Week four of Learning Technologies

MAJOR ICT ISSUES
EDITURE - EDUCATIONAL TECHNOLOGY
One of the most important issues of ICT education is including curriculum requirements within VELS. It is too easy to see ICT education as simply learning how to use technological equipment. When planning to use ICT within the classroom the teacher must have an educational aim in mind. I must admit that when I first began this course I believed that the content of ICT education would be teaching students how to use computer programs. Now, towards the end of this course I have learned that ICT is much more than using computers, it involves multiple aspects of technology, design and critical thinking. Therefore, when I use technology in the future I must remember to have an educational purpose in mind which may be aimed at any part of the curriculum within VELS (http://vels.vcaa.vic.edu.au/). I believe the activities we undertook in this weeks workshop do this well. However, even though technology is so important these days, I must also remember to use it wisely. Technology should not be used just for the sake of using it. It should not replace other forms of 'hands on' activities such as scaffolding, modelling and games. These are just as important when learning how to live in today's world.

KEY CONEPTS FOR ICT EDUCATION AND EDUCATIONAL USES
In today's lecture we heard about computer programs which have educational or teaching foci. They are like small games catered to a certain learning focus. They are based on 4 teaching principles; learner focus, content integrity, usability and accessibility. They are engaging, interactive, based on constructivist learning and make meaning from topics of inquiry. Greg showed us some samples from the Learning Federation website: http://www.thelearningfederation.edu.au/




This is an image of a game from the Learning Federation site. The game is titled 'Direct a Robot' and as the student plays they learn to use the concept of measurement.












I have used two games from the Learning Federation during my practicum and found them to be very useful. I had Prep students placed in different groups during a reading session and had one group play the Learning Federation game at a time. The students were excited, engaged and were able to explain to me at the end of the session all of the things they had learned. I would definitely use these again in the future, although I believe using them with a small group was easier than a whole class. I wouldn't base a whole lesson around one single game, I would use it as I did on placement where different groups in the class are working on different activities.

I think the use of integrating ICT into other domains is very useful but should not replace more effective and valuable tasks in the classroom. For example, simply reading a book may be more effective in teaching reading strategies than playing a computer game. The use of ICT in this situation may in fact impede on the learning. I also believe that although it is important to learn about using ICT, it is also very worthwhile to learn using other skills as technology cannot always be relied upon.

The main educational ICT concepts we looked at during the workshop this week were using Microsoft Excel, Inspiration software and finding information in websites or video clips. We used Excel to develop educational ideas about data from within the Mathematics domain. We used Inspiration to develop ideas about concept mapping and story board techniques. We used the ABC website to find information about Aboriginal dreamtime stories, which also included short video clips.

During our workshop we spent time looking at dreamtime stories. The stories were found on the ABC website (I have placed the link below) and I would describe them as a mini movie or cartoon, almost like what you find on 'You-Tube'. The website offered background information for teachers, links to pdf documents and even lesson plans. Each movie contained sounds as well as pictures along with links to related information regarding the dreamtime story being watched. I decided to watch the dreamtime story named 'Morning Star'. After watching this, I tried to figure out what meaning was behind the story. I thought it may have something to do with life and death, and after accessing information via links on the same page I was able to learn all about it. The story was about life and death however, the main focus was in regard to the mourning process of the Aboriginals and how they celebrate the passing of a person within their tribe.

http://www.abc.net.au/dustechoes












Victorian Essential Learning Standards and especially the new Australian National Curriculum have a big focus on Aboriginal history. I did not have the privilege of studying any Aboriginal history at school so I found this website to be really educational. I learned so much just by looking at one short movie. I will definitely use this website to educate my future students. I have seen books that describe dreamtime stories but I think watching these movies is so much more interesting. If children were to watch these they would be able to get a sense of how the Aboriginal population passes down their stories and the reasons why they do this. To the students, it may almost feel like they are having the information passed down to them so that they can pass it on to others. I think this is a very authentic and valuable learning experience. I will definitely use it in my future classrooms.


As a follow up to reading about my dreamtime story, I cut and pasted images from the story into Inspiration software under 'create diagrams' to retell the story (This is a great comprehension activity for students):




















I didn't have time to finish it but I had started linking the images together and would then have written a little synopsis with each image in order for the story to be told. I would have set it out in a tree. I think this activity would engage students into developing their own Dreamtime stories which they could show each other. The activity as a whole would be of great use in History, Humanities, English and ICT domains within VELS. It would be a useful activity for those students who learn visually.


