Process Driven

So I have been through the course material and found that I was getting confused a little bit with the planning stages and making sure I completed all the steps – so I have created an excel workbook that has individual worksheets with steps for planning. I know some people will be thinking this is a bit of overkill but I hope it will allow me to make informed decisions for implementing ICT within my pedagogical practice.

So I have ten steps to go through.

  1. Look at lesson details (Curriculum, Year level and Learning objectives)
  2. Think about how to teach the subject
  3. Look for alternative examples.
  4. Phase 1 of TIP Model
  5. Phase 2 of TIP Model
  6. Phase 3 of TIP Model
  7. RAT model
  8. Phase 4 of TIP Model (Create Plan B within this stage).
  9. ICT Checklist at start of day.
  10. Phase 5 of TIP Model

As I am going through these steps I will also complete my lesson plan. Lots of steps, but I believe as a student is learning it will pay to go through each step until I have cemented the process in my head that it becomes second nature.

So I am about to start planning so lets see how I go. I have deliberately made this document a fluid document that can be modified so I can make changes to improve my own practices.


Technology Integration Planning (TIP)

This model is designed to help teachers who are new to technology plan for effective use of technology.

The TIP model has Five Phases that each has a checklist of questions to insure effective use of technology. I found the following site was great for me to understand the model further

Phase 1: Does technology bring advantages? Possible good solution or better ways than more traditional means. Is the advantage sufficient to justify expense and effort?

Phase 2: Decide on objective and assessment methods best suits with this integration. Does the integration of ICT see improvements in performance, attitude, or achievement. What do I expect students to be able to do after instruction? How will I assess their understanding? Does assessment rubric or activity exist or do I have to create one?

Phase 3: Design integration strategies. How will you implement this into the classroom? Will students work together? Will the activities be directed or constructivist or both? Do students have enough time to learn? Do students need to be modelled skills?

Phase 4: Prepare the instructional environment to enable student success. Do you have enough equipment? Do you have a plan B to deal with problems? Do we have the equipment? Is there anything that may stop effective use e.g. internet filters.

Phase 5: Evaluation and revision integration strategies. What worked well in the lesson and what didn`t work well? Did students meet learning objectives? What can I do better?



Technological, Pedagogical and Content Knowledge (TPACK).

TPACK is a framework that helps educators identify knowledge that they might need to focus on to be able to teach effectively with technology.

The following sites have a visual break down of the Venn diagram of the TPACK model.

The so the elements of the TPACK model.

Technology Knowledge

This is the knowledge and mastery of technology so that you can plan and implement technology and know when it is not required.

Pedagogical Knowledge

This is the knowledge and practice of teaching and learning. So that the teacher can implement classroom management, assessment and planning and taxonomies.

Content Knowledge

The knowledge of the subject content such as concepts, theories etc. and the practices to develop such knowledge.

Pedagogical Content Knowledge (PCK)

PCK links together pedagogical and content knowledge to bring about learning built on a strong foundation of subject knowledge and teaching and learning practices.

Technological Content Knowledge (TCK)

TCK is interpreting the curriculum through a technology lens and the impact that this can have on the curriculum area.

Technological Pedagogical Knowledge (TPK)

TPK is an understanding of how teaching and learning can change with the use of particular ICT are used in a certain way. Knowing tools and when to use them.


Anderson, M. (2013, May 28).  Technological, Pedagogical and Content Knowledge. Retrieved from:

Koehler, M.,J. (n.d). TPACK organisation. Retrieved from:


CLEM (Community, Literature, Examples, Model)

Clem is framework that help us to scaffold our learning in the hope to amplify and transform student learning.

Community: the what, where and how

  • Who will use the ICT?
  • How are they using ICT?
  • Are there different communities and is there use different?
  • Where can you find help when needed.
  • Observe how the community utilises ICT and find out how to engage with this community.


Literature: Research material that supports the use of ICT in teaching to improve student learning.

  • What research material is out there to support ICT enhancing student learning.
  • How to use and teach with ICT.
  • Identified problems and limitations.

Examples: find great examples of what others are doing.

  • What are they doing to enhance student learning with ICT?
  • How are they using ICT?
  • What does this mean for me?

Model: Identify the model that it designed, programmed and embedded into the ICT.

  • How does it work?
  • Is there any terminology or jargon that is associated with software?
  • How is this software different from others? Any benefits over others
  • What could go wrong and how can I fix it?

ICT Frameworks.

So ahead of professional development I thought I would go back over the Week 7 to 10 course material and review my understanding of a few ICT integration models and other frameworks covered during my studies.  So over my next couple of blogs I am planning to look at the following

  • SAMR
  • TIP
  • CLEM

I have chosen not to mention the RAT model as I believe I know have a good understanding of this model from its implementation within assignment 1 and 2 but will look to implement this further to analyse my practice when planning lessons for placement.

I will start with the SAMR model, that translates to Substitution, Augmentation, Modification and Redefinition.  I find often that I am able to cement my knowledge further with the use of multiple formats so I begin my Google search and came across the following website. This site contained a short clip that demonstrated an example model in 120 seconds (I would recommend to all). I decided to continue my search and came across the following blog that had a great image that made things even clearer for me – thanks Glenn.

So here is my version of the SAMR model, I have put in an extra row to help me.








Augmentation Modification


Technology acts as a direct tool substitute with no functional change


Technology acts as a direct tool substitute with functional improvements Technology allows for significant task redesign.

Technology allows creation of new tasks, that before were not achievable.

