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EDIT124 ICT ACROSS THE CURRICULUM

JULIE PAPPS – STUDENT NUMBER 220076557

ASSIGNMENT 1

ASSIGNMENT 1. PART A. MARKED ASSIGNMENT

ASSIGNMENT 1. PART A. MARKED RUBRIC

STUDENT NAME: JASON BIGGS

CRITERIA EXCEEDS EXPECTATIONS

MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS

MARK / 30

TITLE Catchy title used – appropriate for the story

appropriate font and style included.

Title evident but does not have appropriate size, style

and / or font.

No title included. 0 / 2

IDEAS The story has included original ideas and / or

changed ideas from another piece of writing to make a new and interesting story.

The story contained some original ideas and / or

changed an original story slightly.

Limited original ideas were used or changed from

another source in the story.

2 / 4

VOCABULARY The story uses a range of new and interesting ideas to

present the story.

The story demonstrated some new and / or

interesting ideas in the story.

No new and / or interesting ideas were presented in the

story.

2 / 4

SPELLING AND GRAMMAR

Excellent spelling and grammar used.

There was a mixture of correct spelling and / or

grammar.

There were numerous spelling and / or grammar

errors.

1 / 5

PUNCTUATION Correct punctuation used throughout the story.

There was a mixture of excellent punctuation and

incorrect punctuation.

Punctuation needs work as there were many errors.

2 / 4

PRESENTATION Good use of presentation skills, include fonts, colour. Several different tools are used to make the story like

more pleasing including insertion of an image, borders and word art.

Adequate use of paragraphs, sentence structure and

headings, reasonable use of fonts, colour and tools to

enhance the presentation of the story.

Displays no paragraphs, sentence structure,

headings, uses limited presentation skills.

1 / 3

STORY CONTENT A very good and engaging story. Good use of

beginning, middle and ending to the story.

A reasonable story that was enjoyable to read. Reasonable use of

beginning, middle and / or ending to the story.

The story needs work to engage the reader. The story

did not have a beginning, middle and / or ending.

2.5 / 4

COMMUNICATION The story has an effective narrative with clear, meaningful and well

organised text.

The story flows most of the time but on occasions goes

off task.

The story does not follow a narrative structure. It has no clear or effective meaning.

3 / 4

COMMENTS: TOTAL: 13.5 / 30

Jason, the ending to your story was excellent. It is a very original thought and gave the story an entertaining ending.

The main things you need to work on are spelling, grammar, use of capital letters and presentation. You also need to be

more descriptive in your writing, for example, explain what house work Cinderella was made to do and what she wore

to the ball.

Make sure you take your time and read over your work before handing in the final copy. I have given you a few links and

some comments to assist with your computer skills. Please look at the links provided and read the comments to learn

more about presenting your story.

TEACHERS NAME: MRS PAPPS DATE: 12 MARCH 2012

ASSIGNMENT 1. PART A. CERTIFICATE

ASSIGNMENT 1. PART B. SPREADSHEET

STAGE 3 CLASS RESULTS SPREADSHEET - MRS PAPPS

SURNAME GIVEN NAME ASSIGNMENT MARK /30 PERCENTAGE (%)

ADAMS Retta 28 93.33%

CARTER Adam 27 90.00%

PAULL Alice 26 86.67%

ZOLL Zita 25.5 85.00%

DIXON Ella 25 83.33%

SMITH Simon 23 76.67%

KNOWLES Kitty 22 73.33%

PETERS Guy 22 73.33%

SIMS Katherine 20.5 68.33%

JACKSON Amanda 20 66.67%

RENATA Emily 18 60.00%

PAINTER Michael 16 53.33%

McMASTER Henry 15 50.00%

BIGGS Jason 13.5 45.00%

GRIEG Matthew 13 43.33%

Average Mark: 21.0

Highest Mark: 28

Lowest Mark: 13

Median Mark: 22

Jason's Mark 13.5

Jasons Rank: 14

STAGE 3 CLASS RESULTS SPREADSHEET - MRS PAPPS

SURNAME GIVEN NAME ASSIGNMENT MARK /30 PERCENTAGE (%)

ADAMS Retta 28 =C4/30

CARTER Adam 27 =C5/30

PAULL Alice 26 =C6/30

ZOLL Zita 25.5 =C7/30

DIXON Ella 25 =C8/30

SMITH Simon 23 =C9/30

KNOWLES Kitty 22 =C10/30

PETERS Guy 22 =C11/30

SIMS Katherine 20.5 =C12/30

JACKSON Amanda 20 =C13/30

RENATA Emily 18 =C14/30

PAINTER Michael 16 =C15/30

McMASTER Henry 15 =C16/30

BIGGS Jason 13.5 =C17/30

GRIEG Matthew 13 =C18/30

Average Mark: =AVERAGE(C4:C18)

Highest Mark: =MAX(C4:C18)

Lowest Mark: =MIN(C4:C18)

Median Mark: =MEDIAN(C4:C18)

Jason's Mark =C17

Jasons Rank: =RANK(C17,C4:C18)

CLASS MARKS FOR

WRITTEN

ASSIGNMENT

COPY OF FORMULAS

IN THE SPREADSHEET

GRAPH 1 FROM SPREADSHEETS

GRAPH 2 FROM SPREADSHEETS

ASSIGNMENT 1. PART C. MIND MAP

ASSIGNMENT 1. PART D. REFLECTIONS

eClassroom Reflections (Part A)

Aim: Complete the reflective section below

Assessment Criteria: Marks will be given for demonstrated technical skills, aesthetics, concepts, innovation and

academic skills.

