Candidates will explore the practice of teaching lessons with digital technologies, from

planning through to evaluation. They will engage with associated concepts and
principles. Here you should add your completed Evidence of Practice, Evidence of
Learning and Evidence of Reflection.

Evidence of Learning (600 words)

Good teachers are neither born, not made, they work hard to develop themselves (Petty, 2015).  The
goal of the lesson was to facilitate learning by enabling learners to make connections between what
they were learning and the tools they were using to do so (Siemens, 2005). Therefore, after a
discussion with my mentor, we decided that the technology selected, should be based on the
learning outcomes of the lesson.  The lesson plan was therefore, carefully constructed so as to first
assess prior knowledge then build on what had been learnt, finally checking for understanding
(Causton‐Theoharis et al., 2008).  To cater to a mixed ability group of learners, a PowerPoint and
Youtube video were chosen to scaffold learning.

Teaching a lesson with digital technology requires detailed preparation. To achieve this, the topic
‘Robots’ was carefully researched, the Youtube video selected and the presentation and instruction
sheet created to reinforce students understanding of the basic features of PowerPoint  (Concept to
Classroom -WNET Education, 2004).

Often, the goals of a lesson focus more on content than skill acquisition (Toikkanen, 2019).
However, in this lesson, the focus was on both knowledge and skill acquisition, which was shared
with the learners, so that students (keeping in mind individual differences(Zywno, and Waalen,
2002)) would know what was expected of them. After watching the video, presentation and
brainstorming the topic, the skills to be learnt were modelled. The learners were then required to
make their own presentations, based on their observations and research on the internet. To ensure
student engagement, working in pairs was encouraged.  .

Embedding AFL strategies and formative assessment into the lesson helps to improve learner
outcomes and also succeeds in improving confidence, develops self-efficacy and promotes meta-
cognition in learners (Cambridge Assessment International Education, 2019).  The AFL strategy,
‘Stand up, Hand up and Pair up’ was used by me for the first time, during the plenary, to gauge the
learners understanding of the topic and then facilitate them accordingly. They were given chits of
paper with questions which they had to discuss with each other and then present to the class. In
order to cater to the learning needs of all learners, and to encourage collaboration (Stahl et al.,
2006), a Padlet wall was set up as an extension activity.

To ensure that the learners were listening, the teacher used hand clapping as a classroom
management tool. The effectiveness of the lesson could be gauged by the work produced by the
children (PowerPoint) and by the answers given in the AFL.  Effective questioning took place
through the use of Popsicle sticks. The roll numbers of the learners were written on these sticks and
they were randomly called on, to answer questions. Additionally, during the lesson, learners
signalled their understanding of the material by giving a thumbs up/ down sign. A fist of five was
used to gauge their understanding of the material.  Additionally, the AFL used in the plenary helped
the teacher to gauge if the topic had been understood and if the technological tools used were
beneficial or not (Cambridge Assessment International Education, 2019).

To make the lesson inclusive, the teacher walked around the class, assisting challenged learners
while providing an extension activity for quick workers. Gifted learners were encouraged to explore
more features of PowerPoint, while struggling learners, were taught how to master the planned
features of the lesson.  

Throughout the lesson, the learners were actively engaged in the learning process (Martin, 2019). In
a previous class, the children had been introduced to the topic ‘Artificial Intelligence’, which had
been done without a PowerPoint or a Youtube video. This lesson was more successful than that
one, because one realizes that using technology transforms the lesson and motivates the learners
while encouraging the development of active learning in the classroom. Moreover, it helps to break
the monotony of the lesson and helps to engage VARK learners (Fleming and Bonwell, 2006) which,
serves to make learning an enjoyable experience. 

Words: 658
Evidence of Learning References
REFERENCES

Cambridge Assessment International Education. (2019). Getting started with Assessment

for Learning. [online] Available
at: https://cambridge-community.org.uk/professional development/gswafl/index.html [Accessed 15
Jan. 2019].

