EDU10711 Session 1 2014

Assignment 3 ICT Portfolio

Due Date: 5pm, Saturday, 3rd May
Assignment Type: Professional ICT portfolio- two (2) responses and one (1) sample of ICT learning
Word Count: 1350 words
Weighting: 34%
Format: The portfolio will be submitted using a Word document (Turnitin), however, it may be
created and presented digitally in either: MS Word, Prezi, or a wiki.
Assignment Outline:
You will create a Professional ICT portfolio based on the topics, content and readings within Module 3 as you reflect
on, and sample, your ICT learning.
Your assignment will consist of two (2) parts:
Part A (professional reflections) and Part B (sample) related to the module.
PART A PROFESSIONAL REFLECTIONS: (60%)
Prepare two professional reflections (400 words each), based on the reading/s and discussion for two topics of this
Module. You should focus on the concepts as they apply to you as a learner and also as a teacher. You must include
the reference/s and in text references to support your reflections.
Select two topics and reflection question/s:
TOPIC 1 - ICT Concepts and Skills
TOPIC 2 - Applied ICT in the Classroom
TOPIC 3 - ICT and Pedagogy
These reflections are best if completed weekly after your online or tutorial activities and readings.
The reflection questions and readings are those from the Module 3 weekly Study Scaffold.
For convenience, they are also copied into this document (p. 4).
PART B SAMPLE AND ANNOTATION ABOUT YOUR ICT LEARNING (40%)
The sample should showcase an aspect of your new ICT learning selected from the content of the ICT Module, or a
new skill/topic, and should include consideration of the professional application of the ICT (550 words for the
sample plus image/screen grab of the ICT learning).
The sample should include:
Summary and screen grab of the ICT (screen shot and outline the specific ICT used).
Annotation of new learning: briefly outline what it was you learnt as you explored the ICT.
Link to the classroom: explicitly link to a lesson idea, unit of work or an online resource.
Link/reference to syllabus/curriculum to highlight where the idea may fit in your curriculum area.
Future use: include a brief point about how you will use the new ICT within your teaching in the future.
EDU10711 Assignment 3 Session 1 2014

2

Marking Criteria:
make evident depth of reflection and engagement with readings and module topics (for learning and
teaching)
present new ICT learning linked to curriculum area specialisation
use clear, accurate language (including spelling and grammar) for professional purposes.
Compulsory reading for Module 3: Available in eReadings of unit:
Churchill, R., Ferguson, P., Godinho, S., Johnson, N., & Keddie, A., Letts, W., et al. (2011). Teaching: Making a
difference. Milton, QLD: John Wiley. pp. 306-335.
__________________________________________________________________________________
Assignment Notes:
Format:
- the assignment will be submitted as one document in MS Word format, including inserted screen shots and
images of websites and work sample of learning. (These images may have been created with other software,
but must be inserted into the final Word document for submission.)
- the two Parts should be clearly indicated by sub-headings.
- the two professional reflections should be clearly indicated by sub-headings.
- the ICT Sample should be clearly labelled.
Language:
As a document for professional planning, first person may be appropriate, however, its excessive use is not
appropriate (padding). The language and structure used within the assignment should be professional (no
contractions or abbreviations).
Referencing:
As a document of professional writing, showing ones skills in reflection on issues and concepts, referencing
to other works is required. Correct APA 6
th
referencing (see the Schools Student Information Guide, and SCU
guidelines) should be used. Use in-text referencing and hyperlinks, and include a final reference list (not a
bibliography).
Audience:
The intended audience for this analysis and planning could be teaching colleagues, a Principal, or teaching
supervisor. The document could be the basis for a professional development presentation where you could
demonstrate your ICT teaching knowledge and skills.
____________________________________________



