Discussion Forum Post

Discussion forum post
As a teacher, how can I make informed decisions about the use of digital
technologies in the classroom? (Include a reference or two as needed).
The development and progress of the many aspects of educational theories

and strategies that teachers must incorporate in the classroom also aligns
with the use of technology. It is vital as an educator that we have the capacity
to make informed decisions about the use of digital technologies. Due to the
increasing exposure and necessity of technology as ICT equipment and
platforms can provide opportunities for students to search for and analyse
information, solve problems, communicate and collaboration. As a teacher it
is vital to harness and control the use of technologies, aiming to still produce
authentic teaching within the classroom through informed decisions
surrounding technology. This can be done by implementing further ICT
planning in one’s teaching practice or through the schools policies and
strategies.
How does current policy and the ICT capabilities in the curriculum help prepare your
students for living and working in society today?
The current curriculum plans for effective ICT use in the classroom through
various policies and objectives that are to be carried out by educators. This is
an important aspect of the new dynamic of contemporary which is ever
evolving to a heavy adaptation to the use of technology. This is effectively
applied in many areas in the classroom but in my opinion the most
applicable way the curriculum involves providing students how to safely use
ICT’s platforms. In an age where technology can be used as an avenue for
misconduct by the user and others wishing to do harm it is important that
there is content that is mandatory to inform students of these dangers.
In the present and in the foreseeable future technologies will be an invadable

component of many traditional learning experiences in school settings. As
COVID-19 continues to effect the learning environment, typical practices such
as person to person teaching has altered drastically to the point where
technology and ICT platforms are a must to deliver content through zoom
etc. This in conjunction with the overall increase in society using technology
with many different tasks is an important reason why current and future
teachers need to be competent in allowing these effects. My personal
approach regarding the use of digital technologies in the contemporary
classroom supports this as I believe ICT’s can bring such value to a
classroom. ICT platforms were often used in my schooling life, when used
appropriately technology brought excitement and anticipation within a
lesson. In doing so many activities which may have been “boring” through
delivering it in a traditional way were made interesting and therefore more
engaging. As many aspects of the educational theories and strategies that
teachers must incorporate in the classroom have evolved so has the way we
use of technology. It is vital as an educator that we have the capacity to make
informed decisions about the use of digital technologies. There are many
benefits to technology such as providing opportunities for students to search
for and analyse information, solve problems, communicate and
collaboration. However many may debate that there is equally as many
detrimental aspects. Therefore it is important to provide knowledge and
skills to use ICT’s appropriately and safely is crucial. This is incorporated by
the curriculum through providing students with the ability to safely use ICT
platforms. In an age where technology can be used as an avenue for
misconduct by the user and others wishing to do harm it is important that
there is content that is mandatory to inform students of these dangers.
Information and Communication Technology
Research suggests that if educators are also provided with information and
knowledge of how to competently use technology, they are more inclined to
integrate educational technology into their classroom.
Why do you think a constructivist approach to learning with technology
is often recommended?
A constructivist approach to learning with technology is often recommended and

implemented in modern classrooms due to the student centred nature of the learning
experiences had using this approach. Despite this theory being developed in the 1970’s,
many theories may be deemed as outdated, however the validity of this theory is still
prevalent in modern teaching contexts and in particular technologies in the classroom
(Bower, 2019). This is due to the core values that constructivist theory focuses on the
concept that students develop their own understanding and knowledge with guidance from
the teacher, rather than engulfing amounts of teacher intervention and control (Harasim,
2017). I believe this approach to learning and teacher and student experiences is applicable
for teaching technologies in the classroom as technologies are a means for creativity and
discovery on a level that we may not know the limits to. Keeping students in an
environment where they are suffocated by the teachers constraints would be negative to
their learning, a constructivist approach promotes the creation of new ideas, alternative
avenues and perspectives (Bower, 2019).
Harasim, L. (2017). Learning Theory and Online Technologies (2nd ed.). Routledge.
Bower, M. (2019). Design of Technology-enhanced Learning: Integrating Research and
Practice (New in Paperback ed.). Emerald Publishing.
Active and authentic learning

Learning- by-doing
Scaffolded learning
Collaboration
Do you think there are activities you could do with your classes that are truly
collaborative? Can you describe one collaborative idea you have? ”
I believe there are many avenues in the classroom that a teacher could use to
incorporate true collaboration in the classroom. To truly deliver this the
teacher must understand what collaboration is and how to extend it further
than working in pairs. Collaborative learning entails a learning process that is
alternative to the typical instructive teacher centred way content is
delivered. As the name suggests this style involve collaboration with others in
the classroom to achieve a goal through teamwork, consideration, and
motivation (Smith and MacGregor, 1992). In an effective classroom activity,
which involves collaborative learning typical record taking is generally
altered also as the project is group orientated and the characteristics
mentioned above take priority in the assessment process. With these
components within an activity, I believe it is possible for a task to incorporate
true collaboration (Smith and MacGregor, 1992). An idea for such a
collaboration task involving technology would involve all students in the
class being linked to a brainstorm activity, adding ideas to the topic of
“earthquakes” through an ICT platform as they find info with others and
contribute to a group project.
Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? Washington

