The Interactive Whiteboard (IWB)

Having not been on many pracs where there was an IWB board, I am excited to get to know the many ways to utilise this effective tool.  I am hoping by utilising my IWB board in the classroom it will BRING CONCEPTS TO LIFE and ENGAGE STUDENTS, which will lead to GREATER UNDERSTANDING

Using ICT’s such as an interactive whiteboard provides students with multisensory stimulation as it integrates visual, auditory, sensory and kinesthetic learning. It assists with catering for individual learners within the classroom, as it allows all children to access, comprehend and apply content knowledge in meaningful ways (Richardson, 2002). They are also highly interactive and they improve how lessons are delivered compared to traditional teaching methods. The IWB board will enable the creation of virtual manipulatives that can help students interact with concepts in new ways.


I can’t wait to learn ALL about the IWB board on my profession experience! 

Richardson, C. (2002.). Success for all Children: Leaving No Child Behind in the Digital Age. Retrieved from



I enjoyed reading the ’56 ways to use the interactive whiteboard’!  


The digital world!

Digital Citizenship is the concept of educating students (and all technology users) about how to use technology appropriately. This involves using technology effectively and not misusing it to disadvantage others.

The following resources are provided by the Australian Government to assist teachers and parents to implement Digital Citizenship education programs in classrooms and at home.

Cybersmart – It is designed to provide Digital Citizenship education and resources to children, young adults, parents, teachers. Information on cybersafety issues, policies and guidelines, and technology guides are also avaliable.

Bullying No Way!– Is a website support by the Australian Government and the Principals’ Associations. It provides information and resources for students, parents and teachers as well as a gateway to the other Digital Citizenship education programs.

Budd:e– Provides activity lessons on cybersafety and includes games, videos, FAQs, learning outcomes and curriculum mapping.


In the classroom we can help our students through;

  • Finding out what students know about responsible online behaviour.
  • Make clear links between the development of key competencies and activity in online spaces.
  • Mentor students to demonstrate the attributes of a confident, connected, and actively involved life-long learner, and provide regular learning opportunities for students to share what they have learned.
  • As a teacher, model powerful and positive behaviour online.
  • Ensure responsible in-school practice aligns with planning documents and school-wide policy, for example an Acceptable uses policy.
  • Involve the wider community so they become more informed about cybersafety and responsible online behaviour.


This week we were required to work through the four modules on Connect.ed, which touched on many things including safety and cyber bullying.

Connect.ed is an innovative, self-paced online Cybersmart education program that offers teachers the knowledge, confidence and resources to help students stay safe online. 

 My main goal as an educator is to assist students to stay safe online by recognising risks and unsafe online behaviours, by influencing students’ positive behaviour and by determining how to best deal with unsafe behaviour.

Students need to learn about internet dangers and how to be ”safe and respectful digital citizens” in a bid to stop them from growing into cyber bullies. Teachers need to aim to promote positive communication and discourage children from harassing their peers. At a primary level, books aimed different age groups, as well as posters summing up the initiative’s key messages are useful resources. an Anti-bullying pledge would also be a good way to have the students responsible for their actions, signed by students. Sample bullying reports for teachers and students to record complaints and internet safety checklists for both children and their parents and guardians. Parents, teachers and the school need to work together to ensure internet safety. 

 I will need to research what my whole school approach is and what the policies and guidelines are to ensuring the success of cyber safety education in my school. 

Here is a link to my certificate. for completing the PD.

Reflecting on week 9

After submitting assignment two it was time to start looking assignment three! I was also lucky enough to find out where my professional experience was going to be at and I was lucky to be allocated a year 2 class. I have never had year 2 so I am looking forward to the experience. 

Week 9 was filled with information what we are expected to do while on professional experience and on planning and designing ICT- rich lessons for our professional experience. 

Lesson planning was also covered. I am lucky in the sense that I have always had to complete lesson plans for my past pracs, so writing a lesson plan is relatively easy for me.

