'Light at the end of the tunnel'

Today I have decided to get my blog back up and running for this new course.  For the assignment I will be using my blog as one of my resources so will be adding to it regularly (I hope).

I have submitted my first task and below is an overview of the Australian Curriculum Content Descriptors I intend to use to align with my resource and collection of activities.

Design and Technology

  • Knowledge & Understanding – Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003)
  • Elaboration – Identifying and categorising a wide range of foods, including Aboriginal bush foods, into groups and describing tools and equipment need to prepare these for healthy eating.
  • Cross-curriculum priority – Aboriginal & Torres Strait Islander histories and cultures.

Digital Technologies

  • Knowledge & Understanding – Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
  • Elaboration – Making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing resluts and finding patterns in modes of travel.
  • General Capability – Information Communication & Technology (ICT) – Creating with ICT.

Theories Table

Below is my completed table on theories and frameworks for the week 11 activity.  The blank table can be found here for anyone who needs it.I have spent an hour trying to copy and paste the table I have completed in a word doc. into my blog and have now given up due to time restraints.  Sorry this is the best I could provide at this time.

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.
Hence might be useful as a part of the planning process for Part B.
TPACK framework Technological, pedagogical and Content Knowledge. Thinking of different types of knowledge needed to be able to provide ICT learning experiences.
Have knowledge and experience of ICT before use. Know how the ICT will benefit the learning experience and students’ knowledge.

Backwards design Assessment is designed first and then learning experiences are planned from there. Identify what you want students to be able to do by the end and then plan learning experiences using identified curriculum.
SAMR Model Substitution, Augmentation, Modification, Redefinition. ICT’s are used as tools for learning. Plan for students to connect with other people eg. Skype of document sharing such as Google docs.
TIP Model Technology Integration Planning Model. Why is ICT being integrated? Used for enhancing the planning of learning experiences using ICT.
The 5Es Engage, Explore, Explain, Elaborate, Evaluate. Inquiry learning approach. Lessons are planned using questions and inquiry method. Curriculum areas are usually Science, History and Geography.
WALT & WILF WALT = the learning intention. What do we hope they will learn? WILF = the success. Encourages students to be actively involved in their own learning. Use in learning experiences for students to be aware of criteria for learning.
Connectivism Learning that draws upon the social and cultural context of a process. Students learn by drawing on prior knowledge and making connections with their new knowledge.
Bloom’s taxonomy The use of ICT’s can develop levels of thinking in Bloom’s Taxonomy. Lessons can be planned using Bloom’s to enhance learning opportunities.
Postman’s 5 things 1. Technology is always a trade-off.
2. Technology creates winners and losers.
3. There is a powerful idea embedded in every technology.
4. Technology is ecological, not additive.
5. Technology tends to become mythical. There is always good and bad in every decision to use technology. Planning must encourage effective use not just use for the sake of it.
Toolbelt theory/TEST framework Students must be able to given opportunities to learn how to use and choose appropriate solutions according to the situation they are learning in. Learning experiences are real world and directly related to them to engage.
PKM Personal Knowledge Management. Developing a network of information and people for future pedagogy. What we have done throughout this course which will be helpful for our futures.



At first I was really frightened to try the lolly pop activity.  I guess it was the fear of the unknown and what I might find or see.  But I couldn’t help myself and had to do it.  Afterwards I felt extremely rattled.

I have purposefully never posted pictures of my children and have asked my friends not to tag them in photos either, but still there are a few who have ignored my wishes and appear in my photos.  When the image of my son flashed up on screen I also found it very disturbing like Mrs P did.

I am now also going to go back and assess my privacy settings for a check to make sure I am safe.  I have also posted another request to my friends not to post or tag any photos of not only my kids but of my husband and I as well.

I hope everyone takes the lolly pop as I feel too many people are sharing far too much on social media and they might get quite a bit of a shake up if they did.  The lolly pop activity is here if you would like a go.

Only one week until prac and I still have had no contact with my mentor.  Not through my lack of trying I might add.

Here is a run down of last week and my attempts to have a good prac experience.

Monday 5th of May, I find out where I’m going for prac.  I don’t know anything about the school and the excitement and nerves are running high.  I phone the school only to be told by the office lady that the contact person, in this case the Deputy Principal, is very busy I should send her an email.  I send her an email to introduce my self only to receive a quite firm reply as to my lack of professionalism by sending an email instead of calling!

