Am I a 21st Century teacher?

Day, not too sure… they’re all blending into one…. Week 12

With professional experience looming I thought it may be time to reflect upon what I have learnt so far throughout this course and to consider whether or not I am a 21st Century teacher *insert quizzical look here*

This course has taken me on a journey that surprisingly has transformed my idea and expectations about the use of ICTs within the classroom. It has made me look at how ICTs are used within the classrooms that I am a teacher aide in and has made me sit back and think, are the use of these ICTs are transforming anything? Or are they are merely making things easier? Admittedly, I find the concept of transforming student learning using ICTs quite difficult- considering most of the students I have come across are whiz kids when it comes to ICTs. However, that doesn’t mean that I am not going to give it a red hot go whilst I am on my professional experience.

This course has given me a new perspective about assessments and using ICTs to support student learning as well as assess student learning. The incorporation of the different frameworks through this course has enhanced this new perspective by showing me a number of ways in which teachers can plan for the use of ICTs within the classroom and plan the teaching using a backward mapping process.

So it all boils down to the big question of ‘am I a 21st Century teacher’? Well lets firstly look at what it means to be a 21st Century teacher. Teachers who identify as 21st Century teachers possess the same skills that their students are expected to have and must be able to assist all students in obtaining and developing 21st Century skills. How does this relate to me? Well, I can wholeheartedly say that I do not possess the same skills as my students, they have me over a barrel in that department. During my work as a teacher aide I am privy to the assessments that students are expected to complete using ICTs and they are CRAZY! I keep thinking to myself ‘imagine if I had been expected to do this when I was at school’? Yet, here I am- 13 years later- struggling along with ICTs and finding myself increasingly disheartened because I’m not too sure how they work in their entirety. Yes, I understand why we use them. Yes, I understand how to plan to use them. Yes, I understand how to assess using them. No, I don’t know how to use them….

I wish a component of this course actually taught us how to use ICTs. Like how do I actually get what’s on my computer screen onto the interactive whiteboard? How do I make a website? How do I make a study desk? How do I create an avatar? How do I connect a silly printer to my computer???? Arghhhhh!

*Off to night school I trudge*

Wishing all of my followers a fantastic prac and I sincerely hope you all do well on your third assignment! Good luck everyone 🙂


Mentor teacher lesson feedback form

Hi everyone,

It has come to my attention that some of you are chasing the lesson feedback forms that I mentioned in my Professional Experience Checklist post. My apologies! I looked at the link within that post again and yes, you are all right- this form is no longer there grrrr!

I honestly have no idea where I got this got this form from but I have been using it since my first prac. I don’t believe it is a requirement of the University to obtain feedback on every lesson but in my opinion the more evidence that we can show of our learning as pre-service teachers, the better (especially when it comes to job time). So, have a look at the images below and if this is a form that you would like to use on your prac please email me at: and I will email you the pages.

Best of luck with prac guys! You’re all going to smash it 🙂




Learning with ICTs in the twenty-first century

Just wanted to take this opportunity to reblog this fantastic post from @ttaylblog.

As pre-service teachers we find ourselves in an age where technology and the use of ICTs within the classroom is at an all time high. It is our responsibility to go into teaching with the mindset that we are preparing our students for a world that is rapidly changing and for a workforce that is relying more and more on the use of technology.

However, this is not easily done if you are technologically challenged! During my work as a teacher aide I came to the realisation that the students I work with are much more advanced in the use of technology than I am (a fairly disheartening realisation by the way). So, how can I prepare students for this ever changing, digital world if I myself struggle?

Well, as @ttaylblog mentioned I need to slow down and consider the use of ICTs within the school context and how I can improve my practices as a teacher to ensure that my use of ICTs are transforming my student’s learning.

Game on…..


EDC3100: ICT and Pedagogy

Thanks to Bek Melotte’s amazing blog post that addresses the concept of students using ICTs to transform learning within a futuristic context. It got me thinking about global models of education and what is already being done to transform learning with ICTs internationally.

This rather informative youtube presentation developed by AITSL highlights the fact that students in South Korea are already using time away from school on laptops that count towards logged attendance at school. Denmark has enabled students to use authentic-based learning by being connected to the internet while taking online exams, however, being unable to access any social media application or emails. Finland again takes the leading approach to using ICTs and uses them to develop students own individual learning schedules, via laptops that track internet use and use school performance test scores to develop a playlist of learning options! If this can’t be seen as transforming learning, then what…

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Digital Citizenship…. is there an entry exam required?

Day: Unknown, Week 11

Digital natives? Digital citizenship? Excuse me, what is this exactly?

Digital citizenship is the concept of educating students how to use technology appropriately.

So, what does this mean as a teacher? Well, if you are using ICTs within the classroom you must have clear expectations for students using those ICTs in a way that not only supports the concept of digital citizenship but also adheres to the school’s safe school policy. In this digital age, many students use technology for purposes other than social media and friendly connections. Unfortunately, many students use technology to engage in cyberbullying, which is something that is not tolerated, nor has any place within the school environment.

