EDUC2020/EDUC5011 Education and ICT: Digital disruptions

EDUC2020/EDUC5011 EDUCATION AND ICT

ASSESSMENT 1: e-Portfolio Part A

Name Meng-Yuan Chung

Student number 24272618
SCU email [email protected]
Website URL https://sites.google.com/view/meng-yuans-e-portfolio/welcome-landing-page

Submission 1. word document

2. Website (Google Sites) which contains the e-Portfolio – published so that is have
public access.

LANDING PAGE: Week 1: My digital literacy capabilities

All About me

Teaching context: primary

■ I am currently studying for a master of education with a primary specialization in online courses.
As a pre-service teacher, I often use digital technology to design activities and use apps for
primary students to make learning fun and engaging.
■ At the same time, I am an educator working in a kindergarten to teach 2-3-year-old children. I
have been an educator since 2020 and I am passionate about being an educator to find
children’s potential, support them, and grow up with them. As an educator, I love using digital
literacy to research ideas and plan some programs for children to enhance their skills.
■ I love traveling around the world to visit many countries. I am originally from Taiwan and I
immigrated to beautiful Australia in 2018. Thus, I arranged the time to FaceTime with my family
every week to solve long-distance problems.
■ Another hobby that I like in my daily life is researching various recipes and trying to follow the
recipe to cook by myself with some music in the background while cooking, then taking a photo
of the meals that I have cooked, editing a video, and posting to social media.

Attitude towards ICT:

■ As a pre-service teacher studying master of teaching online courses, I have realized the benefit
and the flexibility of using ICT to attend the course. I have positively accepted the

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transformation of smoothly using technology in the 21st century, and I believe that technology
will bring people moving forward
■ ICT has revolutionized education by introducing online learning platforms, interactive digital
resources, and online courses. ICT makes education more flexible, catering to diverse learning
styles and needs. As an educator, I believe appropriately using ICT will be effective and
efficient for learning in this generation.

Survey-Bower and Torrington

From the research (Bower& Torrington, 2020), I have understood the cluster and subcategories of
learning technologies, and from the result of the survey, I will be able to set some goals to reach them.

The ICT skills that I lack of:

■ Website creation tools.
■ Digital storytelling tools.
■ 3D modeling tools.
■ coding tools.

Digital literacy skills

Level of knowledge

■ As I have a background that graduated with a master's in chemical engineering in 2016, I have
some knowledge in using ICT to research information, create a document, analyze data, and
solve problems.
■ From my experience living in different countries with my families, I believe that people can stay
in touch with friends and family, share experiences, and build communities using ICT.

Level of skills when using ICT devices

■ All the activities that I like in my daily life are closely related to technology. Thus, I smoothly
build up my skills and knowledge about ICT to edit and create videos, research some
information, or connect with other people.
■ As an educator, I have researched and collected some resources to enrich the lessons for
children and communicated with parents using ICT as a tool.

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 EDUC2020/EDUC5011 Education and ICT: Digital disruptions

■ As a pre-service teacher, I often use interactive whiteboards in classrooms to integrate

multimedia content, interactive lessons, and educational videos.
■ However, I lack to create a professional website and digital storytelling tools.

Level of confidence

■ I feel confident in using some basic ICT skills such as researching information, analyzing data,
creating documents, editing videos, sharing resources using ICT, and connecting with people
using technology.
■ As a person who lives in the generations using technology, I am willing to learn some other
functions of ICT and would like to extend the skills in use in my daily life.

Page 2: Week 2: My digital literacy learning goals

Purpose/reasons of setting professional learning goals: To improve the skills of ICT is crucial for
educators in the 21st century. As an educator, there are lots of different functions and benefits of using
ICT as a tool. ICT is becoming increasingly integrated into educational settings. Educators need to be
proficient in using technology to enhance the learning experience and engage students effectively.
Technology can be an invaluable tool for classroom management. Teachers with ICT skills can organize
lessons and assessments effectively, thereby reducing the management workload. Setting learning
goals is a fundamental aspect of effective education. According to the research (Howell et al., 2022),
ASMR supports educators in understanding their own ICT capabilities and helps them understand some
skills more deeply. Setting professional learning goals for ICT ensures that teachers can effectively
utilize educational technology tools.

Professional learning plan;

o Goals - three learning goals for this

1. To enhance my digital storytelling skills, I will reach my goals by creating digital

storytelling and upload to YouTube. I will be using an e-book and animated video, with the
hope of using the skills as I teach reading skills in the future. I set this goal to be reached
by the end of this term.
2. To strengthen my ICT skills by creating a 3D model, I will achieve my goals by creating an
easy 3D model using the Minecraft education app and I will show my 3D portfolio at the
end of the lesson. I wish that I can use Minecraft App to my future students as I teach
science or math, and make the lesson more fun.