Tuesday 6th of May, I call the contact person again today and leave a message as she is again busy.  She returns my call that afternoon and sternly advises me of her expectations of me as a prac student.  I am told my mentor has family issues and is away and not to call her until Thursday or Friday after 3pm. 

Thursday 8th of May, I am so anxious to speak and meet with my mentor and class I am wishing the day away for after 3pm so I can call.  I rush home from picking my kids up from school and 3.30pm I call the school to speak with my mentor.  She has already left for the day and does not work Fridays I am told.  I leave a message for her so she knows I am trying to make contact, I don’t want her thinking I am a slacker or anything.

Monday 12th of May, today, one week to go and I am beyond frustrated with this whole prac process.  I am madly trying to complete two assignments that are due during prac.  I am trying to organise my life and that of the kids and commitments life continues to have even while on prac.  I will call again this afternoon and hope to make contact.

Why is it so hard, prac should be a worthwhile learning experience? I am not aloneand there are other students feeling the same frustration and pressure I am, a fellow student talks of her worries of having to fill big shoes here.  I am now really scared of the 3 weeks of prac and if the lead up has any bearing on what is install, perhaps I should be!


As a parent of three primary aged school children growing up with technology as part of the norm, I struggle with what I feel is appropriate for them to engage in.

They see no risk attached to their digital citizenship, I am now more informed after recently completing a short course on Connect.ed and much more concerned for their online welfare.

My 12 year old son would love an Iphone and a Facebook account like several of his friends do.  My husband and I will not have any part of this becoming a reality yet (I know worst parents in the world!!!!).  I didn’t think you were allowed to have a Facebook account under the age of 13.

The thought of my child(ren) being groomed or cyber bullied makes me literally sick to the stomach.  I try to make them understand their is plenty of time for all of that and they should be enjoying life like a kid, like I did.  I had none of this technology and they stare with their jaws wide open to know I got my first computer, an old clunker, given to me at 28 years old and didn’t have a mobile phone until about the same time!

I have introduced them to a Cyber Smart website in the hope that the warnings and true reality about the internet and safety might just sink in if coming from someone else and they can still have some fun learning about it.

I am not living in the dark and am totally aware and comfortable with the fact that technology is here to stay and plays a huge part of everyday life.  But, I can also be a responsible parent and guide my children to be safe and responsible digital citizens (while I still have any say in what they do!).

I noticed a few students blogging about what they already know about lesson planning as per the week 9 learning path activity.  Like one student Anouk, I too felt it was a great idea to blog about it for easy access down the track.

I made a list of (some of the questions I would ask myself in the planning process:

  • What do I want to teach?
  • Will it engage my students?
  • What resources will I need or have access to?
  • How will students learn, in groups, pairs or individually?
  • What teaching strategies will I use for the lesson?
  • Have I incorporated ICT effectively?
  • Which framework would be best suited to this lesson?
  • What type of assessment will be applicable to the lesson?
  • How long will the lesson go for?
  • Where in a unit does the lesson sit?
  • What questions can I ask to assess prior knowledge?
  • Do I need to plan the lesson for when I have teacher aide or parent support available?

Late last night I completed the four modules on connect.ed as required for the week 10 learning path.  I enjoyed participating in the modules and some of the content really opened my eyes to how vulnerable we all are on the internet.

I thought I would list down the main points I found interesting and important from the modules:

  • Kids of all ages are spending a lot of time online using social networking.  Kids are losing communication, face to face and life skills.
  • I had never heard of a PDA – Personal Digit Assistant before.
  • The technological world is their world so we must take it and them very seriously.
  • Teachers need to educate students with positive online behaviours.
  • Kids are targets for grooming, sexting, cyber bullying, hacking.
  • We can assist students to stay safe online by recognising risks, influencing positive behaviour and how to deal with unsafe behaviour.
  • Bullying now days follows kids everywhere, in my day we left it behind the school gate, now it follows kids home.
  • Once something is posted or published there is no control over any representation of themselves.
  • Schools need whole school approaches that is easily accessed by all.
  • Teachers have a duty of care to protect students.
  • Parents also need to be educated in cyber safety.
  • incorporate cyber safety into students days/lessons.
  • Cybersmart teacher resources look really helpful.
  • Cyber smart Detectives is a great resource for kids to learn how to be safe on line.

Click to see my certificate



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