Monthly Archives: August 2014

Mid-semester thoughts on EDC3100


As we hit mid-semester, I have hit a kind-of awakening where the theories are starting to become more relevant. It’s been an interesting few weeks, and a lot of stress, but I’ve made it so far!

The things I’m enjoying most about EDC3100 is the way each week is directly relevant to the assessment piece. Previous courses have seen me avoiding most of the weekly readings and lectures/modules, and focusing solely on the assessment piece. I know, I know, it makes the teacher in me shudder too! It’s like the student calling out “Will this be on the test?” and then losing focus when he finds out that the answer is no. It’s not the way it’s supposed to be done, but Read the rest of this entry

Measuring the success of ICT integration


This week we were asked to start off by thinking about how we could measure the success of our ICT integration in the classroom…

I really like the SAMR model to think about ‘success’ in ICT integration – so I think that I would be able to consider myself successful if I can say that my students had been engaged in learning experiences that were truly transformed by ICT.

If the ICTs used enabled students to connect with the content in new ways (if students were given opportunities to Read the rest of this entry

Classroom Resource: Versal


Facebook has copped a lot of flack lately, about privacy intrusions and whatnot. I have to say though, data collection for the purpose of personalised advertisement isn’t all doom and gloom! While scrolling through my newsfeed, I see an advertisement, clearly targeted at me based on my recent search history or internet viewing or however they collect their data! The advertisement was for a website Versal, and was marketed as a website that transforms the way students experience content. The screenshot showed two students excitedly sitting at a computer viewing a video.

It looked interesting! And I’m in the market for 100 ICT applications, so of course I clicked the link.

First impressions were … Read the rest of this entry

TPACK Framework – the difference between effective and ineffective teachers


The next framework we looked at was the Technological, Pedagogical and Content Knowledge (TPACK) framework. Basically, this knowledge of the technology, pedagogy and content is the difference between teachers who effective integrate ICT into learning experience, and teachers who don’t. It’s a step further than the idea of PCK: Pedagogical and Content Knowledge.

It makes sense, doesn’t it? Having expert content knowledge on a subject doesn’t make you a good teacher, it just makes you an expert. Having strong pedagogical knowledge doesn’t make you a good teacher if you don’t have the knowledge of the content you are teaching.

TPACK takes it a step further than PCK by incorporating Read the rest of this entry

Technology Solutions with Potential for High Relative Advantage


This week we learned about some models that can help us design ICT-rich learning environments, including the Technology Integration Planning, or TIP, model.

The TIP model encourages teachers to examine their ICT use and consider the advantages that ICT provides, the premise being that ICT should only be used if it is advantageous. This follows on with the ideas of transformational ICT use and the SAMR model that I have written a lot about. As the semester goes on, and I keep learning about integrating ICT into the classroom, I’m beginning to get a lot more critical of my ICT use (I am a teacher aide). So the first thing I did was think back to the last time I used ICT in my teaching…
I had downloaded a fractions game from Scootle, and was working one-on-one with a student, discussing fractions and ‘fraction language’. The student was engaged, and worked through the problems. I felt great – I had found a fun and engaging way to practice fraction skills. Hooray for me! The game finished and we moved to the worksheet set out by the classroom teacher. All of a sudden, things got real. In the absence of a predictable set-up, and visual and auditory warnings when the answers weren’t correct, my student struggled. Despite the fact that I was working with the student through the game, the skills that were practiced didn’t transfer over to the worksheet. Some interesting thoughts I have had (that I don’t have the answers to!):

Read the rest of this entry

Ideas for Learning Experiences


Following on from my previous post detailing some of my ideas for my Assignment 2 unit plan, this post is going a step further to consider some resources and ideas for learning experiences based on the learning objectives I have chosen.

The learning objectives are:

  • Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)
  • Collect, check and classify data (ACMSP049)
  • Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

I found some resources focused on data collection and interpretation. Initially a lot of the resources I found were paper-based, and were limited in their ICT use. It took some time and tweaking of the search terms to uncover Read the rest of this entry