No benefit – just changing how done


Makes life easier but no real benefit Allows some change

Go to new limits


Educational Technology and Mobile Learning (n.d.) SAMR Model Explained for teachers. Retrieved from:

Wiebe, G. (2015, November 13).  Nerdfest 2015 Day Two: Teaching above the line – using technology. Retrieved from:

Placement Somewhere

I have now received my placement and I am getting ready to start on the 4th of October and I was lucky enough to be able to squeeze in a quick visit before the end of Term 4. The site is a relatively new school that has recently implement a 1 to 1 laptop program with the use of Mac Book Airs and has put its staff through a lot of personal development to ensure the success of the program. Though I know I have a steep learning curve, with only a basic knowledge of Macs, I am excited to be attending a school that regularly uses ICT in its practices.

  1. Context

For this placement I will at a school that opened in 2008 and caters for students from Prep to Year 6 in the northern suburbs of Brisbane. I have been placed in a Year 5 class and from my visit I can see that technology is utilised throughout curriculum planning and implemented with each student having their own Mac Book Air.

  1. Curriculum and learning objectives; and what is you have to teach.

The school makes use of the Australian Curriculum and fully implements all key learning areas, as well as the use of the religious curriculum, developed by Brisbane Catholic Education.

I look forward to getting to know this further in the coming weeks when I start placement.

Every time I attend a placement I am surprised by the changes to education from when I was at school. I know that sounds silly with me attending primary school over 20 years ago, but even working at a school for the last 7 years I find every site different. I guess some of this maybe due to the implementation of technology but also because of changes in practices.

So watch this space as I begin my journey next week.

Week 9 – IWB

I believe I have a good experience with IWB’s as I have supported Interwrite, Teamboards and Smartboards in my current role as a systems administrator and have found these to be relatively similar. The current technology we have implemented is the Epson interactive projector, that uses a normal whiteboard with infrared sensors sensing movement, they are fantastic resources for the classroom, have a look at this clip to see what they can do.

This being said I have had limited access to using IWB in my pedagogical practice as my last three placements either didn`t have an IWB or didn`t have the cables to use the resource. I look forward to utilising them further in my practice as I believe using IWB has the potential to increase students’ understanding through the use of all semantic features and the opportunity for the students to take part and explore.

Thanks to Rebecca Davis and Samantha Jaeger for sharing her thoughts and links to help me.


Davis, R. (2016, September 6). Interactive whiteboards (IWB). Retrieved from:

Epson Southeast Asia. (2014, June 4). Epson EB-595Wi Finger Touch Interactive Projector. Video retrieved from:

Jaeger, R. (n.d). Making the most of IWB. Retrieved from:

Digital Citizenship

I believe that my experience and knowledge of digital citizenship is good but not great. I believe this is one of those topics that due to technology advancements is forever changing. I also find this topic is one that children are often wrapped in cotton wool about with the problem often being swept under the carpet with blocks and filters rather than teaching students what to do if they find or are sent something inappropriate.

I also find that students are not aware of the power of the internet until they are informed. Many students think that deleting a picture will remove it from online but once online this is up there for everyone to see and share.

Quiz results

The first quiz I got 2 out 4 questions right. The two I got wrong were questions 3 and 4. The last response I didn`t really see the bigger picture and was thinking the bullying had been stopped and we were equipping students generally to help for future occasions.

The second quiz I got 22 out of 25, I believe this may be due to alternative opinions. I believe parents should be allowed to view what their child is doing whether their child is there or not.

Like Emma, I believe there are always ways to expand your knowledge on digital citizenship. So much so I am completing teacher training online for my own personal development. The training is provided by Netsmartz and sponsored by Disney Net Penguin provides short video clips and quizzes to complete in the training. I found the quizzes to be a really good reminder to educators providing you with advice, warning signs and teaching strategies – come on give it a go.

My place of work is currently implementing the eSmart program and this looks like another great initiative.

Please see image of overview below of the Netsmartz program.





Dennis, E. (2016, August 31). Week 8- Digital Citizenship. Retrieved from:

eSmart. (n.d.) What is eSmart schools. Retrieved from:

Netsmatz Workshop (n.d). Teaching digital citizenship, online educator training program.  Retrieved from:


I have always had a quick look at the Stats page but tonight I thought I would take a deeper look and discovered the world map that analysis where my PLN are around the world.  I can see that Andrew has taken the time to view my blogs over in Norway and I have had 1 view from the United States. I believe this may be from the power of hyperlinks within WordPress informing an author that I had linked her blog post within one of my blogs.  As you would have thought most of my views are from my peers within Australia.

So take a look at your map and see where your PLN are from.


Buckley, A. T. (2016, September 8) norway1601. Retrieved from:


Prac is just around the corner.

I wish my placement was just around the corner but I am yet to be placed. I wish I was in the same situation as Susan who has met her mentor and discussed placement. I hate playing catch up and always find that when you are allocated placement last minute your anxiety levels are sky high as you have no idea what you are doing and aren`t able to plan before you go.  That being said, I am happy to see many of my peers have been placed with only 57 students being left to be placed. I believe the placement process would be a lot easier if they allocated people to the Brisbane placement who can build relationships with schools and allocate students earlier but I guess this is just wishful thinking and it not really this easy or it would be done. Fingers crossed I am placed as I have leave booked and need to be back within a week of placement otherwise some work that cannot wait will be another obstacle for placement once again dragging the process on.


McInnes, S. (2016, September 8). Observation day. Retrieved from: