There’s an App for that – RAT

The RAT Assessment Framework tool App is now available for both iOS and Android. While this App was designed to examine the use of technology across a unit of work or a few lessons, I decided to download the RAT App for the self-critique process of my own revised lesson plan. This experiment was beneficial for my engagement with the RAT section of Assignment 1, Part 2 – Evaluate an ICT-based lesson: EDC3100 Lesson Plan U1061019

The RAT Assessment Framework tool is straightforward to use. It prompted me to respond to a range of questions about this particular instructional event. The results were determined according to my responses – based on my unbiased perception and interpretation of my revised lesson plan as critical review and reflection.

The RAT Assessment Framework tool revealed that this particular instructional event has a slightly higher level of Amplification, then an equal amount of Replacement and Transformation (see screenshot below). Please read an earlier blog How can ICT and Pedagogy be used? for a brief overview of ‘the RAT model’.

RAT Assessment Framework tool App


Scootle Learning Paths

The Scootle Learning Paths allow you to select Scootle content tailored to suit your students’ needs.

“A Scootle Learning Path allows you to create a collection of resources on a topic or curriculum area. Once your collection is compiled you can edit item descriptions and add your own comments, navigation instructions, links or tasks associated with each resource.” (Education Services Australia, 2016)

To get started, all you need to do is subscribe to your learning area/s below and you will receive notifications for content that aligns with you key learning areas:

Now you can create learning pathways; add and remove resources and share your learning paths with your students.

Follow these steps to create and share your own Scootle Learning Paths

Step 1 Search a topic or browse resources by the Australian Curriculum in Scootle.

Step 2 To add a resource from the search results to a learning path, select the ‘+ Add to‘ button located at the right side of each resource title.

Step 3 Add the resource to your existing learning path(s) by ticking the checkboxes.

Step 4 To add the resource to a new learning path select the ‘Create new learning path‘ button and complete the form. You can save the new learning path to an existing folder or in a new folder.

Step 5 Manage your learning paths by selecting ‘Learning paths‘ in the main navigation and selecting the ‘My learning paths‘ tab. There are several actions available. You may edit, delete, copy, share or export a learning path.

Step 6 Share your learning paths with your students by providing them with a unique PIN or URL, or share with colleagues at your school or across the platform (Education Services Australia, 2016).

Watch a video here > Scootle Support – What is a Learning Path?


Education Services Australia. (2016) Retrieved March 18, 2016, from Scootle

How can ICT and Pedagogy be used?

Do you smell a RAT? The RAT refers to the acronym for the R.A.T. model

Replacement, Amplification, and Transformation: The R.A.T. Model Resource

Replacement: Technology serves as a digital ‘surrogate’ that supports instructional pedagogies and student learning; but in no way changes them.

Amplification: Technology enhances instructional pedagogies and student learning resulting in more efficient, effective and productive learning outcomes.

Transformation: Technology transforms certain elements of classroom instruction and student learning in new ways, creating new or enhanced opportunities to make the curriculum more accessible to students. Dean posted a great blog about ICT Helping Students With A Learning Disability while Pre-service HPE teacher Tamekah appropriately posted a blog titled Enhance and Transform Learning… What about HPE?


What is an Instructional Event and what does it include?

Another acronym is ‘SLIC’, which encompasses three themes of an instructional event:

  1. Student Learning – what the students are doing…
  2. Instructional methods – what the teacher is doing to support the students (and)
  3. Curriculum goals – the skills and knowledge the learners are developing.

Hughes et al. (2006) uses ‘SLIC’ to evaluate the use of ICT and Pedagogy.

Together, the R.A.T. model and ‘SLIC’ could be used to transform ICT and pedagogy within our classrooms.


Hughes, J. (2016). Replacement, Amplification, and Transformation: The R.A.T. Model. Retrieved March 17, 2016 from

Seek, Sense, Share

This week we were asked to find a teacher’s blog, add the blog to our Feedly and share the blog with the EDC3100 Diigo group.

I started following Tunstall’s Teaching Tidbits a few years ago when I was seeking inspiration and resources as a Teacher Aide in a Year 1 classroom.

