You are on page 1of 4


Note the focus area and standard Describe the artefact / document and indicate the Describe how the artefact / document
descriptor/s the artefact / document possible impact or result on teaching and/ or student meet the standard descriptors you have
reflects learning identified.

6.2 - Engage in professional learning On the 16th of November 2016, I engaged in 5 In completing 5 hours of Professional
and improve practice hours of professional learning with my colleagues at Development attending the course
Understand the relevant and Boambee Public School to improve our practice in Technology in Education, I have engaged
appropriate sources of professional regards to using technology innovatively. This artefact in professional learning which allowed me
learning for teachers. verifies that I completed 5 hours of professional to improve my practice surrounding
development through attending the course technology in the classroom (APST: 6.2).
6.3 - Engage with colleagues and Technology in Education. I found this very beneficial During this course there was much
improve practice to improving my practice of using technology in Early discussion around the use of certain apps
Seek and apply constructive feedback Stage 1, Stage 1 and Stage 2 classrooms. By and resources with my colleagues. As I had
from supervisors and teachers to attending this course, I learnt how to source excellent not used some of these apps before, I was
improve teaching practices. pre-made resources from sites such as Kahoots and able to seek and apply constructive
Nearpod. The most beneficial apps and resources I feedback from other teachers surrounding
6.4 - Apply professional learning and found were Seesaw, Showbie, Nearpod and Tellagami my use of it within the classroom to better
improve student learning as they can be used for assessment, information, support my students (APST: 6.3 & 6.4).
Demonstrate an understanding of the allows for creativity and good workflow.
rationale for continued professional Tellagami is great for presentations or when you
learning and the implications for may have a casual as it allows you to create an avatar
improved student learning. that can speak and present over various backgrounds
or photos (Young, 2014). When I have used this in a
classroom students have become highly engaged. I
also allow students who are extremely shy to present
this way for certain assessments as they still have to
record their own voice, yet get to hide behind an
Seesaw has been fantastic in giving students the
opportunity to take pride in their work, share with
parents, provide feedback directly to students on their
work and to use and store work samples for
assessments (McVicker, n.d.). Showbie is a similar
app, however, is more suitable for late Stage 2 and 3.
Nearpod and Kahoots have been a great way to
keep students engaged and on task during guided
reading groups through answering polls, multiple
choice questions and comprehension questions as I
can see the students answers, how long they took
and students are unable to exit the app without
permission (Delacruz, 2014).
This professional learning has refreshed my
knowledge of using technology in the classroom and
introduced me to apps and resources I may not have
found without this course and has been very beneficial
towards my students learning.

Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from:

Delacruz, S. (2014). Using Nearpod in elementary guided reading groups. TechTrends, 58(5), 62-69. Retrieved from

McVicker, C. (n.d.). Using iPads for teaching future educators to integrate iPad use in the classroom. Retrieved from

Young, D. (2014). Creating innovative student projects with app smashing. Educational Horizons, 93(1), 12-15. Retrieved from