Month: March 2018

Today in digital technologies we were investigating the use of mobile devices within the classroom environment. I was unsure what this session would entail as this covers a very wide range of different technology. According to the Governments’ Children’s Parliament (2016) devices such as kindles, iPads, computers, cameras, Leappads, Nintendos, playstations etc were all used within the classroom for a variety of lessons.

British Educational Suppliers Association (BESA), researched the benefits of mobile devices and consoles within the classroom and evaluated that the use of games consoles and smartphones played a huge role in the education and learning of young people in primary education. 406 responses were analysed by BESA surrounding the use of technology in school and at home. Around three quarters indicated that accessing devices such as Nintendo DS at home were in fact hugely beneficial to the childs’ development throughout school.

Overall, most teachers claimed that they preferred children having access to a computer games console in comparison to a mobile device. With reference to mobile devices specifically, opinions from teachers were hugely varied as Ray Barker, director of BETA claims “On the one hand, 39 per cent stated that children should not have access out of school to mobile phones, while another 29 per cent of teachers said the ideal situation would be if all pupils had access to a mobile”.

The use of mobile devices could be used in a variety of ways to help enhance lessons and a child’s overall understanding of a range of topics and subjects. However, on the other hand I believe they would not enhance every lesson and may become a distraction for children and others around them as they can access anything if they are not under supervision.

Within this session we were given the opportunity to create an “I am” poem which followed a specific structure given to us by our lecturer. The image attached below indicates the theme we chose, and what our creation consisted of. We were then asked to use the easi-speak microphones to record the audio to match the corresponding line in the poem. This audio was then inserted into a powerpoint document in which we were to add visuals based upon the line in the poem and share our creation with others. I found this very interesting and fun as the task was very lighthearted and also enabled our imagination to run wild with the different possibilities this poem could lead us to. It was also informative however, as it was easily identified how this lesson could be given to children in the same format.

Various experiences and outcomes could also be covered with this activity such as literacy and digital technologies. These include “I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways (TCH 1-04b/TCH 2-04b)” and “I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources (LIT 2-21a)”.

In conclusion, using these devices would include a larger variety of adaptability for many more pupils. It would also allow them to develop skills within the classroom, which could be further enhanced within the home environment as well. Within the 21st century, a good knowledge on how to use this technology would be very helpful for the children as we are moving further into the Digital Age in society.

References

Curriculum for Excellence

Children’s Parliament (2016) A Digital Learning and Teaching Strategy for Scotland: The View’s of Children. [Online] Available: http://www.childrensparliament.org.uk/wp-content/uploads/REPORT_digital-learning-consultation_Childrens-Parliament-1.pdf [Accessed: 7th March 2018].

Games consoles benefit children’s education. (n.d.) [Online] Available: http://moodle.uws.ac.uk/pluginfile.php/245937/mod_resource/content/5/CoRE/page_96.htm [Accessed: 7th March 2018].

Today in digital technologies we were investigating the term coding and the sort of programmes that would cover this topic. We were mainly focussing our time on the software Scratch Junior, which I had previous experience of from computing science at secondary school. I was not confident at all using this software, as I had a very bad experience of this subject at school through a lack of explanation from the teacher. This made me very apprehensive surrounding the progress I would make within this session and how much I would struggle in understanding how it truly worked. I was also unsure as to how it could be used within classes, as I was unaware how to incorporate this into lesson plans for children.

The use of coding and Scratch Junior within the classroom has a variety of benefits to children such as when people learn to code, they learn important strategies for solving problems, designing projects, and communicating ideas. Teaching through the use of coding is also very beneficial to children as the ability to code computer programs is an important part of literacy in today’s society and some people believe that coding is the new literacy.

Throughout his session we were given time to watch tutorial videos on how Scratch Junior worked, and the sort of work that could be produced from it. Scratch Junior is a programme used to introduce children over the age of five years old to programming language and allows them to create stories and games on the iPad. This software works by the children being able to make characters move, jump and sing by clicking different blocks of programming instructions together.

According to The Lead Project (2014) Scratch Junior was designed for “exploration and experimentation, so it supports any different learning style”. This shows that this software is very adaptable an can be used across a wide range of the Curriculum for areas such as mathematics, English, music, art etc. Various experiences and outcomes can also be achieved from this software surrounding computing science such as “I am developing problem-solving strategies, navigation and co-ordination skills as I play and learn with electronic games, remote control or programmable. I can work individually r collaboratively to design and implement a game toys. (TCH 0-09a/TCH 1-09a)” and also “Using appropriate software, I can work collaboratively to design an interesting and entertaining game which incorporates a form of control technology or interactive media. (TCH 2-09a)”.

