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