It’s about Partnership

Hi All,

Just reading the article “Education Key to Security” (USQ, 2017), and I believe it’s very true that the connection between families, schools and government needs to be strong.  Many factors can break this link very quickly resulting in student performances declining.  Is it at a parental support level, teacher, school or Government level where our children are falling in areas of reading, science and maths?

Are the PISA results so dismal?  Trends in International Mathematics and Science Study (Timms) shows that performance had not changed much over 20 years in maths and science, that it’s not as bad overall. Australia still sits above the UK overall and performed as well as the UK in all areas of science and maths, but New Zealand topping Australia only in reading.  PISA shows Australia slipping in performance since 2012; 13th in reading with a rating of 512, 19th in Maths with 504 and 16th in Science with 521 points, although still above the OECD average.  It appears the decline may be showing with students in year 9 over the last 3 years.  The Minister for education asks why this is happening if funding has increased.  Tanya Plibersek is Labor’s Deputy Leader and Education Spokeswoman, and she said that less that 10% of Labor’s extra needs-based funding actually got to the schools because the money to implement the reforms swallowed it.   What happened in scientific literacy to high achievers?  A 3% decrease.  In low achievers? A 5% increase (Guardian News, 2017).



Guardian News (2017). Pisa results: Australian students’ science, maths and reading in long-term decline. Australian Education. Retrieved from

University of Southern Queensland, (2017).  EDC3100, Week 10: Education Key to Security  [Article]. Courier Mail, (2017). Studydesk:



Hi everyone, Karen here,

I have visited my school, teachers and students and believe it will be a positive and rewarding experience.  As we prepare for professional experience, my ICT confidence is a little higher when I can see how even in year one they use digital journals as a yearlong record of student learning.

Before I start thought I understand that my communication must always be professional and if using any of the school’s technology equipment, I will always use them being guided by the school’s rules and regulations.  Here is an eSafety Checklist for schools and school leadership teams that was developed for schools to identify online risks for children and staff.

I did the Cyber Smart Kids Quiz.  The quiz gave different email scenarios, decisions about what to do with a pop up message, or what to do if you receive a bullying message.  The quiz goes into appropriate password practices and scam sales advertisements targeted at children’s interests.

This poster sums up some topic covered in the quiz.


Australian Government (n.d). Cyber Rules. Office of the eSafety Commissioner. Retrieved September 17 from


Australian Government (n.d.). eSafety checklist for schools.  Office of the eSafety Commissioner.  Retrieved September 17 from

Internet Safety [Image] (n.d.).  Retrieved from


A view about Pedagogy in ICT

I believe that teacher’s values, ideas, prior knowledge and experiences with ICT influence whether ICT is used in the classroom and how effective it is.  Teachers may feel their skills are inadequate however much work and preparation needs to be done Alexander says there are two facets of pedagogy; teaching methods and student organisation, part of a broader conceptual framework consisting on observable practices, such as the management of ICT, pedagogy and content, and believes that a focus has been greater towards content rather than knowledge.  The needs of society, the individual student development, culture and ways of knowing and doing are critical considerations for today’s educational practices.  Shulman’s model of pedagogical reasoning is more about that knowledge and the transformation of ICT knowledge about  influences practice – pedagogical content knowledge.  There are 8 reasoning skills in Shulman’s model;

  • comprehension of content and how the content interrelates with other content areas.
  • Transformation as I understand it to be more like an interpretation so it can be taught to students.
  • Preparation – curriculum aims and objectives
  • Representation – student accessibility to using the skills for learn content.
  • Adaptation and tailoring – how individual needs of students are considered
  • Instruction – based on the management of class experiences
  • Evaluation

I found an adapted visual model of Shulman’s Model of Pedagogical Reasoning and Action




Figure 1: A Model of Pedagogical Reasoning and Action (MPRA). Adapted from Shulman, 1987, p. 15 and Salazar, 2005. 


Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., & Rhodes, V. (2003). ICT and pedagogy: A review of the research literature. ICT in schools research and evaluation series18.

Fernandez, Carmen. (2014). Knowledge Base for Teaching and Pedagogical content knowledge (PCK): Some Useful models and implications for teachers’ training. Retrieved from





EDC3100 – My life and learning with ICT

EDC3100 Mind Map - my life and learning with ICT
Hi everyone,  So excited to see that I could do this mind map.  Once again my very first time to create one and very easy if you haven’t ventured there yet.  I decided to begin with how I live and learn with ICT and the three major things in my life are Family, University and Work, I guess there’s no time for anything else, so hence those three.  Firstly my children teach me so much about the benefits of technology in everyday life (some useful and a lot that isn’t, even dangerous).     For university, the study desk is always changing.  I usually find everything I need and really enjoy searching and moving through the materials.   I wonder if schools might have this option for students in the future?  Or do they now? I think about the impacts and about the benefits and drawbacks to learning and the curriculum.  I have learnt so many new things so far in this course especially about the many options we have to connect with others.   I’ll keep adding to my mind map throughout the rest of this semester. Thank you if you have read my blog.  Karen





ICT & Pedagogy

Hi All,

Now that assignment 1 is out the way, I guess you will be looking at and planning your next tasks.  So far, I have learned how to identify ICTs in the curriculum and think about how this links to student experiences with ICT in the classroom as an aid for student learning.   In reality, I wonder what parents think about young children using ICT for learning when it becomes a part of every subject, and what pressures does this place on parents to continually support their child’s learning.   Is this one reason why teachers don’t use a variety of technologies in the classroom?  PowerPoint is common, but that’s not using technology for learning unless the students are creating their own to communicate what they have learned.  If I think of Zimmerman’s quote; “Learning is not something that happens TO students; it is something that happens BY students”, then only by working alongside students to discover new ways of expressing what we have learned will teachers and parents become more comfortable with working with technologies.

I found an interesting article about how technology transformed the role of the teacher.

Enjoy reading,


Britland, M. (2013, June 18). How has technology transformed the role of a teacher? The Guardian. Retrieved from

Where I’m at with my learning about ICT & pedagogy

I’m now looking at ICT as a way students and teachers together investigate a topic using ICT, and communicate this to others in a creative way.   Sitting with the students to brainstorm ideas, gather perspectives (using Y charts), think, pair and share strategies is appropriate, giving students some power to make decisions, trial things and see what happens if….

Distraction came up during Lecture 1A discussion.   The featured image of a mindmap is from lecture 1A. Even though Teachers don’t need to know it “all”, we’ll need to be aware of potential distractions, going off on tangents, and guide students around networks to keep on task.

The social network of a classroom is very much important to they can understand networks themselves, socially or during ICT.  Teachers need to come up with ICTs that will be appropriate for students to use today and tomorrow.

I have looked at the new Australian Curriculum in that 5 interrelated areas are now in the key ideas for ICT with particular attention in communication, investigating and creating with ICT.  I haven’t found it too slow as Chris mentioned, so hopefully this continues.

I created a Diigo account this week and also attempted Feedly.  I’m hoping I get accepted to EDC3100 group soon.

I signed up with Scootle Community a long time ago, but never used it.  This is a save network to support Educators and Teachers to discuss pedagogy, curriculum and share tools and resources.  I’m going to browse here to get some ICT ideas.  Here’s the link if anyone is interested or already has some great things to share;



EDC3100 – ICT and pedagogy

An Educator must understand their own knowledge about ICT, whether it is appropriate to use in class and how it can benefit and support the student learning environment.  ICT can be used as a tool for students to creatively present their understandings or something of interest relative to learning they want to share with their peers.




That was challenging.  I’ve never created a blog or even looked at one. Don’t laugh.  I hope this is ok to start with.

So today I found out how to add a featured image.  I struggled with this 9 days ago when I did this blog.


Karen Klein