This concept of digital citizenship is about educating students how to use technology safely, how to engage in appropriate online etiquette, how to stay safe online and learning about health issues relating to the use of technology. This content coupled with supervision will allow for the students to develop their digital citizenship.

At this point you may be asking why this is important? Well, I’m glad you asked. This is important to teachers for a number of reasons. There are a range of policies and legalities that relate directly to the appropriate use of digital technology. For teachers, this is important as it relates to the teacher code of conduct and meets the curriculum requirements i.e.. demonstrating relevant knowledge. Teachers are also bound by the Australian Professional Standards for Teachers and one of these standards is the AITSL standard 4.5 which is: use ICT responsibly, safely and ethically. This standard directly relates to the importance of digital citizenship.

What does this mean for me as a pre-service teacher? Well it means that my ethical behaviour will be monitored whilst I am on professional experience along with my scaffolding of information to students to assist them in becoming digital citizens. I must analyse what resources I can and cannot use when it comes to ICTs as some may be considered inappropriate for use within the classroom or with certain year levels. I must be aware of school policies relating to the use of ICTs, both teacher and student use and ensure that I am adhering to these policies whilst I am on professional experience.

Upon reflecting on my journey through this course I find myself wondering whether or not I am a digital citizen? I can say that I understand more about the use of ICTs within the classroom now than I did when I first undertook this course. I also understand the idea that you use ICTs to transform student learning (as hard as this is), however am I myself a digital citizen? Or am I merely still at the digital native phase of my technology experience?

I believe this requires some more reflection….



Oh man… I’ve made a mistake….

Day- who cares, Week 10

Hind sight is a……… very valuable thing…..

So, I have realised that after watching all of the online blackboard collaborations, attending the lectures, attending the tutorials AND discussing my assignment with the tutorial teacher I have royally mucked up in the second assignment *screams internally*.

How has this happened you may ask? Well, I’d also like to know as there seems to have been a communication breakdown somewhere along the line…. *eyes roll so hard they roll right out of my sockets*

Thank goodness for @ttaylblog who has picked it up! So, upon clarifying with the tutorial teacher I understood that the website that we are to develop as a learning and teaching tool in assignment 3 could be used for learning experience 1 or 2. Well, this turns out to NOT be the case. I have just read the information on study desk for week 10 and it specifically states that the website must be developed for the third learning experience (transformational) and must also contain a formative assessment (yeah that part is ok). So, what does this mean for me? I means that I now have to go back to the drawing board with my website development and also justify the changes in the third assignment….

I sincerely hope I pass the second assignment despite this little blunder….. *drowns sorrows in a cup of tea*

To the rest of my fellow EDC3100 comrades, chin up! We’re almost there 🙂


Professional Experience Checklist

Day: Unknown, Week 9

Ahhhhh professional experience my old friend, we meet again… Where will I be placed this time? Well, no one knows…. As always, it is a mystery right until the last minute. Like one of those mystery tours, except this one comes with stress and worry and the best part: it’s all free….. *rolls eyes*

So, as always I like to be super organised so that I can feel better about standing up in front of a class full of students I don’t know and sounding slightly credible. “Yes, yes, I know what I’m doing….. no, no, I don’t know how to spell that”….. So, every time I go on prac I ensure that I have a trusty checklist of items to ensure that I am not missing anything. So, here is my checklist and I will post the link to my Facebook also so that my fellow EDC3100 peers can have a look and get some inspiration…..



Arch lever folder containing the following:

  • The Professional Experience Book (2017)
  • The Professional Experience Guidelines (2017)
  • Two copies of the Interim Report and Professional Experience Report (one for your mentor and one for the liaison if requested)
  • 3-5 blank copies of the generic lesson plan template
  • Multiple copies of the mentor lesson feedback forms (ensure that feedback is given on every lesson that is taught)
  • Any resources that you have previously collected that you feel may work with the content you are required to deliver on this prac

The books and forms can all be found by clicking on the link below:

Professional Experience Information

In your bag there should be:

  • Whiteboard markers
  • Pens (blue, black and white), whiteout, eraser, highlighters and lead pencils
  • Water bottle and hat (they come in handy on playground duty)
  • A notebook so you can take notes
  • Travel tissues, Panadol and hand sanitiser (yes I am sounding like a Mum at this point but trust me, I have had to use all three, sometimes on the same day)

What I do on Day 1:

  • Sit down with my mentor and liaison and exchange contact information: I give them my mobile and university email address (never my personal one). And in return I take theirs.
  • I always ask if it is acceptable to submit my lesson plans via email, the night prior to the lesson being taught. I email the lesson plan and any resources that I am going to use to ensure that my mentor is fully aware of what I intend to teach.
  • I provide my mentor with the feedback forms and reports so that they are fully aware of the feedback expectations during my time there
  • I take a big breath and compartmentalise what it is that I have to do and dive in head first.


If I have left anything out or if anyone has any suggestions please don’t hesitate to comment! We have to stick together and get past these speed bumps!