Using 'You Tube' video clips could also be an interesting way to show or teach information in the classroom. I would definitely plan which clips to use prior to showing it in the classroom because I would not want students exposed to anything harmful. I could use clips that instruct students how to do something (such as how to make a spread sheet, found at http://www.youtube.com/watch?v=twRRneQd8W0) or I could use clips that explain a process, for example the life cycle of a butterfly. I believe certain students who require extra scaffolding or who learn visually may find this form of education very effective. The students could also produce and upload their own video clip as an assessment task.


The second activity we attempted in the workshop was based on using Microsoft Excel and M&M's. We began by discussing the outside packet of the M&M's, made a prediction about how many of each colour could be in the bag and whether one bag could have more of one colour. Then the packet was opened and we used a chart to sort them into columns of colours. We were able to then colour the chart. I have a photo of my chart below.
















After counting the M&M's in each column we inserted this information into an Excel spreadsheet with colour in the left column and number of each on the right column, as shown:























This was my end product.










If I had done this activity with a class of my own I would have then had the whole class discuss, share and compare the results. Education may need to be provided to younger children on using Excel and making a graph from the spreadsheet. I have found video clips on the Microsoft website that show how to use the program (http://support.microsoft.com/?ln=en-au). Education may also be required for producing an appropriate graph to interpret results. Then, using the M&M's website www.m-ms.com/, I cut and pasted images into the excel spreadsheet to make it appear engaging. The website also contained information on statistics of M&M colours and all sorts of mathematical information.


I really enjoyed this activity and believe it would really useful in engaging students in Mathematics lessons. An enormous amount of mathematics could be covered including chance and data, whilst also learning about ICT (using MS Excel and using websites to gain information). I believe this activity could be used at any level within VELS depending on how in depth the teaching goes.


Some ideas I had to add to this activity are:
- (Mathematics) Working on percentages. For example, what percentage of red M&Ms are in one packet?

- (Health and Physical Education) What is an M&M made of? Discuss healthy foods and the food pyramid. Use the M&M website to find this information.

- (Mathematics) Measurement. Learn about grams and kilojoules. Use the M&M website to find measurements.

- (Mathematics) Use this same activity with other objects of food that the children enjoy to
make the task engaging and hands on.

- (Mathematics) Make a survey within class about food then graph the results.

- (Mathematics and English) Show the student a un-labelled graph and have them make a story about what they think the graph is telling them. This would be a great way to assess the students analytical skills when it comes to interpreting graphs. Are they able to explain what a graph tells us?

- (Mathematics) Each student makes a different type of graph (Pie, Bar etc) and compares them as a whole class. Which graph was he best to use? Why?


This activity is a great way to show students that maths is related to objects in real life. It shows them that even to make lollies, manufacturers rely on mathematical thinking. However, the teacher needs to be aware to ask the right questions when getting students to do an activity such as this. The students need to respond to these questions in order to show they are learning and not just producing another graph. For example, "What do the numbers down the left hand side of the graph mean?" "What is this graph telling us?" "Why are all of our graphs different?" "How do we find out how many of each coloured M&M's we have?"


PRACTICAL CONSIDERATIONS
Of course at the end of a lesson such as this the students should get to eat the M&M's! It wouldn't be very nice to have them use a packet of M&M's without getting to eat any. The biggest worry I would have as a teacher in doing this activity would be peanut allergies so I may choose a different lolly such as jelly beans. I would also be concerned about the cost of printing all of their graphs at school, not to mention the impact on the environment using all of that paper!

Implementing Aboriginal history into the classroom would have to be done sensitively. Students who have Aboriginal backgrounds may be upset by other children in the room who make fun of dreamtime stories or who display cultural prejudice. Hopefully, introducing the dreamtime activities increases awareness and appreciation of cultural differences without making Aboriginal children feel singled out. Culture is an extremely sensitive issue and the teacher will have to monitor students reactions and behaviour when educating the whole class.

