Weekly Readings 

This page contains my reflections on the weekly readings for ESC407. Each post explores key ideas, insights and questions about technology in education. 

As a teacher, how can you make informed decisions about the use of digital technologies in the classroom?

As a teacher, I can make informed decisions about using digital technologies by staying thoughtful and intentional about why I bring certain tools into the classroom. Lim et al (2013) points out that new technologies are constantly emerging, yet schools often struggle to use the, in ways that geniuenlly support learning. Keeping in mind, I try to focus on whether a tool actually helps the students understand content better, engage more deeply, or work more independently, rather than using it simply because it is available.

Selwyn (2016) also reminds us that technology in education in not neutral. This encourages me to think about the bigger picture of who benefits from using a particular tool, whether all students can access it fairly, and whether it supports the kind of learning environment I want to create. Instead of assuming that technology automatically improves learning, I try to ask what it adds to the lesson and whether it aigns with my teaching values.

By combining these perspectives, I aim to choose digital tools that genuianlly enhance learning and feel purposeful in my classroom. For me, making informed decisions is about balancing curiosity about new technologies with a critical awareness of how they shape teaching and learning.

Selwyn, N. (2016). What Do We Mean by 'Education' and 'Technology'? In Education and technology: Key issues and debates. Bloomsbury Publishing.

Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology & Society, 16(2), 59-68.

How does current policy and the digital literacy elements from the Australian Curriculum help prepare your students for living and working in society today?

Current policy and the digital literacy elements of the Australian Curriculum play an important role in helping students for living and working in today’s society, especially in vocational and applied learning areas such as Food Technology. Newhouse (2013) points out that using ICT across the curriculum helps students not only get comfortable with digital tools but also develop skills like problem-solving, critical thinking and managing information digitally. In a Food Technology classroom, this might include using digital platforms to research nutritional information, analyse recipes, design safe and efficient workflows, or document practical experiments for assessment and reporting.

Thomson (2015) explains that policies around digital learning aim to make sure students can confidently use technology, understand online safety and work well with others in digital spaces, all skills that are highly relevant in today’s workplaces. For students, this means becoming confident users of digital tools, understanding digital safety and ethics, and collaborating effectively online, these are all skills directly relevant to modern workplaces. By integrating these digital literacy elements into the Technology learning area, students develop practical skills for using technology effectively, while also strengthening transferable skills such as communication, collaboration and adaptability, which can apply in many different contexts.

Overall, the combination of policy and curriculum ensures students finish school not just with subject knowledge, but with the digital skills and confidence they need to thrive in a connected, technology-driven society.

Thomson, S. (2015). Policy insights: Australian students in a digital world #3. Australian Council for Educational Research.

Newhouse, C. P. (2013). ICT in the Australian curriculum.

Why do you think a constructivist approach to learning with technology is often recommended?

A constructivist approach to learning with technology is often recommended because it aligns closely with how learners naturally make meaning, and digital tools can greatly enhance this process. According to Harasim (2017), constructivist theory emphasises that learners build knowledge through active engagement, collaboration, and reflection rather than passively receiving information. technology-rich environments support these principles by enabling learners to interact, share ideas and co-construct understanding through online discussions, multimedia creation and problem-solving activities.

Bower (2017) further explains that the design of technology-enhanced learning should focus on creating tasks that promote inquiry, authenticity and learner agency. Constructivist approaches support this design focus by encouraging students to use digital tools to investigate problems, create solutions, and engage with content in meaningful ways. Such tasks allow learners to experiment, receive feedback, and refine their understanding through active engagement.

Research on technology use in schools reinforces these perspectives. Lim et al (2013) note that contemporary educational technology trends increasingly priorities student-centred learning, collaboration, and creative problem-solving, which are all core constructs of a constructivist approach. Similarly, Newhouse (2013) highlights that ICT in the curriculum supports inquiry-based and interactive learning experiences, helping students develop deeper understanding through hands-on engagement with digital tools.

Overall, constructivist learning is recommended because technology amplifies active, collaborative, and meaningful learning experiences, ultimately leading to richer and more enduring understanding.

References:

Bower, M. (2017). Pedagogy and Technology-Enhanced Learning. Chapter 3. Design of Technology-Enhanced Learning. Emerald Publishing.

Harasim, L. (2017). Learning theory and online technologies. Chapter 5. Constructivist learning theory. Routledge.

Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology & Society, 16(2), 59–68.

Newhouse, C. P. (2013). ICT in the Australian curriculum.

How does the use of technology assist in developing truly collaborative tasks for students? Describe one collaborative idea you have in your content area and the technology that enables this to work.

Technology plays an essential role in creating genuinely collaborative learning experiences by enabling students to share ideas, negotiate meaning, and co-construct knowledge in ways that extend beyond traditional classroom interactions. Smith and MacGregor (1992) emphasis that effective collaborative learning involves students working interdependently toward shared goals. Digital tools support this by providing platforms where contributions are visible, communication is continuous, and group responsibility is strengthened. Likewise, contemporary technologies such as social media and online learning platforms create spaces for interaction that are flexible, multimodal, and immediate, enhancing participation and engagement (Hendersen et al., 2013).

In Food Technology, technology can transform common activities such as brainstorming, planning and sensory analysis into richer collaborative tasks. One collaborative idea is digital product-development project, where student groups design a new food item. Using tools such as Padlet or Google Workspace, students can jointly brainstorm flavour profiles, research ingredients, and upload photos or sensory notes from kitchen experiments. The school learning portal then acts as a central hub for submitting drafts, receiving feedback, and refining their product. This shared digital environment allows all group members to contribute separately, track progress, and build upon each other's ideas, which mirrors real-world food design processes. Technology therefore not only supports communication but also scaffolds the collaborative thinking central to effective Food Technology learning.

Henderson, M., Snyder, I., & Beale, D. (2013). Social media for collaborative learning: A review of school literature. Australian Educational Computing, 28(2).

Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? In A. S. Goodsell et al. (Eds.), Collaborative learning: A sourcebook for higher education. National Center on Postsecondary Teaching, Learning, and Assessment.