Ohh my gosh what is this feeling??

Ohhh my gosh I think its the feeling of freedom that I believe is just around the corner!!!

Have just finished typing up Part D of my assignment and it feels good!!! Tomorrow I will proof it and then get someone else to have a quick look at it and then over the weekend I will click on that submit button!!!

I tell you what I have been waiting for this feeling for weeks now and it feels good to know that it is here!!

Whoop whoop!!!



Food for thought – Assignment 3 reflection

Assignment 3 part D is designed to encourage reflection of the PE you had so here is some of my food for thoughts

Successes –

  • Students having a centre point within the room where they frequently come together as a whole to work together through lessons and the centre point of this is around a projector screen. This engages students within each lesson and helps them participate within each lesson. Assistive technology working at its best – engaging students, allowing them to participate within the classroom etc.
  • Using the TPACK framework to ensure the appropriate use of cause and effect apps. Was aware of the content that students were working on (which was to cause a cause and effect on the ipad), aware of the pedagogical knowledge of how to best teach this content (student centred approach) and then had to research the technological knowledge component to ensure I was enhancing students learning with the choices of apps that I was selecting and that there were also going to achieve the content knowledge. Further technological knowledge went into this as well when I researched how this lesson could be expanded and what kind of apps could help with this expansion to ensure student learning.
  • Evaluating through the use of CLEM model when it would be effective to also focus on students alternative communication within lessons with the use of alternative switches. My evaluation using the CLEM model as well as teacher discussions insisted that this was an important use of ICT to enhance students learning by allowing them to control the pace, activity and communicating what they wanted therefore I planned accordingly within my lessons and incorporated this use of ICT into all lessons to ensure it enhanced students learning. Using ICT as a form of communication is huge importance REFERENCE


Non- successes –

  • Based on the SAMR framework the main technology that was used for each lesson was just a projector screen with a powerpoint of what students were learning. To me this is a form of substitution or augmentation at best. We as educators want to be using technology to enhance students learning through modifying it and redefining it and when these processes are used then technology is really being used to enhance students learning and not just substitute for a book and CD player.
  • Due to students needs and the established routines my planning was very limited and also the use of ICT that I could incorporate was very limited due to students needs, students abilities, resources available and lesson routines. Toolbelt theory/ TEST framework.
  • Students sensory needs on the day of lessons effect how the lesson in going to run and how much modification it is going to need. Maths lesson ended up students students using cause and effect maths toys as they wished whilst relaxation music was being played to ensure a successful lesson for these students. This meant that the lesson was not so successful ICT wise in enhancing their learning but was still present within the lesson. This resulted in students just using technology instead of having the technology be integrated and planned and purposeful – http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=176374&chapterid=7822

Lessons learnt –

  • That sometimes the simpliest forms of ICT can be the forms that have the most effect in enhancing students learning. In terms of my PE the use of alternative switches something that if you did not know what they were you would not think that it was a form of ICT but this simplistic form of ICT in fact gives students the power of communicating their wants and needs which enhances their learning beyond anything else as it gives them control over it
  • The importance of using a framework such as the backwards design to shape your planning to ensure that the lessons that you are teaching are purposeful and are part of a greater plan. Effective planning also ensures effective and efficient use of ICT and other resources as it leaves out the winging it phenomena
  • The importance of evaluating different ICT sources to ensure that they are going to in fact enhance students learning and they are not just going to just be a substitution for another aspect of teaching


TED talks – such a useful resource so easily available

I have been aware of TED talks for a while now as they have been used in course content for several of my courses in the past but I have always just thought ohh they are interesting and not much else until this course where it has been proven that there is such a high need to utilise these resources as well as store them in a place for future reference. With this in mind I saw a blog post from Anne Sutton called Ted talk on teaching teachers the magic of engagement and this triggered me thinking back to past TED lectures that I had viewed. This talk was especially interesting as we all have a high interest in being an engaging teacher as it is when we engage the students that we are going to get the best out of them.  After viewing this TED lecture it made me do some further research into TED and I found that they have a twitter page, facebook page and youtube channel all for me to use in future reference.

If anyone is interested in the particular TED talk that Anne Sutton originally posted below is the video.