Technology in the classroom requires students to develop critical thinking skills. ICT can be used to facilitate critical thinking and reflection. Through discussion, writing or concept mapping tools I would take students through certain steps to practice their critical thinking skills. Using the dreamtime stories or the bag of M&M's students are given an engaging question; What is this story about? How many of each coloured M&M is there in a bag? I would then introduce some sort of doubt such as; Could the story be telling us something else? Are you sure there are only five colours of M&M's? This would lead the students into making a hypothesis. I would then ask students to list their assumptions and prior knowledge used to make their hypothesis. Once the students had listened to the dreamtime story or counted the M&M's, the students would be given time to reflect and make revisions of their original assumptions. Using ICT in this way promotes higher order thinking and does not simply expose students to using a computer.

Computers and technological equipment have become involved in the everyday life of students. We do not know how technology will evolve in the future. We need to be able to teach students to be able to think critically and to learn to adapt to changing circumstances. Developing higher order thinking skills ensures that the future generations are able to cope with any technological advancements that become available.

ACKNOWLEDGEMENTS:
Greg Powell (2010), Critical Thinking and Problem Solving with ICT Tools, downloaded on 17/10/2010 from: http://webct.latrobe.edu.au/webct/urw/lc9140001.tp0/cobaltMainFrame.dowebct

Week three of Learning Technologies

KEY CONCEPTS FOR ICT EDUCATION AND MAJOR ICT ISSUES
The key concepts for ICT education that I learned about this week were; learning how to be safe on the Internet, skills in design and technology and using higher order thinking skills to design educational games on the QUIA website.

CYBERSAFETY
Our lecture this week covered the protection of students online. The widespread use of computers and other technologies such as mobile phone devices means that students are at risk from the following:
- Exposure to harmful or undesirable material.
- Cyber bullying and harassment.
- Spam and computer viruses.
- Commercialism and financial risks.
- Identity theft.
Teachers can be mindful of these risks and do their best in ensuring Internet use is safe and supervised, however accidents can still happen at school or when students are at home not being supervised. Teachers can educate their students to behave responsibly and safely when accidents do occur. As technology becomes a part of our daily lives in the 21st century these skills in dealing with risky situations will become extremely valuable for primary students (Powell, 2010). Internet safety is probably one of my biggest concerns as a beginning teacher. How will I be able to monitor what all of my students are exposed to when they are all searching the Internet? Other than high level supervision I can only think to educate students to act responsibly in risky situations. The online cyber safety games Greg showed us during this weeks lecture will be one way I can teach responsible Internet use. On my teaching rounds I was impressed to hear that my grade 1/2 class was able to tell me all of the major risks associated with technology and how to prevent them. Obviously educating students as young as possible is another way to improve responsible behaviour.

Other aspects to consider when working with children and technology include moral values, cultural sensitivity, software filtering and supervision. Children may be exposed to material that compromises their own moral values which may cause confusion for them. Children may also be exposed to material that offends their cultural values. The most productive way to reduce exposure to harmful or offensive material could be implementing software filtering systems that block certain materials school wide and of course supervision by teachers. Filtering systems may also reduce the amount of information a child may send out into cyber space. In order to adequately supervise my students I will ensure that computers are not placed in areas that are difficult for me to see. I will also role model appropriate behaviour when demonstrating Internet use. I may also have students use a whole class email account when sending emails to the community so that I can see exactly what information they are sending and receiving.


One way to teach students skills to protect themselves online is to play games with an educational purpose. I had a look at the 'cyber pigs' game found at:
http://www.media-awareness.ca/english/games/privacy_playground/
I thought this site was really great. It had information for teachers and a game for the students. The game was in two parts. The first part was for 8-10 year olds and as the students play the game they learn about spam, privacy issues, ploys and online predators. The second section was made for 9-12 year olds and as these students play the game they learn about cyber bullying, authenticating online information and stereotyping.

I think games like the one I have mentioned are a fantastic way for students to learn about risks associated with using the Internet as well as learning skills to deal with situations when they arise. I will definitely use this game to assist teaching my future students to behave responsibly and safely on the Internet.

Another important aspect of teaching students to take responsibility for their own behaviour when using technology is to involve their parents in the process. Students most likely have the Internet at home so parents should also be aware of risks associated with its usage. Therefore as a teacher I would like to use the templates found on the DEECD website at:
http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/ict/internet_acc_use_pol_primary.doc
http://www.eduweb.vic.gov.au/edulibrary/public/ict/Primary_Internet_and_Mobile_Acceptable_Use_Kit.doc
These forms are sent home for parents and students to read and sign stating they will take responsibility for their behaviour whilst using the Internet at school. They provide information on the risks mentioned above and cover Internet and mobile phone use whilst at school. They also encourage parents to supervise their children's Internet use at home. I think they are a great way to involve parents and are very informative. They promote school policies on taking responsibility for ones own actions and acting safely. I believe the use of these 'acceptable use agreements' would be a really valuable opportunity for teaching.

