|Theory||Purpose||Application to Assignment 3/Professional Experience|
|CLEM Model||Help understand how to learn about a new ICT and how to use it to enhance student learning.||If there are any new ICTs you need to use it might help your explorations.
Hence might be useful as a part of the planning process for Part B.
|TPACK framework||Explains the type of knowledge required by teachers in the classroom (Technological Pedagogical Content Knowledge) for effective integration of technology.||To ensure technological content knowledge, pedagogical content knowledge and technological pedagogical knowledge are used together in teaching to maximise learning outcomes.|
|Backwards design||To begin with goals and assessment and then develop lesson plans.
|Assessment is designed and lesson plans developed to instruct students in what they need to know as they work towards assessment requirements.|
|SAMR Model||To assist teachers to integrate technology moving from substitution to redefinition.
|To gauge how technology is used in the classroom – is it used for enhancement or transformation of learning?|
|TIP Model||Technology Integration Planning Model for teachers to assist them to identify the components of effective technological integration.
|So teachers plan using the classroom context, prior knowledge, suitable teaching strategies, and supportive environment for learning and determine desired outcomes.|
|The 5Es||Teaching and Learning model to create active learning through inquiry.
|Assists teachers to develop lessons to ensure active learning of students through enquiry. Activities are designed to engage students, provide hands-on activities to explore topic, explain experiences, elaborate on learning and apply knowledge to new situations and evaluate and reflect on their learning.|
|WALT & WILF||A tool to encourage students to be active learners.
|Teachers can use these tools to assist students to make effective decisions about how to approach their learning tasks: WALT (We are Learning To…) and WILT (What I’m looking for…)|
|Connectivism||Framework for learning which involves assessing new information and knowledge through networking and the ability to source new information and determine its validity.
|To develop 21st century skills, use critical and higher order thinking.|
|Bloom’s taxonomy||Model of processes in higher order thinking: remember, understand, apply, analyse, evaluate and create.
|To develop higher order thinking skills.|
|Postman’s 5 things||To show how society is transformed by new and changing technology which results in advantages and disadvantages.
|To achieve a balanced view and awareness of societal changes and how this affects teaching and learning for 21st century skills.|
|Tool belt theory/TEST framework||The tool belt theory determines that humans are users of tools and can make informed choices by determining the task outcomes, prior knowledge and skills, the tools provided in the environment to achieve a purpose.||Teachers should set up the classroom with a range of tools to suit different individual needs so children can increase their knowledge and skills using the tools at hand.|
|PKM||The purpose of Personal Knowledge Management is to ensure teachers continue to learn and use effective teaching strategies so learners achieve meaningful 21st century skills.||Teachers use PKM to present relevant learning opportunities for their students (e.g. increasing technology integration to develop 21st century skills).