Technology is not an event, its just part of the everyday learning!

ESC407 Classroom Technologies


Hi and Welcome!

My name is Kim, currently a student at Charles Sturt University studying Masters of Teaching (Design and Technology). I am looking forward to exploring how technology can be applied effectively in a classroom environment. I will be posting my thoughts and learning’s each week as I work through the unit of work ESC407 Classroom Technologies. feel free to leave your comments and feedback.



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Featured post

Week 10- Collaborative classroom technologies


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Collaboration using technology can provide a rapid response rate and a wider audience compared to our traditional communication methods of face-to-face or telephone discussions. In the article Digital Generation Theme: Collaborating (Edutopia, 2009) states that students can present their ideas to a large online community and get immediate feedback. The social negotiation of ideas may also trigger further actions, experimentation, collecting data, review of literature or consultation with experts (Singapore Ministry of Education, 2011, p.7). Roblyer & Doering (2014) suggests that students collaboration can promote communication, encourage reflection, and provide a wealth of information to support students’ research (p.368). These are all important accepts of Design and Technology studies and will support students in developing a refine design concept. Owen-Jackson (2015) confirms that in Design and Technology when students collaborate through social media sites, access to a breadth of information increases which can replicate the way that designers work in the industry (p.165).

Block (2014) describes how his classroom was transformed from a random collection of individuals into a supportive learning community, exchanging ideas enhancing student’s final products. The ability to create a strong collaborative culture within the classroom will take time to refine and develop into classroom trust. Singapore Ministry of Education (2011) suggest that rather than focusing on how ICT enables talk among students, consider how the features of ICT tools can influence the course of collaboration (p.21).

Block (2014) suggests some collaborative scenarios for the classroom can include:

  • Investigation of an issue
  • Exchange of ideas
  • Sharing and delegation of tasks
  • Peer review
  • Feedback on a final product.


Edutopia. 2009. Digital Generation Theme: Collaborating. Retrieved from

Owen-Jackson, G. 2015. Learning to Teach Design and Technology in the Secondary School. A Companion to School Experience Learning to Teach Design and Technology in the Secondary School.

Roblyer, M., & Doering, A. 2014. Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson. ISBN: 978-1-292-02208-6

Singapore Ministry of Education. 2011. Advancing Collaborative Learning with ICT: Conception, Cases & Design. Retrieved from


Week 9 (3 of 3) – Classroom behaviour management and technology


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It is my opinion that mobile phones under the BYOD policy not be banned in schools; these devices should be used to enhance learning in students comfort zones. As previous attempts to ban phone use in schools proves that not only do students object; it is also the parents who object. Rubenstein (2006) reported that after announcing the ban of mobile phones in a New York school, Mayor Michael Bloomberg was the target of furious protests from parents who insisted they retain the ability to call their children during the school day.

Johnson (2012) suggests that phones can help students learn by providing benefits in note taking, organising their schedule in a calendar and using their camera to document images for their studies (p.140). I note that phones can also act as a distraction for student’s texting friends and accessing their personal social media accounts; while this will be hard to police in classrooms I believe the most appropriate way to mitigate and reduce distractions will be to establish a set of classroom rules. I mentioned in a previous blog post on Cyberbullying that I would work with students at the start of each unit to scaffold and agree on classroom rules covering Netiquette and Work Health and Safety; these rules will also include device use. Hertz (2014) suggests that we should be deliberately teaching students how to manage their attention with their devices. Hertz (2012) also makes reference to effective strategies in having devices in the classroom these being, asking students to lower their devices for classroom instruction and modeling activities, along with allowing students to listen to music throughout their independent work. As a pre-service Design and Technology teacher I can visualise these strategies being effective in my classroom.


Rubenstein, G. 2006. Cell Sanity: Mobile Phones Ring Changes in the Classroom. Retrieved from

Hertz, M, B. 2014. Striking a Balance: Digital Tools and Distraction in School. Retrieved from

Johnson, D. 2012. The Classroom Teacher’s Technology Survival Guide. San Francisco: John Wiley & Sons, Inc.



