Tamsin Oski

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EDFD133 Understanding Learning

Assessment Task 1 Part C
Week 9:
Observation - What are the special learning needs of the students
in the class you are observing? How are these learning needs
catered for?

The ability to integrate specialized learning into a classroom is very

important. Many classes have several students with special learning
needs. This is where students have trouble with particular aspects
of learning, whether it is language, reading, mathematics, etc.
(Nebraska

Department

of

Education,

1996)

Within

the

prep

classroom, which I observe there, are one student with an

intellectual disability and two ESL students. The approaches to
integration, which I have witnessed, are found particularly in
literacy and numeracy. The use of partnering up high achieving
students with those who struggle is a regular practice. (Nebraska
Department of Education, 1996) This allows for the weaker students
to get one-on-one supports from a peer as well as giving the high
achieving students the opportunity to understand different learning
approaches and as reinforcing their learning through teaching
others. (Nebraska Department of Education, 1996).

Tamsin Oski
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Week 11:
Observation How does the teacher in the classroom you
observed make use of ICT?

According to Richardson (2008) one the challenges facing educators

today is to ensure we provide students with the skills to navigate
and take advantage of what he terms one of the most important
technologies for learning that we've ever had. Certainly within my
school placement, ICT is used regularly and every classroom has
access to an electronic whiteboard. Certainly, this school is not
ignoring the capability of ICT and tries to ensure it is a part of a
normal school day.

However, according to Fullen (2011) teachers need to be mindful

when using ICT to ensure that good pedagogy drives the use of the
technology and not the other way around.

From my observations, ICT is being used to actively involve student

learning through touching and pointing to several different points on
the board. This type of activity is one example of where ICT is being
used to enhance the engagement for students on many different
levels that would not be possible with the electronic whiteboard. I
have also seen ICT used very effectively during meditation after
lunch when students partake in both listening to calming music and

Tamsin Oski
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watching sand shaping. The use of both computers (desktop and
laptops) and Ipads is found countlessly used regularly throughout
the school. The prep class I observe particularly uses the computers
in rotating literacy groups where once a week each group has the
opportunity to use the technology to do reading games and
comprehension. In my opinion the teacher of this prep class is
utilizing the ICT as an enhancement to her pedagogy with a clear
focus on the learning context rather than using the technology as a
gimmick.

Self-reflection How does ICT help or hinder you in your

learning?

ICT used in the correct way, has the opportunity to really enhance
learning across all ages. With access to a world of information
through the Internet, it opens a lot of door to new learning
experiences. Having twenty-four hour access to thousands of games
that actively integrate new skills in both literacy and numeracy,
gives the opportunity for students to work at their level in a fun and
engaging way.

Tamsin Oski
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Reference list

Quinn, V. N. (1985) Applying Psychology. pp. 55 81, 172

Singapore: McGraw-Hill

Woolfolk, A. E., & Margetts, K. (2009). Educational psychology (2nd

Australian ed., pp. 38-44, 340-346). Frenchs Forest, NSW:
Pearson Education Australia.

Henderson, Mapp, Johns & Davies. (2007) Beyond the Bake Sale,
p. 14-34. New York, NY: The News Press.

Fullen. (2011), Centre for Strategic Education Seminar Series Paper

C No. 204, May 2011, p. 15 22. London: Network
Continuum Education.

Richardson. (2008, November). Footprints in the Digital Age,

Giving Students Ownership of Learning, Volume 66(3),
16- 19

Nebraska Department of Education Teaching Strategies for students

(1996) Teaching Strategies for Students with Diverse
Learning Needs, Lincoln NE: Nebraska Department of
Education