Centre for Improving the Quality of Undergraduate
Education. https://www.evergreen.edu/sites/default/files/facultydevelopment/docs/
WhatisCollaborativeLearning.pdf
Canva. (2021). Attention Required! | Cloudflare. https://www.canva.com/en_au/
the task needs the input of various group members in order to achieve the
goal
ICT capabilities
Applying social and ethical protocols and practices when using ICT
To develop students understanding of how social and ethical protocols and practices an ICT
platform called “mentimeter” could be used, involving various questions concerning social
and ethical protocols. This website poses questions on the board using a live polling system
as students answer each question and get instant feedback of where there fellow students
stand on each question involving: recognise intellectual property, apply digital information
security practices, apply personal security protocols, identify the impacts of ICT in society
Investigating with ICT

Investigating using ICT to define and plan information can be implemented within a history
lesson to introduce the study investigating in a personal way through a family tree. This can
be done using “anestory.com” involving searching for ancestors and family members
through connecting dots through an in class and possible take home task. define and plan
information searches locate, generate and access data and information select and evaluate
data and information
Creating with ICT

Creating using an ICT to promote creative intentions and create solutions to challenges and
tasks could be implemented through create a video game. This is done through the website
“tynker” which is blocks oriented and the coding is based for 8 year old children involving
them to creatively make a video game from scratch. generate ideas, plans and
processes generate solutions to challenges and learning area tasks.
Communicating with ICT

Using an ICT platform students will be able to share ideas and information to collaboratively
construct knowledge and digital solutions through creating a road safety advertisement that
communicates a quick message. Students will work in groups and present their PowerPoint,
poster or other ISC platform to the class collaborate, share and exchange understand
computer-mediated communications.
Managing and operating ICT
Students will apply technical knowledge and skills to select, use and troubleshoot
appropriate digital technologies as they participate in various scenarios as they act out being
a tech support worker. Also applying problem solving and collaboration skills as they work in
groups to solve problems and also create scenarios for others. select and use hardware
and software understand ICT systems manage digital data.
I drew from many experiences and resources upon finding and creating the
ideas for the ICT capabilities in my Explain Everything diagram. Firstly, I drew
from my own experiences in school setting surrounding ICT capabilities and
their different elements. Being from a generation where technology has
grown through my schooling life has given me a great view on how it can
change the dynamic of a classroom. This is shown through the Creating with
ICT task of making a video game task and also the managing and operating
ICT where students are in the position where they are troubleshooting
technology problems. However it is known that students were least
confident performing more advanced ICT tasks such as these activities
(Thomson, 2015). However exposure to higher order tasks which involve
interest through collaboration I believe will make a difference. Lastly ICT’s
that are embedded in all curriculum areas has also impacted my choices
within this task (Newhouse, 2013), providing me with experience through
my teacher and students interactions.
Comic script
Intro
Class rules
Children music lesson must create a beat using a musical instrument of their
choosing,
once completed then they teach someone else and also learn someone
elses beat.
Finally students will work with someone to join the
beat and perform it

My comic above illustrates a constructivist classroom in many different
ways as it aims to incorporate the main values of this theory. This is
shown in the first slide with the overhead title showing students that
"all opinions are valued" reinforcing the point that they are active in
the learning process (Bower, 2019). This is again reiterated in the
second slide as the ground rules and expectations are set injunction
with the students. Slides 3 and 4 begin the instructions of the lesson
which involved independent work and for them to creatively work in a
free environment, a core value of a constructivist classroom
encourages self-efficacy (Harasim, 2017). The next slide includes
another key value of collaboration and student-centred learning as the
students teach their beat to another class member (Smith and
MacGregor, 1992). This is a valuable asset of this theory as learning is
socially situated and focused on self discovery rather than direct
instruction. Lastly slide 6 poses questions and again continuous with
the theme of allowing the students to be active in the decision making
and learning process.

Lesson for collaboration with technology using Minecraft
Students will be placed in groups of 3 and asked to build a certain structure

with certain materials in the time span of 20 minutes.
They can chose 1 of the 4 structures including sky scraper, house, rocket
ship and water fall.
They will then be able to only use 3 materials in the building process. This
allows for teamwork and collaboration in decision making.
Then begin building, possibly assigning jobs to certain people for increase
productivity
Finally present your piece to the class explaining what the group found easy
and what the group found hard
"Why do you think digital technologies have been put into schools?"
Digital technologies in the classroom refers to computer-based systems that

are involved in the learning process. In modern classroom this is a force that
isn’t going to diminish its effect any time soon, therefore it is crucial for
almost all elements of our society to learn to coincide these changes (Selwyn,
2011). The Australian Curriculum has adopted the use of technology within
all KLA’s as students develop Information and Communication Technology
(ICT) capabilities for benefits in the present and the future. Embedding
content and outcomes that develop students use of ICT and also teaching
using ICT to teacher allows for students to develop a sound knowledge in an
area that is growing exponentially since it was adopted in the curriculum in
1989. Promoting effective and appropriate use, communicate information
and ability to work collaboratively are all areas that the curriculum are
concerned with developing for students present and future endeavours
(Newhouse, 2013). Curriculum and policies support the foundations of
validating the reason for having technologies in school such as the ICT
capabilities. This involves five interrelated elements in the learning
continuum that underpins many factors of why digital technologies should
be in modern classrooms. Including develop students understanding of
social and ethical protocols, investigating content using ICT, using
technology to create content, creating and sharing communication through
ICT, solving problems through technology and providing ICT capability in the
learning areas (Information and Communication Technology (ICT) Capability, 2021).
Pedagogy and access are also elements in the increased impact that digital
technologies have on education. However it may seem like an
overwhelming force internet based technologies in education is delegated
to supporting the act of learning rather than replacing the classroom
teacher as many had once feared (Selwyn, 2011). Technology is an essential
tool that educators can readily use to improve learning outcomes. Educators
have an unprecedented amount of opportunity to apply rich ICT resources
to their students learning facilitating personalised learning, problem solving,
investigate real world phenomena, authentic forms of assessment and
catering for differentiation (Bower, 2019). These factors or curriculum, policy,
pedagogy and access contribute and support the implementation of digital
technologies in schools.
Information and Communication Technology (ICT) Capability. (2021). The Australian
Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/information-and-communication-technology-ict-capability/
Selwyn, N. (2011). Education and Technology: Key Issues and Debates (1st Edition).
Bloomsbury Academic.
Newhouse, C. P. (2013). ICT in the Australian curriculum.
10. Use of technology in the classroom | Growing Up in Australia. (2018). Growing up in
Australia. https://growingupinaustralia.gov.au/research-findings/annual-statistical-
report-2017/use-technology-classroom

Thomson, S. (2015). Policy Insights: Australian Students in a digital world. Australian
Council for Educational Research
Canva. (2021). Attention Required! | Cloudflare. https://www.canva.com/en_au/

Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap:
Technology trends and use of technology in schools. Journal of Educational
Technology & Society

Assignment 2 discussions
“Which of these models is the most useful for you at your stage in your
teaching career and why? How could you apply it?”
At this stage in my career Blooms Digital Taxonomy would be the most

useful to me as I have only completed 1 practicum in both primary and
secondary sectors. The reason for this choice is that Blooms taxonomy is a
familiar framework and I believe this is important in allowing me to fall back
on prior knowledge easily. Initially I would apply this framework by working
past first order barriers such as accessibility to computers and software and
second order barriers, aiming to change negative teacher perception
through this taxonomy that is evidence based and structured (Marcovitz et
al., 2015; Phillips, 2015). Applying Blooms framework through curriculum,
assessment, and instructional strategies regarding technologies in the
classroom would be most applicable to my teaching style and experience.
Expanding on the original steps of blooms taxonomy’s essential verbs that
aim to develop students’ cognitive skills to the digital world. Allowing me to
replace digital verbs into the already established structure, ensuring I can
focus on other aspects of the classroom such as content delivery and
classroom management (Marcovitz & Janiszewski, 2015) (Fresno State,
2021).
Phillips, M. (2015).Digital technology integration. In Henderson, M. & Romeo, G. (eds).
Teaching and Digital Technologies: Big Issues and Critical questions. Melbourne:
Cambridge University Press
Marcovitz, D., & Janiszewski, N. (2015). Technology, models, and 21st-century learning:
How models, standards, and theories make learning powerful. In Society for
information technology & teacher education international conference (pp. 1227-
1232). Association for the Advancement of Computing in Education (AACE).

Fresno State. (2021). California State University, Fresno.
http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms
%20Level.pdf
In comparison to Blooms Digital Taxonomy the model I chose, the SAMR

model that represents the ways in which technology is integrated into the
classroom through enhancement and transformation. I also resonate with
this model as my perception of the effectiveness of digital technology use
in different classroom activities belongs and aligns with this theory
(Marcovitz et al., 2015; Phillips, 2015). Through these levels the model
provides educators with information to structure their lessons around to
ensure for transformation and enhancement to engage students in
differing forms of learning activities (Marcovitz et al., 2015; Phillips, 2015).
However my full devotion to this model is prevented by its limited capacity
to expand on and guide me as a teacher to implement the 4 areas of focus
to the lessons. Comparatively, Blooms Digital Taxonomy belongs in my
teaching practice more prominently as it details verbs and expands on
how these verbs can be implemented into the classroom(Marcovitz &
Janiszewski, 2015).

Teaching and Digital Technologies: Big Issues and Critical questions. Melbourne: Cambridge
University Press

How models, standards, and theories make learning powerful. In Society for information
technology & teacher education international conference (pp. 1227-1232). Association for
the Advancement of Computing in Education (AACE).
Regarding the SAMR model, within my experiences on my two practicums

In both primary and secondary sectors I have largely operated between
modification and augmentation. My experiences with technology in the
classroom to date has been between these two levels of enhancement and
transformation varying on the age and subject area (Marcovitz &
Janiszewski, 2015). Augmentation within my PDHPE theory lessons,
enhancing research tasks with various ICT platforms. This is due to the KLA
learning environment being practical heavy the level of augmentation best
depicts their engagement with technology. This is due to the role of ICT’s
being a facilitator of knowledge as a functional tool rather than changing
the lesson drastically. This is suitable for this class as the KLA isn’t
technology based and is required to stay within the boundaries of the
curriculum.
However, the stage of modification was mainly derived in primary lessons
as ICT platforms were integrated to transform the lesson such as creating
a short film in an English or technology class (Skiba, 2013). This is where the
two sectors for my degree differ, within my primary experiences multiple
KLA’s allow for vast experiences with technology. In conjunction with their
age and experience level with technology can be used to transform
lessons, modifying the task paramotors requiring students to use
technology effectively such as using multiple pieces of equipment and
techniques to create a short film (Information and Communication Technology (ICT)
Capability, 2021b).
Skiba, D. J. (2013). Bloomʼs Digital Taxonomy and Word Clouds. Nursing Education
Perspectives, 34(4), 277–280. https://doi.org/10.1097/00024776-201307000-00015
Information and Communication Technology (ICT) Capability. (2021b). The Australian
Blooms Digital Taxonomy is a framework I have largely operated in the
areas of applying and analysing. Through my teaching experiences
technology in the classroom to date in both primary and secondary
sectors these areas have been where my classroom has been mainly
functioning. Due to many first order barriers not being an issue due to
available technology despite being inexperienced many educators can
create learning experiences that apply technology to create material and
analyse their own and peers material (Marcovitz et al., 2015; Phillips,
2015). Within my experiences in high school the PDHPE KLA has allowed
me to teach in the applying and analysing areas. During theory lessons
these two factors are key in interpretating information regarding health.
Integrating technology into lessons regarding the areas of analysing and
applying in Blooms model is applicable for these classes as it involves the
addition of technology without being its integral focus (Information and
Communication Technology (ICT) Capability, 2021b).
During my time in the Primary sector I have been able to apply a more
widespread knowledge and application of technology in the classroom
even operating in the evaluating to creating range across as the different
KLA’s allow for different vast opportunities (Marcovitz & Janiszewski,
2015). In late stages especially technology can be readily used to evaluate
using criteria and create by recognising elements and patterns. Allowing for
the development of independent construction in tasks such as designing a
website in a technology specific class. This area of the curriculum allows for
the learning activities to be technology centred and for the areas of Blooms
digital taxonomy of evaluating and creating to be reached effectively
(Fresno State, 2021).
Teaching and Digital Technologies: Big Issues and Critical questions. Melbourne:
Cambridge University Press
Fresno State. (2021). California State University, Fresno.
http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms
%20Level.pdf
“What do you think will be the greatest difficulty for you when it comes to
integrating digital technologies into your classroom?”
Technology is a tool that can transform and enhance the classroom as

stated in models such as SAMR, improving students’ numeracy, literacy
and life skills through different content delivery with ICT’s (Information and
Communication Technology (ICT) Capability, 2021b). However, many factors can
influence how easily technology is integrated into the classroom.
Implementation of technology in the classroom can be relatively
infrequent depending on first order barriers such as the school not having
enough funds to make technology available (Marcovitz et al., 2015;
Phillips, 2015). This is common in OECD countries and low economic
status communities and a key factor in limiting the integration of crucial
ICT’s such as computers and smartboards (Ibieta et al,). Second order
barriers such negative perspectives regarding the effects that technology
has on the classroom also inhibits a seamless integration of ICT’s. These
perspectives can be held by the teacher, student and even the school as a
whole requiring information and time to change such values (Marcovitz et
al., 2015; Phillips, 2015). As teachers are key drivers in educational change
and influence it is crucial that providing a positive perception of the
integration of technology is held by educators and schools.
Ibieta, A., Hinostroza, J. E., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers’
professional practice: activities and factors associated with teacher use of ICT inside
and outside the classroom. Technology, Pedagogy and Education, 26(4), 425-438.
Great response to the initial question!! I think a way to deal with the
main difficulty you spoke about regarding how to integrate technology
in meaningful ways and not using it as a strictly fun non educational
experience (Eady & Lockyer, 2013). To avoid doing this it could be useful
to cross reference your ICT integrated activity with models and
frameworks such as SAMR and Blooms digital taxonomy. For example
think if your planned activity is “Creating” or if it is “Evaluating”,
checking through the model and taking ideas to modify the activity or
cross check if the activity is valid (Marcovitz & Janiszewski, 2015). In
doing so this would allow you to know if the integration if technology
for the lesson is meaningful as if it fulfils major components of a model
it is likely to be a valid inclusion in the classroom.
Eady, M. J., & Lockyer, L. (2013). Tools for learning: technology and teaching strategies.
In Learning to Teach in the Primary School. Queensland University of Technology,
Australia.
Plague Inc
Age/year level:
 The application would be appropriate for the age and year level of the students in
stage 3 only for primary, stage 1 and 2 it would not be suitable for.
 The reading level of the text and type of media is also appropriate for stage 3 only,
there is limited text in the app however it has jargon regarding infection and disease
that may be too high level.
Curriculum links:
 There are links between the content/functions of the application and the
expectations of the curriculum but only within the KLA of science and only
specifically when the students are learning about disease.
 Again, the content and examples relevant to the curriculum is relevant if the lesson
is specifically for disease, this app has no other applicable reason to be used.
Therefore, it will only help teach the curriculum in new or different way for this
content area.
Instructional content:
 The information in the app is accurate, complete and current as it mainly is an
interactive app that responds to what you are doing and isn’t text heavy.
 There are minimal sources as the disease the student creates is fictional.
 The content does not encourage higher-order thinking.
 The content has minimal connects with culture, so evidentially it is culturally
appropriate and doesn’t present multiple perspectives.
Engaging and interactive:

