Incorporation of technology in the classroom has grown from spending 'A lesson in the computer room' To an all inclusive classroom experience taking many different aspects of the learning experience and encapsulating it in an intuitive and fluid resource. (Smith & Laslett, 1993). This is reflected on the fact that technology can be used for many things within the classroom. This artefact focusses on the ability technology has to help in behavioural management within a classroom. Class Dojo is an online, interactive experience that serves a multitude of purposes. Its main aspect is the ability to award 'Dojos' to a students individual account. This 'Dojo' can be awarded for many different categories such as 'great time reading' and 'good work  in maths' as well as giving the educator a chance to create their own category. 

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The points can go toward award cards and rewards, as well as being able to go toward a class wide reward for the points. When a student is given a 'Dojo' he or she will pull out their device and physically add the tally to their score. This engagement with ICT normalises its concept and provides a more abundant use of the devices. This connection then in turn reflects upon the students acceptance of a behaviour management technique, unbeknownst to the students (4.3.1). This theory of psitive reinforcement allows for further growth that is more indicative of a 21st century teaching style. That being said the Dojo Classroom app also allows points to be deducted and changed for those students that respond well to a more structured behavioural plan (4.3.1). 

 The app also provides educators with an opportunity to comment on specifics the students have put into effect as well as providing feedback and advice on the types of behaviour the teacher would either encourage or see left out of the classroom. This direct response provides a more personal connection to students which allows for a more meaningful lesson to be gained when considering behaviour management techniques, both for the teacher and student alike. (358 words)