Sunday, 9 October 2016

Web 2.0 & Social Media in Lessons

As we aim to broaden our students knowledge of the world, connections and communication becomes more important. Teaching through Web 2.0 allows students to communicate with others, instead of just a one directionally path with no authentic audience input (Hew & Cheung, 2012, p.48). Collaborative approaches to learning are key to helping students construct knowledge together.

In my classroom, I have used a number of Web 2.0 and social media tools to support learning:


Edmodo is like Facebook for education but fits the needs of my students who are under age 13 (age requirement of Facebook). It can be used a general discussion board to ask questions and share resources both during the school day and after hours. As a teacher, I can post polls and also reward students with badges for their efforts. It also provides a great platform for some important digital citizenship conversations such as appropriate online communication, what to reveal about yourself, the difference between professional and personal communication, who to connect with, avatars and profiles and online image.

Available at:

Skype is often an under used resource. Skype allows you to make video calls to another around the world. Last year, our class did a number of Mystery Skype calls with other classrooms to develop our geography and problem solving skills. We also sang Chinese songs with another school for Chinese New Year, wrote poems together and played math games against other classes.

Available at:

In Year 4, students create cultural blogs to explore their identities. As an international school, the students can find this task challenges with many being third-culture children. The blogs allows them the experiences of writing different posts to explore aspects of their identities and follow the journeys of their classmates and interacting with each other through the commenting features.

Available from:

e-Portfolios (Google Sites)
All students at our school have e-Portfolios from K1- Year 6. This is a great way for students to reflect on their learning and select pieces of work they wish to share. Students share these portfolios with parents, teachers and other students. Together it opens the lines of communication in person and through the comments. It really helps students to know we are all working to help them grow and learning with constructive feedback and encouragement.

Available at:

As a teacher, I use Twitter to connect globally with other educators. It is a great way to have short discussions while also getting ideas and resources. With the options of both private and public messages, I can easily communicate with the many educators I have met online.

Available at:

Here are 2 articles related to introducing social media to your classroom in the Primary school:
Introducing Social Media to Elementary Students
A Guidebook for Social Media in the Classroom


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.  doi:

Thursday, 6 October 2016

Digital Citizenship

Like any behaviours that teachers want to instill in their students, the expectations for behaviours need to be laid out at the beginning of the year. Within the first week of school, students engage in a lesson about the acceptable use policy. They are then expected to take a copy home, sign it and review it with their parents before returning it. All students in the Primary school begin with this routine. From there, it is easy to reference back to as the students begin to do activities. Teachers must be fully versed in the acceptable use policy as well and hold their students to this standard. Our acceptable use policy is quite thorough for students and focuses on the following topics: respectful, responsibility, care for devices, privacy, accessing appropriate information, referencing, discipline and social media (Chatsworth, 2015).

Another important aspect of teaching students about digital citizenship is actually modelling it as a teacher. It is extremely frustrating as a education technology coach when teachers ask me how to do things that are illegal, not aligned with our acceptable use policy or incorrectly. If teachers do not model how to be a good digital citizen, how can we expect our students to? As teachers, we should be showing students how to engage appropriately with emails, citing our work and referencing images in presentations. We need to be leading the way when our students turn to use for the standard. One way I have done this is set up an email writing programme in the past where students email me each week and I respond with an email. From this, students understand the format of an email, appropriate email communication all while building their written communication skills and rapport with the teacher.

Digital citizenship should be embedded into the curriculum and not taught in isolation. Students need to make meaning of it by connecting it to real life experiences inside and outside of the classroom. The Year 6 students are currently doing their puberty unit and learning about body image. This also translate into their online image and how they see themselves.  The teachers and students are having conversations about the impact of media and social media on their views of themselves and the images they also share. They are also discussing how to communicate appropriately on social media platforms. These topics are completely integrated, giving students context for the topics. 

There are also those times when teachable moments arise. Perhaps someone posts something inappropriately online or you see another student properly reference images. These are great conversations to have in the moment even though they weren't planned. When questions come up from students about something online, you shouldn't shy away from it but rather support the student's inquiry and help build their digital citizenship schema.