Some tips I recommend;

The three main things are

  • Objectives for student learning- find out prior knowledge
  • Teaching/learning activities- Add real life activities
  • Strategies to check student understanding

As well as

  • Backwards design
  • Stating your objectives at the beginning of the lesson so the students know what they are working on and what the teacher is looking for. I like to use the WALT and WILF.
  • Have a warm up activity
  • REFLECT on the lesson and conclude with your lesson objective
  • Make is FUN and interesting, try to think outside the box
  • Allow for student collaboration
  • Don’t rush through the lessons, take your time
  • What will I have students do to demonstrate that they are following?
  • Going back to my list of learning objectives, what activity can I have students do to check whether each of those has been accomplished?


We were also reminded of the TIP model.

 The Technology Integration Planning (TIP) Model was designed to give teachers a systematic way to address the challenges involved in integrating technology into teaching (Roblyer, 2003). By carrying out the steps in each of the model’s five phases, teachers perform a set of planning, implementation, and assessment activities that help assure their technology use will be both efficient and successful in meeting the needs they have identified.

If you haven’t already, check out week 9

A little reminder while on Prac

The following table is from Roblyer (2006, p. 45) and provides a list of examples of learning problems and associated potential ICT-based solutions from the study desk of week 9. I will be using this while on professional experience as inspiration. 


Technology solutions with potential for High Relative Advantage (adapted from Roblyer, 2006, p. 45)
Learning Problem Technology Solution Relative Advantage
Concepts are new, foreign (e.g., mathematics, physics principles). Graphics, tools, simulations, video-based problem scenarios Visual examples clarify concepts and applications
Concepts are abstract, complex (e.g., physics principles, biology systems). Maths tools (Geometer’s SketchPad), simulations, problem-solving software, spreadsheet, exercises,  graphing calculators Graphics displays make abstract concepts more concrete; students can manipulate system to see how they work
Time-Consuming manual skills (e.g., handwriting, calculations, data collection) interfere with learning high-level skills Tool software (e.g., word processing, spreadsheets) and probeware Attention-getting displays, immediate feedback, and interaction combine to create motivating practice
Students cannot see relevance of concepts to their lives (e.g., history, social studies) Stimulations, internet activities, video-based problem scenarios Visual, interactive activities help teachers demonstrate relevance.
Skills are ‘inert’, i.e. students can do them but do not see where they apply (e.g., mathematics, physics). Simulations, problem solving software, video-based problem scenarios, students development of web pages, multimedia products Project-based learning using these tools establishes clear links between skills and real-world problems.
Students dislike preparing research reports, presentations. Student development of desktop- published and web page/multimedia products Students like products that look polished, professional
Students need skills in working collaboratively, opportunities to demonstrate learning in alternative ways. Student development of desktop-published and web page/multimedia products Provides format in which group work makes sense; students can work together “virtually” students make different contributions to one product based n their strengths
Students need technological competence in preparation for workplace. All software and productivity tools; all communications, presentation; and multimedia software Illustrates and provides practice skills and tools students will need in work situations
Teachers have limited time for correcting students individual practice items. Drill-and-practice software, handheld computers with assessment software Feedback to students is immediate; frees teachers for work with students
No teachers available for advanced courses. Self-instructional multimedia, distance courses Provides structured, self-paced learning environments
Students need individual reviews of missed work. Tutorial or multimedia software Provides structured, self paced environments for individual review of missed concepts.
Schools have insufficient consumable materials (e.g., science labs, workbooks). Simulations, CD-ROM based texts, ebooks Materials are reusable, saves money on purchasing new copies.
Students need quick access to information and people are not locally available. Internet and email projects; multimedia encyclopedia and atlases Information to access; people are easier  less expensive to contact.


This morning I came across this video while scowling through my Facebook. ‘Look Up’ is a spoken word film for an online generation. This video shows an inspirational poem about social media will inspire you to rethink your lifestyle!

 Children are growing up in a world where they don’t play outside or communicate with their friends. It seems today everything is done via text message or over the internet.

How much technology is too much? 


I know I will be changing some of my habits starting with connecting face to face with my loved ones instead of just text messages and social media.

Please check it out! It it such a strong and powerful message! Click HERE for the link.