EST204

ICT in Education
Assignment 2:
ICT Portfolio
Hannah Hartwig (s287263)
15th February 2016
Overview Document
ICT IN EDUCATION: IMPLEMENTING THE IPAD, GOOGLE EARTH/MAPS, AND
STUDENT EMAIL WITHIN A CLASSROOM

Context
The context for the implementation of the following three ICT tools is a Year 12 Biology class. The
ICT tools are to be used collaboratively for a group assignment. The purpose of the assignment will be
to focus on the scientific investigation and analysis of a local creek or waterway. Each ICT tool (iPad,
Google Earth/Google Maps, and Student Email) will serve a purpose in the production and
submission of the group assignment. The following group assignment conforms to the theory of
Inquiry-Based Learning, as well as the observations made by Steeg et al (2013); that the best learning
activities for students are those that use multiple mediums to attempt to solve real-world issues.
Rather than expecting students to master new or unfamiliar ICT tools without adequate support, a
collaborative group assignment was preferred, in order to cater to all students learning styles.
The iPad
I plan to implement iPads within the group assignment for a number of reasons: firstly, the mobility
and durability of the iPad is advantageous for practical fieldwork. Secondly, the iPad will be a
compact source of data and information storage for each group. I also have the option of uploading
resources or educational apps to each iPad prior to the commencement of the assignment. Apps and ereadings in particular are advised by literature in order to keep students on-task and to avoid
distractions on digital media (Geist, 2011). Thirdly, the camera and video recording features (Keynote
or iMovie) will allow students to document visual elements of the study area, which can be referenced
at a later date (Taylor 2012). Fourthly, via a Wi-Fi connection, data and information can be transferred
between group members through student email. In addition, preliminary research into the focus area
can be conducted without the need for traditional computer lab access. However, it is important to
note that due to the software limitations of the iPad, a final group assignment document will need to
be completed on either a laptop or desktop computer (Pegrum, Howitt & Striepe, 2013; Geist, 2011).
Google Earth/Google Maps
I will use Google Earth/Maps in the group assignment in order to explore creeks and waterway
structures at a local, national and international levels. Prior to the commencement of the assignment, I
will use Google Earth/Maps to create a virtual tour of the subject area, as well as highlight some of
the anthropogenic and topographic features of the area (Tooth, 2015). After the initial fieldtrip to the
focus area, I will expect the students to compare and contrast the structure of the focus creek in
comparison to other areas. This aspect of the assignment will focus on students ability to recall
geographic or visual information presented previously (Patterson, 2007). They will be asked to
consider focus questions such as:

1. What are some external factors that may influence the water quality, turbidity, or pH in the focus
creek?
The students will use Google Earth/Maps to focus on external influences on the subject area, for
example: anthropogenic and topographic influences (Ratinen & Keinonen, 2011).
2. How do the external factors compare to other waterways such as the Brisbane River?
The students will use Google/Earth Maps to examine the modified structure of the Brisbane River. For
example, students can zoom in on the map to note how the introduction of concrete river bends is
likely to affect water flow. Students can also use the Historical Imagery feature which will supply
past images of an area for comparison (Tooth, 2015)
3. How does the focus area and Brisbane River compare to international examples?
The students will use Google Earth/Maps to compare and contrast the structure of the Brisbane River
to international examples. This question in particular encourages reflection, critical thinking, and
global-scale application of learning outcomes (Patterson, 2007; Livingstone, 2012)
In addition, the groups will be expected to submit a virtual aerial map of the focus area: including
latitude and longitude coordinates, directional bearings, scale, and appropriate labelling; all of which
can be achieved through the use of Google Earth/Maps presentation and mapping tools (Dodsworth &
Nicholson, 2012; Tooth, 2015). It is important to note that the use of Google Earth/Maps is subject to
the availability of computers, internet connection, and software maintenance (Ratinen & Keinonen,
2011).
Student Email
Students will be encouraged to access their student email both within the school institution (supplied
iPads and desktop computers), as well as outside of school hours. The group assignment is not to be
conducted entirely online. This is in response to findings that remote or online styles of
communication can lead to a student feeling disconnected from the course or subject material
(Jacobson, 2005; Kim, 2008). For this assignment, the use of email between students is to: collaborate
and share data between groups members; send Google Earth/Map data and images, to contact the
educator regarding any assignment questions, to encourage group work outside of school hours; to
allow the educator to send out reminders of assignment criteria or due dates, and to address the
importance of social interaction on student learning (Pallitt, 2009; Jacobson, 2005).
Conclusion
It is apparent that the introduction of ICT into educational settings will require changes to teaching
philosophies, pedagogies at various institutional levels, as well shifts in dominant classroom dynamics
(Patterson, 2007; Bladergroen et al, 2012). I briefly described my personal teaching philosophy and
how it relates to ICT in Education. I then described how I would implement three ICT tools within a
classroom setting. The hypothetical assignment demonstrated that each ICT tool would complement
existing classroom teaching practices through innovation. The iPad allowed for rapid information
access and storage; Google Earth/Maps provided virtual imagery and geographical data; and Student
Email provided the opportunity for online social interaction. In conclusion, it is obvious that any ICT
implementation will require ongoing monitoring, supervision, and professional development on behalf
of the educator. For students, ICT provides the opportunity to expand their knowledge and to take
control of their learning.