Month: April 2018

30/01/18

Coding

The ability to code computer programs is an important part of literacy in today’s society. Coding can be used to help develop children’s confidence in areas of the curriculum that they struggle with. Scratch Jr is a child friendly programme that allows children to develop skills such as:

• Creative thinking
• Logical reasoning
• Problem solving
• Collaboration

This is an introductory programme to the language of coding and is an easy and accessible way for children to create their own interactive stories and games. The programme consists of piecing together graphical programming blocks to make the characters move, jump, speak and communicate. “Scratch is designed for exploration and experimentation so it supports any different learning style… Schools can use Scratch to aid teachers in subject like mathematics, English, music, art, design and information technology” (The Lead Project, 2004).

 

By covering a multiple of topics, different areas of the curriculum can be covered and teachers can create many activities from a simple Scratch presentation. I choose to create a simple character and go on an adventure in space and share facts about different planets. This could act as a starting off point for many activities such as the children creating their own story or adventure in space, drawing their own planets and characters and learning about the solar system and about the planet they live on. These different activities and the programme its self can link to many areas of the curriculum and be used in a variety of ways not just by the teacher but by the children.

Learning to use code, can be like learning a new language, its creates a gateway to a new of thinking, looking at things and skills. This can be shown in the different areas of the curriculum for excellence:

• “I can explore and experiment with the features and functions of computer technology and I can use what I learn support and enhance my learning in different contexts”. – TCH 1-04a / TCH 2-04a
• “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 or collaboratively to design and implement a game toys”. – TCH 0-09a / TCH1-09a

Through coding children “are learning to think creatively, reason systematically, and work collaboratively – essential skills for success and happiness in today’s world” (The Lead Project, 2014).

 

Reference List:

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

Scottish Government , Curriculum for Excellence: Technologies experiences and outcomes [Online] https://education.gov.scot/Documents/technologies-eo.pdf [Accessed February 1st 2018]

Game-based Learning

The focus for today’s input was game-based learning and its benefits in the classroom. We brainstormed why games-based learning could be beneficial and then looked at the use of inter-disciplinary plans. Graham showed us examples of childrens’ work based on one game – I was amazed at how many lessons and how much content could be created and achieved using just one video game.

In groups, we brainstormed the question: why is game-based learning an effective tool to use in education? Our mind-map:

Our original mind-map was written in pink, we added to the mind-map at the end of the input with orange pen

We spoke about how games used in education bring a sense of enjoyment to lessons in school, and are interactive and engaging. The Higher Education Academy supports this as it states “the link between learning and playing is longstanding and predates the digital era by thousands of years” and theorists such as Jean Piaget and Leonard Vygotsky have argued that play is a crucial component of cognitive development. We also noted that bringing games into school would create a connection between home life and school life for children. The idea of learning by doing is very current in today’s education system, and using games to learn helps with this. Using games can also mean teamwork, and therefore improves children’ communicative and collaborative skills. Games can also be used across the entire curriculum, while also building on the pupils’ digital skills. It is argued that games are as high quality materials to deliver lessons as novels, films and plays are (Edutopia).  Furthermore, using games allows for imagination and creativity in the classroom with can overlap into creativity in other subject areas such as art and literacy. The Higher Education Academy defines games-based learning as “the integration of gaming into learning experiences to increase engagement and motivation”. At the end of session, we returned to our mind-map and added some extra information that we had learned. This included game-based learning increasing children’s motivation and grabbing attention. We also thought about how games could help the recall of information and to reinforce knowledge. It is also important to note the ‘stress-free’ aspect to using games to learn – some children may find textbooks and traditional techniques stressful and games in the classroom should help with this.

Despite game-based learning having countless benefits in the classroom, it is critical that the games are being used effectively to achieve the best learning possible. Different ways to integrate games into teaching is using the games as a stimulus, using the games to teach content, using the games to teach social skills and also, creating games. It can be daunting to introduce an idea like gaming into a traditional school, as some other teachers may not be as keen to try new things. Stephen Reid says that “although game-based learning has had a ‘difficult history’ with teachers who may have felt threatened by children becoming more expert in technology than they are, there is no denying that such platforms offer them a way to engage the pupils in a way they understand and can relate to”. As Reid has stated, we, as teachers, should try to build our confidence in new areas of technology as it is the key to unlocking our pupils’ creativity and imagination as it is something they can directly relate to. Other challenges to overcome while trying to incorporate game-based learning in class could be resources/budget restrictions; it may seem time consuming; identifying a suitable game; integrating the game into the structure of the school day; and lack of knowledge on how to assess. Some support on how to evaluate a game and its suitability for a classroom could be: make sure the game can be used to develop specific curricular content (eg maths, literacy etc); look at assessment opportunities or the lack of; does the game provide stimulus for further work; problem solving and collaborative working should be involved while using games to learn; how involved will the teacher be and is it likely to engage pupils. Positive answers to these questions leads to an age appropriate game being suitable for use in the classroom.