Causton‐Theoharis, J.N., Theoharis, G.T. and Trezek, B.J., 2008. Teaching pre‐service teachers to
design inclusive instruction: a lesson planning template. International Journal of Inclusive
Education, 12(4), pp.381-399.

Concept to Classroom -WNET Education. (2004). How does this theory differ from traditional ideas
about teaching and learning?. [online] Available
at: https://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html [Accessed 19
Jan. 2019].

Fleming, N. (2006). VARK Learning Styles: Visual, Auditory, Read/Write, Kinesthetic. [ebook] New
Zealand. Available
at: https://www.definedstem.com/wp-content/uploads/2017/05/VARK.pdf [Accessed 19 Jan. 2019].

Petty G. (2014). Teaching Today: A Practical Guide . Oxford: Oxford University Press 

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. [online] Available
at: http://www.itdl.org/journal/jan_05/article01.htm[Accessed 17 Jan. 2019].

Stahl, G., Koschmann, T.D. and Suthers, D.D., 2006. Computer-supported collaborative  learning.
na.

Toikkanen, T. (2019). Focus on Skill Mastery, not Knowledge Acquisition. [online] Medium. Available
at: https://medium.com/lifelearn/focus-on-skill-mastery-not-knowledge-acquisition-7b0118baa972 [Ac
cessed 28 Apr. 2019].

Zywno, M.S. and Waalen, J.K., 2002. The effect of individual learning styles on student  outcomes in
technology-enabled education. Global J Engng Educ, 6, pp.35-44

 
Words: 191
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Audio Commentary - Evidence of Reflection
Evidence of Reflection (600 words)
A lesson must be designed, such that it develops and sustains the learners’ interest in the topic
(Kyriacou, 2014). The Youtube video was researched and downloaded, the PowerPoint was created
in advance. the questions for the activity were formulated and printed out and a Padlet wall was
created and the link printed on chits. This lesson was successful because of pre-planning and
because the learning outcomes were met, as evidenced in the learner’s presentations and
responses.  

An effective teacher is one who reflects on their practice (Moon, 2004).  By reflecting on the lesson,
one realizes that the learners were actively engaged in the learning process and eagerly asked
questions to clarify their understanding. The goal of the lesson was to motivate students to
cognitively form a schemata of understanding and transfer the information learnt from the Youtube
video, PowerPoint and the demonstration, from short term memory, into long term memory (Grider,
1993).

To ensure that the lesson flowed smoothly, a variety of classroom management strategies were
employed.  I used hand clapping and the ‘One, two, three strategy’ to get the attention of the
learners. Through the use of behaviourism, house points were awarded to those who were listening
and answering actively (Lynch, 2016).

In retrospect, I would not have included the PowerPoint in the lesson, but would have used the
Padlet wall instead, to facilitate a discussion on robots and their importance.  Additionally, I would
have included more kinaesthetic activities to ensure that the learners were not sitting throughout the
lesson (Fleming and Bonwell, 2006). After asking questions, I would have given them more time to
think and would also have included more open ended questions and dialogic teaching in the lesson
(Cambridge Assessment International Education, 2019).

While the lesson flowed smoothly, and the children were excited and interested in the topic, there
were some technology glitches. While technology is a useful tool, there are times when it can be
unreliable (Landauer, 1995). However, the benefits outweigh the risks, and since digital literacy is
the need of the day, it is essential to incorporate it in teaching today (Falkner et al., 2014). Therefore,
when the Youtube video could not be heard and the problem was being worked out, I asked the
learners questions, to ascertain their prior knowledge, resulting in maximum utilization of time.
Similarly, when the network drive would not work, a USB was used to save the work of the learners,
which was then displayed on the projector.  While this was being done, I asked the children
questions, eliciting their understanding of the topic.

