Another example of an ICT enlightenment moment.

While on prac, I observed a Year 11 Enrichment Lesson.    RACQ were outsourced by the school in order to present a segment about learner and provisional driving and road safety.

I learned that there is a free app that you can download that is approved by Department of Transport to log learner driver hours.     This is a fantastic initiative because it removes all risk of a lost record of driving hours as it is all uploaded onto the one site.    When the 100 hours are completed, the learner driver can print off the file as a PDF and sends in to Department of Transport for verification.

This was wonderful news for me because I have a child who is a current learner driver.    Another great aspect is that it puts the responsibility of logging the hours directly with the learner driver, rather than the mentor which is the case with the paper log.    Mentor still needs to approve the entries into the digital log but that is a fairly quick and uncomplicated process.    A time saver all round; which in this day and age where we are all time poor, is excellent.

So glad I was able to observe this presentation and learn about this initiative.





While on prac, I wondered about how pre-service teachers would quickly and easily identify students prior to the advent of electronic / photographic roll marking.

Having a student’s photo ID with a matching name is an invaluable tool for a pre-service teacher.    We need to be able to establish rapport with students quickly and the best way to do this is to know the names of our students quickly.

My mentor provided me with a print out on day one and I studied it that night.    So for my first lesson, I was at about an 85% strike rate on being able to call on students by name.    I do believe this helped to establish positive student-teacher relationships and that, as we all know, positively facilitates learning and teaching.




Context:    Year 7 English.    Unit:   Persuasion in advertising.    The class needs to learn the terminology associated with the techniques and devices advertisers use in order to persuade.   There are many terms to learn (some more difficult than others).    In trying to come up with a cloze activity for one of these learning episodes, I happened upon puzzle-maker.com.

Using this tool, I was able to create, from scratch, my own original crossword puzzle.

The students really enjoyed this activity and it was excellent to synthesize all the elements of the learning episode.


Here’s the link:   www:puzzle-maker.com

You Tube & Click View

We we are all on prac and I just wanted to share that these are the two major resources I rely on in my teaching.    Year 8 English are working on a unit on persuasion in advertising (the assessment task is to deconstruct an advertisement).    You Tube has been invaluable in providing exemplars to scaffold students’ learning about the techniques / devices (terms) advertisers use in order to persuade.

Click View also has some great resources in this regard.

A tip for when on prac is to pre-load the clips so that there is no wait time when you’re in front of your class !      Learned about that on day one.



Call for nominations for the 2015 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education | United Nations Educational, Scientific and Cultural Organization

Source: Call for nominations for the 2015 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education | United Nations Educational, Scientific and Cultural Organization


ICT integration into teaching and learning is indeed important across many cultural parameters it seems.    I found this very interesting.

Assignment 2 de-brief


Despite the volume of work involved in producing this assignment (and general, occasional associated cursing), I really felt that I got a lot out of this task.

It was three-fold for me.    Firstly, it helped (hopefully but won’t know until I’m marked, I suppose) sharpen my planning method and skills.   Secondly, it made me think very carefully about how and which ICTs were going to enhance learning and teaching rather than just be inserted into the learning and teaching episode for the sake of it.   Thirdly, and I think this is the most important aspect for me, it made be focus on the constructing / transforming aspects of learning experiences.

I would be interested to hear others’ thoughts about the process known as Assignment 2 !


Image sourced from Google Images.  Retrieved September 15, 2015 from http://www.inconsequentiallogic.com/2011_03_01_archive.html



Image:   Google Images

“Educational technology is not, and never will be, transformative on its own….computers cannot replace teachers.  Teachers are the key to whether technology is used appropriately and effectively.”  Carlson & Gadio (2002)

This short quote pretty much sums up for me the rationale and desired outcome for students enrolled in EDC3100.

Teachers have many responsibilities.    One of these is the responsibility to identify, discern and implement appropriate ICT into our learning and teaching.   But sometimes, despite the best planning and careful thought, things don’t work as we expect.   I was witness to this recently.

I work as a Teacher Aide in a Secondary School.   One of the students with whom I work has very low literacy and as such, I am assigned by his teacher as scribe.    We thought we might try voice activated dictation on an iPad so that the student would be able to take more responsibility for his work.   Good idea?   We thought so.   However, unfortunately, the student has an extremely soft speaking voice and poor articulation so not only did the iPad not pick up much of what was said, the interpretation was incorrect almost 100% of the time.   We persevered for around 20 minutes before going reverting to me as scribe once again.

Technology is great but like everything, it’s all about trial and error.    In this case, it was a disappointing and frustrating waste of time that left the student feeling more incapable than previously experienced 😦