One of the other things as an educator I need to be cognizant about is that educating a child is a partnership between the school and home. This is why we also need to educate our parent community. When I was a homeroom teacher, I made sure that my class parents were informed regularly about what we were doing in our classroom, the technologies we were using and conversation starters they could have with their children. As an education technology coach, I work with members of our leadership team to develop and conduct parent sessions related to their child's technology use. We also have an open door policy for parents to drop in and ask questions whenever they need to.
Educating our students to become good digital citizens is not an easy task and not a task that can be accomplished in a year. It requires the whole school to approach digital citizenship as the way of moving forward. Currently our school is looking to build a digital citizenship curriculum that is integrated into various units from kindergarten to Year 13. Together with a whole school approach, we can work to support and model good digital etiquette for our students to follow.


Chatsworth International School. (2015). Acceptable Use Policy - Chatsworth Group of Schools [internal document]. 

Monday, 3 October 2016

Transforming Classrooms with New Technologies

Technology in the classroom has changed substantially over time. Once upon a time, computers were not affordable for the average school to have in each classroom. The computer took up a good chunk of space in the room and had limited functionality. Nowadays, many schools have computers in every classroom, some enough for every student or a BYOD programme adopted so that technology can be integrated on a daily basis.

As a teacher that uses technology on a daily basis to enhance the education experience, it is hard to imagine it being challenging for teachers to find educational uses for computers when they were first being introduced into the classroom (Bigum, 2012, p. 18). For me, trying to find the best way to transform technology for education is something I enjoy doing. I like trying to find new ways to use the tools I have to make learning different and engaging for students. Back when computers were first being introduced this may have been more of a struggle with dedicated teachers still trying to lead the way.

I love being able to introduce new technologies into my classroom. Often I just show my students and just let them explore it. They will often be able to grasp how to use the tool faster and better than I would be able to show them if I was to lead a directed lesson. Because my students are now proficient with a number of technology tools, it is easy for them to transfer their knowledge between technology tools until it is 'domesticated' as part of the class (Bigum, 2012, p. 22).

As an Education Technology Coach, I am often approached by teachers wanting to buy the 'new big thing'. For me, it is important that our school doesn't just jump on board with purchasing things to 'keep up with the Jones'. Rather, take the time to trial it, see what the pros and cons are before purchasing and rolling out to the whole school. This helps to slow the cycle. It is important to note how a new piece of technology will change the experience of what already exists with a focus on how is it going to improve teaching and learning (Bigum, 2012, p.26).

I believe technology is enhancing the way I teach in my classroom. From a productivity and organisational standpoint, I find myself feeling that technology has supported me in developing these areas. From a teaching standpoint, I have access to resources and information that I would not be able to access without technology. I can engage my students by showing them other parts of the world giving them first hand references instead of just a text to read. Students can also access information easily, share and connect with other students. My students are able to collaborate in school and from home on assignments using a variety of technology tools and resources. Having had access to so much technology for educational purposes, I would find it challenging to move to a system that did not embrace technology. Technology has allowed me to better my teaching practice so that my students have the best possible learning experience.

Bigum, C. (2012). Schools and Computers: Tales of a Digital Romance. Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms. L. Rowan and C. Bigum, Springer Netherlands: 15-28.

Thursday, 29 September 2016


Connectivism is defined by George Siemens as a way of gaining knowledge through your networks of others and their experiences (2005). He suggests learning is a continual process and that the focus should be more on how to learning than what you are learning yourself as part of his principles of connectivism (Bell, 2010). This learning theory was developed as previous learning theories (behaviourism, cognitivism, social constructivism) did not take into account the implications of technology on pedagogy. Connectivism focuses on having social connections as a way to develop actionable knowledge (Siemens, 2015).

I believe that in the 21st century we need to be sure that we are taking into account technology and the affordances it allows us when we look at learning for our students. From a connectivist perspective, teachers should be focusing on developing skills for our students to develop learning. While content is important, students can easily access content online if they are aware how to. Students need to know where and how to access a variety of online resources to find out the ‘what’ when they need it.(Siemens, 2005). Thus, teachers need to educate themselves on how to teach students these new skills.

As an educator, I value the need to be connected to other educators as a way to develop personally and professionally. Engaging with blogging and Twitter as a way of personal reflection has allowed me to connect with educators from around the globe. This has helped me continually improve my practice by gaining feedback and ideas from others. When I am faced with a problem, I often reach out on Twitter and instantly have a network of others who may have had similar experiences and different perspectives to shed light on what I am experiencing.

This idea of creating networks is also important for our students. Students networks may be significantly smaller due to age restrictions on many different online platforms. However, the idea of being connected and using your network in gaining access to various knowledge is important. I see this currently with our Year 6 students who are completing Exhibition as part of the Primary Year Primary (International Baccalaureate). Students are working with other group members who have varied experiences and knowledge. They are reaching out to different teachers at the school who have different skillsets depending on their research and action. They’ve emailed members of the community and different organisations as other sources of information and have gone to other schools even to gain ideas of what exhibition could be like. This provides students a better understanding of action and learning being continual, different people in your networks offer different perspectives and knowledge and that they don’t have to know everything to be successful, but how to gain the information they need. This social component of learning has allowed them to develop lifelong skills that are transferrable as they continue their education and build their network further.


Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distance Learning, 12(3), 98-118.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

Sunday, 18 September 2016

Understanding Pedagogy

I feel a combination of a social constructivist approach to learning in conjunction with connectivism is how I view the educational pedagogies I find most beneficial in practice. There is a need for students to construct their learning for a sense of ownership and engagement. However, the idea of the social aspect and connections is key with the growing digital age. Siemens (2005) suggests connectivism is a way to learn from other network and their experiences including technology to gain actionable knowledge.

Some of the new learnings I have had are:

1. Participatory technologies impact information environment greatly (Farkas, 2012, p. 82). Looking at the benefits of participatory technologies, it is clear that these tools have substantial benefit in the classroom. From increasing engagement and ownership to increased reflection and engaging in dialogue with others, students are truly developing the ability to construct new knowledge together (Farkas, p. 85). I believe that when students feel they are a part of the active learning process and it is made available for others to see, they will increase their effort, which in turn improves achievement as suggested in Farkas (p.85). In order for this collaborative approach to reflection to be successful, a constructivist and connectivist pedagogical approach are needed. Teachers need to change their pedagogy and teaching to allow for new technologies to transform their classroom.

2. There needs to be a change in information literacy instruction (Farkas, 2012, p. 82). With the change in the digital world to provide an increased wealth of resources to our students, we need to be thinking more critically as teachers about how we explicitly teach information literacy to help students become information literate (Farkas, p. 89). While we are becoming more connected, we also have to be more critical in analysing and evaluating the resources and knowledge we find (Farkas, p. 88). As teachers, we need to be instilling in our students the idea of online rights and privacy and how to support them in being safe and secure online. While participatory technologies have many benefits, we need to be aware of who has access to them and how they may engage in them. Teaching students how to change their settings to ensure the class only has access to their blogs may be a way to overcome some of these challenges as well as teaching students how to provide constructive feedback online. Thus, teaching transferable skills is key as our world of digital resources continues to grow (Farkas, p. 89). These conversations shouldn’t be happening in one classroom or in the library; rather the dialogue about information literacy belongs in each and every classroom (Farkas, p. 90).

Farkas, M. (2012). Participatory technologies, pedagogy 2.0 and information literacy. Library Hi Tech, 30(1), 82-94.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

Legally Shareable Music - Free Music Archives

As an Education Technology Coach, I support a lot of my students in making films using iMovie. iMovie comes with a set bunch of songs, sounds and jingles that can be used within the film. However, after a few films, students seem to continue to choose the same song, making it a little bit repetitive as a teacher.

One of my favourite resources is Free Music Archive. It has thousands of songs that can be legally downloaded and are Creative Commons licensed. Students can search songs by artists and genres but also by mood to help the music best fit the theme of the film.  This also allows me the opportunity to teach students how to properly credit the artists of the songs at the end of their films.

Available at:

Thursday, 15 September 2016

Distance Education: Does it have a place in schools?

Distance education is often approached with mixed feelings with it being a good solution for some students to access learning from anywhere at anytime or an excuse for procrastination. As someone who is taking a distance education Masters degree, I see the value in distance education and am making it work for me living in Singapore and working full time.

There are also instances where distance education is useful for our students. Some students travel for competitive sports and take online classes or are homeschooled. But is there a place for distance education in a typical school with classes every day? 

I believe the answer is yes - if students have access to resources at home and if planned out appropriately. Flipped classroom learning or blended learning environments allows students to learn content at home while using class time to explore problems and answer questions, taking the learning deeper. It uses a combination of online learning and in-person experiences (Roblyer & Doering, 2014, p. 207). 
This type of learning is something we are currently trialling for professional development with teachers. We have created a 10 week course where teachers are exposed to different technologies each week with tasks to complete. The weekly tasks are posted on a blog and class discussions take place through Edmodo. Teachers also have a blog of their own to share their learning and reflect on their practice. The course can be done completely online but there are 2 drop in sessions where participants can work through the course or use the time to ask questions of the two technology coaches leading the sessions and plan for how to integrate these tools into their classroom.

Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching [Sixth Edition].

Monday, 12 September 2016

TPACK & SAMR - Technology Integration Frameworks

TPACK is a framework that supports the integration of technology for effective classroom teaching. It combines technological, pedagogical and content knowledge as a way of thinking to support teachers in ensuring the use of technology is appropriate, thoughtful and effective during the planning stages. As a technology coach, my expertise lies in technological/pedagogical knowledge, where I support teachers in integrating technology for their specific  content in a specific context. It is also important that I balance when digital technologies are appropriate and maybe not so appropriate to ensure that teachers move beyond just using a tool.  

It is not enough for teachers to use technology for the sake of using technology; rather, technology should allow new learning opportunities that would not have been possible before (Mishra & Koeler, 2008).This makes me think of the SAMR model.
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Dr. Ruben Puentedura created this idea of SAMR model for technology integration to help teachers understand that technology can reach many levels of higher-order thinking and create opportunities for our students to use technology to do things that traditional methods failed to allow for. As technology use moves up the chart, it moves from enhancing the learning experience to truly transforming the experience for students. This is where we allow students to really push their thinking and abilities through the use of technology.

Some examples of each of the components of this model are listed below:

  1. typing a story in a word document
  2. complete an online task, print it and submit to the teacher
  1. Using Padlet as a wonder wall with students including images to enhance
  2. text-to-speech function for students writing a paper
  1. Screencasting on the iPad to explain a mathematical concept
  2. Students use Edmodo to communicate online at home and at school
  1. Students bring their stories to life by animating and recording voices
  2. Students create an e-Portfolio full of videos, web 2.0 tools and documentation of experiences with reflections by self, peers, teachers and parents

For the SAMR model, it is understood that the use of technology may vary across all four but it is important for teachers to think about what the real purpose is of the technology. If teachers are only ever using technology for substitution, is this really a good use of technology? Would the students simply be able to not use technology and achieve the same desired learning outcomes? When we move towards modification and redefinition, we are allowing students to develop their critical thinking and creativity skills as they show their learning and understanding in new and complex ways.  The more we think about technology integration through TPACK and SAMR the more our students will be able to have meaningful learning experiences.

When technology, pedagogy and content knowledge all exist, it is about understanding the balance with the ever changing technology to ensure that best practice of teaching is always being exemplified in the classroom (Koehler & Mishra, 2009).

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
Mishra & Koehler (2008). Keynote address [YouTube]. Available from

Saturday, 2 April 2016

Context & Rationale Digital Natives & 21st Century Learners

Growth Mindset Needed, Not Digital Natives
According to Prensky, digital natives are “native speakers of digital language”, while a digital immigrant is defined as those who didn’t grow up with technology and had to learn/adapt along the way (2001a). But are these terms still relevant with the constantly changing and evolving uses of technology in the classroom? Technology has become an expected area of understanding for teachers as part of the overall best practice, similar to good classroom management being expected in all classes. While I would be more considered a digital native by Prensky's terms, I know people from all ages who are very competent using technology.

I believe the idea of digital natives and digital immigrants is very outdated in my international context. If we consider our students to be digital immigrants now, what will our students be in 50 or 100 years? Are these terms even necessary?  Our school is a 1 to 1 laptop school for both teachers and students. It is essential that all students and teachers embrace the use of technology when appropriate for teaching and learning.  The idea of digital natives and digital immigrants is erased and replaced with terms such as growth mindset and fixed mindset becoming more relevant for integrating technology. In a previous post, I focused on the importance of expanding our knowledge by problem solving, resiliency and pushing boundaries of personal understanding with an emphasis on growth mindset and not labelling individuals as digital natives or immigrants (MacLean, 2015). For further reading of my ideas of the importance of a growth mindset, please read here.

We should be encouraging our teachers and students to be open-minded and willing to learn regardless of the medium. We should be encouraging our students to be risk-takers, to make mistakes and to learn from them. Having a growth mindset, allows us to be open to new challenges (which could be technology for some).

Our current school policies do not lend themselves to the terms digital natives or digital immigrants. Rather, again, there is an expectation of teachers using technology only when appropriate for best practice and students using technology as a resource only when it enhances their learning.

21st Century Learner Or Just a Learner
As a teacher, it is my role to facilitate learning for students by helping them develop skills and conceptual understandings that can be transdisciplinary and transferred into any avenue for their future. Students need to learn to be good communicators, creative and critical thinkers, collaborative, with an ability to be self-managed, engaged and passionate about learning. These skills can be developed through a multitude of learning experiences in both formal and informal settings. In addition, being reflective needs to be combined into this learning process as well.

Again, I truly believe that the label of a 21st century learner is now irrelevant. To me, it is just being a learner. We want our students to develop skills to be lifelong learners, now and always. It is not something that is restricted to only the 21st century and many educators understood the importance of teaching transdisciplinary skills before the 21st century and will continue to after the 21st century.

From an ICT integration standpoint, I use the 6 ICT in PYP skills as a way to fuse effective technology implementation into the curriculum where necessary. These include: creating, collaborating, organising, communicating, investigating and developing a digital citizen (The role of ICT in PYP, 2011). In order to be effective using any technology tool, students need to develop  the finer skills associated with these to be successful. There are so many collaborative tools that exist, but it is more important for students to understand how to use group roles, taking turns, respectfully disagreeing and having healthy debates than how to use Padlet or Google Docs. Students need to learn how to build on others ideas while giving credit and not feel that someone is stealing their idea. These skills can be taken out of the technology world and applied into other real world experiences, which makes the learning meaningful and long lasting.

Through an inquiry-based, constructivist teaching model, students can develop their curiosity for learning and learn the skills to find the answers to what they want to learn. When passion and enthusiasm is involved as a learner, the learning really is limitless.


The role of ICT in PYP. (2011). International Baccalaureate. UK: IB.

MacLean, E. (2015, November 20). Digital Immigrant or Native? Growth Mindset More Important [Blog]. Retrieved from

Prensky, M. (2001a). Digital Natives, Digital immigrants. On the Horizon, 9(5).

Sunday, 20 March 2016

Assumptions & Debates in ICT

As I was reading Wellington’s article (2005), I couldn’t help but think that these are the questions that we constantly asking in our office when it comes to using technology in the classroom.
From a vocational standpoint, Wellington (2005) suggests that we need to be teaching students transferable skills for the workplace (p.29). This is something I really try to get across to teachers. Teaching them a specific tool that will be outdated within a few months or years is not helpful for our students, rather they need to understand the process of planning, implementing and revising. For example, students creating movies need to understand building scripts and storyboards, different film shots, etc. From there whether it is iMovie or another video editing software it doesn’t matter because the skills are at the core. There are a ton of tools to foster collaboration but it is more important for students to understand how to collaborate rather than what tool to collaborate with. These are the types of skills that can be transferred to any discipline or workplace not just restricted to a school setting.
I am constantly asking teachers if the use of technology is adding value to their learning. If they simple are replacing one tool for a technology tool, it isn’t transforming the learning. We need to push the integration further to make it have a purpose to change how students experience learning.
I am currently looking at how we can measure the impact of iPads and technology in general in our early years. Does it make a difference? Is it necessary? Just because we have technology doesn’t mean that we need to use it if it doesn’t enhance our pedagogy. Teachers need to understand how to choose the right context for technology integration in order for it to really add value to the learning (Wellington, 2005, p. 32).
From a societal point of view (Wellington, 2005, p. 26), it is interesting to look at how formal learning of ICT impacts ICT at home and vice versa. Are teachers really using the tools kids want to use? Does it make sense to use those tools? What about just choosing aspects of those tools? Our students are well versed in technology but it doesn’t eliminate the need to still facilitate learning as home and school ICT use often are quite different.
A number of the faulty assumptions about ICT are ones that still have relevance in my own school setting. Teachers do not change their teaching just because they have technology (Bain & Weston, 2012, 7). It is difficult for teachers to unlearn and relearn how to teach using technology in meaningful ways. Similarly, as students have more technology, it doesn’t meant they will be better at technology or achieve higher results (Bain & Weston, 2012, 8). Rather, students with technology just have a greater variety of tools to show their learning and understanding. Sometimes technology can help them share their voice more effectively, this showing the learning in more apparent ways.
Bain, A. & Weston, M.E. (2012). The Learning Edge: What Technology Can Do to Educate All Children.  New York: Teacher's College Press.

Wellington, J. (2005). Has ICT come of age? Recurring debates on the role of ICT in education, 1982-2004. Research In Science & Technological Education,23(1), 25-39.

Impact of ICT in Education

Cuban, Kirkpatrick & Peck (2001) suggested that the majority of teachers in US are not computer users. If teachers aren’t using the tools, then the impact on teaching and learning is not present. In my international school setting, this is not the case at all. All of our teachers are provided a laptop when they begin with our school and receive training on them. There is an expectation that attendance, grading, reports, planning are all on our LMS systems. Thus, technology use is not an option rather a mandate as part of being an employee at the school. In terms of teaching and learning, much of this is also done digitally, however, not mandated in the same way. That being said, with digital resources for classes, teaching teams can share the workload easily by sharing resources with a click of a button. Teachers can view student work using tools such as Teacher Dashboard easily to support them with their work without having to take bags of workbooks home to review.

Cuban, Kirkpatrick & Peck (2001) suggested we need to know more than how often students are turning on computers but rather what students are doing with them while they are on. If it is simple drill and kill practice all of the time, the impact on learning will be minimal as they are not developing skills that are transferable in other scenarios.

As I was reading about Cuban, Kirkpatrick & Peck (2001) study, I felt our school had much more access to technology than the schools in the study who had computer labs. With a 1-to-1 programme at our school, each student has access to connectivity and software at all times whether at home or school, thus, increasing the use of computers. Teachers do not have to worry about booking the lab or if the internet connection will be working. This allows for technology to be used at a moment’s notice in class or left to the side of the table when not needed. The 1-to-1 programme allows for technology to just be another tool for students to use if deemed necessary.

Somekh (2004) outlines 4 examples of institutional resistance to change in the article. ICT is often seen as a separate subject rather than being integrated into every subject. Teachers often use a one-size fits all, linear model where they start from scratch and teach all the skills rather than differentiating for the needs of the students who are well advanced. Students with access to technology is compounded by the kinds of ICT use. Finally schools restrict access to a number of websites out of fear of unknown and need to be extra cautious in schools. What we have learnt is, that in order for technology to be effective, it needs to become a part of the human activity (p. 177).

I think there will always be resistance to new technologies entering into the educational realm. Geoffrey Moore’s book ‘Crossing the Chasm’ (2001) outlines that there is always going to be a bell curve when it comes to technology starting from technology enthusiasts who are willing to try anything as soon as it is available to the skeptics who are the last to give in to technology initiatives if ever. I actually think this is a good thing. It is good to have a variety of perspectives and varying adopting times. It gives the visionaries time to try it out and imagine where it can go which convinces the pragmatists and conservatives to make the transition once there is some proof it will work. When I run trials with new technology tools, this is exactly how i approach it. I access those most willing to try, see what the results are, reflect and analyse if this is the best move forward as a school and use this data to help move the school forward.
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In my school, technology is not just the responsibility of one teacher. Rather it is the expectation that all teachers teach ICT within their classrooms. As the Technology Coach, I support teachers in doing this but at the end of the day, we all need to weave ICT into our lessons when appropriate. This takes the ownership of ICT off just a single specialist, just like we are all language teachers to an extent. Integration of subjects has become the norm not that anomaly. As a school who uses a transdisciplinary approach to learning through the IB framework, students have all subjects being intertwined.

As I am reading the articles by Somekh (2004), I wonder what his findings would be today 12 years later. Cuban, L., Kirkpatrick, H., & Peck, C. (2001)’s article is now about 15 years after it was written. What are the more recent studies arguing about the impact or lack thereof with technology? Is there really as much discrepancy between home and school? When my students were doing something at home (ie 3D printing), we found a way to bring it into the classroom. I let the students drive their own learning and incorporated the tools they wanted to use. I use Edmodo to mimic Facebook for privacy, age restrictions and safety but still allowing them the social aspect of media. With a student who struggled with creating content and developing his e-Portfolio, I used a mobile device with Blogger to mimic what he was doing with Instagram on his own time. Are these the same tools they are using at home - no. But they are replicating their uses at home in an appropriate and safe way for educational purposes. Because I was making the effort for them, they were also making the effort and I saw improved work quality and quantity. Technology can have a positive impact on learning, community and teaching if used in authentic, meaningful and innovative ways.


Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox.American Educational Research Journal, 38(4), 813–834.

Moore, G. A. (1991). Crossing the chasm: Marketing and selling technology products to mainstream customers. New York, N.Y.: HarperBusiness.

Somekh, B. (2004). Taking the sociological imagination to school: an analysis of the (lack of) impact of information and communication technologies on education systems. Technology, pedagogy and education, 13(2), 163-179.

Assessment Tools Using Technology

Assessment is an important part of the teaching and learning process. Assessment can be done for learning, as learning or of learning. Assessment drives the planning and informs future teaching and learning. Assessment shouldn't fall solely on the teacher, rather self and peer assessment also play an important part in the reflection process to help students grow. There are a number of technology tools to support assessment.

Google Docs

Google docs can be used as collaborative document and has some great features for peer and teacher assessment. I would use this mostly for editing writing assignments or projects. The comment features allows a peer/teacher to leave feedback directly where they want it throughout the document. The suggesting feature allows the teacher or peer to go through and make suggestions such as where to insert a full stop. Students can then review the suggestions and choose to accept them (adding them into the document) or reject them (leaving the suggestions out of the document). Google docs is web-based.

Available at: 

GradeBook Pro 
GradeBook Pro is an app for iOS devices. It allows teachers to enter grades for expectations as well as ancedotal observations in a quick and easy manner. With the mobility of the device, teachers can move around the classroom easily to assess their students in a matter of minutes. As a teacher, you can also quickly see who you haven't assessed to make sure you are conferencing with all your students. Reports can be generated easily for specific students or classes.

Available at:

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Kahoot is a great formative assessment tool that is used as a game. Students need a device for this assessment. The teacher creates a multiple choice quiz and the students use a device to identify their answer. The teacher can see how students are understanding the concepts so far. This would be great as an warm up activity or exit ticket activity.

Available at:

Saturday, 20 February 2016

ICT in the Curriculum

As the Education Technology Coach at my school, it is my role to support teachers and students in using technology in authentic and meaningful ways. Thus, for this course, I will focus on the transdisciplinary learning in a primary classroom using the International Baccalaureate programme. 

With the IB, there is no set curriculum, rather it is a framework of learning. Within our school, we have a scope and sequence for the various subjects that is integrated into the units of inquiry. Our school has no specific ICT curriculum. Rather, the units integrate technology where appropriate. 

From this perspective, the curriculum is often taught using technology for teaching and learning. My focus though, is teaching transferable skills using technology. For example, communication skills like viewing and presenting are taught through the use of technology. Students construct visuals using technology tools such as Google Drawing, Pixlr or Paper 53 that convey meaning to an audience. Students need to use design elements and principles as they create their visuals. Another example is having students choose the most appropriate technology tool to show their understanding and demonstrate their knowledge. Sometimes that might be a Google Document, other times it might be using iMovie to create a video or Piktochart to demonstrate their statistics in a visual. 

With the IB, there are 6 overarching elements of ICT in the Primary Years Programme: Creating, Collaborating, Organizing, Becoming Digital Citizens, Investigating and Communicating. Through these, students develop their skills to become digital learners using technology tools as one of many resources in their learning journey. 

Friday, 19 February 2016

Classroom Management & Technology

Classroom management focuses on creating a positive classroom culture where students can learn. A number of factors play into this such as discipline, building trust, routine, learning spaces, and transitions. Classroom management can make the different between a good teacher and a great teacher.

There are 5 elements of classroom management as outlined in Chai, Lim, & Pek (2005). that teachers need to consider when integrating technology into lessons.

1. Supporting activities for ICT tools
Learning technology tools to complete an activity adds another level of complexity to the learning for students even when technology is a great way to engage students. When I am teaching a class where I am introducing students to a new technology, I model how to go about doing it and then allow them the opportunity to try. This is aligned with Hudson & Notman's paper (2001) that suggests teachers should model a few technology skills to begin the lesson. Often I also give students time to explore a tool first and allow them to inquire into what the technology tool can do. Then we share what we've learnt and ask questions about things we still can not figure out.

2. Role of the teacher
Teachers are no longer the only source of information with ICT and a class of students. Thus, teachers become the facilitators of learning(Chan, Lim & Pek, 2005, p.410). I always make sure I can see the students' screens easily and walking around to monitor students' online behaviours. Visual timers and sound cues help to cut down on transition times in order to make the learning the focus and not the time getting ready for learning. I also ensure my materials are ready prior to the start of the lesson in order to have a lesson that can flow from one part to the next.

