At our fingertips…

“A person is classed as using an ICT if they are controlling it. Watching a DVD is not using the DVD – David Jones Week Three Learning Path

What a interesting quote taken from week three’s learning path. Something I had pondered on over the last few days. Controlling ICT in particular has made me think about how much we are able to control, how much inspires us and how much we continually grow. Thinking about continual growth makes me think about how much I have grown in only the last few weeks so imagine how much more I will learn about. How much could change?

One aspect that I have really learnt about is the endless access to sharing and how this supports our learning. Fiona’s blog  talk’s about Pinterest and how it is a amazing resource sharing website, and it is. But I guess I have not realised it as I just considered it to be apart of the norm. It is only when you stop and realise how much has grown in the last five years that you really question what is at our fingertips and what will be in the near future.


Why (not) ICT and Pedagogy?

A very interesting question! Why? Why not? How? So many questions come to find when thinking this. When I started this course for young children in particular I felt it was just a ‘babysitting’ tool essentially to keep children quiet and out the way however one thing I have learnt so far is how much it can teach children in the ever changing society we live in currently. If we live in such a technology based world now what will it be like in 10 or 20 years from now? How can we afford not to educate children to learn about ICT.

I completed the concept map in the learning paths and it was a good tool to reflect on about why or why not? I have included a screen shot of my concept map.

concept map.png



A fellow student blogger  wrote about why use ICT and spoke about how it saves on time. This I feel is a great point especially for time poor teachers.

After doing a little more research I read an another fellow student’s blog about the scary side of technology and this I feel is very true. With the ever changing world of technology comes dangers and risks especially if we are allowing our students and children to have access to this sort of technology. This I feel is a great danger and teachers and parents need to guide and support children about learning how to safely use technology and understanding the risks. In everyday life we are at risk so I feel that if taught how to use properly for students and guide students learning that this can be avoided.

Curriculum and Technology

Reflecting on curriculum and the importance of it I have mixed emotions. Curriculum has both good and bad sides I believe. Curriculum is important as it provides a guideline for teachers about what the state feels is important for the students to learn, however I also feel that curriculum traps teachers into what they have to teach and not what the students need to learn. Curriculum can stop flexibility of learning for students especially when they may not have grasped what is being taught yet. Curriculum applies to every classroom no matter where you are. When thinking about curriculum and how technology can support curriculum I believe that if utilized correctly that technology can support curriculum and the teaching process for teachers.


Curriculum does not, I feel, directly link to technology unless the teacher allows this. The teacher has to incorporate technology within the classroom. I found a website from education Victoria where its provides information about technology programs that assist with the implementation of the curriculum. Some of the programs were FUSE, DigiPubs, Digital Deck and Global 2. After reading about programs like these it was interesting to see what is available at the fingertips of the teachers if they seek to find it.

Incorporating ICT within the classroom made me also reflect on how to incorporate ICT into the lives off all children. Currently I work in a long daycare service and it prompted me to think about from an early age how we incorporate ICT within the classroom. A USQ students blog that I read also had incorporated reflection about technology and how it is incorporated into the development of all children’s schooling journey. I found this blog made me reflect deeper about how beneficial and vital it is for students to engage with technology.




Goodish Practices

I previously posted about about a learning experience that worked as it’s “best”. This post also reflects on ‘goodish practices’ in the classroom. When thinking about ‘goodish practices’ I can help but agree with Fiona’s blog about how goodish practices is not good enough. Simply getting children to watch a Youtube clip, or a video will not engage them and assist them in the learning. As teachers we need to engage and involve them in the use of programs. Good Practices of ICT and pedagodgy in my opinion as mathletics, interactive whiteboard, reading eggs and study ladder. Using ICT in the classroom is about accessing resources from the school and sometimes from our home. It’s about offering learning that is motivating. To motivate students it needs to look aesthetically pleasing and invite them into learn. Freedman (2011) states that “ICT has been shown to have benefits in terms of motivating pupils. That comes about partly through factors like being able to produce nice-looking work with no teacher’s red marks all over it, and partly because the computer is seen as being impartial and non-judgmental in its feedback to the pupil.”. A blog that also supported my belief of providing aesthetically pleasing ICT withing the classroom was Tahlia’s blog. 


Freedman, T. (2011). 13 Reasons to use educational technology in the classroom. Retrieved March 21, 2016 from


My Classroom


Over the few years I have been studying there have been a many different classroom with a variety of differences. These differences start from the differences in children, dynamics, family structure, family involvement, socio-economics, teachers and many more. There is no two same classroom and from this I have learnt allot. I have done professional experience in both state and private schools and no two of these are the same either. During the learning path it asked us to think of our somewhere. My somewhere I guess in my mind is somewhere where I am needed, somewhere I am needed by family and children. Needed to teach, educate, support and engage. ENGAGE. What a wonderful word that I have produced by passion from.

Google (2016) states that to engage is to participate or involve in.

This is something where I currently work has taught me and that I pride myself on. To engage is to support and teach in my opinion. Its the engagements and the relationships that we will build that will best support learning. Without the relationship is a strange lady standing in-front of disinterested and bored children that are not learning anything. The only thing they are learning to to hate education and to learn.

The classroom that I think about is the classroom that I taught more then just subjects or learning areas. I strived to support the holistic development of all children, where we did not just do English or Math but joined them together and also added in ways to build friendships and develop social interactions with these peers. This classroom is one that supported the engagements of children with Ipads, computers and phones. Where they were encouraged to use ICT in the classroom.

Common practices that include ICT and Pedagogy in the classroom have been generally positive ones like mathletics, reading eggs and study ladder. I think these practiced have supported my pedagodgy about including ICT within the classroom as I see the direct benefit to students especially with behavioral/additional needs.

After completing some the of reading paths I found the quote below and found that this is what I guess I believe.


That is why ‘what works’ is not the right question in education. Everything works somewhere, and nothing works everywhere”. – Dylan Wiliam


Looking Back…


After working through this week’s content it was suggested to go back and reflect on the past. The past being a unit of work or learning experience that worked at it’s “best”.

“Best” can be defined as the most excellent or desirable type of quality (Google 2016).

One that comes to mind would be a unit of work I taught in a grade one class. The unit was history (which is not my best area). The unit of work that I designed was very hand’s on and suited the children within the classroom really well. They were required to create their own map of a set of legends that I had created. They then had to explain to a peer or the teacher there map. The children were very engaged even with the high ability levels within the classroom.

I designed the lesson to try and suit the wide variety of ability levels within that specific classroom. In that classroom I even had one child who has very low reading abilities, so my inspiration was to try and create a lesson that did not require much reading or words but could base around pictures while also extending the understanding of maps for the higher achievers within the classroom.