Complete the sections of the report by providing as much evidence as possible to demonstrate your skills, knowledge and

understanding. YOU MUST WRITE COMPLETE SENTENCES AND USE CORRECT PUNCTUATION, SPELLING AND GRAMMAR.

Your Name: JULIE PAPPS

Explain how you would use a Word Processor in your teaching, with at least two examples (not the same as your

assessment task). [200 words]

One way I would use a Word Processor for teaching would be for lesson planning. A basic lesson plan can be designed

in Microsoft Word and saved as a template. This template can be altered to adapt to different units and lessons. Tools,

such as, websites and video links can be pasted within the lesson plan for easy access when required for a lesson. By

using electronic lesson plans I can keep an electronic record of all lessons I have taught and have them readily available

for future reference.

Fig 1. Lesson plan template (Microsoft Corporation. 2012. n.p.)

Second of all I would use a Word Processor as a tool when teaching English units. One lesson, for example, would

involve students writing a class story, with the story being typed into a Word Processor. Teaching Ideas (2011) explain

that the teacher would type the introduction to the story, read it out loud and display it on the IWB for all students to

see. Each child would then take turns to come to the front and type their contributing one or two sentences to the

story and read their contribution to the class. At the end of the day the story would have an introduction, middle and

conclusion. This exercise would assist students to work towards the English Syllabus Outcomes WS1.9, WS 1.10 and part

of WS1.12 (Board of Studies NSW. (2007). pp. 19).

Explain how you would use a spreadsheet in your teaching, with at least two examples (not the same as your

assessment task). [100 words]

Teachers can use spreadsheets to keep class attendance roles. As Barros-Torning (2012) indicated, the attendance role

is a legally binding record of students who attended the class on any particular day. This is an easy way to mark the role

and can be saved on a computer for future reference if needed.

Students can also use spreadsheets in the classroom in maths units for example. Students can record statistics on such

things as, what colour cars drive past the school in one hour. If they record these statistics in a spreadsheet, students

can then turn the results into tables and graphs to make the information more exciting, visually pleasing and easily

readable.

Explain how you would Mind Mapping in your teaching, with at least one example (not the same as your assessment

task). [100 words]

Students can use mind mapping as a tool for producing group assignments. The teacher could initiate the mind

mapping by giving student groups an example subject to discuss and have the students write down single word ideas on

a large sheet of paper. Once students have all their thoughts written down each group could read out their ideas and

the teacher put them up on the IWB in the form of a mind map to show the students how it is done.

The group of students could then be given a new subject to brain storm. Students then add their thoughts to the mind

map software and create their own group mind map.

Through your Experience Completing the Assignment explain the benefits of operating an eClassroom.[100 words]

The main benefit of an eClassroom is that it gives the teacher a whole new collection of tools to use within the

classroom, keeping students interested and engaged. Every student learns differently and some find it difficult to learn

using the standard, mainstream styles of learning. Wegerif & Dawes (2004) illustrate that blending computer-based

activities with conventional learning can support the development of literacy and help bridge the transition from oracy

to literacy.

Operating an eClassroom is also beneficial for teachers as it gives them the opportunity to develop tools to assist with

keeping accurate student records, tracking student progress and developing a range of lesson plans.

How would you use the skills you learnt in the Assignment in your classroom teaching? [100 words]

I would use the skills I learnt in the assignment in the following ways:

I would use spreadsheets to keep accurate, long standing student attendance records. I would also use

spreadsheets to record student marks, keep track of and identify students that are excelling and those that

need extra help.

I would use Microsoft Word to develop a range of easy to read, easy to understand lesson plans. This also

enables me to keep previous plans to refer to for future lessons.

I would use mind mapping with students to provide them with a valuable tool to use when brain storming for

individual and group assignments.

I would use virtual worlds / classrooms as an alternative way of teaching students and taking students on

excursions to places they will possible never get to see in real life.

Additional Comments:

Please include any extra comments you would like to add of things that you have done or learnt. [100 words]

The only further comment I would like to make is that I found it difficult when marking Jason’s assignment, as I knew

nothing about Jason. I had no connection with Jason and knew nothing about him in regards to his ability / disabilities,

background / culture, strengths or weaknesses which could help me understand why Jason’s assignment was not up to

the same standard as what you would expect from a Stage 3 student. This is the first time I have had the opportunity to

understand how important this connection can be.

