Developing TPACK of mine

The TPACK (Technological, Pedagogical and Content Knowledge) framework is a true integration of technology which enables the teacher becoming a capable of negotiating the intersection of all these three components of knowledge (Koehler, May 13, 2011). It is more than adding ICT during implementation, according to Mishra and Koehler (March, 2011). Technology is truly plays a crucial role in this framework.

Reproduced by permission of the publisher, © 2012 by


Seeing ICT has the power of transforming, I would like to try to develop my TPACK by referring to ACARA via Scootle (my learning tool). Well, I am trying to figure out what is my TK while PK is thematic-play-based and CK is Year 1 Numeracy based on my teaching context.

Year level: Year 1

Learning area: Numeracy- Whole numbers 1 to 20, sequencing and ordering

Task prepared: Number trains (Education Services Australia Ltd., 2010)

Outcome of the task: The children will be able to understand the concept and value of whole numbers when they

  • identify the different formats (words, numerals, base-ten blocks, counting frames) of numbers
  • arrange the given numbers in a sequence of 4 by dragging the carriage to the column provided to build a train

Does this learning task illustrate my TPACK framework? Hernmm… Good try? Anyway, I would practice more on this during practicum. Let’s end here for week 3.



Education Services Australia Ltd. (2010). Number trains. Retrieved March 22, 2013, from

Koehler, M. (May 13, 2011). What is TPACK? Retrieved March 21, 2013, from

Mishra, P. & Koehler, M. (March, 2011). What is TPACK? Retrieved March 21, 2013, from

Source of image retrieved March 22, 2013, from

Interesting online tools and idea

Today I have found an interesting tool called ‘ClassDojo’ from one of my EDC3100 course-mate, Winnie ‘s blog post. It is behavior management software founded by a group of people who works in close team and has committed to build a category-defining company. They are motivated and creative to impact children’s life. It has been widely used by the teachers and they shared their story!

Here is a short video of introduction of using ClassDojo by classdojo (Jun 19, 2012): 

Building Individual Learning Habits Using ClassDojo

Additionally, I have read a nice post in edudemic by Lepi (March 1, 2013) which entitled ‘6 Interactive Storytelling Apps for Younger Students ‘. She has listed these tools:

  1. Storia
  2. StoryKit
  3. StoryPark
  4. I Tell A Story
  5. Toontastic
  6. Scribble Press
Yet, sadly because I found that I could not access these tools even they are FREE apps! (I do not have Apple toys.) I wish I could have the chance to access the tools in future. 🙁

And few days ago, my auntie Sally has shared a funny video ‘Ipad vs Paper ‘ (Don, A., March 13, 2013) through Facebook. I was laughing at the screen when the video is almost end. It was a joke between the husband and wife in their daily life. Can technology transforms for supplanting the paper? Who knows we’ll use Ipad as tissue so that we are still able to see trees in the future? That’s so call technology. 

What kind of interesting idea do you have?

Let’s share and spread!



classdojo. (2012, Jun 19). Building individual learning habits using classdojo [Video file]. Video posted to

Don, A. (2013, March 13). Ipad vs paper.. Very very funny video [Video file]. Video posted to

Lepi, K., (2013, March 1). 6 interactive storytelling apps for young students. Retrieved March 16, 2013, from

Google — my tool No. 1

As reading through Ira David Socol’s Toolbelt theory, I found that it is important for learner. Learning tool plays the most important role for a learner, just like me, who becoming a teacher. A wide range of learning tools is available online and I just need to choose the appropriate tool to make my online learning journey easier. All in one, decision making is important.

I have selected Google as my main learning tool. As I:

  • am a Gmail user and member of Google Plus; 
  • always do daily information-searching using Google Search and Image; 
  • use Google Translate to check meaning for my understanding; 
  • browse sites using Google Chrome

I was only realized Google is very useful not only for searching, but also saving personal documents and information. Google Reader is now another space for me to collect and subscribe my favorites and needs. Apart from those Google products that have mentioned, there are also Google Mobile, Google Maps, Google Play, Google News, Google Drive, Google Calendar, Google Books, Google Offers, Google Wallet, Google Shopping, Google Blogger, Google Finance, Google Photos, and Google Videos. It makes my life easy because all I need to do is just remember my account and password, then I can access all the things and files that I have save in Gmail or Drive.

Socol’s Toolbelt theory applies the framework of Task Environment Skills Tools (TEST). According to Jones (March 4, 2013), there are 4 steps to be followed in order to ensure you have received the right connection of information:

  1. Analyse the task and its sub-tasks.
  2. Consider the environment in which the task needs to be complete.
  3. Identify the skill set of the person who has to complete the task.
  4. Evaluate all of the tools that are available to help complete the task and use the appropriate tool.

Throughout the steps, skills like analyzing  identifying, evaluating and decision making will be involved for developing the learning framework.

Scootle that follows the Australian Curriculum is a learning tool has been recommended in the Studydesk of EDC3100. And I have registered as a student of USQ to access the data for my own learning. With these useful tools as assistive technology,  my learning would be more effective. Happy learning to you and me! 🙂



Jones, D. (March 4, 2013). EDC3100 ICT and Pedagogy: Introducing toolbelt theory. Toowoomba: University of Southern Queensland.

JL at the stage of application

This is just for my further self-check teacher development, as I’ve talked about my personal experience in previous post.

Q1: What is my level of interest (or perhaps fear) about the use of ICTs in teaching?

I am feeling not so confident in using ICTs in teaching. But I am pretty sure I am not fear of using ICTs during implementation. I am not confident because I am worry about parents’ perspectives upon my integration of ICTs to their children’s learning. Parents’ thinking maybe different as perhaps they might think that the children have enough exploration of ICTs at home, so the children at school should be keep away from use of ICTs and focus more in paper work. Once during experience with use of ICTs, most of the children will lose control because they feel ‘yeah’ to access the ICTs tools. The children will be very focus and easy to control once educational program is played via the TV. Therefore, parents might feel that children’s learning do not occur during integration of ICTs.

Q2: What do I need to know in order to be able to “completely and confidently” use ICTs with my students?

I think I need to know more depth about knowledge and application of ICTs and construct a positive two-way-communication with the parents in order to  be able to carry out learning experiences that integrated with ICTs. By clarifying my purpose of integration of ICTs into learning experience, stating out the learning outcome of a specific activity, I hope that parents will be able to appreciate the use of ICTs in the children’s learning. By the way, I should have developed a healthy PLN to keep my level of knowledge up-to-date in using ICTs for early childhood education.

Q3: What would your teaching and the learning experiences you create for your learners look like if ICTs were “critical to the support of the learning environment and the opportunity”?

Seeing ICT as teaching and learning materials rather than communication tool, because it really supports children’s learning especially in literacy skill. I would like to give each child a chance of recording peers performance using camera during HPE class. The children take turn to access the camera. The main aim of using camera is to refine the children’s observation skill while accessing the camera. Observation skill is important in HPE class because it enable children to learn effectively when they do self-check from investigating and interpreting observation of peer’s performance. Therefore, they can improve their physical performance.

If you are interested in teacher development’s stage by Trinidad, et al., (2006), check out more information here.



Trinidad, S., Newhouse, P., & Clarkson, B. (2006). A Framework for Leading School Change in using ICT: Measuring Change. Retrieved March 10, 2013, from


I’ve just done a mind map!

Bow-wow-wow~~~ Tadaaaaa!

I have just done a mind map!

Can you read my ‘mind’?

Does it look nice and clear enough?

Just put a smiley face for me if you like my mind map.

I like my work. 🙂

Descriptions of my mind map: 

Topic of my mind map is ‘Why do I integrate ICTs into early childhood curriculum?’ There are two reasons where I have put them in the purple boxes. While the branches under purple boxes are the example of activities I provided to elaborate my personal reason of integration of ICTs into the curriculum.

Using text2mindmap to mind-mapping is not that hard compared to others, for me. Therefore, I would like to recommence you to use this if you want to create your mind map. It is as simple as for beginner user, like me. 😀

Thinking back to my primary and secondary school days, I used to create my DIY note using mind map concept in my notebook. Concept maps enable me to critically evaluate and investigate my own understanding and help me to think as a whole completed. Things are connected based on difference kinds of relationships. By reviewing the mind maps, I can memories the content easily. I’ve tried to use pictures to do a concept map. Yet, I found that it could only apply effectively to simple topic like ‘animals’, ‘food’, ‘family members’, the ‘use of water’. Rather words, using pictures to describe a mind map like ‘pros and cons of using Facebook’ is not applicable as those simple topics.

Here is my idea to introduce children about concept map. Topic of the mind map should be familiar to the children. For example, animal.

Teacher assigns the children into groups and then categorizes them by ‘zoo animal’, ‘farm animal’ and ‘insect’. Make sure everybody in charge to online search and find a suitable image, download and print it out, bring to the class next day. (For example, Justin is member of farm animal and he is supposed to bring an image of pig for his group after group discussion and teacher’s approval.) Then, each of them will be able to contribute their work to the small group; and the small group will be able to contribute to the whole class which could show the relationships between their works. Finally they will be able to present a floor collage with the concept of mind map under teacher’s assistance. A snap of the floor collage will be taken as a learning result.

What do you think about my idea?


 (Thinking Aloud, n.d.)



Thinking aloud [Image]. (n.d.). Retrieved March 12, 2013, from 

Teaching in 21st century

Technology is not perfect for individual used. As one of my EDC3100 course-mate, Chee Hoi has shared about discussion in her class regarding individual’s consideration of integrating technology into curriculum. However, undeniably, it is powerful and useful. According to the teacher development’s stage by Trinidad, et al., (2006), I found that I am now sit on the stage of application where defined as has used ICT as instrument while teaching children.