Another opportunity to teach cyber safety would be to have students develop their own class agreements or codes of practice for Internet and mobile phone use. This activity would also instill a sense of responsibility for ones own behaviour. I think this activity would also assist the students to become responsible for monitoring their classmate's behaviour and ensuring they are all keeping each other safe.

WORKSHOP ACTIVITIES
This weeks workshop activities showed me that technology is not just about computers. I always assume that this unit covered only computer technology but I learned today that technology also covers simple activities.

Our first activity was to use a design process to work out how to make a jumping frog. We were given a piece of cardboard, picture of a frog and a rubber band. We were given a design brief chart which could be used in primary schools. The sections requiring completion included 'investigation', 'design', 'produce' and 'evaluate'.

We began the activity by filling in the chart to come up with ideas of how we could make the cardboard into a spring. Then we drew a picture of the design we decided upon and proceeded to make it. We folded the cardboard in half then half again to produce a spring. Then we glued the frog onto the flat side of the cardboard. Then we wrapped the rubber band around the whole thing to make the spring tighter. Our finger can push down on the spring and the frog will jump.
















Our jumping frog was not very consistent! It didn't always jump or jump very far. However after evaluating our design we didn't think of changing it which could have been a useful learning experience.



Everyone in our workshop came up with a different design, some worked better than others but I thought they were all very creative.

EDUCATIONAL USES
This activity taught me a great deal about the domain in VELS of 'design, creativity and technology'. Having not had this workshop would have meant I would not be aware of how clearly the design process can be set up. The handout that we filled in really helps to focus on the steps with the design process. I think it was a really clear, step by step process that students would quite easily follow. I also learned that all students will come up with many different designs that are all very creative. I will also now remember to encourage students to make changes or improvements to their design after evaluating it. This design process could be used in many creative projects, even science experiments. It is a very useful task to get students working in groups to learn social skills and teamwork skills. The process allows students to develop higher order thinking skills when evaluating and analysing their own designs.

There are so many activities that can be used in the design process, not just cardboard frogs! The following website has so many design briefs and ideas for teachers, but it does require a subscription: http://www.enchantedlearning.com/crafts/Boxguitar.shtml
As Greg stated in our workshop, students could do one of these each day which would really encourage higher order thinking skill development. I think students would most importantly find this really engaging and enjoyable. Kinaesthetic learners would find design briefs really play to their learning strengths.

All in all, I believe using this process will teach valuable life skills for students growing up in the 21st century such as teamwork and higher order thinking. These skills will definitely be useful, no matter what area they end up being employed in the future.

Our second activity was to design our own computer games on the site QUIA:
http://www.quia.com/web
The site contained templates of many games where the designer enters their own information.

I designed a multiple choice quiz on anatomy:
http://www.quia.com/quiz/2511740.html
It has 5 multiple choice questions.



















After clicking on the activities link I made a hangman game based on habitats:
http://www.quia.com/hm/667572.html
















I also designed an animal match game from the activities link, which was a lot like matching card games.
http://www.quia.com/cm/441220.html
However as you can see, this one didn't quite work as Java was not opening up for me:

















I made a challenge game where the player chooses a category then answers a question about that category for 100 points. This can be a 1 player or 2 player game.

















I didn't get the chance to design a 'scavenger hunt' game but I thought it was a great concept. The player clicks on links to websites to find information to answer the question asked of them during play. I think this idea would be great for a teacher to design to teach the students how to search websites for appropriate information and research. I'd really like to use it in the classroom at some stage. I think students would be very engaged with this one.

I thought this website was fantastic. As a teacher I could use it to design games based around topics of inquiry and have the students play them in order to learn new information and consolidate prior knowledge. I think the students would find them engaging and fun. I also believe that getting students to make their own games with this site would encourage higher order creation and design skills. Students would also get the chance to share their knowledge to teach others.

PRACTICAL CONSIDERATIONS
I think it would be beneficial for students to begin learning about cyber safety prior to using the Internet or mobile phones at school. I believe the earlier this education is implemented the more beneficial it will be. Children are exposed to technology from a very young age so the more prepared they are, the better.

