|Theory||Purpose||Application to Assignment 3/Professional Experience|
|CLEM Model||Help understand how to learn about a new ICT and how to use it to enhance student learning.||If there are any new ICTs you need to use it might help your explorations.
Might be useful as a part of the planning process for Part B.
|TPACK framework||Technological Pedagogical Content Knowledge – combining a teacher’s pedagogical content knowledge (PCK) with their technological knowledge in terms of subject matter / content knowledge (TCK) and technological knowledge in terms of enhancing learning / ICT pedagogical knowledge(TPK)||Tool for planning and reflection to make sure I’m am making a good match between how I teach, what I teach and the tools and technology I’m using.|
|Backwards design||Design method for planning. Start with what you want students to know at end of lesson/unit, how you will assess that, then work your way back to what the lessons will include to reach these goals.||What do I need to teach (what are the objectives), how will I assess that and then think about what will make up the lessons to get to those objectives.|
|SAMR Model||A framework to view levels of technology integration in the classroom. Level of integration moves up the ladder, starting with substitution, then up to augmentation, then modification, and finally redefinition.||This will be important to help me plan and reflect on technology choices in lessons. I want to make sure there is a purpose for the ICT and try to move up the SAMR ladder as much as possible.|
|TIP Model||Very similar to backwards design, except add in a step to question use of ICT and what advantage does the ICT provide||May use this instead of basic backward design when I know ICTs will feature in my lesson|
|The 5Es||teaching and learning model that uses / progresses through 5 phases: engage, explore, explain, elaborate, evaluate||Used in science lessons alot|
|WALT & WILF|| WALT – we are learning to
WILF – what I’m looking for
can be used with class to make learning intentions explicit and allow students to be actively involved in the learning process
| Used a lot by Ed Qld
could use these in orientation stage of my lessons to make expectations/learning intentions explicit
|Connectivism||Theory that is based on importance of social and cultural contexts of learning (similar to Vygotsky and ZPD).||incorporate opportunities for scaffolding and group learning to take into account this social idea of learning|
|Bloom’s taxonomy||framework that provides questions and thinking skills at differing levels. Levels move from remembering to understanding, to applying, to analysing, to evaluating, and finally to creating.||there are digital versions of the taxonomy for ICT inspiration|
|Postman’s 5 things|| This is a schema or framework to think about technological change.
||useful in reflections and planning – looking at advantages and disadvantages to students, the ideals behind the ICT usage of class/school, etc|
|Toolbelt theory/TEST framework||Toolbelt theory is based on the idea of humans as tool users. The TEST framework allows us to be more effective tool users as in each situation we consider Task, Environment, Skill set and Tools available.||Could be useful in planning to help me choose the right ICT tools for my class and the lesson. May also be useful in reflection to think about why an ICT hasn’t worked.|
|PKM||personal knowledge management – how an individual gathers, stores, shares, uses (etc) knowledge in daily activities||Constantly building on this during our journey will be a useful tool for future years.|
This link takes you to a blog from Melissa who talks about the 5Es framework and the resources available on the primary connections site. Each of the 5 E’s describes a phase of learning, and each phase begins with the letter “E”: Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E’s allows students to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept (5 Es Model, 2014) This is such an effective framework that agrees with the constructivist approach to learning. Follow this link to view more information on the 5Es.
Rachel’s blog has a great link to ICT magic with some brilliant resources everyone should look at before prac. I know I need all the help I can get. As integrating ICT is hard enough but when you have barriers such as teachers who may not agree, no ICT equipment in classes, children who have had little access to ICTs at school. Some help would be wonderful, so view the ICT magic for ideas.
May we all have a great time and enjoy learning from our mentor teacher. Hope we all come out with some knowledge that we didn’t have before and it inspires us on the rest of our education journey. May we all develop a great relationship with our mentor teachers and students. Follow this link to the professional experience office if you need any more information. Good luck all with your placement and hope you have a great 3 weeks. Lets hope there are more positive outcomes than negative for us all.
Recently I have been led to think about my own views of children and effective ways to engage them and develop a good relationship with them whilst remaining in control of the class. This is something I believe is very important as students cannot learn in chaos. However I feel there may be some teachers who have forgotten or don’t want to develop a good relationship with their class that being the BOSS has taken over and they are forgetting that their students are little people with feelings. Visit this website to learn that positive teacher -student relationships affect academic outcomes for the student. I have seen this first hand with my daughter if she has a teacher who believes in her and develops a positive relationship with her, she gets a better mark for that subject. If she gets the feeling a teacher doesn’t like her or has no time for her it affects the marks she gets I have been looking at this subject for a lot of years now. It is one thing that makes me determined to be a good teacher and treat students like people. As sadly recently I have seen teachers not doing this, it makes me sad to think they are affecting these children’s lives.
Follow this link to Brooke’s Blog Possum Magic, what a brilliant idea for the students. As I look into the use of ICT for enhancing student learning and take notice of the things I see when in schools. I have found that there are some teachers doing this so well and others who do not want to know about ICT. Some even have some resources but not ever turn them on. I guess learning new things for some teachers is difficult and very time consuming, in some schools time seems to be more important than others.
The EYLF supports the concept of Universal Design for Learning (UDL) ‘The UDL framework shifts educators’ understanding of learner differences. It challenges us to rethink the nature of curriculum materials and endow them with the inherent flexibility necessary to serve diverse learning needs’ (USQ, module 4, p17). The framework of UDL provides a basis for approaches that provide students with choices in tools, material and content, through instructional approaches it provides the necessary flexibility needed to maximise the outcomes for the learner (USQ, module 4, p17). Follow this link to learn more about UDL
After completing the connect ed modules it has really made me think about how careful we need to be with children using the internet and social networking sites. It has if nothing else made me more aware of the problems that can arise and how children need to be made aware of the possible issues. I myself have a teenager who uses such sites and after doing this will be looking a little more closely into what she is going on and doing while on the internet. Sometimes we can be a little too trusting of human nature and we need to remember there are all kinds of people in this world, even if at times we would like to think everyone was a decent human being. Not the case I am afraid.
Catering to the needs of a diverse group in an Early Childhood setting is done through the provision of an inclusive environment (DEEWR, 2009). This is where all children regardless of their individual needs or differences are included in the activities and catered for by the curriculum for that room (DEEWR, 2009). The teacher may use differentiation strategies in the delivery of the curriculum to suit the needs of individual learners, this means changing the delivery method of your teaching to suit the individual child’s needs (USQ, Module 4, EDC 2400, 2013). All children learn differently, so it would not be effective to only teach a concept one way. Differentiation can also refer to changes, to the environment, equipment used or routines for the day to suit the children (USQ, Module 4, EDC 2400, 2013).