Cover Sheet

ESC 407 Assessment Item 2 – Readings and ePortfolio: Part A

Value:  40%
Due Date:  16 December 2022
Return Date:  11 January 2023
Length:  3000 (equivalent)
Submission method options: EASTS (online)

Name: Ellyce Roadknight Student Number: 11649051

Lecturer: Ryan Spencer

Check list: (replace the little tick box with a “X”)

I have set up my ePortfolio at this address: https://sites.google.com/view/eportfolioeroadknight/home/about-me

I have completed all eportfolio tasks from Weeks 1-4: ⬜

I have completed my second reflection writing task of 300 words (+/- 10%): 447 Words

I have completed all of my response to readings tasks & added them below: ⬜

I have added academic research-based articles to support my work where appropriate: ⬜

I have included a reference list that is correctly formatted: ⬜

This assessment task should be presented in an eportfolio. 

Your eportfolio will be presented in a software tool of your choice, with clear and easy navigation, completed tasks
included, and the use of aesthetic elements such as images, audio or movies as (required).

Reference list

● should be included as a separate page of the eportfolio and titled "Reference list Part A" (You will have a separate
reference list for the next part of the eportfolio which will be titled "Reference list Part B").
● include full and correct referencing to APA 7th edition standards
● include additional research-based literature used to support your work
 1. Please add your Response to Readings task here:

As a teacher, how can I make informed decisions about the use of digital technologies in the
classroom?  (250 Words)

The successful integrating of digital technology into the classroom is a complex process and requires me to
be confident in the way I deliver learning experiences with contemporary digital technologies (Lim et al.,
2013, p. 64-65). No technology can compensate for inadequate practices so as a classroom teacher I can
make informed decisions about the use of digital technologies in the classroom by effectively planning to
integrate technology into my lessons. Effective planning includes seeking assistance from experienced
colleagues, as previously mentioned - confidently using the technology myself, and most importantly,
informing myself of school policies surrounding the use of digital technologies (Lim et al., 2013, p. 64). As
suggested by Selwyn (2011) when planning, I need to carefully consider the broad range of different aspects
of contemporary technology (p. 14-15). I also need to consider which technologies are accessible and which
are most appropriate by critically questioning how the technology will benefit and enhance learning
objectives within a diverse classroom. These considerations include the social implications that
contemporary digital technology is capable of (Selwyn, 2011, p. 16). For effective teaching and learning to
take place I also need to consider students technological skills as well as their connections between of
pervious, current, and ongoing experiences using technology (Lim et al., 2013, p. 63). This can be achieved
by getting to know what my students’ experiences are with digital technologies and providing students with
a pre-lesson to decrease learning anxieties and increase confidence, and therefore facilitate student
engagement.

How does current policy and the Digital Literacy elements in the curriculum help prepare your
students for living and working in society today? (250) words.

Technologies enrich and impact people lives worldwide by playing a vital role in transforming, restoring,
and sustaining societies and natural, managed, and constructed environments (Australian Curriculum and
Reporting Authority [ACARA], 2020, para. 7) For this reason, the Australian Government must support all
young Australia to achieve equitable outcomes in the learning of digital technologies (Thomson, 2015, p.
16). The updates to current policy and the Digital Literacy elements in the new version 9 curriculum help to
prepare students for living and working in the 21st century by detailing the teaching and learning of digital
technology skills, understandings, and application which are structured across two strands which are,
Knowledge and Understanding, and Processes and Production Skills (ACARA, 2020, para. 14; Newhouse,
2013, p. 919). The strands aim to develop the knowledge, understanding and skills to ensure that students
can operate and manage digital tools and content, practice digital safety and wellbeing, investigate and
analyse digital information, and create, collaborate and exchange using digital information (ACARA, 2020,
para. 13). Students are expected to learn a variety of skills such as computational thinking, data collection
and representation, design, evaluation, and creative thinking, analytical thinking and ethical understanding
relating to technology’s place in society (Zenva, 2022, para. 7). These skills enable students to develop,
model, and analyse to improve on and solve real-world problems as well as supporting students to access
further study across a variety of careers and jobs (ACARA, 2020, para, 11).

