-consider addressing the limitations as well prior to introducing tech (e.g. devices accessibility, or the misuse of the tool)

-consider that the same tool might be perceived differently by different individuals (so perhaps open Comms needs to be present for students to ask questions on how to use tools)

-The e-tools is a tool and not an outcome of learning

-Take into consideration the student's needs etc when planning on the e-tool

-Consider the limitations of the e-tool to bridge the gap such as accessibility to the tools, digital literacy etc

New Learning

Through the sharing today (on top of padlet), I found even more apps that I could potentially use. One such app as is SUNO- platform creating songs with my lyrics.

Zoom broadcast- Dr Liz broadcast to the break-out rooms without being inside. This will be very helpful in my presentations to a large group of audience, for example parents. I didn’t realise that this was a feature in zoom. I didn’t have the technology affordance to use that feature before today.

After today, I will reflect on each learner before selecting any e-tool, ask myself if it promotes independence, and whether it is accessible and manageable for them to prevent abandonment. I also like what some peers have shared, to simply relook into known tools (eg google apps, formsg, sls) to see how we can use them again and differently to increase engagement.

I aspire to use AT purposefully, not just for novelty. By keeping the student at the centre, I believe I can better ensure that the tool in mind truly enhances learning, supports participation and builds skills.

Today I have also tried Nearpod on the spot and crafted a lesson on " environment climate" using just Nearpod and I find it that it is an amazing platform where I can get students to participate in the lesson using different media

Before selecting which e-tool to use, I need to think about the student and the lesson outcomes, then PST.

It is also good to keep in mind the limitations of the e-tool.

The group presentations also gave me a more in-depth understanding of nearpod, wakelet, classpoint and google classroom and how I can use it with my students or share them with my teachers.

The PST model is useful in helping us to see how a technological tool may or may not suit our student/the school context/the learning outcomes or objectives. It can get confusing as there there could be overlap between the affordances, but taking the time to list them out gives us a better idea of the tool's usefulness and applicability for different contexts.

After this session, I will add on to my planning which tools would be most appropriate for my student to use in order to activate and engage learning with the guide of TPACK framework. It is important to look at the limitation of the tools to better bridge the learning or behavioral gaps of my students in terms of digital literacy and accessibility of the tools.

I like the sharing of the padlet and it allows me to try out the different tools shared by my course mates.

This made me be more critical and mindful to consider the the teaching pedagogical/learning objectives of my students first instead of selecting the tools to fit the students. Lastly, using the TPACK framework (PST affordances) gave me a deeper understanding of the different e-platforms usage. This relates to, while there are many resources available, I would also compare and consider carefully how these e-resources can assist the learning needs of our students. Quality of learning versus quantity of learning.

- The PST framework as a really practical way to evaluate edTech. Pedogogical affordances, Social affordances n Technical affordances. The short exercise was really useful to apply this and we got to learn other platforms like Nearpod, Classpoint etc

- Horse or Cart? To remember that technology is a tool and not a learning outcome. But I must upskill and learn how to use technology more effectively. Am so grateful for all the sharing on padlet by everyone.

The group activity was meaningful as we got to evaluate educational tools by considering pedagogical, social, and technological affordances. Using these criteria helps me to plan future lessons better and align technology with learning objectives and student characteristics.

A key reflection for me is intention: “technology is a tool, not a learning outcome”. I must start with clear learning goals and then choose the tools that help achieve them, not the other way around. The cart-and-horse analogy captures this well – the horse (pedagogy) should lead, and the cart (technology) should serve the journey.

Overall, the real value of technology comes from thoughtfully applying its affordances to make learning more meaningful and inclusive. Moving forward, I want to be more person-centered and intentional in how I integrate technology, so it genuinely enhances teaching and learning.

2) Going forward, I will use e-tools thoughtfully with a new understanding first to understand the goal/ objective I am addressing, the needs of the target person and then to use what I learnt today Pedagogical, Social and Technological affordance to evaluate the tool’s suitability. Though this process will take a bit longer, it helps me understand and make better informed decision the tech tool I choose, just like what we did today.

P- trs may struggle to re design lessons for tech enhanced learning or to align assessment with digital learning tasks.

S-online environments may create uneven participation (students may feel isolated) or amplify language and cultural barriers.

T-inadequate infrastructure, unreliable connectivity, or complex platforms - not user friendly

As a whole... tech is a tool not the learning outcome .. need to be purposefully used

The active group discussion on the PST affordances of our assigned e-platform was especially valuable as we critically evaluated its effectiveness and usefulness across the pedagogical, social, and technological dimensions.

This reinforced for me that when it comes to Ed Tech, more isn’t necessarily better. The real significance lies in selecting tools that are suitable and meaningful for the needs of our students.

I also learned what PST affordance through the group sharing. With a variety of tech tools available out there, PST affordances help me recognize a tool’s true potential that it can be used purposefully to enhance learning. I learnt the the four basic tech tools during this session and how it can be carried out more effectively.