La Trobe University EDU1ICT Digital Portfolio: Early Learning

This digital portfolio, created for the EDU1ICT course, showcases a student's journey in early learning, highlighting the integration of ICT and reflections on teaching experiences. It includes an introduction outlining personal interests and professional aspirations, a discussion on the use of ICT in educational settings, and reflections on significant teaching moments. The portfolio also addresses EYLF learning outcomes and incorporates professional readings, demonstrating a comprehensive understanding of early childhood education principles and practices. The student reflects on the transformative impact of community projects and volunteer work on personal growth, emphasizing the importance of contributing to society and making a positive difference in the lives of others. The portfolio concludes with a summary of key learnings and a list of references.

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Table of Contents
Introduction....................................................................................................................................2
Interest and professional aspirations.......................................................................................2
Use of ICT.......................................................................................................................................4
Teaching Moment..........................................................................................................................4
EYLF learning outcome................................................................................................................5
Conclusion......................................................................................................................................5
References.......................................................................................................................................6
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Introduction
My name is (Student Name) and I am enrolled in the Bachelor of Early Learning at La Trobe
University Bendigo. The new campus life begun through making friends and the oncoming
challenges that I met. It’s been my wish to change the course but not only after a couple of
factors to consider I realized that the teaching course is my best since it has always been my
childhood dream. After my final examination and the graduation, I would wish to concentrate
more with the children, Tizard et al (2017). Engaging in community projects service is an
important step in providing a long lasting positive impact on the society. In every society, there
are a lot of community problems that each one of us has a role to step up and address. I believe it
is our responsibility as humans to step up for our brothers and sisters who are in need and the
whole community in order to make a positive difference in their lives. Before I started
community projects, the thought of it was a boredom. It is only when I started volunteer work
that I realized that it was not what I expected.
Interest and professional aspirations
It came to my realization that community projects have benefits to the participants and the
community at large. In this paper I seek to discuss how participating in a community projects led
to my personal growth. It is two years now since I offered as a volunteer at a non- profit
organization. The organization focused on raising funds to help the poor, orphans, the disabled
and many people who were challenged in the society. In this period, I cannot say I feel any
regrets, but I feel more rejuvenated and proud that I have performed a lot of exercises that have
changed lives of thousands of needy people. I just feel that it’s time for that undecided person to
join a community project to feel how good it is joining a community service, how it motivates
people in the society and how it leads to personal growth.
When I was young, my mother – a mentor, thought me the virtue of giving more than I receive.
She was always kind to every needy person. We used to visit a children’s home once a month,
and sometimes she could take me to hospitals to see how some people are suffering. I think it is
that that motivated me to join the community project. My slogan was “Do anything Positive”.
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I wanted to focus at first the introduction of websites, blogs, e-portfolios and online forums into
the doctorate Programme. It was felt that these ICT developments would be beneficial for
doctoral students to enable communication and collaboration, Zheng, B., Niiya, M., & Warschauer,
M. (2015). In chronological order, an online forum was set up in October 2006 enabling
communication amongst doctoral students at WIE. This online forum was supported by a Google
group which was created and is currently maintained by doctoral students. The idea of
introducing an online forum came up during the formation of Warwick Institute of Education
Graduate Researcher Association (WIEGA). The work carried out on the website began after the
first cycle of reconnaissance in November 2006. The research degrees’ intranet website can be
accessed at www.go.warwick.ac.uk/wiedoc. The roles of the action researcher in this study I
have played three roles: doctoral student, web developer and project officer. These roles bring
their own objectives, motivation and ways of working. These roles have enriched the research
process and at the same time they have added complexity into the study. I have attempted to
work through the action research cycles from these three perspectives.
As a researcher (or project officer), I wanted to contribute to the understanding of the merging of
education and technology. By this means I hoped to contribute to the body of knowledge on the
topic of online learning, Collins, A., & Halverson, R. (2018). This represented a challenge, as it
involved questioning my own paradigms about what we think of the doctorate process, the ways
to do research, and how we learn.
As a doctoral student, I wanted to investigate how to support doctoral students during their
studies; and to plan, design, implement and evaluate ways to provide this online support. It was
challenging, rewarding and interesting to work with and for other doctoral students. Especially
so when I was going through the same doctorate process as them.
