classroom technologies

The name 'The Tech Bridge' reflects a significant shift in my career—I spent almost four years in the retail banking sector working as part of a critical banking technology team before leaving for the world of education in late 2023. This transition was driven by a desire to inspire high school students and equip them with the skills to navigate and thrive in the ever-evolving world of ICT and digital technologies (as Computing Technologies is one of my teaching areas). Really, as aspirational and optimistic it sounds, I seek to be the 'bridge', to bring my industry experience into the classroom, because I believe students need to be job-ready and equipped with the right knowledge and skills of how the real-world works. Otherwise, I think 18 years of compulsory schooling has been wasted. 

My approach to educational technologies in the classroom is all about balance: engaging students while ensuring they stay on task. On my first placement, I had a number of questions about the use of technologies from students: "Why are we doing this on paper instead of using our laptops?" or, "When do we get to use our devices? Aren’t we learning about digital technologies"? These moments are valuable opportunities to emphasise to students that technology is a tool, not the driver of learning. For example, when I taught binary numbers to Stage 4 students, I asked students to convert decimal numbers to binaryu using pen and paper before introducing software tools. This approach helps build foundational skills, encouraging deeper understanding before applying digital resources. Technology is meant to enhance learning, not replace.

Not every flashy, educational technology platform or app is helpful for the classroom. But what I consider helpful to my practice is selecting resources that are meaningful, engaging, and aligned with clear learning outcomes. Whether it’s introducing coding platforms to develop technical and problem-solving skills, or using YouTube videos created by fantastically intelligent creators/users who can explain complex concepts BETTER than I ever will, my goal is always to expand students’ learning opportunities while ensuring the technology serves a purpose.

Lastly, the TPACK framework, which I had learned in my two computing curriculum subjects this year was the first thing that came to mind as I read the ESC515 subject outline. TPACK emphasises the intersection of technological knowledge, pedagogy, and content knowledge, with Technological Knowledge (TK)—the ability to use technology effectively—playing a critical role (Digital Technologies Hub, 2022). This framework reminds me that technology is not an end in itself but a means to support and enhance both the content being taught and the way it is delivered.

The ESC515 ePortfolio will document my ongoing learnings as I consider whether particular educational technologies and tools, on the teacher side and student side, are effective in teaching and learning. This will be a space to evaluate what works, what doesn’t, and why. Ultimately, my goal is to create a classroom environment where technology empowers and challenges students rather than distracts them.

 References

Digital Technologies Hub. (2022). TPACK Model​. Digital Technologies Hub.

​        https://www.digitaltechnologieshub.edu.au/understanding-dt/professional-learning/tpack-model/