Week 9 (2 of 3) – Lesson planning ideas


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Whilst I am a pre-service teacher I have no experience developing lessons for secondary classes, as yet. I am however qualified in Project Management and I like to think that planning lessons, a unit of work and assessment items can draw on these skills. The goal of a good project manager is to document, communicate and mange the scope, budget, resourcing and time frame of a project from its start to end. This process also includes reporting, risk analysis and mitigation and managing those day-to-day issues and queries on the job.

Haynes (2010) describes lesson planning as a three-step approach; planning and preparation; activities in the classroom; and assessment including associated reporting and evaluation (p.1). Further advice Haynes offers is to consider the sequence of the three-step approach, flexibility in pedagogy, technology and content will be required to identify ongoing improvements to the teaching plan. Haynes (2010) suggests that when planning lessons ‘backward design’ is an approach to help design lessons around the required curriculum and assessment knowledge (p.3).

When it comes to planning the details of each lesson I would follow the Technology Integration Planning (TIP) model (as shown below); this approach will capture TPACK and the three-step approach outline above. Roblyer & Doering (2014) suggests that using Tech- PACK and TIP provides a theory base and practical tools to make technology integration purposeful, effective, and meaningful for teachers and students (p.78).


Image retrieved from (Roblyer & Doering, 2014, p.67)


Haynes, A. 2010.The complete guide to lesson planning and preparation. Bloomsbury Publishing. Retrieved from

Roblyer, M., & Doering, A. 2014. Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson. ISBN: 978-1-292-02208-6


Week 9 (1 of 3) – Technology, pedagogy and content knowledge (TPACK)

Roblyer & Doering (2014) defines Tech PACK (otherwise known as TPACK) as a framework that identifies a combination of essential skills/knowledge in three areas; content, pedagogy, and technology that are required if teachers are to integrate technology to greatest effect in their teaching (p. 8). Applying the TPACK framework to develop classroom technology skills will provide resource awareness for teachers undertaking the TPACK assessment and provide scope in how to apply technologies in the classroom. Koehler & Mishra (2009) states that teachers development of TPACK is critical to effective teaching with technology.

As a pre-service teacher I can self-assess that I am currently sitting in the Content Knowledge area of the TPACK model, as displayed in the diagram below:


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Content Knowledge (CK) represents what teachers know about their subject field and the context in which they should teach it. Koehler & Mishra (2009) state that teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach. Pedagogy Knowledge (PK) is the knowledge teachers have about teaching or how to teach. Koehler & Mishra (2009) state that teachers knowledge about techniques or methods used in the classroom; the nature of the target audience; and strategies for evaluating student understanding. Technology Knowledge (TK) is about knowing what technology will support a task, activity or assessment. Knowing and understanding each technology is critical to effective implementation.


Roblyer, M., & Doering, A. 2014. Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson. ISBN: 978-1-292-02208-6

Koehler, M. J., & Mishra, P. 2009.What is technological pedagogical content knowledge?Contemporary Issues in Technology and Teacher Education, 9. Retrieved from

Week 8 – Ethical issues


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As technology can enhance our teaching and learning we must accept that with the benefits it also brings associated issues of which teachers must be aware and model good ethical practice. Roblyer & Doering (2014) share that technology can help respond to societal needs and problems although can also creating a new set of issues with society-wide implications (p.23).

Social issues associated with technology use include:

  • Quality of life concerns
  • Fears about technology overuse
  • Fears about technology misuses
  • Risks of online social networking
  • Problems due to malware, viruses, spam and other malicious actions (Roblyer & Doering, 2014, p.24).

Teaching online social ethical behaviours should be linked to students developing a moral code for both inside and outside school environments. Cooley (2009) suggests people apply these codes to determine what actions they are morally required to perform or avoid doing, what type of people they should be and what thoughts they should have (p.1). Moral codes can be made up of personal instinct, prior experience and awareness of the issues surrounding a particular situation are important ingredients in upholding moral ethics.

Some real examples of social issues caused by online activity I have identified in my research are Luce-Kapler, Sumara & Iftody (2010) reference to “Star Wars Kid” (pp.536-538).  Singel (2010) reports on “Teens using digital drugs to get high” called I-dosing. These examples show the real challenges schools, households and communities are faced with the use and acceptance of today’s technologies.