Reagan Tunstall is a passionate primary school teacher based in Texas, United States. Tunstall’s Teaching Tidbits shares “…engaging and exciting education materials… classroom experiences, (and) lesson ideas…” I enjoy browsing through Tunstall’s Teaching blog and ‘my classroom’ for a classroom tour.

I wish more teachers would ‘share’ online like this!

This particular resource: Animal Research Creating an eBook would be fantastic for helping students conduct research projects. There is also an abundance of resources available to purchase and download from Teachers Pay Teachers

Some fellow students…

TTURNER96 shared this blog: Edutech for Teachers and nvandoornblog shared this teaching blog: Top Notch Teaching

img_1070-1200x900Image retrieved from

Why (not) use ICT and Pedagogy?

Our learning path has led us to develop and share answers to the question “Why (not) ICT and Pedagogy?”

We were given a choice as to how we created a concept map. Some students used Gliffy templates to create concept maps like this one: EDC3100 Why (not) ICT via Emmjane’s blog post Why (not) use ICT and Pedagogy? based on either one of these two frameworks:

  1. Big Three reasons; and,
  2. EDC3100 Why (not) framework.

Other students used to create concept maps like Jacinta’s To use (or not) ICT and Pedagogy

I began brainstorming ideas then I used Microsoft Word to create my concept map.

Concept map – Why (not) use ICT and Pedagogy

How do we learn?

Summarising “What we know about how you learn” from the five ideas of cognitive science. Bransford, Brown and Cocking (2000) identified five key ideas about how we learn.

  1. We construct our own understanding based on our prior knowledge, experiences, skills, attitudes, and beliefs. Our ITC and Pedagogy course examiner has established specific learning pathways to encourage us to seek, sense and share.
  2. We explore and form our own concepts then we apply these concepts through engagement with our course activities, blogs and our assignments. This blog is an interesting read: ICTs Changing The Way We Teach Literacy
  3. We connect and visualise concepts with multiple representations such as creating our own concept maps like this one: EDC3100 Why (not) ICT via Emmjane’s blog post Why (not) use ICT and Pedagogy?
  4. We discuss our learning, interact with our peers and follow each other’s blog posts.
  5. We reflect on our learning and individual progress and performance by maintaining our blogs and preparing for our Professional Experience and assessments.                      I particularly enjoyed reading Week 2 Reflections and yes, I have come to believe that it is possible to be overwhelmed and yet organised at the same time!

The following concept map explores the knowledge of how we learn (Bransford et al, 2000, p. 22).


FIGURE 1.1 With knowledge of how people learn, teachers can choose more purposefully among techniques to accomplish specific goals.

Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Elements of Reflection 1: Description of an experience

In response to the five elements of reflection acknowledged by Ullmann et al (2012), I would like to share my reflection of EDC1300 thus far.

These five are:

  1. Description of an experience.
  2. Personal experience.
  3. Critical analysis.
  4. Taking perspectives into account.
  5. An outcome of reflection.

(Ullmann et al, 2012)

1.Description of an experience

I entered into this ICT and Pedagogy course quite confidently as I felt I have adequate knowledge of using and iPhone, iPad and computers. Similarly, wrote “… ‘I’ve got this’ this will be a breeze, I can use a computer and IPAD – how hard could it be?  Week 1 – I will just ease my way into it.  HOW WRONG I WAS!!!  Wordpress, Diigo, feeldy – never heard of them.  Twitter OK yes but never used it.” I could not agree more!

Week one lead me to question, doubt and surprise myself as I worked though each of my semester one courses. As wrote, EDC1300 has introduced “…technology that I have either never heard of, or previously tackled, and secretly I am rather enjoying the experience…”

I was led me to an interesting YouTube video titled What is 21st century education? by EF Explore America

“…These are exponential times

In the past 5 years the digital universe has grown by 1000%

46% of teachers say their homework requires technology

94% of students say they use technology to do homework…

Many of the jobs students will have don’t even exist yet and they’ll use technologies that haven’t been invented to find problems that haven’t emerged.

The world keeps changing…” (EF Explore America)

What a revelation and a wonderful journey to experience. These certainly are exponential times!