As a web developer, I wanted to be involved and participate in the development of useful and
effective online support for doctorate research. It was motivating to encapsulate the experience
and to address the needs of doctoral students to whom this online support has to be useful and
also the needs of a researcher to whom this work should be meaningful.
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Use of ICT
The developments realized in many more other countries is now seen as a factor of evidence for
the increased national Gross Domestic Profit and its contribution is immensely of importance.
ICT sector acting as an enabler, has resulted to the improvement in the competition for the
market for the products and the services. The impacts felt from the ICT sector comes along with
some many more benefits to other sectors of the economy. Through all this, the following
achievements can be realized:
 The assistance of the economical international integration.
 Improving the standards of living
 Narrowing the digital divide and
 Improving the utilization of the biodiversity and management.
The national policy makers need to address the divide digitally which is characterized by
the deviation in the access levels to the use of the ICT together with its manifestation both at the
domestic and the international levels. The key sectors that utilizes the ICT effectively through
focused in order to narrow down the digital divide and the reduction of the poverty level through:
Education, industry and the agricultural sectors.
Teaching Moment
All through my younger tender age, it’s been my desire to be a teacher. As days went by and by,
however, I began to get the impression that becoming a teacher wouldn’t be challenging
enough for me or wouldn’t be reaching high enough to match my academic performance. Even
as I entered the profession, I continued to believe that teaching was easy. I came to understand
about elective instructor accreditation programs that upheld underserved understudies and was
roused to have any kind of effect. My "Aha! Moment" as an instructor came not without a
moment's delay, but rather all through since the first time I attended the class. My oversimplified
comprehension of the training calling couldn't have been more off base. My energy about what it
takes to be a viable educator currently originated as a matter of fact, something that is
unrecognized, Biesta, G. J. (2015).
A significant number of my English Language Learner understudies required vocabulary bolster,
and my understudies with IEP objectives required alteration on assignments of all shapes and
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sizes. I understood there are unmistakable ways to deal with demonstrate a class. My own special
guidance contained sitting in allotted seats, in segments of work regions, where we took notes,
and got evaluated homework. When I began training, my default approach resembled what I had
experienced. I a little while later found that not only did I have to fuse different sorts of
instructional frameworks, anyway that it was imperative in case I would make adjusting all the
all the more enthralling for all. Thereafter, I discovered small assembling direction, blended
learning, exploratory learning and diverse frameworks to serve unmistakable learning modalities.
In spite of the way that testing, this is the way by which my training improved and my
understudies created. I saw how instructing is extremely a workmanship and a science.
EYLF learning outcome.
The outcome of this study was that an improved pace of construction of the cognitive process,
Keegan, L. (2016). The involvement of the children in the physical activities made all the children
get the sense of identity. Throughout the study I came to see a number of children playing their
games and I could realize some developing emotionally. The temperatures within the classrooms
showed a variation especially in their ability tasks completion. Some other children were
frustrated and the challenges seem to be beyond their limits although others could easily get out
of the trap successfully and a feeling of valuable wellbeing leading to a higher self-esteem. The
evident that the vital learning time is the children’s development stage. Having realized that the
children could easily get the sense of the self-esteem it was an added advantage in achieving the
planned work plan. The schedule resulted to a much more benefits as the children were able to
notice some dangerous animals like the snakes during the physical education.
Conclusion
To conclude, in moving towards the inquiry supported by the ICT in science, there is no single
pathway that is clear for one to follow. All the knowledge funds within the classroom brought by
the students, the teacher’s experience, the technological availability level in the school and
finally the student’s ability are all considered the determining variables of the nature of the
experience.
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References
Biesta, G. J. (2015). Beyond learning: Democratic education for a human future. Routledge.
Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution
and schooling in America. Teachers College Press.
Keegan, L. (2016). Growing the pear tree: transforming practice beyond learning outcomes. Educating
Young Children: Learning and Teaching in the Early Childhood Years, 22(2), 42.
Tizard, B., Blatchford, P., Burke, J., Farquhar, C., & Plewis, I. (2017). Young children at school in the
inner city. Routledge.
Zheng, B., Niiya, M., & Warschauer, M. (2015). Wikis and collaborative learning in higher
education. Technology, Pedagogy and Education, 24(3), 357-374.
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