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3. The third goal is to develop my new skills in using ICT as a website creation tool. I will
reach this goal by creating a personal e-portfolio digital literacy website using Google
Sites. I am engaging in this lesson and I will research some functions of creating a
website to reach the goal and will accomplish this goal by the end of this term. I hope that
I can bring these skills to gain students’ digital skills in the future.

o Timeline – outline

Goals Timeline/Timeframe Measure (Outcome)

One e-book animation video

Week 1-2: research some
and post on YouTube.
examples of digital
storytelling in YouTube, and
(AC9LIT4C05)
write down some important
Create and present informative and
information to prepare for
Task: imaginative spoken, written, and
animation video.
1. learn and watch the multimodal texts using formulaic
Goal 1: Learn to Week 3-4: choose an e-
storytelling video expressions, simple phrases and
create a digital book and read it to
2. age-appropriate e-book sentences, and modelled textual
storytelling understand the context of
3. create storytelling conventions.
the book.
animation video
Week 5-6: practice reading
Digital literacy: use the core features
out loud the e-book and
of a range of digital tools to create
annotating the video as
content and communicate and
reading out loud, then post
collaborate with peers and trusted
it to YouTube.
adults

Task: Week 1-2: explain to One 3D recycling machine model

Goal 2: Learn to 1. collect some ideas for students the important of using Minecraft Education App in
create a 3D recycling machine recycle and brainstorm each group
model using 2. learn and practice in some ideas of recycling
Minecraft Education using Minecraft Education machine model. (AC9TDI4P07)
App App to make a 3D model Week 3-4: explain and use the core features of common
3. create 3D recycling demonstrate to students digital tools to share content, plan

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tasks, and collaborate, following

how to use Minecraft
agreed behaviours, supported by
Education App to build a 3D
trusted adults
recycling machine model.
Week 5-6: students in
machine model Digital literacy: use the core features
groups create a 3D model
of a range of digital
of a recycling machine
tools to create content and
using Minecraft Education
communicate and collaborate
App.
with peers and trusted adults

Students in a group to create a

Week 1-2: explain to
school newspaper with
students the topic
a digital website using Squarespace
Task: (recycling) that will need to
1. write down the context of write on the school
(AC9TDE4P03)
Goal 3: Learn to the topic (recycling) that newspaper digital website.
select and use materials,
create school will put on the school Week 3-4: demonstrate to
components, tools, equipment, and
newspaper with a newspaper students how to use
techniques to safely make designed
digital 2. learn and practice in Squarespace to create a
solutions
website using using Squarespace to school newspaper digital
Squarespace create a digital website website, then start
Digital literacy: use the core features
3. create a school practicing.
of a range of digital tools to create
newspaper digital website Week 5-6: students in group
content and communicate and
create a digital website
collaborate with peers and trusted
using Squarespace.
adults

Measurement

1. Digital storytelling: I will demonstrate digital storytelling in the reading lesson by choosing
an e-book that is suitable for students in year 4, reading the e-book out loud, and
recording it to create digital storytelling.
2. 3D modeling: I will demonstrate to year 4 students using Minecraft Education App as I
teach science, and encourage students to collaborate with peers in using creativity and
imagination to create their recycling machine model using Minecraft Education App.
3. Website creation: I will provide an opportunity for students in year 4 to create a school
newspaper or magazine (use Squarespace) with the topic of recycling.

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Page 3: Week 3: My professional pedagogical position

Pedagogical statement

In the 21st century, academic literature has overwhelmingly emphasized the transformative potential of
educational technologies and digital literacy in enhancing teaching and learning experiences. Numerous
studies suggest that the integration of educational technologies positively influences learning outcomes.
My professional pedagogical position regarding digital literacy and educational technologies in a primary
context is shaped by current research into the use of technology in education. The research (Terada,
2020) has shown that the SAMR model provides a framework for integrating technology in education,
encouraging educators to move beyond simple substitution to redefine how learning occurs. It aligns with
the idea that technology should transform, not just enhance, pedagogical practices. According to the
research (Blannin, 2022), the technological pedagogical content knowledge (TPACK) theoretical
framework conceptualizes the knowledge base required by teachers for effective technology integration
in teaching. Under the SMAR and TPACK framework, educators create a fun, efficient, and effective
learning environment for students as they engage with technology in learning. Papastergiou (2009) said
that educational technologies, such as interactive multimedia and gamified learning platforms, have been
shown to enhance student engagement and motivation. Digital tools provide opportunities for active
learning, enabling students to engage with lessons and a deeper understanding of the subject matter
(Dede, 2014). Engaging children with age-appropriate digital tools and activities can enhance their
communication skills, problem-solving abilities, and creativity (Howell et al., 2022). The literature strongly
supports the integration of digital literacy in primary education, emphasizing its positive impact on
cognitive development, academic achievement, and responsible citizenship (Howell et al., 2022).