EDU10711 Assignment 3 Session 1 2014

3

Assignment 1: Grade Descriptors
The following descriptors provide a guide to the standard of work that is anticipated at each grade level.
Grade Descriptors
High
Distinction
Exceptional identification of ICT issues and the links to teaching with the key features
explained (links to curriculum, current issues and relevant readings) with exceptional
use of relevant references
Development of outstandingly insightful work sample of ICT learning that links to
future teaching
Demonstration of professional written and presentation skills, informed and clear
articulation, including the exceptional use of ICT within presentation.
Distinction Clear identification of the ICT issues the key features explained (links to curriculum,
current issues and relevant readings) with distinguished use of relevant references
Development of insightful work sample of ICT learning that links to future teaching
Demonstration of professional written and presentation skills, informed and clear,
including the use of ICT within presentation.
Credit Clear identification of some aspects of ICT issues with most features explained (links
to curriculum, current issues and relevant readings) with inclusion of a relevant
reference
Development of sound work sample of ICT learning that links to future teaching
Demonstration of professional written and presentation skills with use of ICT within
presentation
Pass Clear identification of an ICT issue with some features explained (links to curriculum,
current issues and relevant readings) with limited or unclear use a relevant reference
Development of an adequate sample of ICT learning
Demonstration of professional written and communication skills showing limited ICT
use.
Fail Merely listing features from the given reference regarding the ICT issue with
uninformed discussion of the ICT issue as it related to curriculum
Limited ICT sample showing no links to the curriculum or development of learning
Written and presentation skills not at a professional level.




EDU10711 Assignment 3 Session 1 2014

4

PART A: Reflections and Readings: (Details from Study Scaffold)
TOPIC 1 - ICT Concepts and Skills
Reflection Question:
After reading about digital natives and digital immigrants discuss the influences upon your approach to
learning ICT, and how you think this may affect you as a teacher.
OR
Do you believe in the concept of digital natives and digital immigrants? Why or why not? Is there a valid
argument about using a different teaching approach when teaching digital natives?
Further reading for topic:
Prensky, M. (2001).Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.Retrieved from
http://www.marcprensky.com/writing/Prensky - Digital Natives, Digital Immigrants - Part1.pdf
Bennet, Maton & Kervin (2007). The digital natives debate: A critical review of the evidence.British Journal of
Educational Technology 39(5), 775-786. doi: 10.1111/j.1467-8535.2007.00793.x
TOPIC 2 - Applied ICT in the Classroom
Reflection Question:
Discuss the model of application of ICT in the classroom as proposed by Koehler and Mishra (TPCK). What are
the implications for you as a secondary curriculum specialist? How will you potentially use the model to help
you to teach using ICT? Link the model to YOUR curriculum area in your reflections.
Further reading for topic:
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in
Technology and Teacher Education, 9(1), 60-70. Retrieved from
http://www.citejournal.org/vol9/iss1/general/article1.cfm
TOPIC 3 Topic 3: ICT and Pedagogy
Reflection Question:
There are a range of issues and approaches to ICT (and pedagogy) identified in Chapter 10 of Churchill et al.
(2011); discuss one issue or approach from the chapter, making reference to your teaching area/curriculum
specialisation. For example, one issue may be student skills or the skill of the teacher, confidence of students or the
functionality of the equipment or other more specific concerns and restrictions (Chapter 10).
Reading for topic:
Churchill, R., Ferguson, P., Godinho, S., Johnson, N., & Keddie, A., Letts, W., et al. (2011). Teaching: Making a
difference. Milton, QLD: John Wiley & Sons Australia. Pages 306-335 (Chapter 10)
EDU10711 Assignment 3 Session 1 2014

5

EDU10711 Assignment 3 ICT Portfolio
Student Name: ..
I
n
a
d
e
q
u
a
t
e

S
a
t
i
s
f
a
c
t
o
r
y

B
e
t
t
e
r

t
h
a
n

S
a
t
i
s
f
a
c
t
o
r
y

D
i
s
t
i
n
g
u
i
s
h
e
d

O
u
t
s
t
a
n
d
i
n
g

PART A: Response 1
The response to the reading and topic should show evidence of depth of
reflection and engagement with readings and module topics (for learning
and teaching).
Comment:

PART A: Response 2
The response to the reading and topic should show evidence of depth of
reflection and engagement with readings and module topics (for learning
and teaching).
Comment:

PART B: ICT Work sample

The sample should showcase an aspect of your new ICT learning selected
from the content of the ICT Module or a new skill/topic and include
consideration of the professional application of the ICT (links to the
curriculum)
Comment:

Communication
Use clear, accurate language (including spelling and grammar) for
professional purposes.
Overall Grade: High Distinction, Distinction, Credit, Pass, Fail
Comment:
Overall Comment: