Monthly Archives: July 2013

Week 3 – More talk about ICT’s….


Over the past few days, I have explored the 1st assignment in a little more detail. I did get stuck when first endeavouring out there in the big, wide, world, why we use ICT’s which seriously shouldn’t be such a huge task. After all, I have seen the positive learning effects of them on my own children as well as the children I work with at school. whilst going over lecture notes and thinking of past theories and approaches I have learnt one came to mind straight away. And this one is something that pinpoints the use of computers and ICT’s perfectly in my mind. – The 5E’s approach to teaching and learning devised by primary Connections teaching resources. This approach perfectly pulls together everything that technology allows use to teach through the use of ICT’s as we offer students the opportunities to engage, explore, explain, elaborate and evaluate!


I have struggled putting the finding the right words to describe exactly what and how I felt about computer technology and it’s advancement into the world of education and I have looked to other students for ideas and asked colleagues at work. A year one teacher reaffirmed my ideas to day when she said that she uses the White Board in her room because it engages students and allows them to actively explore!During the past week, I have looked at Nicola’s discussion, Shireen’s bending ICT blog, Sonia’s Rural and remote ICT solutions and many more. They are all insightful and each one I have read offers something new, whilst they cross over and intertwine, linking our various versions of ICT and it’s development in the modern world of education. I am sure that everyone involved in ICT education through this subject and beyond would state that ICT caters for visual learning styles and this makes it quite and empowering tool when used correctly! ICT resources are indeed a wonderful implement , an evolutionary, explosive, exciting phenomenon!

ICT resources


Li’L Safety Club Natural Hazards Children’s Program. (n.d.). %E’s methodology. Retrieved 29 July, 2013, from


Week 2… The preparation for assignment 1


This week there has been another ‘plethora’ (as my mother would say) of information offered to us all. We have discussed the importance of ict in a teachers curriculum, pedagogy and looked at Scootle as a resource tool. many students have offered interesting resources and this will help us all to broaden our knowledge of ict resources and the extent to which they can activate learning. Tracey offered a maths resource for prep that encompasses literacy based activities as well, Tessa-Liisa offered and English resource for year 2, Kate offered a resource for year 1 and many others offered resources that were suitable right through until high-school level. Behaviour management advice was available and many teaching and learning guides.

In this resource wealth I have found myself, looking for fun activities that spark the imagination. this to me is the best way to teach, offering activities that excite, encourage active learning, exploration and discovery. We use computers in our prep room at work and the children learn something new each and every time the use them. Ipods are now a favourite technological ‘toy’ fro the children to use and we take photos and view them on a whiteboard. The children even record their voices (with help of course) and we play all of this back and review their learning in class. Last year we had a child who wouldn’t talk, suffering with selective mutism. by the end of the year the teacher I worked with got one of the other children to begin working with her and recording her voice. – Although she still doesn’t talk and is in year 1 now, the ipod recording worked and allowed her to express herself without causing any embarrassment or overwhelming her.

Good luck with assignment 1!

My ICT Mind Map






My mind map

Well, this was a frustrating task. Once I worked out how to do it, I then couldn’t understand how to change colours and get things sorted. I had to repeat the process a couple of times and am finally happy with my mind map. I felt very pleased with myself when the teacher I work with asked ‘How do you do it?’ – So I now have something up my sleeve that I can take straight into the classroom for her to work with. However, I don’t think we will be teaching the preppies how to make mind maps just yet.

I had difficulty working out how to structure my concept map and gained insight from other students such as Aspenforgan and Teagan’s, I was able to gain insight and gather my own ideas, allowing me to structure my concept map, and helping me to develop my own PLP for how I see the development of ICT’s.

Week 2’s question….Why use ICT’s?