Using my PLN – free technology for teachers

As I usually do once a week (but I will admit whilst on prac I have been so preoccupied with everything else I havnt done it in weeks) I check out my feebly feeds and have a look at what all my fellow peers are blogging about to see if there is anything I could use for myself. Well whilst doing this for the first time in a few weeks I came accross a blog by Fionabudd2014 called Free technology for teachers and it immediatly caught my attention. The blog talks about this free technology for teachers facebook page which lists tried and tested technology sites, different strategies and tips for using technology within the classroom and provides resources for all year levels and majority of content strands. Straight away I knew this was a page/website that I needed to keep for future references and it is also one I certantly would not have found if I was not using my trusted PLN. This is definatly a new skill that I will take out of this course and one that will help me through future studies as well as PEs and in my furture classroom. For all those interested in some FREE technology resources as well as some strategies that can help you make sure you have a look at the page which can be found at – https://www.facebook.com/FreeTech4Teachers

Prac progress so far

Wow hasnt the past 2 weeks just flown on by!!!

I have been having the best experinece in the class of sensory prep students at a special development school. They all have such a varied range of fun personalities and I have enjoyed getting to know each of their likes and dislikes as well as building my own special bonds with them. It has been quite an interesting journey.

I have been completeing my recommended teaching hours although the teaching experiences are definatly different to a mainstream setting with alot of them occuring in smaller groups or one to one settings depending on the activities. I have completed minimal amounts of planning instead making suggestions on how the exisiting lessons could break up into further learning activity stations and would could occur at each of these stations. This is also a very different experience to all my other PE as in the past I have been planning all the lessons that I will be teaching from scratch only knowing the basis of what each lessons needs to cover content wise.

The incorporation of ICT has also played out differently than I thought it would. The use of ICT for these students is all about alternative forms of communication and the beginning steps in using ICT which is when you do something (cause) it then has an effect of that something (effect). This has limited my application of ICT to a very limited spectrum of computers. ipads and switches that can be used for communication as well as a way to acess different toys and utensils. The following website called Spectronics talks about the use of switches as an inclusive learning technology and the different types of switches that are availiable to students and schools.

Remembering all the models and frameworks

As part of the week 11 learning path we were asked to revise our understandings of several of the models and frameworks that we had come across as part of this course. Here is mine:



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

Is the bringing
together of the knowledge of subject matter, what is good for learning and
technology to enhance this.

In order to use ICT
effectively and efficiently the TPACK framework will need to be used. Subject
matter of the subject being taught will need to be acquired, research into
how this seems to be taught more efficiently will need to be conducted and
research into the ICTs that are used to support this will need to be conducted
to ensure the most enhanced student learning.

Backwards design

Is a 3 step planning
model that focuses on the goals that need to be achieved before working on
instructional methods and assessment. The three steps are identifying desired
results, determining acceptable evidence and planning learning experiences
that will result in reaching these goals.

The goals and
assessment will most likely already be set for the duration of my placement
by the classroom teacher but I will use these are the foundations for
creating my learning experiences. Students will also have individual goals
from their ILPs that they will be working towards.

SAMR Model

The Substitution Augmentation Modification Redefinition
Model offers a method of seeing how computer technology might impact teaching
and learning


We want to ensure that
ICT is being used as not only a substitute method with no functional change
but as a redefinition method with high functional change leading to student
centered learning. This model allows you to see the actual effects of your
ICT use is having on student learning.

TIP Model

TIP model is another
planning model that focuses specifically on the integration of ICT into

The TIP model will
ensure that I am planning effective and efficient lessons with the use of

The 5Es

Is an instructional
method that ensures units progress through 5 phases of learning. The unit
will begin with engaging students and allowing them to explore new concepts.
Students will then explain and elaborate on these concepts, At the end
students will evaluate what they have learnt

This is a young
framework so it will be quite appropriate for my Prep students. This will be
used to shape my lessons with one phase being selected per lesson and with
continuous lessons there will be a progression through the phases.


stand for “We are learning to…” and “What I am looking for…” These two
characters are child friendly ways to share the less easily understood,
learning objectives (LO) and success criteria (SC)

Students need to know
what they are learning to do and what the teacher is looking for, for each
lesson that they are participating in otherwise there is no purpose of the
lesson. I will also need to consider these two points within planning.


relationship between work experience, learning, and knowledge, as expressed
in the concept of ‘connectivity, is central to connectivism.

