Framework Spreadsheet from MS Word to HTML upon David's Table

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	Help student to think about the type of knowledge required to make the most effective use of ICTs and Pedagogy. It is used to describe and understand the type of knowledge required to design effective ICT-rich learning experience. Whether or not the design is successful So that teacher is able to take on leadership roles (formal and informal) in the use of ICT and be knowledgeably reflective on its integration to the level of student engage in collaboration learning (Finger et. al. p.9). Way to understand the different types of knowledge required to design effective, ICT-rich learning experiences.	In my blog, my understanding of TPACK is also another acronym of (Technology, Pedagogy and Content Knowledge) TPACK Model isn't going to be much help in measuring the success of ICT integration into my teaching. This is might be useful as part of planning process for Part B As a way to identify the different types of knowledge you may need to develop before planning the lessons you are going to teach. For example, · TK - know more about the particular technologies that are available at your PE (CLEM model can help develop this type of knowledge) · CK - learn more about the content (curriculum) you need to teach in each lesson. · PK - learn more about the type of pedagogy your teacher or site expects to be used. · TCK - learn more about the type of technologies that can be used for what you're teaching. · TPK - learn more about how particular technologies best support the pedagogy you are using.
Backwards design	3 steps of structural model to support alignment in our lesson planning (Wiggins and McTighe, 1998) A structural model to support alignment in planning.	n my blog, my first understanding of this model relates to how well the students have progressed toward these learning outcomes after our assignment 2 using Backwards DESIGN as Assessment Evidence. This is might be useful as part of planning process for Part C
SAMR Model	One of strategies involving learning design to technology integration to SAMR's v3 (mentioned by David on 17 March 2014) to adapt ICT tools with engagement in learning and teaching at the core of the wheel by interacting with Bloom’s Taxonomy capabilities against the Action Verbs & Activities based on 4 categories 1. Redefinition 2. Modification 3. Augmentation 4. Substitution A way to judge how ICTs are being used in an ICT-based learning experience.	In my blog has mentioned SAMR model is extended of Bloom’s taxonomy with a range of additional framework to implement engagement in deep learning and authentic contexts. SAMR is a useful tool for thinking about ICT learning experiences Have a look at the questions in the SAMR ladder to might be useful as part of planning process for Part B
TIP Model	Being built upon as Roblyer’s Technology Integration Planning (TIP) Model (adapted by Finger et. al, 2007 pp.250-251) to implement anticipated evidence at the stage 3 and stage 4 (p.155) on how decision about assessment is linked to TIP throughout phase 2 until phase 4 and finally the design of transformed learning environment (p.207) Some others references David used in past learning path at Study Desk are the following 1) Wiencke, W. R., & Roblyer, M. D. (2004). A Problem-based Approach to Teaching the Technology Integration Planning (TIP) Model. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber, & D. A. Willis (Eds.), Society for Information Technology & Teacher Education International Conference 2004 (pp. 1474-1477). Atlanta, GA: AACE. 2) Robylyer, M. D, & Doering, A. H. (2012). Integrating Technology into Teaching (6th Edition). Allyn & Bacon. Robleyer, 2006 as cited in Finger et. al., 2007 p.85 A planning model for designing ICT-rich learning experiences. Some similarity with Backwards design but with a more explicit focus on how to integrate ICTs into learning and teaching	In my blog, as one in the ICT Integration & Transformation Implementation Technology Integration Planning (TIP) in diverse curricula by integrating ICT capability according to the Australian curriculum (associated link with SCOOTLE. Thus, TIP framework allows more student-centred learning (p.110) and associated Seymour Papert’s (1980 cited in Finger et. al., 2007 p.120) constructionism theory (constructivism +technology) to help teachers have a practical value how to design ICT-enhanced learning experiences to meet the students’ needs by providing guidance based on the five part ICT planning model (i.e Roblyer's TIP model, 2006 as cited in Finger et. al, 2007 pp.129-130) that might be useful as part of planning process for Part B and Part C. Effective planning relates all phases with the relevant implementation questions and phases of implementation, assessment and evaluation in each respectively.
