012).  On the study desk it was explained how Wii consoles were used in a learning experience to help students understand proportional reasoning. ‘It allows the teacher and learner to observe the learner’s understanding of proportion.Student and teacher can see through physical movement if the idea of proportion is understood. Enabling the teacher to assess understanding and provide feedback. Enabling the learner to reflect and think about an abstract mathematical concept in terms of physical movement (USQ, 2016).  I was intrigued with this and the term ’embodied cognition’ where physical actions or body movements help support cognitive development and enhance memory power (USQ, 2016).  As mentioned above, a lesson plan has been created for the year 1 class whereby they are expected to move their hands up and down to scan 3D shapes.  I am wondering if  the theory of ’embodied cognition’ would apply here!



Reflection: Week 2

Still working my way through week 2 and I must say that by following others in the group has helped me to feel a little more confident with the technology.  One of the activities this week calls for the searching and sharing of blog sites from teachers.  Found it a little tedious to search for blogs that did not require a ‘sign up to pay’ section.  Thought this site https://www.teacherspayteachers.com/ was free but the resources are limited. After talking to a couple of teachers at my work, they thought it was valuable at times to use and have made use of some of the free features.  Many of them also  choose to use Pinterest which is free after you create a login account.

I thought I would save time and check other blog sites such as this site by a girl called Holly.  Holly is following some successful teacher blogs via Facebook including ‘This Reading Mama’ where developmentally appropriate printables, activities and tips for young readers and writers are shared.  Here is the website if you don’t have Facebook!

I have also bookmarked some other interesting documents including this one relating to the advantages and disadvantages of ICT which was shared by shlaw92.

Further reading of the module asks us to consider the social and ethical practices of using images and content from the internet.  As part of the ICT component of the Australian Curriculum, students are expected to ‘apply social and ethical protocols and practices when using ICT’ (ACARA, 2015).  Schools and students are expected to follow these safe practices therefore it makes sense that parents are involved and included in the safe practices of using the internet.  One such school has ensured that parents are informed about the safe practices by sending out this notice to parents.  Great idea to follow in my future teaching environment.

As a safeguard check to ensure sites and content are safely used in a responsible and ethical manner, it was surprising to learn about the Creative Commons and how I can safe check my images and content.  Also great to learn about definition of copyright.  SO I search my image through Flicker, copy and paste the URL into ImageCodr.org and get code and then copy and paste that near my copied image – Got it!


Their ears… and their whiskers … and” (CC BY-NC 2.0) by  Ian Livesey 

From my over all understanding of copyright, everything has been created by someone.   I think from now on when I use any image or reference a site I will make, sure as mentioned above, to run it through Creative CommonsFlickr, and Imagecodr.org


The final activity this week encourages me to find ‘my somewhere’ and use a framework to analyse why or why not I should use ICT.  I chose to use the EDC3100 6 step framework:

1. ICTs available

2. It’s the way things are done

3. Goodish Practice

4. Curriculum Requirements

5. Theory

6. Empirical Research

Here is my Concept Map:

Here is a link to my concept map: Year 1 Maths






Week 2: My favourite lesson plan

One of the best lessons I designed was a learning experience for 2-3 year olds in a Kindergarten setting whereby the children in groups were asked to create a ‘Christmas Wreath’ with limited support from others.


My inspiration grew from an earlier experience whereby I observed the children as they actively engaged in studying and building 3D shapes in small groups of 5.  The children were using their own thinking and joint planning as they built their shape individually or with a peer.  As they constructed and communicated with each other they built up their own knowledge and shared their information with their peers. Vygotsky’s social constructive theory  has specific ideas on how children are perceived.  The EYLF also views children in the same light as the Vygotskian theories stating that ‘learning through play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking.  Play can expand children’s thinking and enhance their desire to know and to learn.’  (DEEWR, 2009). Observing the children at play as they interacted with peers and their teacher inspired me to design a lesson that would be engaging and help build on this knowledge to extend their thinking about patterns and their relationships.  This lesson occurred during the Christmas period and the teacher had put on a Christmas CD to listen to as they engaged.

My idea to have the children create a wreath stemmed from the timing of the professional experience (December), and the idea to build on the children’s prior knowledge (shapes).  I searched different sites to see if I could find an activity including this site using the thematics of Christmas to plan the lesson.  I then searched the EYLF to investigate the outcomes that students were expected to experience throughout their early years. From this website, I chose curriculum descriptors 1.1, 2.3, 4.1, 5.1, 5.2, 5.4.  These descriptions allowed me to plan a lesson whereby the students would feel safe and supported in a learning experience that inspired them to develop their dispositions for learning, increase their collaboration skills, provide them with a range of texts to gain meaning and develop their understanding of how symbols and pattern systems worked.