Within class we were given the opportunity to investigate this software and how it works, starting at the very beginning with the basics. After watching the tutorial videos given to us I began to understand how each element of the application worked and what the various possibilities could have been for using it in the classroom. We were given the task of creating a scene from a story and putting it into action. This same task could be given to children where they would have the opportunity to create their own snap shot from a story, sparking imagination and allowing them to illustrate it digitally. I came up with the idea of describing a day at the zoo, which was ideal as I was able to use a variety of different characters and make them interact with each other with both speech and movement.

Overall, I believe the use of scratch junior within the classroom would be very beneficial for children as it allows them to create stories, which many of them may have difficulty writing about however this can be used as a stimulus for creativity. It is also hugely beneficial to children as they can expand their vocabulary, introducing programmable language and understanding how this can then be put into practice using this software both in school and at home within the digital age of the 21st century.

References

The Lead Project (2014) Super Scratch Programming Adventure: Learn to Program by Making Cool Games! No Starch Press.

Curriculum for Excellence

Within today’s session of Digital Technologies, we were further exploring games based learning with Minecraft as a stimulus for learning. “Minecraft is a worldwide phenomenon. Since it was first released back in 2011, it’s been taken to the hearts of thousands and thousands of gamers.” (How to do Everything in Minecraft, 2014, p.3) This is another games based learning resource that can be used within the classroom.

The Ofcom Report (2011) states that gaming is hugely popular in the UK with almost 86% of 5-7-year-old children and 90% of 8-11-year-old children using gaming devices regularly. From growing up in a world where gaming was quite popular, I feel that even from the time I was growing up, the gaming world has expanded massively, to the point where not many children would resort to going outdoors to play anymore. Their football playing field is at the touch of a button!

Bray (2012) states that in a classroom setting, games should not just be used as rewards or for entertainment but as a whole new approach to learning. Throughout my years of schooling, games were only used and played with on the last hour of a Friday afternoon, known as ‘Golden Time’. This was the chance we got to interact with our friends, take a break from working and be treated for all of our efforts and hard work during the week, being able to play with our gaming devices and the computers.

Nowadays, games can be used within an educational establishment as not only a treat, but a way in which learning and teaching can be widened to develop a child’s learning of skills and developing their education. Bray (2012) agrees and backs up this as it states that Games-based Learning has the most transformational impact when it is combined with good learning and teaching.

It is highly important for myself, as an educator to be familiar and confident within the games used in games based learning.  According to Beauchamp (2012, p.9) it states “Not only do [teachers] have to become familiar with the games, they also have to ensure that they make clear the way in which they want for the game to used.” If a teacher is confident in using gaming within the classroom it will open up the possibilities for learning and incorporating these games into lesson plans and linking them within the curricular areas and experiences and outcomes.

Beauchamp (2012) also states that the type of skills that could be developed by ICT games are:

• Strategic Thinking
• Planning
• Communication
• Application of numbers
• Negotiating Skills
• Group decision-making
• Data Handling Skills.

It is amazing that ICT games can not only provide enjoyment for children, it can help with their development in many areas in which an educator may not have been able to.

Within the curriculum, games based learning using Minecraft links into many different areas:

“I can explore and experiment with digital technologies and can use what I learn to support and enhance leaning in different contexts (TCH 1-01a)” (Education Scotland 2004).

The children are using and exploring the wonderful world of technology to enhance their learning in different ways.

I think as an educator, it is important to incorporate games based learning into the education establishment, especially with the use of Minecraft. Minecraft can allow the children to use their creativity skills to construct buildings or houses that way may discuss within topics carried out in the classroom, such as the Vikings. Also the children are able to use their imagination and interpret different descriptions of what a building may look like which was told in a story, such as the house in the three little bears children’s book. I will definitely be using this in the future and I am glad we got a chance to play around with the app and increase our awareness and confidence within the world of Minecraft.

References

Beauchamp, G. (2012) ICT in the Primary Classroom: From Pedagogy top Practice. Pearson.

Bray, O. (2012) Playful Learning: Computer Games in Education. [Online] https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education [Accessed 14th March 2018]

Education Scotland (2004) – Curriculum for Excellence; Experiences and Outcomes [Online] https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes [Accessed on 14th March]

Ofcom (2001), Children and Parents: Media Use and Attitudes  [Online] – https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education [Accessed 14th March 2018]

In today’s session for Digital Technologies we were learning about games based learning:

“Digital Games-based Learning is the integration of gaming into learning experiences to increase engagement and motivation.” (Higher Education Academy website)

At the beginning of the session, we were to create a mind map which showed why game-based learning is an effective tool to use in education. My peers and I had come up with ideas such as:

• It engages the children with their learning experiences
• Links within the curriculum – Digital, Numeracy, Literacy, Art, Music
• Enables skills to be developed – hand/eye co-ordination, planning etc.

As an educator, it is important to include games based learning into the planning and teaching of our pupils. With this fun and modernised way of learning and teaching, comes with a set of guidelines which should be implemented whilst teaching using games in the classroom. According to Learning and Teaching Scotland we need to be ensuring effective implementation of games, be clear about learning intentions, use appropriate games for tasks and most importantly, make clear links to experiences and outcomes within the curricular areas for each level that you are going to be teaching and carrying out.

According to Learning Teaching Scotland (2010 pg. 12) “Over the past decade, the use of digital gaming in education has prompted considerable attention in exploring how and why games might be powerful tools in the classroom. As a result of this interest, there is a considerable body of literature available on game-based learning in the classroom and the potential benefits of this for education and learning.”

It is important to highlight that there is a history behind games based learning “The link between learning and playing is longstanding and predates the digital era by thousands of years (Higher Education Academy 2015).  Theorists Jean Piaget and Leonard Vygotsky have argued that play is an important part of brain development from birth and throughout adulthood (Higher Education Academy 2015). I think that this is a very important point and that by getting a child to do things through play at an early stage in life will enable their thinking skills and hand eye coordination to develop vastly for the future, where they will be able to apply this knowledge in ways in which a pen and paper simply could not or would not provide the same kind of advantages.

I think it is important for us as educators to incorporate play into a child’s learning environment, not only to enhance their thinking skills but it helps to develop their social skills which is often easily created at a young age.

For today’s session we were to learn about and explore the Nintendo Wii to play the games based learning platform – Mario Kart.

However, through technical issues this could not be executed so we watched a game being played on YouTube. I have had experience with the Wii from a first-hand approach, as I played it when I was growing up so I already had the prior knowledge and the thought processes of how using this platform would aid a child’s learning.

I think that this is a perfect example of how creativity, problem solving and planning ahead comes in to practice for the development of a child’s learning.

We then worked with our peers to create an Interdisciplinary Learning plan (IDL). This helped to show the number of curricular areas that game-based learning can cross.

The plan was based on Mario Kart and our ideas linked to the Curriculum for Excellence were:

Literacy

For literacy, we thought that as an educator we will be able to teach the children the literacy skills which will enable them to come up with and create a description of characters, their cars and the different race courses that were to be driven on by using a range of different phrases, adjectives and a wide range of language.

Within the Curriculum for Excellence, this linked to:

“By considering the type of text I am creating I can select ideas and relevant information and organise these in a logical sequence and use words which will be interesting and/or useful to others (LIT 1-26a)” (Education Scotland 2004).

Technology

We also came up with the idea that we could introduce the use of PowerPoint for the children to introduce and show their characters to the rest of the class. They will be able to draw their characters, take digital photographs of it, upload them to a PowerPoint slide and make use of the resources given by Microsoft to describe their characters and make them look interesting to look at.

This linked in with the curricular area:

“I can explore and experiment with digital technologies and can use what I learn to support and enhance leaning in different contexts (TCH 1-01a)” (Education Scotland 2004).

I think games based learning is an excellent way to create fun, interactive activities using platforms such as the Nintendo Wii and Xbox. Their possibilities and benefits to the child are endless, with excellent links to Curriculum for Excellence experiences and outcomes, which I may not have thought would have beforehand.  As a prospering educator, I will definitely be incorporating games based learning into my education planning as I feel that it not only benefits the children’s creativity, social and coordination skills, but it also It also encourages children to work in teams to share all of their ideas together.

References

Education Scotland (2004) – Curriculum for Excellence; Experiences and Outcomes [Online] https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes [Accessed on 14th March 2018]

Higher Education Academy (2015) – Gamification and Games-Based Learning [Online] https://www.heacademy.ac.uk/knowledge-hub/gamification-and-games-based-learning [Accessed on 14th March 2018]

Learning, Teaching Scotland (2010) – FutureLab – The Impact of Console Games in the Classroom [Online] https://www.nfer.ac.uk/publications/FUTL25/FUTL25.pdf [Accessed on 14th March 2018)

Today’s input saw us learn about the use of mobile devices in the classroom, and the benefits they can have upon both learners and teachers. Having been studying this module from the start of the year, and covered a small section of digital technologies in a previous module, I am aware of some of the resources that are used in schools such as BeeBots and Smart Boards. The resource we used today was something I hadn’t came across before – the Easi Speak Microphone. When I first got my hands on it, I wasn’t sure that I would see the need for a small recording device in the classroom, however, as the lesson went on it became more apparent how this type of technology would have its uses and linked into various curricular areas.

The Digital Learning and Teaching Strategy for Scotland conducted a survey on a total of 93 children aged between 8 and 11 years. The aim of the research was to ‘help shape the approach to digital learning and teaching in Scotland’. It was found that children noted they already had access to a large amount of varying technologies at home and in their schools. Such technologies included: computers, cameras, iPods, smart phones, gaming consoles, smart watches and tablets to name a few. It is becoming evident by this type of evidence gained via research that children are well and truly exposed and immersed in the various types of technology that surround us in our environment and that they are familiar with their purposes and uses. Furthermore, research conducted by the British Educational Suppliers Association (BESA) evidences the importance of technology in children’s education. They stated that “schools see technology such as games consoles and smartphones as playing an important role in primary-aged children’s education…” (Gurney-Read 2015). Today’s lesson allowed us to discover a new technological resource that can be used in the classroom and just one example of a way in which it enhances our young learner’s educational experiences.

The task we were given today was to create an ‘I am’ poem. This involved creating a poem of our own choice using opening lines already provided to us whilst using the Easi-Speak microphone to record sound clips from the poem. It allowed for us to be autonomous and put our creative skills to good use by writing through our own choice and basing it upon our own thoughts and feelings. The poem had to be presented on a PowerPoint presentation with copyright free images selected from a website called Pixabay. This came together as a multimodal text, as it contained sound clips, images and words along with spatial features that evidenced it to be multimodal. If this inout were to be delivered to a class there are various Experiences and Outcomes that it could cover, for example:

I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a

Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. LIT 0-09a

I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 0-01a/1-01a/2-01a/3-01a/4-01a

As stated by Beauchamp 2012 (p.81) “…Pupils need to be equipped to view language as a ‘metamode’ that enables them to access the meanings of a wide variety of texts, images, sounds and information…” If this type of lesson were to be delivered in the classroom, it would certainly support Beauchamp’s suggestion of children viewing language as being ‘metamode’. It allows for children to see that texts come in all different shapes and sizes and not solely just printed forms such as books and textbooks.

Overall, despite my initial thoughts on today’s input being somewhat reserved, I thoroughly enjoyed learning how to use the Easi-Speak microphones and viewing the end result. It supports various learning styles for children in the classroom along with bringing an element of fun into their day. Furthermore, it also supports their technological skills along with collaboration skills whilst working with a partner or s part of a group. Fast forwarding myself into a classroom of technology experts in the coming years, I look forward to putting to good use the skills and knowledge I have gained from taking this module. It will certainly set me in good stead for a career in which I can weave the many uses of technology throughout lessons and keep my prospective pupils educational journeys fun and engaging.

 

References

Children’s Parliament (2016) A Digital Learning and Teaching Strategy for Scotland  – The Views of Children. [Online] Available at:  http://www.childrensparliament.org.uk/wp-content/uploads/REPORT_digital-learning-consultation_Childrens-Parliament-1.pdf. [First Accessed – 27/02/2018].

Beauchamp, G. (2012) ICT in the Primary School: From Pedagogy to Practice. Pearson.

Gurney-Read, J.(2015) Classroom Technology ‘rarely used’ by half of teachers. The Telegraph  [Online] 24 November 2015 [First Accessed: 28 February 2018]

Scottish Executive (2004) Curriculum for Excellence. Edinburgh: Scottish Executive

The 2011 Horizon Report recognised games-based learning as a future trend that would be adopted within the teaching profession within 3 years (Bray, 2012).  Today’s Digital Technology tutorial proved that recognition was justified as pupils from a local school introduced the world of MineCraft to the class.

 

As a parent, I have had the opportunity to see the game being played by my children and am aware of their enjoyment of the game.  In the past I have seen it as an unsophisticated tool with poor graphics, but I have never seen the potential it offers.  I have also viewed numerous video’s online by Vloggers, such as Dan T.D.M, who play the game, however I have not engaged with the videos assuming; as an adult I would not find interest in them.

 

Throughout the Digital Technology Module, MineCraft has been mentioned as a tool that could be used to assist learners to engage with lessons, with one example being that a child who is struggling to write a story may create a land on Minecraft then write what they have created.  I understood the value in this.  In a previous workshop we explored the use of Super Mario Kart as a games-based learning tool and I fully engaged with it, so I approached the class about MineCraft with an open mind.

 

As an emergent teacher the value of the game was instantly obvious as the pupils who visited the class were vibrant and enthusiastic about the game.  In a previous blog, I referred to the SHANARRI wheel which recognises the importance of wellbeing within education and the results of games-based learning demonstrated some of the SHANARRI outcomes.  Pupils were engaged and willing to interact with myself and my fellow Students.  The school pupils demonstrated a sense of responsibility (Scottish Government, 2017) and felt respected (Scottish Government, 2017) as they became the teacher.  There was a sense of confidence and they played an active role in the workshop.

Bray (2012) states that in a classroom setting, games should not just be used as rewards or for entertainment but as a whole new approach to learning.   Experimenting with the MineCraft game provides opportunities for this to happen.  Pupils explained to the group the Harry Potter World they had created and how they had used it to interact with each other:

“It is good to be able to play online with your friends” said Miss C.

“I like to be able to talk about what we are going to do next” said Master G.

These comments reflect thoughts by Beauchamp who states that the type of skills that are developed through games-based learning include: Strategic Thinking, Planning, Communication, Negotiating Skills and Group Decision Making (Beauchamp, 2017)

As a result of the visit to the University, the Experience and Outcomes (E’s & O’s) as outlined in the Curriculum for Excellence achieved by the pupils included:

Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. HWB 2-12a

Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. HWB 2-19a

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

 

Whilst the approach is games-based, the learning does not come from the game itself, the game becomes a context for what the learning will be about (Bray, 2012) i.e. A teacher may use MineCraft to enlist learners, but the game play itself can be short.  One example would be to use the game when studying a topic.  Game play would engage learners and encourage participation but lessons surrounding the topic would further benefit the learner.

Considering a History Topic of the 2^nd World War, learners could be asked to work in groups to design a Bomb Shelter using the MineCraft game.  They would consider supplies needed for the shelter, access to the shelter and its position under the ground.  This activity itself would meet the following outcomes from the Curriculum for Excellence:

When listening and talking with others for different purposes, I can:  share information, experiences and opinions  explain processes and ideas  identify issues raised and summarise main points or findings  clarify points by asking questions or by asking others to say more. LIT 2-09a.

I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.  TCH 1-04b / TCH 2-04b

(Scottish Government, 2008).

 

Using the MineCraft bomb shelter as the context, further lesson could include:  Writing a letter to a friend who has been evacuated to the country from the perspective of being in the bomb shelter during an Air-Raid:

I am learning to use language and style in a way which engages and/or influences my reader. ENG 2-27a (Scottish Government, 2008).

 

A Mathematics lesson around the dimensions of the shelter could be planned, ensuring the space will be big enough to accommodate the items it would need in it:

I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems.  MNU 2-11b (Scottish Government, 2008).

 

Discussions could be had surrounding the genocide of the Jewish people:

I am increasing my knowledge and understanding of different forms of worship and artefacts within world religions and can explain their importance for followers of world religions. RME 2-06a.

I can use primary and secondary sources selectively to research events in the past.  SOC 2-01a.

Throughout all my learning, I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace. TCH 2-03b.

(Scottish Government, 2008).

 

Games-based learning has the most transformational impact when combined with good learning and teaching (Bray, 2012).  This is true when you consider the numerous E’s & O’s that could be achieved when delivering lessons which grew from playing a game.

 

On reflection, I can see the benefits of MineCraft in greater detail, the graphics allow for easy creation of objects which slot together without awkward lines or edges.  My thoughts about the game are summed up beautifully by the words of a 10-year-old school pupil who taught this mature student a lot today, “I love it, it’s like Lego, except you never run out of bricks” (Miss C, 2018).

 

References:

Beauchamp, G (2017) Computing and ICT in the Primary School From Pedagogy to Practice 2nd ed. London: Routledge.

Bray, O (2012) Playful Learning: Computer Games in Education (Online) available https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education/2-the_microsoft_visual_identity_the [Accessed 13 March 2018].

Miss C (2018) Identity concealed for confidentiality reasons.

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf   [Accessed 13 March 2018]

Scottish Government (2017) Wellbeing (Online)  http://www.gov.scot/Topics/People/Young-People/gettingitright/wellbeing [Accessed 13 March 2018].

 

Images from Pixabay (Online) http://www.pixabay.com [Accessed 13 March 2018].