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102086 Designing Teaching & Learning

Assignment 2

Lesson Plan Analysis

Contents

Original Lesson Plan………………………………………………………….2

Lesson Plan Analysis…………………………………………………………7

Modified Lesson Plan…………………………………………………………9

Academic Justification………………………………………………………13

References…………………………………………………………………...16

Learning Portfolio Web Link………………………………………………..18

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Original lesson plan

Lesson Plan

Topic area: “Connecting with Stage of Learner: 4, Year 7 Syllabus Pages:


others” – (Getting to Know
You)
Date: XX/YY/ZZ Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: 30 Printing/preparation:


30 x Bingo cards

Outcomes Assessment Students learn Students learn to


about
Syllabus outcomes Lesson assessment 4.1 – a sense of self 4.1 – explore the influence
(Board of studies, 2003a) – being the same as of who I am, who I relate to
Outcome 4.1 – A student Prior and different from and what I can do on a
describes and analyses the knowledge/skills - others sense of self
influences on a sense of self. Teacher to observe
student 4.2 – Interpersonal
Outcome 4.2 – A student
abilities/interactions communication
identifies and selects
strategies that enhance their during the lesson. - the qualities of
ability to cope and feel effective
Informal communication
supported.
assessment - LS.1
Outcome 4.11 – selects and Ongoing observation - how people are LS.1 – recognise similar
uses communication skills of student input similar to each other characteristics of students
and strategies clearly and towards activities within the class group, e.g.
- the needs people
coherently in a range of new
have in common feelings, interests and
and challenging situations Summative
- how people are abilities
assessment -
Life Skills Assessment task different from each
LS.1 – A student recognises LS.5 – demonstrate
“My Influences” due other
the personal characteristics behaviours that are socially
at the end of the - what makes people
and needs that make them appropriate in a range of
term. unique
similar to others yet unique. situations
LS.5 – behaviour - use good manners, eg when
LS.5 – A student uses eating, asking for assistance
that is appropriate in
appropriate behaviours in
social situations. a range of situations
LS.7 – demonstrate the skills
LS.7 – initiating to initiate relationships
LS.7 – A student uses
appropriate strategies to relationships
initiate and manage
relationships.

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Time Teaching and learning actions

5 Introduction
As this is the first HPE lesson for the students the teacher is entering the class with three
initial objectives:

1. To introduce them-self to the students and address what we hope to achieve over the
coming year. This will involve a demonstration of the scope and sequence for year 7 (see
appendix A) which includes the layout of each unit and assessment task students will
complete for each term.
2. To identify the background knowledge and understandings which students have
previously attained. This second objective is specific to each unit of work as new skills
are introduced and developed; hence in this unit background knowledge circulates around
student relationships and helping build connections between new peers.
3. Every class/classroom activity needs to ensure all students are given equal opportunity to
be included, for students to feel safe, and to have an element of fun within the lesson. This
can be achieved through various pedagogical approaches which address a variety of
students learning needs. Examples are group work, audio-visual learning, comprehension
and integration of ICT learning mediums (as seen in appendix B).
After explaining (in summary) these three points to students, the teacher will then state that:

“While this unit will be enjoyable, there will be some topics that we cover that may make you
uncomfortable, embarrassed, or may spark a question that you don’t wish to share with the
class.”

“Because this can happen, we have created a “Question Box” which can be used by placing
an anonymous (or named) question, suggestion or any other kind of feedback on a piece of
paper. This is to help ensure that you feel like this is a safe environment where all of your
question’s – no matter how long or short, simple or difficult they are - can be heard as long as
they are appropriate to the conversation. Alternatively, you may stick your hand up if you
have a question at any point during the class. The question box will be located next to the
door and is available every lesson in our classroom or between class times too at the HPE
staff room. It is also worth noting that the door is our primary fire exit in the event of an
emergency so cannot be blocked at any time. Remember, chances are if you are thinking of
asking the question, then someone else is too.”

Ask if there are “Any questions?” at this stage.

12 Introduction activities (Explore)

Ice breakers:

2 truths, 1 lie

- Students begin by pulling out a spare piece of paper and a pen.

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- They are to write down three facts about themselves – however two must be true and
one must be a lie.
- The teacher should provide an example about themselves which students are to guess:
e.g. I teach HPE at this school (truth)
I enjoy participating in sport (truth)
I have competed at the Olympics (lie)

- Students are to write their three “facts” down and partner up with another student
nearby.

- Students take turns to read out their three “facts” and guess which of the three their lie
is. They may also stand up, move around, and repeat this process with other
students too.

25 Do You Know Bingo

This game has been adapted from the idea “human bingo” as described in McDonald (2010).

- Students receive a bingo card (see resource 1 below) with a 4x4 grid of information which
students could have in common with each other.
- The aim of the game is to walk around and meet other students, asking them if they share
one of the same boxes in common (as found on the bingo card). (Remind students to
tuck in their chair’s)
- If students have the same thing in common as listed on the card, then they place each-
others names down for ONE of those categories only and continue to search for other
students with things in common.
- This game has two challenges – first is to list up to four names in a row (up, down or
diagonal) then second is to finish the sheet with a different students name in each box.
45 Introduce a partner

Students find a partner (group of three is fine if there are uneven numbers) with something in
common from the previous game and take a seat together. Let students know:

“You will get a few minutes to find out a bit more about your partners before introducing
them to the class.”

Students are then given three minutes to have a brief chat about each-other.

- The students name.


- Their previous primary school.
- One thing from either the “bingo card” they have in common (or at least one fact if
nothing in common).
55 Set the tone:

After having met their classmates and completing introductions, the teacher is to direct
student’s attention towards the board.

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The teacher is to write up on the board “Classroom Rules and standards” and direct
students towards this statement.

Teacher states:

“Okay, so I hope you’ve all enjoyed todays class. We will now be going through a set of
rules and standards that can be used for our class for the year. If you have a point, then please
share it and I’ll scribe it up on the board. Alternatively, there is also the “Question Box”
available if you would like to drop an anonymous piece of feedback or suggestion also.”

Accordingly, students are given a chance to set the rules for the class. Students are
encouraged to take notes related to this. Teacher to facilitate discussion and ensure fair and
equal input occurs.
An important part of this process is allowing the students the freedom to assist with setting
the rules as it encourages positive social interactions to occur (Board of Studies, 2003b).
As this is the case, the teacher will have a prepared list of rules for reference (see resource 2
below), though will avoid referring to them to allow this task to be student directed.

After this process, the teacher states:

“Thank you very much for your input. I will ensure these rules are checked over and
available for the next lesson, along with any additional rules or standards we may have
missed. Before the next lesson I would like you to think through what we discussed and any
notes you’ve taken about the rules and standards for next weeks’ discussion. Don’t forget to
bring a workbook (exercise book) if you haven’t already.”

60 Remember my name

Students stand up, spread out around the room and pass the ball to each other.

At the start, when students catch the ball they state their name.

As students become more familiar with the game and each-others names, the rules can be
changed so that students are calling the name of the person they are passing to.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


Identifying Within each activity of this lesson the teacher is able to observe student
characteristics of self interactions. This can be useful for revealing prior knowledge as it is anticipated
and others that some students may already know each-other while others may not. The final
activity “Remember My Name” provides a pre-emptory view of students basic
sporting ability which can be translated to the practical aspects of HPE.

Relating to others The group activities throughout this lesson are able to reveal: a. how students
interact one-to-one with their peers and b. how students respond to the teacher
during class discussion. Observations about attitudes, values and ability of
students to relate to others can be made during both formal and teacher and

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student directed discussion/activity times.

Communication skills As this will be the first time the teacher and students meet in a classroom setting,
communication is vital to this lesson. The majority of activities in this lesson are
student centred which grants more room for teacher observation.

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Lesson plan analysis

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element

Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments:
5 The teacher is expected to provide some sort of knowledge for the students, and is expected
to provide more sophisticated learning, rather than focusing only on games/activities.

1.2 Deep understanding


1 – 2 – 3 – 4 – Comments:
5 The teacher is expected to focus on key elements/concepts. It is expected that the teacher
would provide structured teaching and focus, allowing depth and purpose of content.

1.3 Problematic knowledge


1 – 2 – 3 – 4 – Comments:
5 The teacher is expected to allow students to explore cultural and social perspectives. It is
expected the teacher would allow students to gain skills to enable questioning of knowledge.

1.4 Higher-order thinking


1 – 2 – 3 – 4 – Comments:
5 The teacher is expected to allow students to participate in problem solving activities. They
should increase students’ evaluation and judgement abilities, which they have not done.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments:
5 The teacher is expected to use PDHPE vocabulary when interacting with the students. It is
expected that the teacher explores language within resources through terms and definitions.

1.6 Substantive communication


1 – 2 – 3 – 4 – Comments:
5 The teacher provides opportunities for communication. The teacher also encourages
discussion, dialogue and listening, and uses open-ended questions.

Quality learning environment


2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments:
5 The teacher is expected to provide explicit criteria for the work produced. It is expected that
the teacher would use the criteria as a reference for developing and assessing students work.

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2.2 Engagement
1 – 2 – 3 – 4 – Comments:
5 The teacher has produced the lesson and assessment activities which allow most students to
be engaged. However, engagement is not necessarily observable in written tasks.
2.3 High expectations
1 – 2 – 3 – 4 – Comments:
5 The teacher communicates high expectations, rules and standards for all students. The
teacher produces tasks and sets the tone from the very first lesson.
2.4 Social support
1 – 2 – 3 – 4 – Comments:
5 The teacher provides a positive supporting learning environment, based on respect and
interactions. Ice-breakers create new friendships and the drop box supports shy students.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments:
5 The teacher allows students to demonstrate initiative and autonomy through the activities.
The lesson is more student focused, allowing the teacher to sit back.
2.6 Student direction
1 – 2 – 3 – 4 – Comments:
5 The teacher does not allow students to direct their own learning. It is expected the teacher
would allow the selection of activities and manner of how activities will be done by students.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments:
5 The teacher is expected to build lessons regularly form the background knowledge of the
students’. The teacher is expected to allow students to link old and new knowledge.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments:
5 The teacher integrates cultural knowledge and awareness into the lessons through all the
activities. The teacher enables students to communicate and discover about each other.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments:
5 The teacher provides a link between the first lesson and the next, and within key learning
areas. It is expected the teacher would allow each lesson to flow amongst different topics.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments:
5 The teacher has designed the lesson allowing all students to be included. The teacher values
diversity, and allows students’ to understand differences in social and cultural backgrounds.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments:
5 The teacher produces an environment where students’ gain trust of one another, learning
each other’s names and cultural backgrounds, connecting with the outside world.
3.6 Narrative
1 – 2 – 3 – 4 – Comments:
5 It is expected that the teacher would discuss personal stories or other narrative techniques,
which they have not done.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) Higher order thinking 2) Metalanguage
3) Student direction 4) Narrative

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Modified lesson plan

Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

“Connecting with others” – 4, year 7


(Getting to Know You)

Date: Location Booked: Lesson Number: 1 /3

XXYYZZ Classroom

Time: Total Number of students Printing/preparation

60 minutes 30 Smart devices, 90 blank cards,


30 worksheets, smartboard,
kahoot

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson 4.1 – a sense of self 4.1 – explore the


assessment – Adolescence and influence of who I am,
Syllabus outcomes change – the who I relate to and
(Board of studies, 2003a) Prior
Outcome 4.1 – A student physical, social what I can do on a
knowledge/skills and emotional sense of self. Explain
describes and analyses the
-Teacher to changes during the physical, social and
influences on a sense of self.
Outcome 4.11 – selects and observe student adolescence – emotional changes that
uses communication skills abilities/interactio understanding occur during
and strategies clearly and ns during the difference and adolescence
coherently in a range of new lesson. diversity – the LS.2- recognise that
and challenging situations
Informal relationship physical changes are a
Life Skills assessment - between physical normal part of
LS.2- A student manages the Ongoing and emotional adolescence
physical changes associated observation of maturity –
with adolescence managing the LS.5 – demonstrate
student input
changes associated behaviours that are
LS.5 – A student uses towards activities
with puberty, socially appropriate in
appropriate behaviours in and in-class
including a range of situations
social situations. presentation of
the developmental reproductive
issue health

Summative 4.11– Interpersonal


assessment - communication

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Assessment task - the qualities of
“group effective
presentation end communication
of the term about
adolescent LS.2-the nature and
development purpose of physical
changes during
puberty

LS.5 – behaviour that


is appropriate in a
range of situations

Time Teaching and learning actions

Intro  Teacher introduces themselves.


 Students are given handouts about key readings for the term, worksheets about
the syllabus and assessments.
 Teacher arranges the chairs and tables into groups prior to students entering the
classroom.
5min  Teacher writes on the board an outline of the lesson, contact and availabilities
out of class hours.
 A “Question Box” can be used by placing an anonymous (or named) question,
suggestion or any other kind of feedback on a piece of paper.
 Discusses that this lesson is about building relationships and understanding
adolescent development.

Body Introduction activitiy: Mobile Me Pictionary- Ice-breaker

 Students given 3 cards.