 The learner(s) will be actively involved in using the tool as it is an independent task
and involves the learner creating their own disease.
 Feedback provided is provided concurrently by the app, the feedback appropriate
and meaningful s it shows how far and the amount the disease has spread live whilst
using the technology.
Assessment:
 Assessment tasks are not included, the teacher also may find it difficult to develop
relevant assessment as it already has the main feedback within the app as discussed
previously, also the app doesn’t require higher order thinking and interpretation,
limiting a meaningful assessment task.
 Tasks relating to science and disease control may be linked to this tool.
Flexibility:
 As the task itself in the app is simple it can be integrated easily to the classroom,
however a device is needed and if there is limited access this may be a difficult
aspect of the app being integrated into activities.
 It may be difficult for the tool to be used for multiple curriculum units as stated
before it is predominantly suited to one content area of disease.
Media:
 The medium used support or distract from the learning activity depending on the
self-control of the learner, the app requires the disease to be named which the
learner creates themselves. This will either lead to sensible appropriate names or
disrespectful silly names, either supporting or distracting them from the learning
activity.
Usability:
 As the tool is an app that students may have used before and that is phone based it
will most likely be easy to use and intuitive.
Technical considerations:
 The tool will work consistently if the app is currently up to date
 This is also true as there are no special technical requirements for using the tool
 However the school may not have complete access to those requirements as there is
a free and a paid version of the app
Support materials:
 The tool has multiple forms of help including context-sensitive help,
and tutorials within the app to support the learner
 However there are limited teaching support materials or online resources available
to help a teacher as it is mainly embedded within the tool itself
I approached this task with a mindset to use apps and websites that
were applicable to students in high school and specifically for the KLA of
Art. The decision to use these certain tools I chose for my concept map
were divided into four sub sections including “art news, photo apps,
explanation tools and creating”. Upon choosing the apps and websites
for my mind map I considered each one by cross referencing it through
the suggested approach for evaluating digital technologies for the
classroom in the first reading (Eady and Lockyer, 2013). This allowed me
to accurately determine if the app or website was applicable to students
by having connections with curriculum and other components
important to learning. Research has shown that the use of ICT’s can
encourage and develop students’ construction and creation of ideas,
this is crucial in the KLA of art (Ibieta et al,). Integrating technology into
the KLA of art may seem atypical but adds a unique component to the
learning process (Vic government, 2021).
Australia.
Ibieta, A., Hinostroza, J. E., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers’
professional practice: activities and factors associated with teacher use of ICT inside
and outside the classroom. Technology, Pedagogy and Education, 26(4), 425-438.
Vic government. (2021). Information Communication Technologies and The Arts.
https://victoriancurriculum.vcaa.vic.edu.au/static/docs/Arts%20ICT%20v2.pdf
What information do you need to have before you start planning
your lessons?
It is important to consider what information is needed in preparing to

integrate technology into the classroom before you start planning your
lessons. This may start with an integration strategy with goals such as
remedy identified weaknesses, promote skills fluency, support efficient
learners or support self pace review of concepts (Roblyer & Doering,
2014). Upon selecting an set of goal or integration strategy it would be
crucial to plan out information such as needs and problems, deciphering
what the objective of the goal may bring to the lesson. Also planning out
examples of activities, this will guide the thought process of finding out
what may work and what may not prior to the lesson starting (Roblyer &
Doering, 2014). It is known that teachers predominantly use technology
to improve learning experiences. Therefore it would also be important to
have information regarding content, student activities and how to
support students if they have special education needs (Tondeur et al.,
2016). Referring to the teaching standard “know students and how
they learn” (Teacher Standards, 2021).
Teacher Standards. (2021). Teaching Standards. https://www.aitsl.edu.au/teach/standards
Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into

teaching. (6th ed.).
Pearson. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/ebookviewer/ebook?
sid=65c43b00-e0e7-422f-8e63-
c397b9363e35%40redis&ppid=pp_78&vid=0&format=EB

Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing
beginning teachers for technology integration in education: Ready for take-off? Technology,
Pedagogy and Education, 26(2),
Where do you think you are situated in the TPACK diagram? Which
areas do you need to building on?
The overall effectiveness of pre-service technology experiences has

been determined as a crucial component in allowing for a positive
mindset for new teachers regarding the integration of technology
into classrooms (Tondeur et al., 2016). My experiences with
technology through placements early in my teaching career has been
positive as I have been willing to utilise my prior knowledge without
any introductory technology courses. I would place myself in the
“Technological Content Knowledge (TCK)”, this area describes the
educators understanding of how ICT’s and content connects and
influences each other (Roblyer & Doering, 2014). I believe I am
situated in this area of the TPACK model as I have a sound
understanding of how to decipher the validity of many applications and
websites to use in the classroom for meaningful learning activities with
technology. The areas that I believe I need to build on is Technological
Pedagogical Knowledge (TPK) (Roblyer & Doering, 2014). This is due to
my developing knowledge of how certain technologies can alter how
the teaching and learning experiences by establishing new pedagogical
perspectives.
Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into

teaching. (6th ed.).
Pearson. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/ebookviewer/ebook?
sid=65c43b00-e0e7-422f-8e63-
c397b9363e35%40redis&ppid=pp_78&vid=0&format=EB

Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing
beginning teachers for technology integration in education: Ready for take-off? Technology,
Pedagogy and Education, 26(2),
What do you think is the biggest challenge for you when you are
designing an assessment task that uses technology?
The biggest challenge educators and myself as a beginning teacher would

be finding an effective way to ensure my assessments with technology
are assessing student achievement of both content and technical
knowledge. Both of these attributes within a piece of work if left without
the other may lead to the you the marker being pulled away from the
overall goal of integrating both effectively (Wilson et al., 2016). For
example a student has all the right content material for the task at hand,
however they haven’t showcased their ability to apply technical
knowledge of the ICT effectively. It is the role of the educator to put the
resources and information in place so the students can effectively
produce the set goal of the assessment task that uses technology (Timmis
et al., 2015). This is also improved through planning of assessment types
including formative and summative assessments strategies, serving
different purposes and outcomes (AITSL, 2021).
Wilson, D., Alaniz, K., & Sikora, J. (2016). Digital Media in Today’s Classrooms: The
Potential for Meaningful Teaching, Learning, and Assessment. Rowman & Littlefield
Publishers.
AITSL. (2021). Types of assessment. https://www.aitsl.edu.au/tools-resources/resource/types-
of-assessment-illustration-of-practice
Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2015). Rethinking assessment in a
digital age: opportunities, challenges and risks. British Educational Research Journal,
42(3), 454–476. https://doi.org/10.1002/berj.3215
Phase 1 Analysis of learning and teaching needs

Step 1 Relative advantage, will a technology based approach be beneficial
Establishing a technology based approach with the introduction
Step 2 what is my technological pedagogical content knowledge

Using timer as time management, classroom management and for visual learners and to
scaffold the lesson with time constraints for structure using technology, regarding
teaching standard “know students and how they learn”
Phase 2 planning for integration
Step 3 how will I know students have learned
Assessment on what they have learned by choosing an outcome and seeing its result
Step 4 what teaching strategies and activities will work best ?

