The theories, models and frameworks

Finally I have found some time to fill in and complete the theories, models and frameworks table that was within the ‘introducing the CLEM model’ of week 11 activities. Another fellow blogger, Bridget who also completed the theories, models and frameworks table feels by taking the time to complete this table and activity that she has learnt quite a lot by investigating each different theory, model and framework. I also feel the same way, some I knew off the top of my head however some I had to look into and refresh my memory.. was time consuming though worth the effort!



Application to Assignment 3

CLEM Model

To help understand how to use a new ICT and how to enhance student learning by integrating the ICT into lessons.

To understand how to use and apply any new ICT’s within your lessons to enhance student learning, therefore this might be useful for the planning process for Part B of the assignment

TPACK Framework

A framework that identifies the knowledge that teachers need to be able to teach effectively with integrating technology.

This will be particularly useful for pre-service teachers to identify the ICT, ICT content, ICT pedagogy and the ability to use ICTs effectively.

Backwards Design

Design a unit of work using three main steps: 1. Desired results 2. Determine acceptable evidence

3. Plan learning experiences and instruction

To effectively plan the assessment and learning experiences according to the curriculum outcomes to plan for the desired outcome in mind.

SAMR Model

The SAMR model stands for: Substitution Augmentation Modification Redefinition This model assists teachers to see how computer technology can impact teaching and learning.

Can be used and followed to assist within planning lessons to identify how teaching and learning can be impacted upon.

TIP Model

Assists teachers to address the challenges involved within integrating technology into teaching and learning.

Provides a helpful guide on procedures and issues that need to be addressed.

The 5E’s

An approach to improve domains of learning in particular higher order thinking skills. Students will construct their own meanings by building upon their current level of understanding.

This model would work well within a lower primary grade level to assist with students constructing their own understandings.


WALT: We are learning to The WALT should be shared at the beginning of the lesson to help introduce the students to the lesson.

WILF: What I’m looking for: The WILF is what the teacher is looking for the students to achieve at the end of the lesson. Students should be regularly prompted during the lesson to remind them of the WILF.

These are child friendly ways to express the learning objectives and assessable elements of the lesson.


Refers to the knowledge that is attained through a network that is linked. As learning is developed, new knowledge will be constructed throughout the network.

The majority of learning is focused around social behaviours and the interactions to acquire new knowledge.

Blooms Taxonomy

Works through a pyramid of 6 stages designed to increase student’s higher order thinking skills.

The focus is to integrate a variety of questions into the lesson with using different use of verbs

Postman’s 5 things

  1. Culture always pays a price for technology
  2. There are always winners and losers within technology
  3. Every technology embeds a philosophy, an epistemological, political or social prejudice
  4. Technological change is not additive, it is ecological
  5. Technology becomes mythic, becomes seen as a part of natural order of things

This model is not appropriate to assignment 3

Toolbelt theory/ TEST Framework

The TEST framework is: Task: What needs to be done? Environment:  Where? What is the method of completion? Skills: Strengths and Weaknesses? Ability to acquire new skills? Tools: What tools are required to complete the task?

Encouraging students to identify technologies that assist them to complete their work, practice skills and understand concepts.


A framework that develops a network of people and sources of information that you can draw form on a daily basis.

During professional experience I will develop a PKM that includes, my mentor, other teachers, school staff and other pre-service teachers



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