Majority of teachers admit to lacking ICT skills and integrating the use of them in classrooms (Thomson,
2015, p. 13). To facilitate and improve teaching ICT use, policies commonly advocate that need for
professional development whereby ICT proficiency is aligned to meeting learners ‘needs. (Jordan, 2011, p.
427; Hunter & Littlejohn, 2016, p. 64). Considering this, ACARA’s version 9 digital technologies have
replacement of ICT capabilities with digital literacy, which integrates content to develop online safety skills
with the aim to ensure students develop the skills and understanding to stay safe online and critically
evaluate safety or privacy issues in the technologies they use (Zenva, 2022, para 10). Version 9 has also
updated achievement standards to better align with content descriptors more closely with the aim to
strengthen achievement standards and assist teaching practices by giving clearer guidance for learning goals
and assessments (ACARA, 2020; Zenva, 2022, para. 12). This standard update highlights highlight the
relationship between the Knowledge and Understanding strand and the Processes and Production Skills
strand which draw the two together and by doing so, facilitate a more holistic approach to teaching (Zenva,
2022, para. 13).

Moreover, Livingstone (2015) argued that for Australia to succeed in a digital age, its focus should be on the
digital education of our students in the beginning years of primary school (Thomson, 2015, p. 17). This is
now reflected in ACARA’s new version of digital literacy (V9) where the early years content has been
refined to better support digital technology learning in those students in the beginning years. This includes
the number of technologies contexts and concepts for Foundation to year 4 which has been reduced and
streamlined to improve the manageability of primary school digital technologies connect and therefore helps
teachers to deliver lessons with greater clarity (Zenva, 2022, para. 14).

Why do you think a constructivist approach to learning with technology is often recommended? (250
Words)

A constructivist approach is student-centred and asserts that students construct personal meaning through
active engagement and by constructing their own representation of what they know (Harasim, 2017, p. 71)
In a constructivist classroom students take an active role by enquiring, problem solving and working with
others to construct ideas and create something new (Harasim, 2017, p. 71). For these reasons, a
constructivist approach to learning with technology is often recommended because technologies enable
students to create that something new, in other words, students learn by doing (Harasim, 2017, p. 72).
Contemporary, interactive, and student-centred technologies in the classroom aid student’s engagement and
motivation by enabling students to represent their ideas, articulate what they know, explore, manipulate, and
process information whilst actively collaborating with each other (Bower, 2012, p.47). The teacher’s role in
a constructivist classroom is to act as the motivator by facilitating that active engagement. This means
students interact with their environment and form their own interpretation of the world, rather than being
mere recipients of information (Bower, 2017, p. 42). When technology is used in this way it encourages
students to think critically about the task at hand and helps them to establish interrelationships (Bower,
2017, p.43). In conclusion, by enabling students to take ownership of their own learning contemporary
technologies support students to feel successful in their learning progression.

Do you think there are activities you could do with your classes that are truly collaborative? Can you
describe one collaborative idea you have? (250 words)

There are endless opportunities for activities to be truly collaborative in English. To be truly collaborative
activities must enable students to be innovative where they can construct meaning or creating something
new (MacGregor & Smith 1992, p. 1). Activities must be authentic, begin with a problem and be
contextually rich so that they challenge students to practice and develop higher order reasoning and
problem-solving skills (MacGregor & Smith, 1992, p. 1). Activities must be inclusive by accommodating
diverse perspectives and foster a social environment for peer-to-peer and co-operative learning (MacGregor
& Smith, 1992, p. 2-3). In addition, studies reveal social media can extend learning opportunities and
facilitate collaborative learning, when utilised effectively by educators (Henderson et al., 2013, p. 13).
My collaborative idea (year 8 English). Students work together in groups to create a biography podcast on
an author of their choosing. Students must detail significant events that lead to the success of the author.
Students work together to outline the structure of their podcast/how they will present it using a podcast
recording program. Then each student will choose a milestone in the author’s life to focus on, this being
either the beginning, middle or end of the authors life. Students are to individually research and document
the information they have found on the chosen milestone of their author to present to their group. Students
will then work together to collaborate the information they found, adjust it/edit it and organise it to suit the
podcast structure. They will record their podcast which will be listened to by the class.
 References

Australian Curriculum and Reporting Authority. (2020). Understand this learning area Australian

Curriculum. https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-learning-area/

technologies

Barron, B., & Darling-Hammond, L. (2010). Prospects and challenges for inquiry-based approaches to

learning. Chapter 9. The nature of learning: Using research to inspire practice, 199-225.

