Pursuit for ICTs

Better tools can make better TPACK, and better quality learning and teaching will caused. In order to pursuit for ICTs, I think attitude to accept the latest technology is important. Norman did argument about technology can make people smart. I believe that, properly designed the lessons and curriculum  will drive the learners learn things faster and smoother.

Factor and barries

Throughout the whole Professional Experience, I found that integration of ICT really does empower young children’s learning when the technology tool is appropriate selected and after the consideration of children’s background and prior knowledge. In order to back up my knowledge of ICT integration, frameworks and guidelines like TPACK, Scootle and ACARA is necessarily for referring. Never forget about my Personal Learning Network which connects with latest news regarding ICTs and education helps me a lot when I was planning lessons.

Classroom management is a big lesson to me because I had a bad experience with it. It is important to have a good classroom management because when a class is lost control, learning will not be happened. This is a huge topic as I see a classroom has diverse culture, diverse language and diverse needs. At times, it could be unexpected. Thus, I think only personal teaching experiences can reduce the problem of classroom management.

UDL and 5y/o

Preparation and planning is an essential process for teaching. Without planning, the teacher can be teaching but the children cannot be learning. Planning is about expectation and requirement to the specific group of children. So, an appropriate expectation (not over expectation) is to ensure the learning goal for the young children to be achieved. However, good in planning lesson does not mean success in delivering lesson. I had experience with it so I said this.

Well, I think UDL that supports ICTs may improve and enhance the children’s learning. UDL is Universal Design for Learning. It is aim to give equal opportunities to each child to access knowledge delivered. Somehow, it appreciates each child’s learning style which is correspondence with Gardner’s multiple intelligences.

What is the role of technology in implementing UDL in class? (CAST, 2013)

Effective teachers should be creative and resourceful in designing flexible learning environments that address the variability of learners using a range of high-tech and low-tech solutions. The goal of UDL is to create environments in which everyone will have the opportunity to become expert learners, and the means to get there, be it tech or non-tech, should be flexible.



CAST. (2013). UDL and technology. Retrieved 18 May, 2013, from http://www.udlcenter.org/aboutudl/udltechnology

Reflection on classroom management

To be honest, I need to improve my classroom management skill. Initially I was thinking to change the setting to outdoor or another room, which may decrease the chance of children misbehave. This is because I think they were boring to stay in the class for every morning, and hence a new learning context may engage them into learning better.

While my mentor’s suggestion is that, I have to conduct reward system which cultivate children to behave themselves. Slowly when the children are under control, reward system can be take  away. When children misbehave, I must be  firm and fair enough to maintain the aim of rewards system. Another thing that she has pointed out is, I should use stern tone when delivering lessons in order to organize the children for learning.

Here is a site where some rules to manage a classroom stated clearly. But I think it is more suitable for children at primary school.

What do you think about it? Can ICTs help me to improve on classroom management skill? A post that I have posted earlier may give you a cue to reflect on.

Half way to go for prac!

Child who has less experience with ICTs

TPACK is always being used in my lesson plans to make sure I am integrating ICTs. (Wants to read more about TPACK? Check out my previous post or a post from my friend.) Day by day, I am building up relationship with the class. I noticed that there are quite few of them having less skill in manipulating with ICTs tool. This is caused by the family perhaps. The parents might think that the children at this age is not appropriate to expose with too much ICTs. Or, the parents might have limited income to purchase ICTs tool for their children.

ICT and bilingual children

The Professional Experience context is located in an urban area in the capital of Malaysia. The population is mainly compound of Malay, Chinese and Indian. While Malay Language is the national language, and normally people speak Malay and their mother tongue. In this context, the society has a mixture of language and everyone is able to communicate with more than one language in daily life. Meanwhile English Language is a compulsory subject to be learnt in school, and majority of the children learn English as their second language. Every child can have their own home language which can be language or dialect. Therefore the children are trained to bilingual due to the environment that they experienced since they are young. In this context, the children are somehow have proved Bronfenbrenner’s view as he defined environment factors would influence and reflect on the children’s development (Santrock, 2009).

I always consider it as planning lesson and see this in a positive way. The children are manage to understand and communicate in more than one language (Malay, Mandarin & English). However, they can speak better than write. Thereby I see the chance of integrating ICT in classroom which aim to help the children develop their writing skill. To be able to write, they need to know how is the 26 alphabets look like, and how to spell word that they have learnt. By the way, I have spotted a list of useful links from Mrs Frintzilas, who shares about spelling with ICTs. Spelling can be fun!

Firstly, I would like to introduce them Microsoft Word and slowly to tweet or blog. (I have seen young children use Twitter and it is fantastic!) They were requested to type out their name on the screen. Some children have adequate skill of typing while some have lack of skill in typing words using keyboard.



Santrock, J. W. (2009). Child development (12th ed., McGraw-Hill International ed.). New York: McGraw-Hill.

Lost control and 5y/o

The children were almost out of control during English lesson. During implementation, a girl with Autism was throwing tantrum suddenly. I didn’t notice about it initially until a boy made a complaint. I was then trying to comfort her while asking what happen. For her, I am a new teacher, and she was don’t feel like talking to me. However, as the time was a bit rush, I decided to carry out my lesson as normal. The moment when I wanted to start lesson, she yelled. And then the class couldn’t carry on.

Finally, do you know what I did? I asked the girl be my little helper, and she did well!

Science and 5y/o

When I stepped into the class with the class teacher’s accompany, the children were welcoming and sending greeting to me. Well, a good start, and I was trying to remember their name. And the teacher left the classroom because I have took over her period. It was experiment time which investigation the relationship between fire and air. When the children saw my teaching materials, they were almost lost control especially the boys. And I introduced the materials one by one: lighter, candle, glass, digital cameras, laptop… Everybody has left their seat and all standing by my side. I pleased them to have a sit, or else I wouldn’t carry on. Finally they were all sitting and looking at me with their excited face. Here is the video that I showed to them because it supports the children’s learning content. It also helps me to handle them for few minutes because they were really paying full attention to watch it. And they requested me to replay the video. Later, I had some of the children to present this experiment by hands-on.

Overall, they were giving me expected respond which indicates they have met the learning goal. As reflection, I think this is a good experience for me in teaching the children Science. Whereas it is also supporting the latest Australian Curriculum, where the foundation year achievement standard is listed as following (ACARA, n.d.):

By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.

Students share observations of familiar objects and events.



ACARA. (n.d.). Science. Retrieved from http://www.australiancurriculum.edu.au/Science/Curriculum/F-10