Get off that ICT!

I was recently visiting the Queensland Museum in Brisbane with my six year old. There are some amazing things for kids to experience in there! I was standing next to a family with a couple of young kids and I heard a father shout out to his kids,

“Hey, we have come to the museum to look at all this cool stuff, not hang out on technology, we can do that at home!”

What were the children flocking to? It was similar to what crbruggemann described in her blog as the SMART table. This ICT device looked amazing; kids got to learn all about types of dinosaurs, they could tap on the screen and find out what they ate, their size and weight and which time period they were from and much more (I couldn’t get close enough to see all it offered). Kids could pretend to be in the world of a particular dinosaur and search for food amongst the predators as well as learning facts about the dinosaur along the way. It was all the things crbruggemann described in her blog, “social, inclusive and captivating collaboration tool that makes it easy to get young students excited about learning” (SMART Technologies, 2013).

I love the way that museums these days interact with kids, allowing them to have real-life hands-on investigative experiences. Such ICT allows kids use their senses in a way that they often crave in their learning.

My next goal is to investigate an ICT experience that will invoke a similar response in students for Year 1 Geography for assignment 2!



Planning for Assignment 2

This week I have been thinking about learning experiences that will align with my lesson objectives in my unit plan for assignment two. This includes student activities and teacher strategies as well as researching ICTs. The learning objectives I have chosen are from the Year 1 Geography unit in the Australian Curriculum.

Constructing Knowledge

The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHGK005) .

Transforming Knowledge

Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008)

Tomorrow, I intend to decide on the ICT resources that I will use to amplify and transform my learning objectives. I always feel as though I embark on long-winded journey in working out my ideas for assignments. Jaqueline discussed how she uses the SimpleMind mind map for assignment planning. Maybe I will try implementing this mind map to help cut out some of the organizing time. I’ll let you know how I go!



A recent article written by Terry Keick and published by Teachthought called What happens when students use technology better than students? provides an interesting insight into the effects of a tech savvy generation of digital natives on teachers and the classroom.

Throughout this course it has become apparent, with the many hours spent pouring over how to use Diigo, Feedly and Gliffy that I am no digital native. While I can understand and use these ICTs quite well after spending time on them, they definitely are not applied instantaneously. The question is, am I going to have time after teaching all day, writing lesson plans, sourcing resources, marking and writing up individual target plans among the myriad of other teacher requirements to jump on my computer and catch up with the latest ICTs?

So, apart from this course and the remaining of my Bachelor of Education courses, how can I ensure I am equipped with the skills to keep up with information communication technologies?

Coming back to Heick’s reflections… As students observe teachers flailing and drowning in understanding and using new ICTs, Heick questions “what process and outcomes does this undermine?” He suggests that the ability to rationalise away the impact is growing old.

Terry Heick also asks the question, what have we (teachers) cost ourselves by not getting ahead of students, these digital natives?

“What will happen when students use ICT with such great conviction and thoughtless habit that they won’t listen to a thing we tell them about it all because they can see the gap themselves?

I will leave that question open to my peers.

Do you feel you are equipped to handle the upcoming digital natives?

How will you ensure you will keep up with ICTs?




Reasons to Use ICT and Pedagogy

Mindshift is another inspiring educational website that also presents on social media site, Facebook. The writers of the posts explore the future of learning in its dimensions – encompassing cultural and technology trends, groundbreaking research, and innovations in education.

One article that I recently viewed was on the integration of ICT into the arts, called Paint or Paint App? Value of Creating Digital Vs. Traditional Art

Korbey (2013) discusses how it is somewhat easy to envision integrating Ipads or other ICTs into classroom studies such as reading, science or math, however the interesting integration of ICT into the arts may be some of the most groundbreaking, innovative and creative approaches yet.

“You can create something digitally that would be impossible to create by hand. Conversely, you can create something by hand that you cannot replicate digitally.”

Progressing in my ‘divergent thinking’ has allowed me to see the possibilities of ICTs beyond traditional learning areas. Thus, I have had to question fixed ideas and let go of what I perceived as assumed learning approaches in specific areas of study.

I’m so interested to see where art will take us, 50 years from now!



So it turns out I have been regularly breaching Copyright Law for some time both academically and personally! Images on the internet are very ambiguous. Instantaneously, after unearthing this offence, I have gone through my blog to erase any evidence of my crime (images copied without authorization). As fellow EDC3100 blogger Belinda revealed , I too, had breached Copywright Law, for my Webquest assessment.

EDC3100 lecturer David, deliberates on the safe, responsible and ethical use of ICT, in terms of the Australian Professional Standards for Teachers. As future professionals, I agree this is very serious material, and I am quite surprised that this information has surpassed me through the past years during my University degree.

In terms of my current blog and any future professional and personal work, I will ensure that any future images or videos adhere to Copyright Laws. In terms of images, I think honing my photography skills would be a viable personal development!

The spark

Jenny, the writer of Let the Children Play blog, shared an interesting insight into the power of play in the early childhood setting, titled Just one spark: a play based program.

Jenny discusses how one spark can ignite a child’s interest that gives them an idea, leading to another idea, that keeps early childhood teachers running to keep up! Here, the teachers role is to support the process through providing resources, providing time and space for these ideas to run their course within supportive boundaries.

On reflection, this idea of enabling or building on the ‘spark’ or interest, should also be reflected in ICT use in the early childhood curriculum. Here, as in other areas in supporting child development, in accordance with the Early Years Learning Framework (EYLF), children can develop in different capabilities by building on their interest, using ICT resources.

Implementing ICT knowledgeably and reflectively within the Early Childhood environment is definitely key in providing a quality, stimulating and developmentally appropriate learning environment.