Using the design process in a classroom is only limited by the imagination and materials available to the children. The teacher will have to keep in mind what resources are available prior to implementing these activities. Students could always bring materials from home if supplies are low.

Making games through sites such as QUIA require an educational purpose. It is unacceptable to simply use the games for the sake of playing games to fill in time. Using VELS or a topic of inquiry should help the teacher develop objectives for these games.

REFERENCES:
Powell, G (2010). The Protection of Students Online , PDF downloaded on 17/10/2010, from http://webct.latrobe.edu.au/webct/urw/lc9140001.tp0/cobaltMainFrame.dowebct

Australian Copyright Council (2010). Australian Copyright in Education, downloaded on 17/10/2010 from http://webct.latrobe.edu.au/webct/urw/lc9140001.tp0/cobaltMainFrame.dowebct

Week two of Learning Technologies

During the workshop this week we learned to use MS publisher. We created brochures on a holiday destination and commenced an ePortfolio. We also discussed applying for jobs and interview techniques.

KEY CONCEPTS FOR ICT EDUCATION AND EDUCATIONAL USES
The key concept for ICT education that we learned about this week was using publishing software to present information. Another major issue we learned about was ethics and copyright when using technology in the classroom.

HOLIDAY BROCHURE
When entering MS publisher the user is taken to a list of page layout designs such as brochures, leaflets, newsletters, web pages and much more. Our first activity involved using the brochure template to advertise our favorite holiday destinations. I had never used MS publisher prior to this workshop. I enjoyed designing the brochure below on Port Douglas and I found it quite simple to use once I had worked out which buttons performed each action. I liked the fact that clipart or photos could be added into certain places on the page and I enjoyed changing the colours and fonts.

This is my two sided brochure:





























The brochure function and activity would be great to use in a classroom. Students could design their own holiday brochure or simply use the template to design an advertisement or report on any other topic of choice. I think other templates could also be used by students to design interesting books or any other literacy product. The domains of English, ICT, Design, creativity and technology would be easily integrated simply by using MS publisher to design and print pieces of work. The students may find the software easy to use once they learn a few functions and could quite easily work out how to use it just by playing around like I did.

SETTING UP THE PORTFOLIO
Our second task which will become part of our job application was to commence designing an ePortfolio. As you can see below I wasn't able to get a great deal done, but I did get started.

The page headings within the portfolio are:
- Introduction
- About me
- Resume
- Philosophy of education
- Awards and achievements
- Reflection and discussion entries
- Referees

The following link:
http://office.microsoft.com/en-us/publisher-help/create-a-simple-media-kit-with-publisher-HA001056317.aspx displays a succinct summary of using ePortfolios for a job application or to professionally promote a product. I will definitely keep this link in mind when finishing my portfolio, it was a great help to read this.

This portfolio was designed on a website template within MS publisher. I have to admit I found this task a lot more difficult and I still haven't figured out how to link the pages together in a proper order. I think it will look great though once its finished. A portfolio designed on this template allows me to add photos, videos, sound clips and possibly more items which I haven't discovered as yet.

This template would be great for students to design their own portfolios. They could also create a class webpage or a presentation. Again, I think the domains of English, ICT, Design, creativity and technology could be well integrated simply by using the software to produce pieces of work. Although it may be time consuming to have each student prepare a portfolio on the software. On a positive note, students would also learn other ICT skills through scanning, recording and editing work to go into the portfolio. A project based portfolio could incorporate any of the other domains or topics studied throughout the students time in school.

Lane (2010) states that ePortfolios intertwine learning with assessment. A portfolio may be used as an assessment task. Portfolios are used to display a collection of work and progress over time. Teachers could use them in the job application process to display examples of their work, or they could use them as an engagement tool in the classroom.

MAJOR ICT ISSUES AND PRACTICAL CONSIDERATIONS
Using blogs or portfolios which can be seen via the Internet allows others to view any information or photos placed on them. Teachers must be mindful of what information is placed in cyber space for everyone to see. Teachers need to keep ethical and safety considerations in mind when using portfolios. Johnson (2002) states that any photos or videos of children must be handled so that the children are not exploited. Parents and their children may have to sign legal forms agreeing to have their photos or videos placed on the computer and Internet. Personally I would try my best to reduce any photos showing faces and or full body shots in order to increase the safety of the students, and I would always get approval from parents before placing any photos on the Internet or sites that others may view. I would never place any identifiable information on them either such as addresses, email accounts or full names. The teacher should also consider what privacy blocks the school may be able to put on these sites and whether the URL information should only be sent to parents rather than the whole community.

