Total revamp for assignment 2!

So after missing a crucial part of what not to do for assignment 2 I did it! Slap! Therefore as of yesterday I am attempting to redo the assignment starting from scratch, hoping to complete it by midnight Monday. Any earlier would be a bonus!

After starting my assignment again and searching for new curriculum I have chosen to use the year 4 Science curriculum from the Australian Curriculum. Scootle has been a good friend and pointed me to a useful ICT Snappy. Snappy is downloadable from Adobe AIR and can be used to create interactive presentations and digital photo stories. I think I will use this ICT in my assignment as an avenue for students to create their summative assessment which is a simple report of their investigation of forces.

Hope you all have a good weekend!



Ideas for Assignment 2 unit plan

All the panning and drafting I have done for my assignment 2 are based on a unit that integrates symmetry from the Year 4 Mathematics curriculum from ACARA with The Arts (visual arts) curriculum from the Essential Learnings. However, I have now realised integrating learning areas was strongly not recommended 😦

Anyhow, the school is in a small country town with a class of 20 students. The school has a computer lab consisting of ten computers. There is also a class set of iPads and each class has an Interactive Smart Board (ISB).

The assessment task will assess students on the following criteria:

Constructing knowledge

– Mathematical language and symbols

Transforming knowledge

– Mathematical language and symbols

– Creating

– Responding

However I am not completely sure about this.

So anyway that is my plan for assignment 2 in a nutshell. 🙂

Too many acronyms and abbreviations :O

After working my way through the Learning Journal for week 4 I began to think ‘I can’t keep up with the amount of acronyms, abbreviations for theories, models and strategies etc within the EDC3100 course let alone the entire education degree, it’s all becoming very overwhelming!’  When I read about PCK it made sense, and reading Tejal’s post What is PCK? really helped me get my head around it. However, it has just presented more reasons for me to be overwhelmed as it is actually quite complex. I am just hoping that over time I will gain experience and therefore develop a higher level of PCK and it won’t seem so daunting but rather a normal process in my practice.

Struggling student signing out 😉

Against all odds #2!!

Oh My Goodness!! This night really couldn’t get any worse 😦

First internet is down, drive to sister in-laws to find all street lights are also out, wondering what’s going on? Get to my sister in-laws to find the links in my online artefact won’t work. Fixed that, published it, uploaded it to my website and wrote Against all odds the original adding at the end ‘I hope this blog uploads’ and wow you wouldn’t read about it, IT DIDN’T!! Now I’m having to write this again.

Anyway here is my assignment 1, hopefully.

Really hoping this works as I want to go to bed 😦

Krystal, with all fingers and toes crossed 🙂

Against all odds here it is!

Wow, what a night! Internet is down at my house, driving to my sister in-laws to find all the street lights out wondering if I’m being punished or something 😉 Get to my sister in-laws only to have the links in my published artifact not work!!! Ahhhh

Anyway, finally all sorted and here is my Assignment 1.

Fingers crossed this blog uploads 😉

Time for bed, goodnight all,



Start of my concept map, better late than never ;)

After visiting Tejal’s concept map I realised mine is no where near as comprehensive. In saying that I am sill very happy that I now have a account and have learnt a new skill that I can apply when teaching.

I am hesitant to upload my concept map for you to view, if you wish, so please keep in mind it is ‘work in progress’ 😉

concept map

Out of my league!


An interesting post I read recently was Rachel’s summary of a paper regarding children’s perspectives of life with technology and the notion that we should use ICTs our students are familiar and comfortable with to help create positive learning environments and assist their learning. It was interesting as it got me thinking of my last professional experience. I was in a Yr 6 class where an interactive smart board (ISB) was used regularly but in a very basic manner. When I needed to use the ISB I was a novice (feeling like the teacher in the pic above) and this was quickly picked up by the students. It didn’t take long for them to call out directions of what I needed to do in order to get the result I wanted. It was a bit of fun at the time and I didn’t really push my ISB skills past this basic use. However, as a result of this course I have made it a goal of mine to push beyond the basic use of the ISB and attempt to use it more effectively in order to develop more opportunities to transform my students learning.


Worldwide library of educational resources

While doing some reading for another course I came across a web tool that can support teachers with their planning. Glogster EDU is a web tool that users can access anywhere and at anytime. It provides students, teachers and schools access to the Glogpedia Content Library, an online library of reusable resources covering topics from history to health and fitness. Users are also able to create their own multimedia glogs with the tools to mix text, audio, video, images, graphics and more from the users files, Glogster’s pre-designed graphics, or from the web using the inbuilt Web picker browser. The list of uses for this in the classroom is really endless, limited only by one’s imagination! However this web tool doesn’t end there, it also has a new iPad app 🙂

I know, it sounds great right? Well so far I think so too but it does come with a price which differs depending on if it’s for the use of an individual class or whole school, and whether for a primary or secondary school. The pricing though is pretty reasonable and is something I would definitely consider.