How can a pedagogical lens assist teachers in making choices relating to ICT integration in the classroom?

   Using a pedagogical lens, such as the New South Wales Quality Teaching Model (QTM), allows teachers to make informed decisions about the use of ICT resources and gain an understanding of how ICT can be used to enhance teaching and learning within the classroom. The QTM was designed by James Ladwig and Jennifer Gore as an initiative to improve teaching practices and contribute to quality learning (Long, Labone, & Nicholson, 2009). The QTM consists of three dimensions of pedagogy including Intellectual Quality, Quality Learning Environment and Significance, which are each subdivided into 6 elements (Cantwell & Scevak, 2010). The eighteen elements of the QTM can be used by teachers to evaluate the effectiveness of ICT resources.

   When choosing what ICT resources to include in my sequence of lessons and when creating my own original technological artefacts I used my knowledge of the QTM to make informed decisions. I used the elements of the QTM to evaluate each digital artefact and its effectiveness. For example, I gave students the opportunity to create their own original glogster and wix website because these activities adhere to many elements of the QTM. These technological tools allowed student to share their work with audiences beyond the classroom and therefore address the ‘connectedness’ element of the QTM (DET, 2003). In addition, by using these technological tools in pairs and small groups, students are given many opportunities to engage in sustained interaction that is focused on the substance of the lesson (DET, 2003). According to Hinde McLeod and Reynolds (2007), this highlights that ‘substantive communication’ is taking place. This highlights that the QTM can be used by teachers to determine the suitability and quality of ICT resources and also help teachers make educated choices about how ICT is integrated into the classroom.

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