End of the course

Finally, our semester has end from now. Congratulations for those who already finish their whole USQ program. So sad that I have one more semester to go but I will try my best to score a good academic in this program.

Anyway, Megan has write up a post regarding her end of the chapter, quite interesting. hehe…

Joyce also posted about her “sense of achievement”. This showed that no matter how tough our lives is, we must get through it so that it will achieve someday.

Well, Emily also has addressed a very good ending about this course. She suggested some readings about advantages and disadvantages of ICT. To know more about the pros and cons of ICT , kindly have a look on Emily’s blog post.

Thank you.

What Is a Schema?

Kendra Cherry defined Schema as “a cognitive framework or concept that helps organize and interpret information. Schemas can be useful because they allow us to take shortcuts in interpreting the vast amount of information that is available in our environment. However, these mental frameworks also cause us to exclude pertinent information to instead focus only on things that confirm our pre-existing beliefs and ideas. Schemas can contribute to stereotypes and make it difficult to retain new information that does not conform to our established ideas about the world.”

My course examiner David has posted an interesting attempting activity.  You may try to fill in the blanks. Here it goes.

The questions that p________ face as they raise ch________ from in_________ to adult is not easy to an _________. Both f______ and m________ can become concerned when health problems such as co_________ arise anytime after the e____ stage to later life. Experts recommend that young ch____ should have plenty of s________ and nutritious food for healthy growth. B___ and g____ should not share the same b______ or even be in the same r______. They may be afraid of the d_____.


Here is the answer from Joyce.

One of my coursemate, Kat also provided few links about Schema. To know more about schema, kindly refer links below.







Hmm…I guess that’s all for now.

What educators said about ICT

Educators feel that ICT is an integral part of the learning process. Language learning ICT resources have been perceived as that which offers support and consolidated learner’s proficiency in language (Hawkins, 2002). Educators have also argued that the use of ICT in classroom puts into use the applications that are developed with changing times and technological advancement (Lankshear, & Snyder, 2000). This actually helps to prepare students for their future careers. They agree that ICT has had great impact in understanding of processes and has as well enhanced thinking and development of ideas in the learners (Jones, Tanner, Kennewell, Parkinson, Denny & Anthony, 2009).




Hawkins, R. J. (2002). Ten lessons for ICT and education in the developing world. Global Information Technology Report 2001-2002: Readiness for the Networked World. New York: Oxford University Press.

Jones, S., Tanner, H., Kennewell, S., Parkinson, J., Denny, H., & Anthony, C. (2009). Using video stimulated reflective dialogue to support the development of ICT based pedagogy in mathematics and science. Welsh Journal of Education, 14(2), pp. 63-77.

Lankshear, C., & Snyder, I. (2000). Teachers and Technoliteracy. St. Leonards, NSW: Allen & Unwin.

Adapting to the iPad, called education’s ‘equalizer’

With an alarming number of people with disabilities and who are unable to access education or even communicate due to these disabilities, apple incorporation has taken concern and produced the ipad which it to be used by such individuals with disabilities (Leuck, 2013). This device allows such people to communicate with use of images which are to be found in programmes which are installed in the se ipads. The ipads has also included video programmes which are to be used to practice social skills by users with disabilities (Leuck, 2013). Speech recognition allows users with writing difficulties to practice social skills with the ipads. Children suffering from dexterity find it practically easy to use the ipad for its touch screen (Leuck, 2013).

Well, this is also linked to one of the article from Alesha Williams Boyd, USA TODAY.  She described that well-designed interfaces could open the world to the peoples. Just like the 18 years old boy. “The 18-year-old is a quadriplegic with multiple disabilities that make speech and muscle control extremely difficult. He interacts through eye gaze or by tapping his head against a switch on a communication device to spell out words. But on a recent afternoon at the Lehmann Center, a special-needs school in Lakewood, N.J., Leuck was able to make music. With some effort, he slid his knuckles lightly over the digital image of a guitar on an iPad screen. The touches produced a series of acoustic-style chords from the iPad — and a big grin from Leuck.”

For further detail could refer to this website.

My coursemate, charis disagree that adapting to the ICT are not equalizer of education. Kindly have a look on her page for further information and also refer to this link.



Leuck, A. (2013). Adapting to the ipad Called Education’s Equilizer. Retrieved from http://usatoday30.usatoday.com/news/health/wellness/special-needs/story/2011-09-11/Adapting-to-the-iPad-called-educations-equalizer/50362426/1

Electric circuits

Teaching electric circuits could be a difficult task to make students understand the concepts which are applied but the incorporation of ICT teaching aids could be relevant in ensuring that student understands step by step process (Futurelab, 2003). This could be done experimentally where such experiments must include sufficient encouragement and use of visual displays could be vital (Cox, Webb, Abbot, Blakeley, Beauchamp & Rhodes, 2003). In teaching electric circuits learners should understand what electric current is and therefore the teacher should take time to explain step by step process how electric current makes a circuit (Leach, 2005). A possible teaching aid in this case could be a model electric kettle.

Have a look on these websites.






Cox, M., Webb, W., Abbot, C., Blakeley, B., Beauchamp, T., & Rhodes, V. (2003). ICT and Pedagogy: A Review of the Research Literature. London: Department for Education and Skills.

Futurelab. (2003). Literature Review in Primary Science and ICT. Belfast: Graduate School of Education, Queens University.


Interactive White boards (IWB)

Interactive White boards are a have become a must-have item in classrooms today. This has replaced the necessity to use a dry erase board and a projector (Reardon, 2002). The board is viewable by every member of the classroom just like a normal board would be. The combination of the LCD screen and easy to use software has greatly enhanced usage of white boards in classroom (Teich, 2009). These white boards have made it possible for teaches to create lessons where learners are engaged in tasks where students use fingers or pens to perform specific tasks on the white boards (Edwards, Hartnell, & Martin, 2002).

As one of my course-mate, Charis, her practical placement fully equipped with ICT resources as well as using interactive whiteboard to teach all aged children. Somehow, my friend found it a bit difficult for her to teach because she has no ideas and experience to use interactive whiteboard. Well, this is a chance for us to learn new things. We’ve to move forward to enhance the quality of our life.

Yet, there is always disadvantages of having a smart board. Recently, I found it out that one of the website has explained in detail the pros and cons of smart board. Please click on the links below for further information about interactive whiteboard.

SMART Boards Aren’t Intuitively “SMART”

The Interactive Whiteboard (IWB): Weighing the Pros and Cons



Edwards, J., Hartnell, M., & Martin, R. (2002). interactive whiteboards: Some lessons for the classroom. Micromath,. 1(1), pp. 30-33.

Reardon, T. (2002). Interactive whiteboards in school: Effective uses. Media and Methods, 38(7), p. 12.

Teich, A. (2009). Interactive White Boards Enhance Classroom Instruction and Learning. Retrieved from http://www.neamb.com/professional-resources/benefits-of-interactive-whiteboards.htm





My coursemate, Kat, recently she’s interesting on blippar. She knew this application through her friends and I knew this through her blog. lol  Somehow, I agree with her that blippar is so much of ICT and it really Massive Interactive Issue.

Blippar is a mobile phone application that allows image recognition (Blipper, 2013). This application allows users to have general or specific information regarding advertisement images, videos and texts.

Blippar has advantages and disadvantages in comparison to applications such as QR code reader (Blipper, 2013).

Blippar allows the viewing of 3D images and play video options which greatly enhances their applicability in advertisement. However, some of its disadvantages include need to download the application and one must have a mobile device to read or access the advertisement (Blipper, 2013).


For further information, you may visit my friend, Kat‘s blog. Thank you.




Blipper. (2013) Augmented Reality Advertising. Retrieved from http://blippar.com/ 

Google Forms

Google forms can be described as free and collaborative software that can be used in survey. The software is able to record Google spread sheet responses (Strickland, 2008). Google forms are user friendly and have found expansive application in classroom environment. Through collaborative writing, learners are able to engage in discussions where with fellow students as well as with their teachers and they are able to get immediate feedbacks concerning their questions or discussion topics (Lei & Zhao, 2007). Learners are therefore able to brainstorm ideas and develop their own. Digital brainstorming sessions made possible through Google forms allows students to more practically engage in discussions by use of shapes, texts and visual maps.




Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49(2), pp. 284-296.

Strickland, J. (2008). How Stuff Works. Back End of Google Docs. Retrieved from http://computer.howstuffworks.com/internet/basics/google-docs5.htm

Google reader

Google reader is a Google application that allows user to stay updated in areas of interest (Shachtman, 2010). Learners and teacher can select to stay updated with information from particular selected blogs of interest. This application therefore allows sharing of ideas and dissemination of important proceedings in any particular area of concern.

Google reader is programmed in such a manner that it checks constantly for news updates from selected websites and consequently concentrates any new information to a single location where they can be read and shared. It allows the user to have some sort of customized inbox (Leach, 2008).

Advantages of Google Reader:-

  • Stay up to dateGoogle Reader constantly checks your favorite news sites and blogs for new content.
  • Share with your friendsUse Google Reader’s built-in public page to easily share interesting items with your friends and family.
  • Use it anywhere, for freeGoogle Reader is totally free and works in most modern browsers, without any software to install.

Besides that,  Ellie Rasmussen found it out some information on how to download your reader data. As we know that Google Reader will be retired on 1st of July, 2013, so now what you need to do is download a copy of all your reader data. You may do so through Google Takeout as well.  She also mentioned that you will receive a subscription data in an XML file and the following information will be downloaded as JSON files:

  • List of people that you follow
  • List of people that follow you
  • Items you have starred
  • Items you have liked
  • Items you have shared
  • Items shared by people you follow
  • Notes you have created
  • Items with comments

Once downloaded, your subscription data should be easily transferable to another product. Thus, you can continue to keep up with your online reading.



Leach, J. (2008). Do new information and communications technologies have a role to play in the achievement of education for all? British Educational Research Journal, 34(6), pp.783-805.

Shachtman, N. (2010). Exclusive: Google, CIA Invest in ‘Future’ of Web Monitoring. http://www.wired.com/dangerroom/2010/07/exclusive-google-cia

Use of ICTs

Use of information and communication technology in teaching was apart from being enjoyable and reducing the workload of the teacher very effective in teaching (Anderson, 1997). This is because, students tend to learn better through visual display more than sitting in class and listening to verbal communication (Liverpool, 2002).

The application of ICTs in classroom is therefore paramount in effective teaching and dissemination of information to learners. The cost of some of the ICT tools may be expensive but I believe it is worth spending and investing on such application rather than stocking books which are cumbersome and boring to use in classrooms (Dladla & Moon, 2002). The applicability of the different tools of ICT enables learners to apply them in different sectors of learning. One of my coursemates, she suggested some of the applications such as animoto (Create a short DVD), Digital microscope (It is some type of magnifier/ battery free device to use with a computer with a USB port. It could be use to capture or video recording), edudoggy ( David Jones recommended), etc.

Whoa, I like the digital microscope. It’s amazing tho.  Joyce, you should look at this. You will definitely love it. =)

BingLee, one of my coursemate, she also agree that integrate interactive whiteboard could used to transform teaching and children’s learning. For instance, the application of White boards allowed learners to handle different engaged tasks. This also enhances the whole learning process more effectively (Leach, Ahmed, Makalima, & Power, 2005).



Anderson, J. (1997). Integrating ICT and Other Technologies in Teacher Education: Trends, Issues and Guiding Principles. Infoshare: Sources and Resources Bulletin, pp. 33-35.

Dladla, N., & Moon, B. (2002). Challenging the assumptions about teacher education and training in Sub-Saharan Africa: a new role for open learning and ICT. Paper presented at the Pan-Commonwealth Forum on Open Learning.

Leach, J., Ahmed, A., Makalima, S., & Power, T. (2005). DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the global south. London: DFID.

Liverpool, L. S. O. (2002). Information and communication technology in teacher education. In Teacher Education in Nigeria: Past Present and Future – Proceedings of the First Teachers’ Summit. Kaduna: National Teachers’ Institute.