3. Role of student helpers
In my class, I have always had student helpers. The students in my class generate the jobs at the beginning of the year that we feel are needed to help the class run. Each week I would move the helping hands so that everyone had each job at some point in the year to make it fair. The students take their roles very seriously which helps students get on with the learning.

4. Technical support for teachers
The best technical support in my classroom always came from my students. Each week I had two students designated as the techsperts. There role was to help other students and myself solve any technical issues they were having. This meant the students would go to the techsperts before coming to me for support, creating a culture of collaboration and community of support.

If necessary, we could also call on the tech department for support.

5. Establishment of rules and procedures
It is important to set the tone of the classroom from the beginning of the year. Each year, the students create their essential agreements together and sign them stating they will abide by them. Having students come up with the essential agreements mean they have more ownership over the class and more responsibility to follow them.

For ICT, we have our acceptable use policy that we also use and abide by. Students read it with their parents and return it to school signed. Online safety is important and students understand that if they are unable to follow the agreement, they may not be able to use technology in their learning experiences. These agreements are reviewed and reflected on regularly throughout the year.


Chai, C., Lim, C., & Pek, M. (2005). Classroom management issues in information and communication technology (ICT)-mediated learning environments: back to the basics. Journal of Educational Multimedia and Hypermedia, 14(4), 391-414.

Hudson, R. & Notman, H. (2001). Challenges of ICT resourced classes and helpful routines: Lessons from teaching practice. Computer Education, 99, p. 24-26. 

Thursday, 18 February 2016

TPACK Framework

TPACK framework is a well-known framework in the education technology realm that connects technological, pedagogical and content knowledge.

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In my role of an educational technology coach, I believe that I sit mostly on technological/ pedagogical knowledge. I believe this is where I fall because I understand how to teach and good teaching practice and have to regularly stay up to date in education technology. However, I do not always know all of the curriculum in depth across the primary school. My role is to help teachers connect the content knowledge or their pedagogical content knowledge to the technological knowledge.

I believe that expanding to tech with tech-PACK helps to emphasize the technology knowledge needed to integrate technology as mentioned by Roblyer & Doering (2014, p. 53). However, it is important to remember that as a teacher leaving out the digital technology is okay when it doesn't make sense to use it. Thus, an important role of a teacher is to make conscious decision of when to include technology and when to just stick to content and pedagogy knowledge.

To do this, I plan with teachers on a given unit they are working on and provide suggestions for technology integration. From there, I may upskill the teachers in small groups or co-teach the lesson with my focus of technology and pedagogical knowledge . This is what Koehler & Mishra (2009) would describe as “An understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies."

Whereas most homeroom teachers would be developing the technology from me, I develop my understanding of the content from them. From there, our knowledge is completed as TPACK. My role is really to help teachers to become confident in integrating technology and providing them the knowledge and support to add this third component of knowledge to their teaching. I believe that supporting teachers in having all three types of knowledge is important before implementing technology into the classroom as they plan a unit/lesson. Adding the technological knowledge where appropriate in their units/ lessons allows them to provide a 21st-century learning community for their students.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Mishra, P., & Koehler, M.J. (2008, March). Thinking creatively: Teachers as designers of technology, pedagogy and content (tpack). Keynote address at the 2008 Annual Meeting of the Society for Information Technology and Teacher Education (SITE), Las Vegas, NV, March 3-7.

Roblyer, M., & Doering, A. (2014). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.

Wednesday, 17 February 2016

A Few Online Resources


Piktochart is a great way to create digital infographics. Students can use these to represent primary or secondary data that they find. This can link to mathematics and data handling as a way to show the results of surveys.

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Padlet is a digital cork board where post-its of ideas, videos or images can be posted. In a class setting, this is a great place to brainstorm ideas, generate questions, create a plan, or even share some of the learning that has been happening in the classroom. 

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Wordle create a word cloud based on a list of words you provide the programme. This is a great way for students to generate a list of word related to a unit or topic. Students can also create a word cloud for a given piece of text to see what the most prominent words are in it. 

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QR Code Generator 

QR Code Generator generates a QR code for any digital resource. These QR codes can be used in class as part of a scavenger hunt, instructions for an activity or even on the back of a book to create an audio book.