Bower, M. (2017). Pedagogy and Technology-Enhanced Learning. Chapter 3. Design of technology-

enhanced learning: Integrating research and practice. Emerald Publishing

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC)

framework. Education Tech Research Dev 68(2), 2449–2472.

https://doi-org.ezproxy.csu.edu.au/10.1007/s11423-020-09767-4

Harasim, L. (2017). Learning theory and online technologies. Chapter 5. Constructivist learning theory.

Routledge.

Henderson, M., Snyder, I., & Beale, D. (2013). Social media for collaborative learning: A review of school

literature. Australian Educational Computing, 28(2).

Hunter, J., & Littlejohn, C. (2016). Messy or not: The role of education institutions in leading successful

application of digital technology in teaching and learning. Australian Educational Leader, 38(3). 62-

65. https://search-informit-org.ezproxy.csu.edu.au/doi/10.3316/aeipt.215492

Jordan, K. (2011). Framing ICT, teachers and learners in Australian school education ICT policy. The

Australian Association for Research in Education, 38(4), 417-431. DOI 10.1007/s13384-011-0038-4

Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Chin-Chung, T. (2013). Bridging the Gap: Technology

Trends and Use of Technology in Schools. Journal of Educational Technology & Society, 16(2), 59-

68. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/scholarly-journals/bridging-gap-

technology-trends-use-schools/docview/1355669531/se-2

Newhouse, C. (2013). ICT in the Australian Curriculum. Uhamka Press.

NSW Government. (2021). NSW Education Standards Authority.

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/

english-k-10/content/902

Selwyn, N. (2011). What Do We Mean by ‘Education’ and ‘Technology’? In Education and Technology:

Key issues and debates. Bloomsbury Publishing.

Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning.

Thomson, S. (2015). Policy Insights Australian Students in a Digital World. Australian Council for

Educational Research, (3), 1-18.

Zenva Schools. (2022). Australian Digital Technologies Curriculum Version 9 Guide. Zenva Schools.

https://schools.zenva.com/digital-technologies-version-9/
Marking Criteria ESC 407 Assessment 2: Readings and ePortfolio Part A
High Distinction
Part A: The selected technologies
Effectiveness of digital for the portfolio address,
technologies and and are directly relevant and
curriculum outcomes highly appropriate for the
intended curriculum
/15 outcomes and/ or module
tasks. Curriculum outcomes
would be addressed with the
use of the artefacts in the
portfolio. Ideas and
understandings from the
readings are detailed and
evident in the portfolio.
Digital artefacts provide
useful, detailed and
inspiring examples of
digital technology use for
your students or other
teachers. Reflective writing
draws the portfolio together
in a meaningful way.
Portfolio design and The digital artefacts are
technical proficiency presented in an online
portfolio that is exemplary
/5 in its design, both
technically and
aesthetically. The portfolio
has a sophisticated but clear
navigation design. Each
artefact functions
seamlessly with no
technical errors. Artefacts
have been produced with a
wide range of different and/
or innovative technologies.
Artefacts in the portfolio
make excellent use of a
Distinction
The selected technologies
for the portfolio address,
and are relevant and
appropriate for intended
curriculum outcomes and/
or module tasks.
Curriculum outcomes
would be addressed with the
use of the artefacts in the
portfolio. Ideas and
understandings from the
readings are detailed and
evident in the portfolio.
Digital artefacts provide
useful and detailed
examples of digital
technology use for your
students or
other teachers. Reflective
writing draws the portfolio
together in a thoughtful
way.
The digital artefacts are
presented in an online
portfolio that is well
designed, both technically
and aesthetically. The
portfolio is clear and easy to
navigate. Each artefact
functions with no technical
errors. Artefacts have been
produced with a range of
different technologies.
Artefacts in the portfolio
make excellent use of a
range of the software or
app’s features, functionality
and/or complexity.
Credit
The selected technologies
for the portfolio address the
intended curriculum
outcomes and/ or module
tasks. Most curriculum
outcomes would be
addressed with the use of
the artefacts in the portfolio.
Ideas and understandings
from the readings are
evident in the portfolio.
Digital artefacts provide
useful and appropriate
examples of digital
technology use for your
students or other teachers.
Reflective writing draws the
portfolio together in a
useful way.
The digital artefacts are
presented in an online
portfolio that is well
designed, both technically
and aesthetically. The
portfolio is easy to navigate.
Each artefact functions with
almost no technical errors.
Artefacts have been
produced with a range of
different technologies.
Artefacts in the portfolio
make effective use of a
range of the software or
app’s features, functionality
and/or complexity.
Pass
The selected technologies
for the portfolio address the
intended curriculum
outcomes and/ or module
tasks. Some curriculum
outcomes would be
addressed with the use of
the artefacts in the portfolio.
Ideas and understandings
from the readings are
evident in the portfolio.
Digital artefacts provide
useful examples of digital
technology use for your
students or other teachers.
Reflective writing draws the
portfolio together to some
extent.
The digital artefacts are
presented in an online
portfolio that has some
technical or aesthetic issues.
The portfolio is relatively
easy to navigate. Each
artefact functions with few
technical errors. Artefacts
have been produced with a
narrow range of different
technologies. Artefacts in
the portfolio make some use
of a range of the software or
app’s features, functionality
and/or complexity.
Fail
Technologies selected do
not relate to the intended
curriculum
outcomes and/ or module
tasks. Curriculum outcomes
are not identified. Not all
artefacts are created or
complete. Ideas and
understandings from the
readings are not evident in
the portfolio. Digital
artefacts do not act as
student or teacher examples.
Artefacts are inappropriate
for use with students.
The digital artefacts are
presented individually or in
a portfolio that has technical
or aesthetic errors. The
portfolio is difficult to
navigate. ePortfolio or
artefacts can't be accessed.
Artefacts have a number of
technical errors. Artefacts
have been produced with a
limited range of different
technologies,
or from the list of
technologies not to use.
Artefacts in the portfolio
make poor use of the
 range of the software or
app’s features, functionality
and/or complexity.
Part B: Responses to the prompt
Response to Readings questions show thorough
and perceptive engagement
/15 with the readings and are
thoughtful and considered.
There are explicit
references to relevant
research drawn from subject
materials and carefully
selected extended research
beyond the supplied
readings. An understanding
of the concepts in the
readings shows depth and
rigor.
Academic writing and The ideas in the subject
referencing readings and other literature
used are detailed and
/5 articulate in the written
elements of the ePortfolio.
There is a clear and logical
structure, reflecting
thorough preparation, and
all language use is
academic. Referencing
conforms to APA 7th style.
Responses to the prompt
questions show thorough
engagement with the
readings are thoughtful and
considered. There are
explicit references to
relevant research drawn
from subject materials and
extended research beyond
the supplied readings. An
understanding of the
concepts in the readings is
sound.
The ideas in the subject
readings and other literature
used are expressed in detail
in the written elements of
the ePortfolio.
Structure and preparation
are evident, with academic
language used throughout.
Referencing conforms to
APA 7th style.
Responses to the prompt
questions show engagement
with the readings and are
considered. There are
explicit references to
relevant research drawn
from subject materials and
supplied readings. An
understanding of the
concepts in the readings is
evident.
The ideas in the subject
readings and other literature
used are clearly evident in
the written elements of the
ePortfolio.
Structure and preparation
are evident and language is
mostly academic.
Referencing mostly
conforms to APA 7th style.
Responses to the prompt
questions show engagement
with the readings and are
considered. There are
references to relevant
research drawn from subject
materials although they are
not explicit. An
understanding of the
concepts in the readings is
developing.
The ideas in the subject
readings and other literature
used are evident in the
written elements of the
ePortfolio.
There is evidence of
structure and preparation
but language is not always
academic. APA
7th referencing may contain
minor errors which do not
compromise academic
integrity.
software or app’s features,
functionality and/or
complexity.
Few or no posts to the
prompt questions have been
made. Responses are very
brief. Responses don't show
evidence of engagement
with the readings and the
ideas presented. Responses
are lacking any references
to the readings supplied.
There is no evidence of
structure and preparation
and/or language use is poor.
APA 7th referencing is
inadequate, inaccurate, or
missing. No reference list
provided. No in text
citations provided in the
ePortfolio and/ or forum
posts.
Total Mark            /40