An instructional strategy used that is applicable
Step 5 are essential conditions in place to support technology integration

Having available software and tech support etc including needs of special people
Lesson plan year 9 cross contamination
Utilising the Technology Integration Planning (TIP) model
Using the TIP model I have redesigned a lesson below which I used on a
high school practicum for the KLA of PDHPE for year 9. There are
multiple ways of planning a lesson for the integration of technology,
however this model is applicable and easy to follow with its 3 phases (2
I’m focusing on) and steps within, showing a clear scaffold of how to
integrate meaningful components to the lesson. The below lesson plan
regarding shock and bleeds in first aid, this was one of my first lessons
and as research states pre service teachers are often hesitant to use
technology. I re-wrote this lesson that was white board and paper heavy
and transformed it into a technology based lesson taking the TIP
model into account. I showed my changes using the track changes
feature on word and highlighting where I added text so modifications
are visible, also adding the ICT capabilities including Investigating with
ICT, Creating with ICT, Managing and operating ICT.
Changes using the TIP include
Phase 1 Analysis of learning and teaching needs

Step 1 Relative advantage, will a technology based approach be beneficial
Establishing relative advantage at the start of the lesson is crucial in allowing students to
know your perspective of the positive effects of technology. A technology-based
approach was added to the lesson in the introduction by substituting a recap of the
previous lesson on legal implications on the white board with a recap activity on “kahoot”
an interactive ICT which will use the laptops that are booked which was also added to the
lesson.
Step 2 what is my technological pedagogical content knowledge

A timer was added to the body activities for shock and bleeding to show my technological
pedagogical content knowledge for many reasons such as time management, classroom
management, to benefit visual learners and to scaffold the lesson with time constraints
for structure. This use of technology is an effective use of my pedagogical content
knowledge as I have considered using technology regarding teaching standard “know
students and how they learn” to create an inclusive and effective learning environment.
Phase 2 planning for integration

Step 3 how will I know students have learned
Assessment was altered from my original task of a discussion after finishing the practical
component to adding a new assessment strategy on what they have learnt was added by
using an ICT platform of Google docs. This is a worksheet that requires students to answer
certain questions evaluating their partners effectiveness in the practical activity. Adding
an ICT element to a typically traditional conclusion activity of an evaluation.
Step 4 what teaching strategies and activities will work best ?

An instructional strategy used that is applicable is an ICT research task, this is activity is an
individual task allowing for students to use and explore ways to use the technology with
limited teacher instruction and modelling.
Step 5 are essential conditions in place to support technology integration

Having available software and tech support including the booking of laptops so each
student has access to technology to complete the task. Also the addition of using a smart
board instead of the white board for the PowerPoint.
Great response as per usual Amy! I agree with the point you made about
technology being a force that plays a dominant role in instructional and
pedagogical practices in classrooms today. Technology is a great tool
and one that can be used effectively or not quite easily. This brings us to
where you have stated your biggest for you is, being able to choose and
effectively apply appropriate, accessible and accurate assessment tools
whilst integrating technology in the classroom. There are many ways in
which you could asses the validity of your starting with components of
ICT assessment strategies within the article rethinking assessment in a
digital age. Such components to consider being applying to the lesson
include: Supporting and enhancing collaboration, Increasing flexibility,
Assessing complex problem-solving skills, Enhancing feedback to
students and many more (Timmis et al., 2015). Additionally as stated
throughout cross referencing the ICT platfrom for intergartion strategy
through the Evaluation strategy in relation to (Eady & Lockyer, 2013, pg
18) would also be an indicator if it is applicable to your objectives and
goals.
digital age: opportunities, challenges and risks. British Educational Research
Journal, 42(3), 454–476. https://doi.org/10.1002/berj.3215
Australia.
Formative assessment
The formative assessment within this lesson was edited within last
weeks activity but serves the same principle of this week’s objectives as
I have edited my previous work to create a formative assessment. This
was done by substituting the previous formative assessment strategy of
a class recap through a discussion and possible notes on the white
board to utilising the technology inclusive environment that was
created through booking the laptops to have a peer review through a
google docs form (AITSL, 2021). Although this is sent to the teacher this
task will not be graded as it is peer reviewed and has limitations to its
validity and I have decided to not count it is as summative task (Wilson
et al., 2016). This is also due to the task being within the learning
process of the topic “choking” which they have only started this lesson.
Students will only evaluate what they have observed from their partner
following the questions created in the google doc evaluation sheet
(Appendix 1). This activity is to gauge where the students learning is
currently at upon learning the new topic (Timmis et al., 2015).
Summative assessment
Atypically I will be having this summative task midway through the

