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As a pre-service teacher, I use the TPACK framework to design and reflect on how I deliver effective, student centred learning experiences. It is a tool that supports my understanding of the balance and connection between three forms of teacher knowledge:

Content Knowledge (CK)

Pedagogical Knowledge (PK)

Technilogical Knowledge (TK)

Together, they are a guide in my ability to comfortability used digital tools meaningfully throughout my teaching practice.

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I am an emerging educator (I hope), I believe educating is about delivering content, but also about empowering students of their capabilities, challenges and their drive in education.

I see my role as a massive challenge, especially to be able to find a balance in the hundreds of things that people list the jobs of a teacher. I would be a facilitator of authentic, problem-based learning, where students can explore real-word issues (as real as I can make them), collaborate with meaning, and create new knowledge.

Sparking creativity to me, is the best way to run a classroom. If using a hundred different technological tools is the way to do that? I will learn. At my heart, I will be a teacher that strives to meet every students needs that crosses my path.

My target for this assignment is the subject HPE.

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Health and Physical Education concepts including, wellbeing, physical literacy, and personal safety. Having strong CK, ensures I grasp an understanding of the curriculum expectations, such as those outline in the Australian Curriculum v9.0. To outline one in specific, Health and Physical Education (AC9HP10P01), plan, rehearse and evaluate strategies for managing situations where their own or others' health, safety or wellbeing may be at risk (ACARA, 2025). While in confidence, support student learning in my chosen lesson plans.

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My values. I value responsiveness, student-centered strategies such as more inquiry-based learning, project-based learning, collaboration, peer feedback, and reflective practices. This in turn, is in support of the Bloom's higher order thinking skills, which progress through the 6 cognitive levels:

1. Remember

2. Understand

3. Apply

4. Analyse

5. Evaluate

6. Create

(Rhul, 2020).

By designing my lessons and its tasks that target the upper levels of the taxonomy. I aim to ignite deep thinking, creativity, and independent learning in my students.

For example:

Students may begin by being asked to recall health risk factors (Remember), then examine trends (Analyse), and then create a digital health campaign (Create).

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I want to make purposeful use of the tools I integrate into my classroom. From podcasting software, collaborative software, note taking software, interactive software and statistical tracking software. The tools are selected to be creative and flexible for all my students for differentiation in their needs.

As general tools, I am most commonly using tools like Padlet, Canva, OneNote and Kahoot (and many more), all in light of their potential to support learning that is creative, collaborative, and differentiated.

For example:

Padlet (as I am using it for my concept map), allows students to brainstorm, share ideas collectively or even organise notes for assessment pieces.

Canva supports visual communication and design thinking.

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My use of technology can also be supported by the SAMR model, which guides me in designing tasks that involve applications of its aspects or involving them all in my planning. A basic work sheet could be replaced by a quick online quiz as a warmup (Augmentation), and in other cases have students physically engage in producing podcasts, videos or presentations that present original ideas to authentic audiences. Where this approach is also in line with Phase 4 and 5 of the Technology Integration Model - Infusion and Transformation (OHS, 2025).

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I strive to prioritise student choice and voice, offering them decisions on how they wish to involve themselves in some tasks and demonstrate their understanding.

For example:

This could be by setting a task and asking them to assign groups, do a small quiz and get them to pick which topic they wish to do. Another choice could be giving them the opportunity to vote which direction we take to participate in a lesson, by voting for which game they wish to play.

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To build off the collaborative apps, with shared project spaces, students will be encouraged to co-construct understanding, critique each other's ideas, and develop communication skills. These tasks also support critical and creative thinking, which are essential elements of the Australian Curriculums General Capabilities.

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While I still study, and become a developing teacher, I am committed to professional growth and reflective practice. Through the TPACK framework, Blooms Taxonomy and a clear connection to the curriculum and capability development, I strive to build a classroom where technology enhances learning, pedagogy empowers students and connects meaningfully to the real world.

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ACARA. (2025). The Australian Curriculum. Home | V9 Australian Curriculum. https://v9.australiancurriculum.edu.au/

OHS. (2025). Orange High School (OHS). Orange Public Schools - Model Description. https://www.orange.k12.nj.us/domain/2068

Rhul, C. (2022, November 3). Bloom’s taxonomy of learning. Simply Psychology. https://www.simplypsychology.org/blooms-taxonomy.html#:~:text=Bloom%E2%80%99s%20Taxonomy%20systematically%20organizes%20learning%20objectives%20within%20three,3%20Psychomotor%20Domain%20%28physical%20coordination%20and%20motor%20skills%29