Cooley, D, R. 2009. Technology, Transgenics and a Practical Moral Code [Springer]. Retrieved from

Luce-Kapler, R., Sumara, D., & Iftody, T. 2010. Journal of Adolescent & Adult Literacy 53. Teaching Ethical Know-How in New Literary Spaces. DOI 10.1598/JAAL.53.7.1

Roblyer, M., & Doering, A. 2014. Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson. ISBN: 978-1-292-02208-6

Singel, R. 2010. Wired. Report- Teens using digital drugs to get high. Retrieved from



Week 7 – Web-based learning


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Roblyer & Doering (2014) suggest that web-based activities have great potential to enhance learning (p.260). However web-based resources should be teamed with the appropriate pedagogy, affordance and teachers structured scaffolding to drive a deeper level of student understanding. Lee & McLoughlin (2008) suggest that applying inquiry and problem-based learning should provide students a true sense of ownership of their learning experience to create, share, and communicate ideas and knowledge (p.6).

Some resources I would like to integrate into the Design and Technology classroom are:


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YouTube EDU provides a searchable database of videos for education from trusted sources. This can be used by teachers to access appropriate material to provide students to strengthen and enhance learning topics; this approach will cater for visual learners. Luckin, Clark, Graber, Logan, Mee & Oliver (2009) suggest that based on their survey results YouTube is a popular platform for students learning (p.91).


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Google Arts & Culture provides a searchable database with rich sources of inspiration and information. Bogardus Cortez (2016) suggests that the three benefits of Google Art & Culture these are providing efficient and immersive museum exploration, getting up-close-and-personal access to great works of art and experiencing history firsthand with exclusive museum access. Students will interact with museum content including textiles to inspire and inform their design ideas and subject knowledge.


Bogardus Cortez, M. 2016. EdTech focus K-12. 3 Ways Google Arts & Culture Can Enrich Your Lessons. Retrieved from

Luckin, R., Clark, W., Graber, R., Logan, K., Mee, A., & Oliver, M. 2009. Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11–16‐year‐old students, Learning, Media and Technology.

Lee, M. J., & McLoughlin, C. 2008. Harnessing the affordances of Web 2.0 and social software tools: Can we finally make” student-centered” learning a reality?. In World conference on educational multimedia, hypermedia and telecommunications.

Roblyer, M., & Doering, A. 2014. Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson. ISBN: 978-1-292-02208-6


Week 6 (4 of 4) – Cyberbullying

cyberbullying picture.jpg

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Roblyer & Doering (2014) define cyber bullying as the online version of regular school bullying and can produce the same harmful consequences (p.235). Hannigan (2015) suggests that as technology becomes more pervasive, it has resulted in a challenge in policing online behavior.

The approach that I would like to implement in my classroom is to develop rules with students so they set their own climate of respect and responsibility (Education Victoria, n.d.). At the beginning of a new unit students will participate in a teacher-lead activity to scaffold and agree on a set of classroom rules and appropriate conduct. As I will be teaching Design and Technology these rules will also include developing Work Health and Saftey rules for safe physical behaviour.

There are a range of resources available to support teacher at and


Education Victoria. (n.d.). Classroom Strategies. Retrieved from

Roblyer, M., & Doering, H. 2014. Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson. ISBN: 978-1-292-02208-6

Hannigan, E. 2015. SBS. New children’s e-safety commissioner to tackle cyberbullying. Retrieved from

Week 6 (3 of 4) – Digital Citizenship


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As a pre-service teacher I do not have a school policy to base my blog post on, therefore this post will focus on Digital Citizenship and ways to implement important messages around appropriate behaviour and online conduct within schools.

As defined by Ribble (2014) being a digital citizen means that you are aware of what is available about you in digital form and how it can affect you and others (p.1). Hollandsworth, Dowdy & Donovan (2011) stress that student digital behaviours can harm their personal social dynamics, careers, and safety (p.38) and preparing student to make sound decisions in the digital world is critical (p.39). Educational programs and teachers modelling good behaviour in schools will support mitigating digital citizenship risks and issues.

At a recent Digital Citizenship Summit hosted by a number of guest speakers spoke about their experience with developing digital citizenship awareness and good behaviours within schools.

Diana Graber at the Digital Citizenship Summit in her It takes a village to raise a digital citizen (video below). Graber describes her experience in schools, providing some real life examples of educating students in “cyber civics” (Graber, 2016).

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Matt Soeth at the same recent Digital Citizenship Summit also spoke about his experience in his Growing digital leaders #icanhelp (video below). Soeth (2016) describes students as being “digital first responders” stating that in situations where something bad is happening online they usually see it first.

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Hollandsworth, R., Dowdy, L,. & Donovan, J. 2011. TechTrends. Digital Citizenship in K-12: It Takes a Village. Volume 55, Number 4.

Ribble, M. 2014. ProfessionalOpinion. The importance of digital citizenship: why schools should help young people navigate the digital landscape.

Graber, D. 2016. It takes a village to raise a digital citizen [Video file]. Retrieved from

Soeth, M. 2016. Growing digital leaders #icanhelp [Video file]. Retrieved from


Week 6 (2 of 4) – Web 2.0 resources and issues


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Web 2.0 tools provide an exciting platform for teachers and students; enabling learning to move closer towards linking inside and outside of school literacy. Lee & McLoughlin (2008) suggest that web 2.0 allows students open culture to finding new ways to contribute, communicate, and collaborate, tools that empower them to develop and share ideas (p.4). Lombard & Porto (2010) share that many web 2.0 tools are part of students inside and outside of school lives and benefit lies in integrating these into the teaching and learning process (p.237).


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WordPress is an easy to use creation tool; used to create blogs, websites and apps. Hew & Cheung (2012) suggest students can easily blog their experiences and thoughts online with the benefit of viewing their process of thinking over time (p.48-49).

In Design and Technology the blog feature of WordPress could be used for a number of purposes; such as a personal journal for reflection and ideas, a way of capturing design inspiration in an e-scrapbook and a professional digital portfolio of work. Lombard & Porto (2010) list effective uses of blogging within the learning environment which includes the creation of learning journals (p.223). Both formal and informal learning can occur via WordPress blogging with student’s ability to access a range of topics and comments onto other blog posts.


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Ning is a social networking tool to create and build online communities. Lombard & Porto (2010) share that unique features and benefits of Ning include that networks can be created for specific topics, easy connection with other social networking sites along with the ability for memberships and topics to be closely monitored and controlled by schools (p.229).

In Design and Technology the social networking tool can be used to develop classroom communities, support group participation, share and create content and act as a communication tool between students and teachers. Lombard & Porto (2010) share that an additional advantage of a Ning community is the ability to stay in touch with students after they graduate and keep students informed about employment opportunities via the Ning membership groups (p.230).


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Photobucket is a tool for storing and sharing images. Lombard & Porto (2010) state that Photobucket provides image hosting, video hosting, slideshow creation and photo sharing features (p.232).

Using Photobucket in Design and Technology can support documenting ideas, inspiration and the design journey undertaken by students. Storing and sharing images in Photobucket allows students to have images stored and accessible in an application that does not impact on their phone/device storage allocation. Luckin, Clark, Graber, Logan, Mee & Oliver (2009) state that the use of social networking and file sharing sites is populate amongst students in particularly for sharing photographs (p.100).


Hew, K.F., Cheung, W.S. 2012. Use of Web 2.0 Technologies in K-12 and Higher Education: The Search for Evidence-based Practice, Educational Research Review.

Lee, M. J., & McLoughlin, C. 2008. Harnessing the affordances of Web 2.0 and social software tools: Can we finally make” student-centered” learning a reality?. In World conference on educational multimedia, hypermedia and telecommunications.

Lombard, R., & Porto, S. 2010. Technology Leadership in Teacher Education: Integrated Solutions and Experiences: Integrated Solutions and Experiences. Chapter 13 Web 2.0 in the classroom.

Luckin, R., Clark, W., Graber, R., Logan, K., Mee, A., & Oliver, M. 2009. Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11–16‐year‐old students, Learning, Media and Technology.

Ning. (n.d.). Ning Mode Media. Retrieved from:

Photobucket. (n.d.). Photobucket. Retrieved from: (n.d.). Create a unique blog. Retrieved from:

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