lesson as students will be assessed on their knowledge on shock after
watching a final video on the components of a shock procedure.
Following these students will be required to create a procedure in steps
that they could give someone else to treat someone with shock. This
process will finish their topic of shock which they previously touched on
in the last lesson. This is a summative task as the teacher will be taking
their work samples after the set time has been completed and the next
topic will start (AITSL, 2021). It is also a summative task as it is taking
place after the unit of work even though it is during a lesson. The
evaluation takes place after the topics completion as I have edited the
lesson also to remove the shock component of the second body activity.
Conversely to my formative assessment task this activity is aimed to
asses the students understand of the topic upon its completion and
assign a grade (Wilson et al., 2016).. I created a grading scale shown in
Appendix 2 to support the summative assessment (Common Grade Scale |
NSW Education Standards, 2021).
Common Grade Scale | NSW Education Standards. (2021). NSW Government.
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-
curriculum/awarding-grades/common-grade-scale
Wilson, D., Alaniz, K., & Sikora, J. (2016). Digital Media in Today’s Classrooms: The
Potential for Meaningful Teaching, Learning, and Assessment. Rowman & Littlefield
Publishers.
AITSL. (2021). Types of assessment. https://www.aitsl.edu.au/tools-resources/resource/types-
of-assessment-illustration-of-practice
digital age: opportunities, challenges and risks. British Educational Research
Journal, 42(3), 454–476. https://doi.org/10.1002/berj.3215
Choose one 'dilemma' from either reading, and briefly explain what you
think needs to be done to address it." There are rarely simple answers to
these types of issues, so there will be some complexity in your answer.

I have chosen to discuss the digital dilemmas of privacy and surveillance
in schools from the reading (Buchanan, R. 2019).
Across Australia schools are changing their views on whether they should
increase their level of surveillance, raising a complicated issue regarding
privacy. Schools are legally within their rights to have surveillance
cameras at school grounds to create a safe environment, aim to
improve school discipline and for the overall benefit for students, staff
and visitors (D’Cruz, 2016). The use of surveillance cameras is a dilemma
in both schools and society as it brings forth the issue of privacy and the
ethics surrounding legislation. However, the morals of the school
putting these devices in place for the better of the students and staff it is
natural for all involved to question such motives as their privacy is at
stake. Therefore there is no simple answer to how to address this issue,
my opinion on the matter is there needs to be honesty and integrity
regarding the implementation of these devices from the institution to
ensure trust from parents, students and staff (Buchanan, R. 2019). Fully
disclosing the motives for the implementation of these devices and the
benefits they can bring is a start to being able to ensure such devices
have a place in schools without backlash.
D’Cruz, C. (2016, May 19). The Use of Closed Circuit Cameras in Schools.
Schoolgovernance. https://www.schoolgovernance.net.au/news/2016/05/19/the-use-
of-closed-circuit-cameras-in-schools
Buchanan, R. Digital Ethical Dilemmas in Teaching. Encyclopedia of Teacher Education, 1–

6. https://doi.org/10.1007/978-981-13-1179-6_150-1
 Copyright infringement
 Plagiarism
 Cyber bullying
 Sexting
Verbal and social bullying can happen online which also can potentially have an
enormous audience.
The above mind map I have created outlines the main components of two
digital factors that influence education in laws and ethics. This diagram
presents the important issues regarding both these issues visually on
either side of its corresponding label. I already had a sound understand of
laws in education as I have been exposed to such legislations as a student
and a staff member at various schools. However I have further developed
my knowledge regarding copyright infringement, plagiarism, cyber
bullying and sexting through the set reading and my own research. Ethics
is where possessed minimal prior knowledge previously to this module
(Tafe Nsw, 2010) (Nsw Government, 2021) (Bullying No Way, 2020). Using
the set reading of (Buchanan, R. 2019) I have filled the gaps in the
knowledge in this field, developing my understanding of the potential
harmful effects of apps in the classroom, privacy and surveillance,
boundary dilemmas and students online ethics. Mainly creating this
mind map has reminded me of the many factors that must be taken into
consideration as a teacher, outside of the lesson plan and even outside
of the classroom that can be problematic.
Tafe Nsw. (2010). Library Home: Digital Citizenship: Digital Law.
https://huntertafe.libguides.com/digitalcitizenship/law
Nsw Government. (2021). What is plagiarism | NSW Education Standards.
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-
work/plagiarism/what-is-plagiarism
Bullying No Way. (2020). Types of bullying. https://bullyingnoway.gov.au/understanding-
bullying/types-of-bullying
Buchanan, R. Digital Ethical Dilemmas in Teaching. Encyclopedia of Teacher Education, 1–

6. https://doi.org/10.1007/978-981-13-1179-6_150-1
'Lesson 7' in the second reading states: "ICT cannot be used all the time, in
all situations." When do you think you should use technology in your own
classroom?

stated in multiple models, aiming to transform and enhance the learning
experience. It is vital as a teacher in todays age to adopted the use of
technology within all KLA’s as students develop Information and
Communication Technology (ICT) capabilities (Information and Communication
Technology (ICT) Capability, 2021b). As a teacher there is an unprecedented
amount of opportunity to integrate technology into students learning. I
think technology in my own classroom will be applied whenever possible
with he consideration of evaluating the ICT first. I believe this as it has the
potential of facilitating personalised learning, problem solving, investigate
real world phenomena, authentic forms of assessment and catering for
differentiation (Bower, 2019). However this is where the evaluation aspect of
my approach is important (Eady and Lockyer, 2013)by being aware of the
hype generated by biased advocates of ICT platforms, evaluating their
applicability to my classroom is crucial (Sanders & George, 2017).
Put one lesson plan together (about 1 page only) that shows how you
could use this resource for one of your classes. Include at least one
outcome, and the ICT capabilities as needed.
Biomes using google expeditions