Another aspect of privacy I had not thought of was access to personal details through social network sites such as Facebook. Teaching students to set personal privacy settings offered on these sites may prevent unwanted access to information and may prevent the users details being spread through other Internet sites resulting in spam and viruses. The teacher who uses social networking sites should also consider that students may want to access information from the teacher. Personally, I would not want to allow students to find out any of my personal information so I will set privacy settings myself. Teachers also need to be aware that if they do allow students access to their information then they should be very careful about materials they expose these children to.

Copyright is a form of property protection which Australian law recognises. The law gives owners rights to do certain things with their material. Previously I had only ever heard of copyright laws to do with books but I now realise copyright laws also cover Internet material, music, art and sounds. Copyright issues must also be taken into consideration when designing any piece of work, otherwise teachers may be liable. I found the following information on the internet regarding copyright laws when dealing with multimedia:
http://www.computerlaw.com.au/mm.html
http://www.utsystem.edu/ogc/intellectualproperty/mmfruse.htm
http://www.cortland.edu/flteach/mm-course/copyright.html

I also found some further information on dealing with ethical issues in multimedia:
http://www.ascilite.org.au/conferences/coffs00/papers/leone_woodcock.pdf
http://www.grcoatley.mcc.education.nsw.gov.au/ipt_website/12_social_implications/issues_summary.htm
http://www2.unca.edu/education/edtech/legal.htm

Copyright is not something that I had thought too much about when using multimedia, but after doing some reading I have realised just how careful we need to be as teachers because we get so much information to use in our classes from the Internet. We need to realise that this information is the work of others and needs to be acknowledged. Teachers should check for copyright statements prior to printing or downloading materials from any websites. These statements usually alert the user to what may be done with the materials from the website. The teacher needs to ensure that any material has been copied with the copyright owners consent and the copyright owner is happy for the material to be printed or downloaded. This information lead me to ask another question which I have not yet found an answer for; when I make links on my blog to other websites am I infringing copyright law?


EPORTFOLIOS
The article 'Digital portfolios:fact or fiction' by Helen Woodward (2000) suggest teachers monitor the use of portfolios as a learning tool and not let doing the portfolio get in the way of other learning opportunities. She also suggests ensuring that any work placed into a portfolio is reflected upon so that connections are made between learning and the activity (Woodward, 2000). She concludes that digital portfolios are not just an idea, they are here to stay and will be used more widely during the 21st century as the world becomes more technologically focused (Woodward, 2000).

The following websites:
http://www.pa.ash.org.au/natcom/natcom3/models/portfmod.asp
http://www.hrdesign.com.au/dp/planning-dp.html
epotential.education.vic.gov.au
provide an overview of the use of portfolios and suggest other ways teachers may use them in the classroom such as:
- Representing and celebrating the student and learning
- Tracking progress towards learning goals
- Developing reflection into the learning process
- Assisting transition between year levels and schools
- Displaying assessment evidence

OTHER USES OF MS PUBLISHER
MS publisher can be used for so many different publishing activities. The array of templates allow the user to design any kind of print material or presentation material they would like. I really like the idea of a class newspaper made with the 'newsletter' template. There are great instructions found at
http://www.microsoft.com/education/class_newspaper.aspx for implementing this activity. There are also many other great lesson plan ideas to view from this link. I will definitely keep this link as a resource for the future.


REFERENCES
Lane, Cara (2010).
The_Power_of__E_-__Using_e-Portfolios_to_Build_Online_Presentation_Skills
PDF downloaded on 17/10/10, from http://webct.latrobe.edu.au/webct/urw/lc9140001.tp0/cobaltMainFrame.dowebct


Woodward (2000). Digital Portfolios: Fact or Fashion, online document found on 17/10/10, from
http://webct.latrobe.edu.au/webct/urw/lc9140001.tp0/cobaltMainFrame.dowebct

Johnson, D (2002). Developing Ethical Behaviors in Students: What Schools Must Do. Downloaded on 21/10/2010 from http://webct.latrobe.edu.au/