I truly hope everyone has an amazing time during their placements- good luck everyone!


Say what?

Day: Unknown, Week 9

So, I have just read on the old StudyDesk that some kids in year 3 learn how to create a website and kids in year 6 learn how to create blog posts. Say what? It really is a whole new world huh?

Year 9 was the first year that I was exposed to ICTs within the classroom (blame it on rural schools but I was a late bloomer). The extent of ICTs used in the classroom was all of us sitting in front of a computer learning how to touch type… fast…. Downside: I am fairly illiterate when it comes to modern technology. Upside: I can touch type… fast…..

So, after reading this I feel as though the assignment I just submitted (AS2) is fairly mediocre. I mean, within my unit plan I have year 12 students completing blog posts and using online forums…. and I thought that was transformational? Idiot….. Well, I’ll wait to be hauled over the coals for that assignment. Anyway, onwards and upwards and onto the next…..

Assignment 3 requires me to create a website that students can use that enhances and transforms their learning experience- no easy feat on my behalf. Once upon a time I was required to create an online digital portfolio for an assignment, it took me 6 weeks. So, I guess I had better get started on this website now….. I understand why they are asking us to do this. The nature of the beast (the curriculum) and how it is delivered is changing. There are so many expectations placed on schools now to keep up with the times and ensure that they are delivering content which not only meets the needs of the students but also satisfies the endless department policies that are in place (Smart Schools and ICTs policies). Personally, I think the varied learning opportunities that are available to students now is fantastic! Compared to classrooms of the past the introduction of technology allows teachers to deliver content differently and engage students who perhaps would not have been. On the flip side, I feel as though I am being prepared for a world of students who will run rings around me when it comes to ICTs (I only just figured out how to copy and paste using a shortcut) and that’s fine, it just means I have a lot of catching up and figuring out to do prior to graduation.

BUT, before any of that happens I have to create this website! So, I am excited because the learning experience I have chosen looks at the use of formal and informal language and how the identification of an audience can influence what type of language will be used. Example: I am using informal language within this blog. Why? Because my identified audience is mostly of my peers and a few randoms who read it. Also, it allows me to comment satirically on the course which in turn gives me some down time from writing like a robot all the time *winning*. So, this website that I am creating is going to provide students with the opportunity to view a range of different clips/reviews/articles in which they are required to identify whether formal or informal language is being used. The website is also going to house a comment space in which I can check for their understanding on the subject and it will demonstrate how students can write a product review using either formal or informal language. Essentially, I have worked out that this website is going to need 5 or so pages in order for me to fit everything in that I need to….. Hmmmm, I’ve got a big task ahead of me but I am excited to do it and progress my skills and knowledge on ICT…. (that’s the plan anyway)…

Well, until next time friends!


Am I transforming yet?

Is it week 5 or 6? I’ve lost track!

Ok so, my main concern is that I am not transforming student learning using ICT within my unit plan. I am feeling out of my comfort zone here!

I started off this assignment thinking I knew what it was that is expected of me and what I was doing in terms of the unit…. However, once I got into it I found that the learning experiences that I had discussed within the first assignment required some major tweaking *sigh* . To further that point, I keep asking myself whether the learning experiences are simply using ICTs for the sake of it or are these kids actually learning something new and transforming that knowledge…. Geez Louise this is a pickle!

I need to go back, have another look at the learning experiences and analyse whether or not they are doing what I have intended them to do. I am going to do this by stacking them up against the RAT framework, which as we all know stands for Replacement, Amplification and Transformation. Using this framework I will be able to drill down on whether or not I am achieving transformation with some of my learning experiences. I understand that not every single one of them is going to be transformational but I need to have at least one!

So, that is my current mission and with that, I am off to use the RAT….



I-C-T, I-C-ME, I-C-YOU are struggling….

Day (unknown), Week 4

Brain has turned to mush. Back is sore from being hunched over a computer. Fingers are dropping off one at a time from extended periods of typing. At this point you are asking yourself what the positive to this post is going to be… Well, I have submitted my first EDC3100 assignment! Take that ICT! *pow*

Well, if I said it was confusing that would be an understatement. The process of completing the first section of the second assignment prior to completing the final section of the first assignment had me stumped (I can see the cogs turning in your mind now). I understood the table section of the assignment completely and once I had wrapped my head around the ‘awkward dance sequence’ that was finishing it, I got it *cue music* sing Hallelujah!

So, what am I doing with myself now you may ask? Well, I have  swiftly moved into the next phase of the second assignment. I am interested to see where this assessment piece will take me as I learnt quite a lot from the first. I learnt that incorporating ICT into learning activities is more than just getting the students to use a computer. It is about embedding ICT in a way that the students have never been exposed to before. I particularly enjoyed the part where I got to design assessments that would demonstrate their learning (mwahahahaha) and assessments that would show evidence of their learning about content they previously haven’t been exposed to.

Well, that’s me for the moment. I am off to continue with more of my second assignment.


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