This course has helped to deepen my understanding of various theories and the importance of using
technology in instruction. Through technology, a teacher can encourage her students to employ the
five active listening skills (Syrette, 2019) to make sense of and assimilate what has been learned.
Using pair and share activities, helped to facilitate student engagement and their ability to problem
solve, in order to reach the learning outcomes (Stanford Teaching Commons, 2019).

Technology has the added benefit of being able to transform a mediocre lesson into a truly
meaningful experience. Additionally, the effect that it can have for learners to move beyond the
classroom, to home based study cannot be underestimated (Livingstone, S., 2012). As I go into Unit
3, I have realized that this lesson was successful, because the content was interesting and the
learners were actively listening, making connections and taking ownership for their own learning. I
can now get feedback from my learners, my mentor, as well as from my colleagues on how to
improve my lessons through the use of digital technology (Causton‐Theoharis, Theoharis and
Trezek, 2008). Going forward, I would like to use technology that I have not used before, such as
Plickers and Padlet as tools to encourage, facilitate and consolidate learning.  It is only through self-
evaluation, feedback from observers and reflective thinking  that a teacher can become into a
dedicated, motivated  and reflective practitioner. 

Words: 661
Evidence of Reflection References
REFERENCES

Cambridge Assessment International Education. (2019). Getting started with Assessment

for Learning. [online] Available
at: https://cambridge-community.org.uk/professionaldevelopment/gswafl/index.html [Accessed 15
Jan. 2019].

Causton‐Theoharis, J.N., Theoharis, G.T. and Trezek, B.J., 2008. Teaching pre‐service teachers to
design inclusive instruction: a lesson planning template. International Journal of Inclusive
Education, 12(4), pp.381-399.

Falkner, K., Vivian, R. and Falkner, N., 2014, January. The Australian digital technologies
curriculum: challenge and opportunity. In Proceedings of the Sixteenth Australasian Computing
Education Conference-Volume 148 (pp. 3-12). Australian Computer Society, Inc..

Fleming, N. and Bonwell, C. (2006). VARK Learning Styles: Visual, Auditory, Read/Write,

Kinesthetic. [ebook] pp.1-2. Available
at: https://www.definedstem.com/wp-content/uploads/2017/05/VARK.pdf [Accessed 18Jan. 2019]

Grider, C. (1993). Foundations of Cognitive Theory: A Concise Review. [online] Available

at: http://file:///C:/Users/Teacher/Documents/PDQDT/Unit%202/cognitivism%20%20read%20and
%20use%20today%20is%2019%20Jan.pdf [Accessed 18 Jan. 2019].

Kyriacou, C. (2014). Essential Teaching Skills.Cheltenham: Stanley Thornes.

Livingstone, S., 2012. Critical reflections on the benefits of ICT in education. Oxford review of
education, 38(1), pp.9-24.

Landauer, T .(1995). The Trouble with Computers: usefulness, usability and productivity.  The MIT
Press, Cambridge, Chapter 6, pp. 141-168. Connell, R 2009, Gender, Polity Press, Cambridge.

Lynch, M. (2016). Understanding three key classroom management  theories. [online] The

Edvocate. Available at: https://www.theedadvocate.org/understanding-three-key-classroom-
management-theories/[Accessed 19 Jan. 2019].

Moon, J. (2004).  A Handbook  of Reflective and Experiential Learning. Abingdon: Routledge

Falmer.

Stanford Teaching Commons. (2019). Promoting Active Learning. [online] Available

at: https://teachingcommons.stanford.edu/resources/learning-resources/promoting-active-learning [A
ccessed 19 Jan. 2019].
Syrette, H. (2019). Chapter 10: Active Listening in the Classroom. [online] EDUC 1300: Effective
Learning Strategies. Available at: https://courses.lumenlearning.com/austincc-learningframeworks/
chapter/chapter-10-active-listening-in-the-classroom/ [Accessed 18 Jan. 2019]

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