The 5Es	One of strategies involving lesson planning with initial thought of a lesson flows applying to 5E's using ICT to support learning and teaching in PCK context 1. ENGAGE- student interest in topic 2. EXPLORE- make meaning of topic 3. EXPLAIN- apply the understanding 4. ELABORATE- further research on the topic describing how it does relate 5. EVALUATE- synthesis into a new transforming knowledge A model of a teaching sequence that enables the design of constructivist learning experiences. One of many "pedagogical frameworks" mentioned with Assignment 2	5E model to a certain extent related ultimately is learning objective using ICT to gather, manipulate and presenting information during our PRAC. As this mode build on student own understanding of new ideas as based on active engagement approach in stimulating and problem solving based on Piaget’s constructivism theory (Finger et. al., 2007 p.119). This is might be useful as part of planning process for Part C.
WALT & WILF	Help to reflect upon the lessons objectives to ensure that students are producing the work in explicit teaching eg. To include as Warm Up – Opening lesson plan WALT – We are learning to … WILF – What I’m looking for …	The WALT is used to introduce the lesson objectives. The WILF explains the work they will be undertaking in this lesson. This is might be useful as part of planning process for Part C.
Connectivism	Claimed that student learning can apply from non-human sources to support integration of ICT as continual process into learning experience (Siemens, 2004)	In my blog - What raises the question here is what connectivism on how ICT and pedagogy apply for the student learning? This is might be useful as part of reflecting process for Part D
Bloom's taxonomy	One of strategies applied with the social constructivism using ICT at different level ZPD of student knowledge to highest order thinking skills (Finger et. al, 2007 p.119)	In my blog - Bloom's strategies Taxonomy used to organise thinking skill and learning objectives in TPACK by developing constructing knowledge and move onto developing transforming knowledge as learning process
Postman's 5 things	Culture always pays a price for technology. e.g. cars and pollution (and many other less obvious examples). There are always winners and losers in a technological change. Every technology embodies a philosophy, an epistemological, political or social prejudice. The printing press de-values the oral tradition. Technological change is not additive, it is ecological. The invention of the printing press in Europe, did not create “old Europe + the printing press”. It created a new and different Europe. Technology becomes mythic, it becomes seen as part of the natural order of things.	This might be useful in part c and d reflection
Toolbelt theory/TEST framework	"Toolbelt Theory" is based around the idea that as humans we are tool users, and that we choose tools most effectively when that choice begins with the Task at hand, and then considers theEnvironment in which that task must be performed, the Skill set of the individual (the tool chooser), and the Tools which are available	It help me in part c when I am planning my lesson plan
PKM	PKM: A set of processes, individually constructed, to help each of us make sense of our world & work more effectively. PKM gives you a framework to develop a network of people and sources of information that you can draw from on a daily basis. It a process of filtering, creating and discerning so that you spend less time answering email or finding that great presentation you saw, and more time focused on being a better practitioner of your craft.	I will help me in my part b on the topic on preparing and planning