I designed the lesson this way because it is important to provide students with experiences that build on prior knowledge in environments that they learn best from. Having the children create their own wreath while working in groups would fit with  Vygotskian theories and the views of the EYLF.  The students would also be provided with a fun activity to help them meet their intended outcomes stated in the EYLF.

This became my favourite lesson as the learning experience allowed most of the children to reach their outcomes in an environment where they felt safe, happy and secure.  Most of all they had a fabulous time and were able to take their wreath home to hang.


Picture wreath



Great to know of the following lesson plan sites shared on study desk for future reference!


Read. Write. Think


Scholastic Terms and Conditions

Discover education

Australian Curriculum Lessons

Kindy lessons

Week 1 – Reflections

Although Week 1 may still be tweaked, am keen to get a good start on the reading content and learning paths of this subject as I return to work next week.  One of the activities asked for our own thoughts regarding our views of digital technology.  After reading  this link from the Study Desk, I have come up with my own words to try and make sense of how digital technologies operate.

My understanding of digital technology leads me to believe that digital technology uses the binary system of multiple 1’s and 0’s (on/off) (true/false) to carry out more complicated functions of storing or representing data. For example, a black and white picture could use 1’s for the black (yes do colour in the pixel) and 0’s for the white (no don’t colour in the pixel).  A very ‘dummed’ down version of this, however I think I now understand!

Found this YouTube clip (Digital Technologies – What are they for?) which was designed to support teachers in their understanding regarding the teaching of technologies in the Australian Curriculum.

Ref: Digital Technologies – What are they for? (2015).

P.S.  Another tick!  Have just learnt how to perform 2 more operations regarding the imprinting of media and links to this site.  I shall continue with the week 1 activities.

Having  read through all that I am required to in the first official week of the ICT learning journal, blogs, study desk and readings (SEEK), I now feel more confident that I can rely on the SEEK, SENSE, SHARE framework to develop and use my own conceptual model to learn and understand the content (SENSE).

My understanding of how this course works is:

There are:  Weeks, modules, assignments all running parallel to each other.

Assignment 1: Module 1: Weeks 1,2,3:

Assignment 2: Module 2: Weeks 4,5,6,7,8

Assignment 3: Module 3: Weeks 9….

Assignments also to include 9 blog posts each assignment and completed learning path activities.  Learning progress reports should be posted each Friday.


My understanding of how the ICT tools are interrelated:

SEEK: Each week I will gather new information from the learning path, student’s blogs, study desk forums and information sent to me via Feedly.

SENSE: I need to think about this information and then write down my thoughts about the new content in my blog.  I can also write comments and highlight information  using the Diigo tool.  Completing the learning path activities on the study desk will also help me make sense and I can also join in any discussions if I choose.  When I make my own sense of the information, I can then share my sense with others.

SHARE: I can share my new information with other people in the group or make public.  If I find a valuable resource, I can post the website onto my blog or I can share with the group and public via Feedly.

To diversify my learning I can filter information from certain people

In short:

SEEK: Learning path/Blogs/Study Desk/Feedly

SENSE: Learning path/Blog/Diigo/Discussions/Concept Maps

SHARE: Blog/Diigo/Discussion forums/Facebook

For example I searched this  blog  and viewed this amazing video…….enjoy!


Week 1 accomplished and although it was time consuming and stressful at times, I think I have got my head around most of it.











Week 0 – Reflection Part 3

Finally completed setting up all required sites with much trial and error.

WordPress.com.) (https://www.diigo.com/sign-up) (https://feedly.com/i/welcome)

Have spent a bit of time researching these sites over the week and feel that the more I use and navigate around the sites the more I use with ease. Still not sure what all the icons mean but intend on using them all to find out.  Over the next couple of days intend on looking at further posts from other students.  Recently came across this blog from a former student that appeared to have good ideas/activities.  Thought I would share it here which would then complete the ‘seek, sense, share’ framework.





Week 0 -Reflection Part 2

Still working my way around the set up of the blog posts.  Not completely sure how it all works but with trial and error will keep going.  Have looked at some other student sites and it appears that many students share the same problems and worries regarding the setting up of their blogs as I do….good to know!

So far the learning path focuses on ‘Seek, Sense, Share’.  At present I have achieved two out of the three by learning about and setting up the different resources required for this course.