To encourage learning
through providing opportunities to practice doing and reflecting on what they
have discovered.

Bloom’s taxonomy

Blooms 6 thinking
stages allows teachers to organize learning objectives beginning with lower
order thinking and advancing to higher order thinking as students progress
through the thinking stages.

Will be used throughout
planning to ensure students are completing appropriate learning activities
for the correct thinking stage as well as progressing through the thinking
stages. Blooms digital taxonomy will also be used to ensure correct ICT use
with each thinking stage.

Postman’s 5 things

Provides a useful way of thinking
about technological

Change and being able to identify

Will help me identify
the changes in the classroom that technology brings

Toolbelt theory/TEST

The TEST framework
scaffolds the individual in thinking about which tool will help them achieve
the specific Task they have to achieve, within the Environment they are
operating in and with the Skills they bring to the task.

Helps you think about
and decide what tools that you are equipped with to help your students learn.
You must consider the environment and the students skills before the task is
set. Once the task is set you must then consider what tools you can use (ICT)
to help enhance student learning.


Personal knowledge management gives
you a

Framework to develop a network of
people and sources

That you can draw upon for
information and help. 

It is there so that we
have been able to form networks that we can use to provide us with helpful
suggestions and information in all areas eg. ICT use, lesson ideas etc.

Through this revision I have been able to really think about the models and frameworks that I will be using whilst I am on professional experience. Here is what I have considered:

Planning – Backwards design

Designing learning experiences – 5es, TEST

Incorporating ICT into learning experiences –  TPACK, SAMR model, Bloom’s digital taxonomy

When I find myself with any uncertanties or difficulties – PKM, CLEM

Explaining lesson objectives to students – WALT & WILF


My digital footprint

After watching the take this lollipop page I had the sudden fear of holy crap what can people actually see of me out there and what is my digital footprint without me even being consciously aware of. Then my next thought was I wonder how many of my fellow EDC3100 peers had this same thought and that was when I found Finonabudds post “I wish i didnt take the lollipop!” and becpealls post “I wish I didnt take the lollipop!” and realised that many of my fellow students were having the same thought. So what was my next plan of action you ask – well it was to google search my name and see what comes up. So here are the only 2 results from a google search of my name and my own mini digital footprint:

  1. Kirstie Rutledge profiles on facebook – I am the first profile that is displayed in the list which shows my profile picture and bare minimal information about me.
  2. Player statistics Kirstie Rutledge – Player statistics from when I played waterpolo for Victoria

I was suprised that there were only 2 results that came up after a search of my name but along with results that were directly related to me were results about other people that have the same name as me (mainly people in America). Google searching your name is something that I have to admit I always find fun to do as there is always something interesting to find on there. A google search of your name also reminds you about the profiles that you have out there that you may not have recalled making or using so its a good way to keep in check what you have available to the public.

Connect.ed modules

The connected world – 

Well what an introduction into these modules. The online stimulation of a typical social media account for a younger teenage girl was a real eye opener but also brought back some of my past memories. Small problems that were escalating quickly, bitchiness and misunderstandings are just a general afternoons work for these young adolescents via social media. I remember being in high school and being around that age and communicating on social media and all these things were such big deals and the problems that were often ignited by social media felt like such huge problems in the real world when they had no reason to.

It was interesting to see the key capabilities that were identified to be an effective cyber citizen – Digital media literacy, positive online behaviour, peer and personal safety and e-security. In that list based on the stimulation that I completed I would not say that any of those students are effective cyber citizens as they did not display positive online behaviour and there was no peer or personal safety. In each of the scenarios on the other hand that were given at the end of the module each student displayed successful cyber citizenship, although the actual chances of this occurring in all situations in real life is questionable.

Cyber safety and your students – 

Cyber safety is probably both educators and parents most concerning issue when it comes to young adults beginning to venture out into cyberspace and in particular using social media sites. I believe that one way to help students in staying safe online is by educating them on what the potential problems could be in the cyber community. Some of the most common issues that are identified are – cyber bullying, sexting, grooming, identity theft, viruses, stalking and hacking.