 Students write on one side a talent, dream job or nicknames. On the other side
they write down an answer but show no one.
 The teacher divides the students into small groups; they are given 2 minutes to
10min find out about each other.
 Each group will need to use drawing apps like Tackk, Educreations, Magic
Paintbrush etc or an exercise book.
 The teacher starts the stopwatch; one student chooses a card and draws the word
on the app.
 The group tries to guess the answer and who it describes before the time runs
out.
Quiz based on prior knowledge

 Teacher asks students to take out their Smart devices.

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5 min  Teacher directs students to kahoot. Questions will ask:
1. What is puberty?
2. Define adolescence?
3. What age group is an adolescent?
4. Changes in adolescence are caused by?

Classroom learning and discussions

 Teacher defines puberty and discusses sexual organs and physical and emotional
changes.
 Teacher discusses with the students their feelings about puberty and teacher
13min shares personal experiences during school, being a late maturing boy.
 Respect each student's comfort level.
2min
YouTu Explain that they will work as a class to find out the following information about
be clip puberty:

1. What physical changes occur in males and females?


2. What is a growth spurt?
3. What and why developmental changes occur during puberty?
4. What hormones are involved in these changes?
Video demonstration

 Students will watch a short 2 minute YouTube clip that discusses puberty.

Teaching Strategy: small group research task

20min
 Students will be split into small groups of approximately 5.
 Each group will choose a topic within adolescent development which underpins
puberty, for example: cognitive development or emotional development etc.
 Students will research the changes Involved in the development using their smart
devices, readings and prior knowledge.
 Students will answer questions, and come up with interventions to manage the
changes, ex; mindfulness can enhance social and emotional development for
adolescents.

1. What causes the developmental changes?


2. What factors cause differences in maturation rates amongst adolescence?
3. How can you manage these changes?
4. What interventions help enhance well-being associated with that
development?

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 Students develop an engaging way to present their results to the class.

Conclu  The teacher will tell the students to pack up and will recap the main ideas learnt
sion this lesson, acknowledging those students who behaved and participated.
 Discusses what students will be learning next lesson.
5min
The teacher may ask:

What have you learned this lesson?


What happens during puberty?
What can you do to manage the developments positively?

Reflection

Did the lesson flow?


Were the students engaged? If not, why?
Was I engaging?
What can I improve on from the lesson?
Did the lesson work according to plan?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.1 Informal assessment- On-going observations and in-


class presentations.

4.11 Summative assessment-small group research task and


end of term group presentation.

LS.2 Informal assessment- On-going observations and


discussions as a class.

LS.5 Informal assessment- On-going observations and


collaboration during group work.

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Academic justification

Although the original lesson plan was detailed, it is primarily an hour’s worth of ice-breakers,

and the activities are based on students getting to know one another. It neglects other areas

within the Australian Professional standards for Teachers and elements within the quality

teaching framework, particularly by not integrating higher order thinking, metalanguage,

student direction and narrative, which would have strengthened the lesson plan (AITSL,

2016).

Even though the original lesson plan acknowledges the influence of Information and

Communication Technologies (ICT) on learning, it does not implement ICT in any activities

in the first lesson. Learning through technologies and activities gives rise to differentiation,

as Handa (2013) identifies that differentiated learning allows teachers to be flexible to work

with the student’s interests, learning needs and abilities. ICT may further promote effective

instructions, meeting the learning needs of all students, and enhancing learning for gifted and

talented students (Berman, Schultz, & Weber, 2012).

The modified lesson plan allows for group based learning, increasing perceived support

amongst students (French, Walker, & Shore, 2011). The benefit of group work for students is

extensive on both a social and academic level (Beccaria, Kek, Huijser, Rose, & Kimmins,

2014). Group work allows students to develop a greater awareness of group dynamics and

processes, they develop leadership skills, critical thinking, communication, social skills,

problem-solving skills, and develop personal growth and peer support networks (Beccaria,

Kek, Huijser, Rose, & Kimmins, 2014). It also allows students to develop responsibility and

self-autonomy, which are key concepts for the development of learning (Burdett & Hastie,

2009).

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The modifications in the lesson plan allow students to develop metalanguage in PDHPE

language and health literacy, which the original lesson plan lacks. Daffern (2010) identifies

teachers who use metalanguage in their teaching lessons develop student’s autonomy and

confidence in spelling, and content knowledge. Metalanguage shows how symbols and

language may be used to construct power, knowledge and texts (Ludwig & Gore, 2003).

The integration of ICT is implemented through an educational YouTube clip and kahoot quiz

in the modified lesson, producing an interactive and educational lesson, enhancing

understanding and learning (Burton, 2012). ICT integration enables students to develop their

capacities in problem-solving, self-learning, analysis and information seeking, critical

thinking, as well as increasing the ability of students to collaborate and communicate (Yuen,

Law, & Wong, 2003). This is further beneficial, considering the original lesson plan lacks

higher order thinking. Critical thinking and problem-solving leads towards higher order

thinking, which is easily implemented when ICT is incorporated into the lessons (Yuen, Law,

& Wong, 2003), and when students are asked to evaluate or manipulate ideas when asked a

question (Ludwig & Gore, 2003). Kim, Seitz, & Shams (2008) found that learning was more

superior when teachers incorporated audio-visual stimuli into the lessons.

Another modification to the lesson was implementing student direction into the lesson.

Compared with the original lesson plan, students now have more control into the method they

want to present to the class, whether through posters, speech or role-play, as well as given a

choice about the topic of adolescent development they want to discuss. Ludwig & Gore

(2003) claim that low student direction results when students do not have control over the

selection of tasks relating to their learning. According to Leptokaridou, Vlachopoulos, &

Papaioannou (2016), student direction increases autonomy, which supports teaching by

giving students a choice, leading towards enhanced levels of motivation for learning. When

compared to teaching that does not incorporate autonomy, declines in motivation to learn

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occur, particularly when it comes to PDHPE participation, due to students not having a

choice, the teacher becomes controlling, causing boredom and reducing creativity

(Leptokaridou, Vlachopoulos, & Papaioannou, 2016).

Narrative was an element that was lacking significantly throughout the lesson plan. The

modified lesson plan gives rise to narrative in the body of the lesson, as the teacher mentions

discussing personal puberty experiences with the rest of the class. The use of narrative

provides students with information that may be used positively to enhance self-

understanding, and the understanding of certain situations and of others, helping students gain

a perspective on their own life, and focusing on education through a lens of sharing lived

experiences (Bunkers, 2005). This enhances the significance of the lesson (Ludwig & Gore,

2003), as Patiño-Santos (2015) claims that narratives gives identity through postmodern

understanding and validation of research, enabling students to develop a resource that allows

them to draw upon as they construct their identities, and gives a voice to the marginalized

students.

1650 words

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References

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list

Beccaria, L., Kek, M., Huijser, H., Rose, J., & Kimmins, L. (2014). The interrelationships

between student approaches to learning and group work. Nurse Education

Today, 34(7), 1094-1103.

Berman, K., Schultz, R., & Weber, C. (2012). A Lack of Awareness and Emphasis in

Preservice Teacher Training: Preconceived Beliefs About the Gifted and

Talented. Gifted Child Today, 35(1), 18-26.

Bunkers, S. (2005). The Use of Narrative in Teaching-Learning Experiences. Nursing

Science Quarterly, 18(4), 306.

Burdett, J., & Hastie, B. (2009). Predicting satisfaction with group work assignments.

Journal of University Teaching & Learning Practice, 6(1), 7.

Burton, A. (2012). An Assessment of Need for Instructional Professional Development for

Middle School Science Teachers Using Interactive Lessons, ProQuest Dissertations and

Theses.

Daffern, T. (2017). What Happens When a Teacher Uses Metalanguage to Teach

Spelling? Reading Teacher, 70(4), 423-434.

French, L., Walker, C., & Shore, B. (2011). Do Gifted Students Really Prefer to Work

Alone? Roeper Review, 33(3), 145-159.

Handa, M. C. (2013). Leading differentiated high-performance learning. Australian

Educational Leader, 35(3), 22-26.

Kim, R., Seitz, A., & Shams, L. (2008). Benefits of Stimulus Congruency for Multisensory

Facilitation of Visual Learning. PLoS One, 3(1), E1532.

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Leptokaridou, E., Vlachopoulos, S., & Papaioannou, A. (2016). Experimental longitudinal

test of the influence of autonomy-supportive teaching on motivation for participation in

elementary school physical education. Educational Psychology, 36(7), 1138-1159.

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom practice

guide. Retrieved from http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-

Quality_Teaching_Guide.pdf

Patiño-Santos, A. (2015). Narrative Inquiry in Language Teaching and Learning

Research. Elt Journal, 69(2), 220-222.

Yuen, A., Law, N., & Wong, K. (2003). ICT implementation and school leadership. Journal

of Educational Administration, 41(2), 158-170.

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Learning Portfolio Web Link

https://rabiehsabouh.weebly.com

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