CLEM Model

CLEM is an acronym and thus has four components. A simple overview of CLEM's components includes:

1.    Community;

What, where and how active is the community of teachers who use this ICT to enhance student learning? Are there different communities? How do you engage with this community? Where do you go to get help?

2.    Literature;

What academic literature exists around the use of this ICT to enhance student learning? What does it reveal about how to apply this ICT to learning? What does it say about how to use this ICT and how not to use this ICT? What is this ICT good for when it comes to student learning? What are the common problems and limitations?

3.    Examples; and,

What examples exist of this ICT being used to enhance student learning? What makes a good example? What makes a bad example? Are there examples applicable to you? What can you learn from these examples?

4.    Model.

How does this ICT work? What is the vocabulary associated with this ICT? What does it offer that's different from other ICTs? What are the common technical problems with this ICT and how do you fix them?

Planning for my practicum

Planning for my practicum

1.    Identify what curriculum you will be using while on Professional Experience.

2.    Identify what (if anything) that curriculum document has to say about what your students should be able to

• ·         already do with ICTs; and,
• ·         what they should be able to do by the end of this year.

For the Australian Curriculum you will be interested in the ICT capability learning continuum

3.    Do you understand the expectations? Can you fulfill those expectations? Do you have the knowledge and skills?

4.    How are you going to know exactly what your students are able to do?

5.    How are you going to help them?

What is expected from me during my professional practice

1. How many days long is the EDC3100 Professional Experience?
15 days

2. How much teaching must you do?
Week 1 – teaching for one-third of each day.
Week 2 – teaching for one-half of each day.
Week 3 – teaching for two-thirds of each day with one full day.

3. Where is the lesson planning template must you use for all your lessons?
saved on my desktop

4. How many of the lessons you implement on Professional Experience must you submit for Assignment 3?
Five

5. My mentor is helping organise the school's cross country and has to be at school at 7:30am on the day. Do I need to be there?
YES!!! More experiences the better! Learn how to organise and plan for the school's day long cross country, as your mentor does, as you will do in the future.

6. What feedback on my teaching should I be gathering and what should I do with it?
Weekly feedback, overall feedback and a referee statement.

7. There are very, very few ICT resources in my Professional Experience context, how can I possible develop ICT-rich lessons?

Use whatever you have to your advantage and learn how you can improve and use what you have!

Strategies for effective lesson planning

A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.  Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components:

•             Objectives for student learning

•             Teaching/learning activities

•             Strategies to check student understanding

Specifying concrete objectives for student learning will help you determine the kinds of teaching and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been accomplished (see Fig. 1).

Steps for Preparing a Lesson Plan

Below are six steps to guide you when you create your first lesson plans. Each step is accompanied by a set of questions meant to prompt reflection and aid you in designing your teaching and learning activities.

(1) Outline learning objectives

The first step is to determine what you want students to learn and be able to do at the end of class. To help you specify your objectives for student learning, answer the following questions:

•             What is the topic of the lesson?

•             What do I want students to learn?

•             What do I want them to understand and be able to do at the end of class?

•             What do I want them to take away from this particular lesson?

Once you outline the learning objectives for the class meeting, rank them in terms of their importance. This step will prepare you for managing class time and accomplishing the more important learning objectives in case you are pressed for time. Consider the following questions:

•          What are the most important concepts, ideas, or skills I want students to be able to grasp and apply?

•             Why are they important?

•             If I ran out of time, which ones could not be omitted?

•             And conversely, which ones could I skip if pressed for time?

(2) Develop the introduction

Now that you have your learning objectives in order of their importance, design the specific activities you will use to get students to understand and apply what they have learned. Because you will have a diverse body of students with different academic and personal experiences, they may already be familiar with the topic. That is why you might start with a question or activity to gauge students’ knowledge of the subject or possibly, their preconceived notions about it. For example, you can take a simple poll: “How many of you have heard of X? Raise your hand if you have.” You can also gather background information from your students prior to class by sending students an electronic survey or asking them to write comments on index cards. This additional information can help shape your introduction, learning activities, etc.  When you have an idea of the students’ familiarity with the topic, you will also have a sense of what to focus on.

Develop a creative introduction to the topic to stimulate interest and encourage thinking. You can use a variety of approaches to engage students (e.g., personal anecdote, historical event, thought-provoking dilemma, real-world example, short video clip, practical application, probing question, etc.). Consider the following questions when planning your introduction:

•  How will I check whether students know anything about the topic or have any preconceived notions about it?

• What are some commonly held ideas (or possibly misconceptions) about this topic that students might be        familiar with or might espouse?

•  What will I do to introduce the topic?

 (3) Plan the specific learning activities (the main body of the lesson)

Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. As you plan your examples and activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. These questions would help you design the learning activities you will use:

•             What will I do to explain the topic?

•             What will I do to illustrate the topic in a different way?

•             How can I engage students in the topic?

•             What are some relevant real-life examples, analogies, or situations that can help students                                understand the topic?

•             What will students need to do to help them understand the topic better?

(4) Plan to check for understanding

Now that you have explained the topic and illustrated it with different examples, you need to check for student understanding – how will you know that students are learning? Think about specific questions you can ask students in order to check for understanding, write them down, and then paraphrase them so that you are prepared to ask the questions in different ways. Try to predict the answers your questions will generate. Decide on whether you want students to respond orally or in writing. You generate some ideas and you can also ask yourself these questions:

•             What questions will I ask students to check for understanding?

•             What will I have students do to demonstrate that they are following?

•             Going back to my list of learning objectives, what activity can I have students do to check whether each of those has been accomplished?

An important strategy that will also help you with time management is to anticipate students’ questions. When planning your lesson, decide what kinds of questions will be productive for discussion and what questions might sidetrack the class. Think about and decide on the balance between covering content (accomplishing your learning objectives) and ensuring that students understand.

(5) Develop a conclusion and a preview

Go over the material covered in class by summarizing the main points of the lesson. You can do this in a number of ways: you can state the main points yourself (“Today we talked about…”), you can ask a student to help you summarize them, or you can even ask all students to write down on a piece of paper what they think were the main points of the lesson. You can review the students’ answers to gauge their understanding of the topic and then explain anything unclear the following class. Conclude the lesson not only by summarizing the main points, but also by previewing the next lesson. How does the topic relate to the one that’s coming? This preview will spur students’ interest and help them connect the different ideas within a larger context.

(6) Create a realistic timeline

GSIs know how easy it is to run out of time and not cover all of the many points they had planned to cover. A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills you want students to learn. Instructors also agree that they often need to adjust their lesson plan during class depending on what the students need. Your list of prioritized learning objectives will help you make decisions on the spot and adjust your lesson plan as needed. Having additional examples or alternative activities will also allow you to be flexible. A realistic timeline will reflect your flexibility and readiness to adapt to the specific classroom environment. Here are some strategies for creating a realistic timeline:

•             Estimate how much time each of the activities will take, then plan some extra time for each

•        When you prepare your lesson plan, next to each activity indicate how much time you expect it will take

•             Plan a few minutes at the end of class to answer any remaining questions and to sum up key points

•             Plan an extra activity or discussion question in case you have time left

•             Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more productive rather than sticking to your original plan

Presenting the Lesson Plan

Letting your students know what they will be learning and doing in class will help keep them more engaged and on track. You can share your lesson plan by writing a brief agenda on the board or telling students explicitly what they will be learning and doing in class. You can outline on the board or on a handout the learning objectives for the class. Providing a meaningful organization of the class time can help students not only remember better, but also follow your presentation and understand the rationale behind in-class activities. Having a clearly visible agenda (e.g., on the board) will also help you and students stay on track.

Reflecting on Your Lesson Plan

A lesson plan may not work as well as you had expected due to a number of extraneous circumstances. You should not get discouraged – it happens to even the most experienced teachers! Take a few minutes after each class to reflect on what worked well and why, and what you could have done differently. Identifying successful and less successful organization of class time and activities would make it easier to adjust to the contingencies of the classroom.

 Conclusion

To be effective, the lesson plan does not have to be an exhaustive document that describes each and every possible classroom scenario. Nor does it have to anticipate each and every student’s response or question. Instead, it should provide you with a general outline of your teaching goals, learning objectives, and means to accomplish them. It is a reminder of what you want to do and how you want to do it. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.

The Water Warriors unit is based on a constructivist approach as students work collaboratively, use a variety of resources to construct knowledge, teacher facilitates discussion and offers advice and prompts, students are engaged, real world issues and authentic topics are covered and students participate in reflective discussion and activities. During the lesson and in process reflection for each lesson plan to have integrate ICT to be used in classroom, some framework could apply to measured the success of the student learning experiences. (Zoe's blog where she explained the context)

Water Warriors is an engaging unit as the topic is authentic (Hand, n.d.), the content is age appropriate (Department of Environment and Resource Management, 2010) and students participate in activities such as drawing, finding hidden items, playing games, watching videos and using PowerPoint presentations. By engaging students in their learning they are more likely to be successful academically and achieve the learning goals of understanding about water and using it carefully (Mandla, 2003).

Part B: Preparation and Planning

Part B requires us as student to prepare our five best lesson that we would like to implement when we are in our practicum school. I did try to design 5 lesson plan and it take me almost a week to have a full lesson plans that I would to implement to the school that I would be doing my prac. IN this stage of planning, I really take a lot of times as I need to sit down and have a deep thought what types of lesson or even what subject area I would like to teach to the young children. This part or process is a tough part as I need to make sure my lesson is flow and the time frame that is being given to me will be use purposefully and richly.