By following these theories, models, and frameworks, educators in primary school can enhance a
comprehensive understanding of how technology can advance education, support diverse learning
needs, and create interesting and effective learning environments for students. It is critical to apply these
theories on a case-by-case basis, given the developmental stages and unique challenges and
opportunities of primary students.

The role of Educational Technologies and Digital Literacy in teaching and learning
In learning and teaching, technology has an important role. All learning activities and resources are
made efficient and interesting through technology. As a pre-service teacher, I have realized that there
are a lot of benefits for students to learn through the assistance of technology. From interactive apps to
multimedia resources, the landscape of primary education has evolved, offering educators and students
unprecedented opportunities for engagement, exploration, and skill development. Technology in the form
of educational apps, interactive games, and multimedia content can make learning more engaging and
enjoyable for primary school students. Technology also has an irreplaceable role. Technology can
effectively attract children's attention through interaction and visual stimulation, motivating them to
actively participate in learning. Research suggests that early exposure to digital literacy skills positively

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influences cognitive development and academic achievement (Chiong & Shuler, 2010). Animation can
help students visualize the process which is invisible to the naked eye.

During the learning process, students also use technology to interact with each other and work together
in teams. Technology is not only a learning tool but also enhances students’ social skills during learning.
Online tools enable students to share information and collaborate to work with peers both within and
beyond the classroom, fostering teamwork and communication skills. This collaborative approach not
only enhances social skills but also mirrors the teamwork and communication skills necessary for
success in teaching and learning. Effective integration of educational technologies requires ongoing
teacher professional development.

However, the safety of using technology has always been a source of concern and controversy. The
searcher (Kolb, 2020) found that students can easily be distracted by other Apps or games in using
iPads for learning. According to ACARA (n.d.) digital literacy knowledgeable organised into 4 elements, it
is including digital safety and wellbeing. As a pre-service teacher, ensuring their safety when using
technology is also one of the issues. The prerequisite for students to use technology to combine learning
is to use technology appropriately and under safe conditions.

Technologies and Digital Literacy in teaching primary students

It is important that I select and use digital technology digital literacy skills and specific resources that
meet the needs of my students and the curriculum areas. To be a pre-service teacher in primary school,
I will combine technology with education to balance the use of technology with traditional pedagogical
approaches, ensuring that the integration enhances teaching and learning to effectively develop multiple
skills and gain enjoyment. I will use different functions of technology in teaching and relate to Australian
Professional Standards for Teachers, it is important to use different strategies to engage students in
learning different subjects (AITSL, n.d., Standard 2.1). For instance, Students strengthen mathematical
concepts through interactive challenges, math Apps, and visual aids; students develop language skills
through reading e-books or listening to podcasts; effectively analyze data in science courses through
some digital tools; and enhance the concept of art through drawing software and video editing software.

References Page

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2022). Australian Curriculum
General Capability: Digital Literacy. https://v9.australiancurriculum.edu.au/

Australian Institute for Teaching and School Leadership. (n.d.). Australian professional standards for

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teachers. https://www.aitsl.edu.au/standards

Blannin, J. (2022). Beginning teaching with digital technology. SAGE.

https://scu.primo.exlibrisgroup.com/permalink/61SCU_INST/ur3vl1/alma991013067702602368

Dede, C. (2014). The Role of Digital Technologies in Deeper Learning. Students at the Center: Deeper
Learning Research Series. Jobs for the Future. https://files.eric.ed.gov/fulltext/ED561254.pdf

FUTUREYAN. (2021, August 8). 5 Educational Technology Trends in 2024 | Future with eLearning |
Digital learning in 2024 [Video]. YouTube.
https://www.youtube.com/watch?v=xMajRhCYCnQ&t=9s&ab_channel=FUTUREYAN

Howell, J., McMaster, N., & Howell, J. (2022). Teaching with technologies: pedagogies for collaboration,
communication and creativity (Second edition.). Oxford University Press.
https://scu.primo.exlibrisgroup.com/permalink/61SCU_INST/ur3vl1/alma991013067702502368

Kolb, L., & Kolb, Liz. (2020). Learning first, technology second in practice: new strategies, research and
tools for student success. International Society for Technology in Education.
https://scu.primo.exlibrisgroup.com/permalink/61SCU_INST/ur3vl1/alma991012974195902368

Papastergiou, Marina. (2009). Online Computer Games as Collaborative Learning Environments:

Prospects and Challenges for Tertiary Education. Journal of Educational Technology Systems.
37. 19-38. 10.2190/ET.37.1.c.

Terada, Y. (2020). SAMR: A Powerful Model for Understanding Good Tech Integration.
https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

Zaranis, N., Kalogiannakis, M. & Papadakis, S. (2013). Using Mobile Devices for Teaching Realistic
Mathematics in Kindergarten Education. Creative Education, 4, 1-10. doi:
10.4236/ce.2013.47A1001.

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