What? So What? Now What?

Please describe:

• What you have learnt about integrating ICT into your classroom routine.

• The significance of what you have learnt?

• What else you would like to learn about using ICT in your classroom.

[200 words]

What you have learnt about integrating ICT into your classroom routine:

I have learnt that ICT is an excellent tool to use as part of teaching. ICT in the classroom can be used to assist

students learning and enables teachers to prepare interesting and stimulating tasks to help increase student

interest and motivation in subjects (Leask & Pachler. 2005. pp. 41).

The significance of what you have learnt?

The significance of what I have learnt so far in this unit is that it has opened up to me so many new tools and

resources that I am able to use once teaching students in my own classroom. I have learnt many new skills that

never occurred to me, could be used in the classroom. ICT tools also give teachers another effective teaching

strategy to use with students that do not fit the conventional model learning.

What else you would like to learn about using ICT in your classroom?

I feel that I have only scratched the surface when it comes to ICT so far in this unit. I would like to learn more

about incorporating the IWB with ICT. The main thing I would like to learn about ICT in the classroom is to see

firsthand how a teacher incorporates ICT in a classroom. I think ICT is an amazing tool and I cannot wait to see

this tool implemented.

Assignment 1, Part B – Individual Social Networking tool – research reflections

Please describe:

• How do you think the social networking tool you have chosen could be used as a tool in primary education.

[200 words]

The social networking tool I have chosen is Virtual Worlds.

Virtual worlds make learning fun through an informal learning environment. I feel that Virtual Worlds could be used as

a tool in primary education across all areas of the primary curriculum.

Virtual worlds can be used in the classroom to engage students in constructive educational activities that offers

students learner centred, hands on, inquiry based learning (Numedeon, Inc. 1999. para. 1). Through the use of virtual

worlds, students learn rules and regulations that need to be followed when being a member of society. They quickly

learn what is and is not acceptable in a community, both in the virtual world and the real world. Virtual worlds can also

assist in teaching students about budgeting money, in order to purchase the necessities of life, such as, clothing, food

and luxuries.

Virtual worlds also give teachers an exciting resource to use when teaching students about other countries or cultures.

Teachers can use virtual worlds to take students on virtual excursions almost anywhere in the world (including other

planets) to assist with student understanding.

Teachers can also use IWB with virtual worlds in the classroom. For example, teachers can control the Avatar while it is

connected to the IWB so that students can concentrate on the content they are expected to learn, which helps to

further engage students. In addition, the IWB allows classrooms to connect for joint learning sessions within the virtual

world. (Greenbush Education Centre, 2007, para. 1).

ASSIGNMENT 1-PART B GROUP ASSIGNMENT

Social Networking Tool Chosen: Virtual Worlds

Virtual World Group 3 Members: Kylie Armson, Michelle Bartolo, Sharyn Keating, Julie Papps.

Link to foliospaces: http://www.foliospaces.com/view/view.php?t=zhySK0T52qgXOsEHptYe

REFERENCE LIST

Board of Studies NSW. (2007). English K-6 Syllabus. Sydney, Australia: Board of Studies NSW.

Barros-Torning, M. (Producer). (2012, February 27). EDIT124: Lecture 2 [Audio podcast]. Armidale, Australia: University

of New England. Retrieved from http://moodle.une.edu.au/mod/page/view.php?id=236431

Greenbush Education Service Centre. (2007). Edusim. Retrieved from http://edusim3d.com/

Leask, M. & Pachler, N. (2005). Learning to Teach Using ICT in the Secondary School – A Companion to School Experience

(2nd ed). Retrieved from

http://books.google.com.au/books?id=nvStXQZKgHQC&pg=PA48&dq=integrating+ICT+into+classroom+routine

&hl=en&sa=X&ei=N1BsT6W4OuXqmAXm_42UBg&ved=0CD8Q6AEwAjgU#v=onepage&q=integrating%20ICT%20

into%20classroom%20routine&f=false

Numedeon. Inc. (1999). Whyville for Teachers. Retrieved from

http://b.whyville.net/smmk/top/gatesInfo?topic=whyville_for_teachers

Microsoft Corporation. (2012). Lesson Plan. Retrieved from http://office.microsoft.com/en-us/templates/lesson-plan-

TC001018400.aspx.

Wegerif, R. & Dawes, L. (2004). Thinking and learning in ICT – Raising achievement in Primary classrooms. Retrieved

from

http://books.google.com.au/books?hl=en&lr=&id=KKYFxzKT-

QgC&oi=fnd&pg=PP1&dq=benefits+of+ICT+in+primary+classrooms&ots=2JufCfoatB&sig=3jZOlbh3uJ12bwSb9Hf

3ismw3lM#v=onepage&q&f=false