Using this ICT platform
Inquiry based
Small groups
Complete the questions for your biome, create a checklist using google
with the prices of your items to what you would bring to survive for a
week in this biome
This is a creative exercise, so don't be scared to think of something new

with your students.

stated in multiple models, aiming to transform and enhance the learning
experience. It is vital as a teacher in todays age to adopted the use of
technology within all KLA’s as students develop Information and
Communication Technology (ICT) capabilities (Information and
Communication Technology (ICT) Capability, 2021b). As a teacher there is
an unprecedented amount of opportunity to integrate technology into
students learning. I think technology in my own classroom will be applied
whenever possible with he consideration of evaluating the ICT first. This is
the case with the below ICT platform which is the base of the lesson called
Google Expeditions. This website is apart of a new type of device called
Virtual Reality (VR). This along with typical technology integration
methods of laptops and google combine to drive this geography lesson.
The integration of technology has benefited the task as it can now be a
research and inquiry based task with collaboration, rather than the
conventional note taking or research through text books(Bower, 2019).
PART C - Assignment Feedback (100 words)
You are to write around 100 words explaining the ways in which you have addressed
the markers feedback from assignment 2 into this assignment. This can be included in the
Word document submitted through EASTs with the other assignment details included as
outlined below, or it can be a part of your eportfolio - as long as we can find it easily. It is
important to provide evidence (such as screen shots) of how you have improved your work.
It's not enough to just say you made changes - give us examples. A table format works well
for this.
2. Critical Evaluation
At the end of week 10, you are to write a brief final critical reflection about your
learning about digital technologies so far (600 words). The writing prompt is:
"How should we incorporate the use of digital technologies in our classrooms?"
Your thoughts for this task should be informed by the tasks and readings you have
been doing, and you will need to use referencing for your critical evaluation -
your views and approach will also reflect the reading and thinking you have
done. A critical evaluation is a particular type of writing where you 'critique' the
idea in the topic. This means you need to think about the various perspectives
and positions that the research presents in relation to this topic. Using the
readings is necessary in order to do this properly.

Discussion Forum Post

Uploaded by

Copyright:

Available Formats

Discussion Forum Post

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Discussion Forum Post

Uploaded by

Copyright:

Available Formats

Discussion forum post

The development and progress of the many aspects of educational theories

In the present and in the foreseeable future technologies will be an invadable

A constructivist approach to learning with technology is often recommended and

Bower, M. (2019). Design of Technology-enhanced Learning: Integrating Research and

Practice (New in Paperback ed.). Emerald Publishing.

Active and authentic learning

Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? Washington

Canva. (2021). Attention Required! | Cloudflare. https://www.canva.com/en_au/

Investigating with ICT

Creating with ICT

Communicating with ICT

Managing and operating ICT

Finally students will work with someone to join the

beat and perform it

Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? Washington

Bower, M. (2019). Design of Technology-enhanced Learning: Integrating Research and

Practice (New in Paperback ed.). Emerald Publishing.

Lesson for collaboration with technology using Minecraft

Students will be placed in groups of 3 and asked to build a certain structure

Digital technologies in the classroom refers to computer-based systems that

Information and Communication Technology (ICT) Capability. (2021). The Australian

Bower, M. (2019). Design of Technology-enhanced Learning: Integrating Research and

Practice (New in Paperback ed.). Emerald Publishing.

Newhouse, C. P. (2013). ICT in the Australian curriculum.

10. Use of technology in the classroom | Growing Up in Australia. (2018). Growing up in

Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? Washington

Thomson, S. (2015). Policy Insights: Australian Students in a digital world. Australian

Council for Educational Research

Canva. (2021). Attention Required! | Cloudflare. https://www.canva.com/en_au/

Technology trends and use of technology in schools. Journal of Educational

Technology & Society

At this stage in my career Blooms Digital Taxonomy would be the most

Phillips, M. (2015).Digital technology integration. In Henderson, M. & Romeo, G. (eds).

Cambridge University Press

information technology & teacher education international conference (pp. 1227-

1232). Association for the Advancement of Computing in Education (AACE).

In comparison to Blooms Digital Taxonomy the model I chose, the SAMR

Phillips, M. (2015).Digital technology integration. In Henderson, M. & Romeo, G. (eds).

Marcovitz, D., & Janiszewski, N. (2015). Technology, models, and 21st-century learning:

Regarding the SAMR model, within my experiences on my two practicums

Perspectives, 34(4), 277–280. https://doi.org/10.1097/00024776-201307000-00015

information technology & teacher education international conference (pp. 1227-

1232). Association for the Advancement of Computing in Education (AACE).

Information and Communication Technology (ICT) Capability. (2021b). The Australian

Phillips, M. (2015).Digital technology integration. In Henderson, M. & Romeo, G. (eds).

Cambridge University Press

1232). Association for the Advancement of Computing in Education (AACE).

Fresno State. (2021). California State University, Fresno.

Information and Communication Technology (ICT) Capability. (2021b). The Australian

Technology is a tool that can transform and enhance the classroom as

Information and Communication Technology (ICT) Capability. (2021b). The Australian

information technology & teacher education international conference (pp. 1227-

1232). Association for the Advancement of Computing in Education (AACE).

and outside the classroom. Technology, Pedagogy and Education, 26(4), 425-438.

information technology & teacher education international conference (pp. 1227-

1232). Association for the Advancement of Computing in Education (AACE).

In Learning to Teach in the Primary School. Queensland University of Technology,