I enjoyed to look at this video on youtube this week. It’s made me think more about how the use of ICT’s has changed in my lifetime and how it is set to change over the coming years. Ict’s have affected my life, the lives of my children, friends and work colleagues. ICT changes have revolutionised society and are set to keep the world spinning! this weeks question was to discuss and review the question, ‘Why do we use ICT’s in schools’. I wanted to understnad not just why but how have they changed not just our education system, but our lives.

When discussing the use of ICT’s with a teacher my question was, “Why use ICT’s in the classroom?’ Her answer “Because we have too?’ Then after review she said, “I suppose it’s because that’s the world they live in.” Which made quite an interesting point. The world children of today live in has changed considerably over the past 10 years, let alone since I was at school in the 70’s and 80’s. When I was in year nine at school, we had our first computer, that took up a whole room! Our children gasp when we talk about it, they simply don’t believe us. We had a massive computer hard drive and a huge machine that the paper reamed through. The paper was about the size of a A3 sheet and to put something into the computer you had to fill out a card and you were specifically told ‘don’t go over the edges, just shade in the center’. My next dealing with a computer was our first home computer, which was an old Apple, it was pretty slow and quite large as well. We didn’t do too much on it as my husband and I weren’t computer savy.

My eldest daughter went to school and she had very little to do with computers until she was in year 5 and learnt how to manage the basics and then followed on to power-point. Although since she began school in the year 2000, computers have been implemented across school curriculum’s and my son who began school in 2006 learnt to play on computer games at home when he was 2 – with his sisters help of course and began using computers at school in year one. We now teach children on computers in preparatory year. It’s quite amazing when you look at how technology has changed over the past 50 years, yet it is still ever growing, ever changing.

Nicola made the comment that teachers are no longer instructors of learning but facilitators. And through my own experience as a Teacher’s Aide and a future educator I believe that she is 100% correct. – I see teachers now as working with children in partnerships, forming respectful and reciprocal relationships with students and families. this type of thinking is in line with the Early Year Learning Framework principles and I believe this framework to be quite active in it’s pedagogical views. For teachers to work as co-contributors they support learning by sharing insights, engaging children in active participation and communicating freely with their students. Learning can be seen as fun as students actively explore and engage in co-operative learning opportunities. the biggest challenge is to be able to offer activities that challenge, stimulate and motivate individual learners. Computers assist us by showing us that the tools of knowledge can be far more than just tools, but they too facilitate learning as children use them to actively learn and explore their world, gaining knowledge and skills throughout their school lives and beyond!

Theories I have seen before


One of the many theories that I have used before and most probably will continue to use during my study and follow experience as a teacher is Vygotsky’s theory of Proximal Development. when I first began studying I found it very confusing as I couldn’t quite understand the concept. It has taken me many subjects and a great deal of reading to fully comprehend the importance of this theory and how it has changed the education world. tied into this theory is scaffolding, which is something that I found easier to understand as it’s something that i do every day but had no idea. As stated by Kendra Cherry (2013) “the zone of proximal development is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.”One of the fun ways to discover more about the zone of proximal development is to watch this video –

A powerful way to learn that I have become more familiar with during my studies is through Howard Gardener’s theories of multiple intelligences. when I first learnt about this theory, I was completely thrown, I had no idea of how to comprehend it, let alone begin to work with it. – Which of course made studying very difficult as I had to apply this theory to unit and lesson plans. After working with the theory and reading quite a lot about how to apply them, I have gained knowledge and experience allowing me to form a more indepth understanding of Gardener’s theory. When implementing this theory into teaching practices, I will be able to gain perspectives on individual learning styles and talents. this will allow me design an appropriate programme that will offer students a classroom learning programme that caters to their individual needs.

Here is a video link of Howard Gardener talking about his theory –

Both theories will enable me to be a better educator in my future profession allowing me to work with students to create a learning environment that provides for each students needs and learning styles.

One extra for fun on learning styles –

Both theories will enable me to be a better educator in my future profession allowing me to work with students to create a learning environment that provides for each students needs and learning styles.