Sometimes, not for fun, I use my Samsung Galaxy Young to record while my 3 years old children are carrying out their activity in classroom. After that, I play back and share the video in a small group. They enjoy the process of being recorded and then watch through the screen. At the end I often praise every child and highlight each their good behaviour/ performance. The following is part of my recording.

3-year-old Angel is practicing her threading skill.

Why I do so, it is because recorder in mobile phone as teaching tool to record the children’s learning process. During video play back time, the children watch their progress while teacher can do reinforcement such as encouragement and rewards, based on the individual performance. I found that using recorder as teaching tool also can be assessment tool. This is to document their progress of learning. However, the video I have recorded is shaky. Perhaps I should have more practice on my recording skill.

For me, integration of ICT into younger children’s learning as teaching tool for documentation is appropriate. For children aged 5 onwards, they are possible to engage in the curriculum that has integrated with ICT by using mouse as controller to refine their eye-hand coordination. Hence, I think appropriate integration of ICT into young children’s learning as their learning tool leads whole child development.

Lastly, I think I should move forward to the stage of integration which means know how to regularly apply ICTs into young children’s learning competently and confidently (Trinidad, et al., 2006)I’m learning to teach in 21st century. Good luck to me! 



Trinidad, S., Newhouse, P., & Clarkson, B. (2006). A Framework for Leading School Change in using ICT: Measuring Change. Retrieved March 10, 2013, from

Pedagogy used: Connectivism

By exploring the content of this subject, I found that it is exciting even just started journey. By watching one of the video in the Orientation Week, I have clearly understood the learning objectives to be achieved by the end of the semester. I have found some similarities and realized how this subject is taught.

The pedagogy used in this subject is connectivism theory. Connectivism emphasizes on the connections between people and importance role of networks. According to Siemens (2005), social network has become an element of learning in this digital era by recognizing the theory of connectivism is a new trend of learning path. A list of principles of connectivism has been stated:

  • “Learning and knowledge rests in diversity of opinions.
  • Learning is a process of connecting specialized nodes or information sources.
  • Learning may reside in non-human appliances.
  • Capacity to know more is more critical than what is currently known
  • Nurturing and maintaining connections is needed to facilitate continual learning.
  • Ability to see connections between fields, ideas, and concepts is a core skill.
  • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.” (Siemens, 2005).

Connectivism is beneficial when right people and right learning context has been connected, the learning ecology of the group can nurture the flow of information effectively. Just like my learning journey of ICT & Pedagogy now, I am a networked student where connecting with the USQ Programme with the professional and career, who are developing my understanding and knowledge through online discussion in forums. I am really amazed and in a way excited by knowing this kind of communication and learning way is such a powerful tool. Happy learning! 😀



Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved March 7, 2013, from

Use of ICT in my context

Hey! Welcome to my space. 🙂

This is my new chapter of learning which is about how ICT could help in young children’s learning and development. Aim of JL’s blog is to convince the teachers and educators why integrating ICTs into children’s learning are a good idea. Throughout this coming 3 months, I will be sharing what I’ve learnt about role of ICT in the curriculum in the teaching context.

In my country, ICT has been slowly integrated in the curriculum. This is because the parents and teachers nowadays do belief and aware of ICTs does empower young children’s learning. In fact, most of the schools are still running the traditional system since one of the reason is the teachers may not have experience in practicing IT. Seeing ICT is useful which provides rich and wide range of information, thereby the government of Malaysia plans to provide relevant programs and training for transformation.

Here is a news by Lim (August 9, 2009) about early childhood education in Malaysia.

ICT tools in the early childhood setting (Lim, 2009).


Additionally, I have read these two posts from edudemic: ‘3 Reasons Why You Should Find Time For EdTech ‘ by Lee (March 9, 2013) and ‘Why ‘I Don’t Have Time For Technology’ Is No Longer Excusable ‘ by Powers (February 24, 2013) recently. I found my reasons for not frequently and low confident using technology in my teaching context:

  • My personal attitude of follow the trends in this digital era. I should have a child-motivated-minded for teaching in this digital world. Therefore, I need to be a life-long learner as I’m learning to teach now!
  • My colleagues are mostly from the older generation who have grown up in a non-digital era. And they do believe in teaching using the way they grown up. Therefore using ICTs in teaching is less applicable.
  • Limited resources in my working place. There are no additional ICT tools around the school compound, except television and CD player. Network is not available. Perhaps the school’s owner has her personal perspectives and pedagogy in operating kindergarten.

In short, I do agree with teaching using ICTs in education. I believe that with the framework of right pedagogy and philosophy in teaching young children, technology can assist and benefit children in all learning areas.

Need more info about early childhood education in Malaysia? Click here.



Lee, C. (March 9, 2013). 3 reasons why you should find time for edtech. Retrieved March 10, 2013, from

Lim, R. (August 9, 2009). For our children [Image]. Retrieved March 2, 2013 from

Powers, B. (February 24, 2013). Why ‘I don’t have time for technology’ is no longer excusable. Retrieved March 10, 2013, from