A great strategy to help identify cyber bullying is to ensure that you encourage students to befriend their family members as well as family friends or older friends. This is a good strategy as it allows people that are older and more mature to observe the activity that is occurring on their social media page and ensure that their is no unusual or bullying activity occurring. If there is safety concerns this can be handled faster than if they are unknown by those around the student.

Schools and the law – 

There are some roles that are mentioned that schools should be taking up. Schools should create a cyber safety policy through the leadership team and ensure that is adopted throughout the whole school. It needs to be ensured that both educators and students understand cyber safety policies so that they can adhere to them. Parents support is also of utmost importance as this is an issue that has the potential to occur both within the school environment and the home environment. Schools should provide parents and student information sessions and incorporate cyber safety elements into the curriculum.

An interesting point was made within this module and that was “A school and its teachers could be liable, if the cyberbullying is by SMS, email or telephone by other pupils from school—even if the bullying took place at home.[2] It might be said that because schools are in a position to attempt to control or prevent ongoing bullying then they have a duty of care to do so”. I found this quite interesting as who would have thought that teachers could be liable if this is occurring at home and not within the school – realistically how is this the teachers liability if it is not occurring during the school day whilst they are the students duty of care personal? Kind of a scary prospect if you ask me!!

Some great strategies that were suggested include:

  • Electronic bully box
  • Cyber safety week
  • Police guest speaker
  • Student run information nights for parents
  • Technology audits for staff
  • PD opportunities for staff
  • Cyber safety contact person for both staff and students

Putting it into practice:

My cyber safety education plan at the moment:

The aim of this plan is to ensure students have all the knowledge available to them to be effective and safe cyber citizens. The cyber safety capabilities that will be explored are positive online behaviours, peer and personal safety and e-security. I want to ensure all students have a in depth knowledge about the most common issues that they will potentially come across on the internet and strategies that they can put in place to overcome these. I want students to be able to openly talk about programs they use on the internet and any problems they have already come across. Students will create an action chart where they will identify appropriate path ways to solve any issues that they may come across. All teaching of cyber safety will begin with group learning and then move onto self paced individual learning with students working through selected materials. Teaching resources will be gathered from the cybersmart website in the lower primary section. Two of the web based teaching resources that will be used are Zippep’s astro circus and Hector’s world.

Cyber safety certificate

Re blogging – Yay or Nay

Well what an interesting topic this has become. The topic first came to my knowledge whilst I was working my way through EDC3100 week 10 working path and was further investigated when I read the suggested blog Digital ownership…. poor Fran by Christina Bradley. Up until now I had no idea what Re blogging was but i had become aware that something different other than commenting was happening with some of my blog posts but just wasn’t quite sure what it was. Now that I have become aware of re blogging I have become aware that 2 of my blog posts have in fact been re blogged.

So with this new knowledge what are my exact thoughts on re blogging? Well I am honestly a bit unsure of it. In some ways we are all re blogging in our own way by linking certain blog posts to other students posts in which we are investigating their blog and further commenting on a certain topic they have presented. This I believe is good practice as we are using our PLN to expand on our current knowledge. This would also include students re blogging posts but then expanding on them with their own comments, research and opinions.

The other aspect of re blogging though is students just using re blogging for their posts. Those students will be meeting and exceeding their blog posts numbers, linking them to the number of blogs needed and meeting the word limit required. This is not fair that students can use others blog posts to meet these expectations without adding their own work on top of it.

Should there be a limit introduced on how many blogs you can re blog??

Should blogs be able to be re blogged without any further student comment??

These are things that i believe should be considered by the administrative team.

Professional experience checklist

Access all professional experience booklets

Become familiar with the expectations for preservice educators booklet

Download EDC3100 lesson plan template

Download feedback forms

Contact mentor

Forward to mentor the expectations of what I must do

Gain information from mentor about what will be happening throughout the 3 weeks and what unit topics students have

Create my own observation sheets

Prepare a professional experience daily folder

Prepare a professional experience resource folder

Continue to blog

Complete part B

I’m sure the checklist will continue to expand as the weeks end and I continue to look at what other students are doing to prepare themselves