Inter-disciplinary planning (IDP) allows a teacher to take a single game and make sure that it will cover the curriculum. It shows the number of curricular areas that game-based learning can achieve. Working in a group, we came up with an IDP for using Mario-Kart in the classroom. Before we had brainstormed this, I struggled to even think of one lesson for the classroom, but it is amazing what you can do with one single game. For example, for a Literacy lesson, the children could write a diary entry based on being in the audience of a Mario-Kart race. Asking the children to use adjectives to describe the setting around them and to describe their thoughts and feelings allows them to really immerse themselves in the game. I am learning to use language and style in a way which engages and/or influences my reader. – ENG 2-27a.     I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. – LIT 1-28a / LIT 1-29a.   For an art lesson, the children could be asked to design their very own kart! They could use large cardboard boxes to wear, decorated to look like a kart that could feature in one of the races. This could be taken even further to produce a drama performance of a tense race between rival competitors.  I can create and present work that shows developing skill in using the visual elements and concepts. – EXA 2-03a. I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. – EXA 0-01a / EXA 1-01a / EXA 2-01a. 

Our full IDL is shown below: 

Today’s class has really inspired me to use game-based learning in my future class. I can really see its benefits for all children as it is something they can relate to, that brings excitement but also that brings content, questions and growth.

References:

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

Edutopia [Online] https://www.edutopia.org/article/3-ways-use-game-based-learning-matthew-farber [Accessed 6.3.18]

Higher Education Academy [Online] https://www.heacademy.ac.uk/knowledge-hub/gamification-and-games-based-learning [Accessed 6.3.18]

Stephen Reid [Online] http://futurescot.com/educators-encouraged-open-minds-possibilities-games-based-learning/ [Accessed 6.3.18]

 

Mobile Devices 

In today’s class, we looked at the potential of mobile devices in the classroom. We looked at how the use of mobile devices could enhance learning and be a useful tool in the classroom. At the beginning of today’s session, we were asked to answer the question: should mobile devices be used in education? After reading different articles and journals, it seems apparent to me that mobile devices, if used effectively, can be very beneficial for both teachers and learners. In today’s society, it is clear that digital technologies and mobile devices are used by the majority of us on a daily basis. Research has shown that most children have access to some kind of mobile device at home and are even able to use an iPad before they learn to tie their shoelaces.  These “techno-babies” have been immersed in a technology saturated world and that is all they know – to go to into a school environment that does not take advantage of these technologies would seem foreign to them. Ofcom research has found that six year olds have the same understanding of communications technology as 45 year olds. Children are entering schools as “digital natives”, as Marc Prensky (2001) would call them, and are ‘naturals’ with how to use technology. The use of mobile devices in classrooms would create a link between home life and school life. The Children’s Parliament paper (2016) noted that children mostly use digital technologies to play games and socially, to instant message with their friends. It is important, as teachers, that we educate the children that these technologies are a great thing, but there are so many more ways to use them effectively and productively. And, because the young generation are really interested in technologies, having mobile devices in the classroom seems to be a tool to get (and hold) their attention! It is for these reasons that I thoroughly believe that mobile devices are a positive addition to the classroom and teachers should be encouraged to use them effectively.

We were then introduced to Talking Tins, a recording device that is simple and easy to use and therefore very child friendly. The controls on the recorder were very simple: start, stop and playback. This simplicity is key to its usefulness within schools. There are a wide array off possibilities inside the classroom, for example, children studying a Modern Foreign Language (MFL) could record themselves saying a phrase and then play it back instantly to practice pronunciation. This instant feedback makes these great tools for self-checking in the classroom. The learning outcome for a lesson such as this could be:

 I enjoy playing with and exploring technologies to discover what they can do and how they can help us. – TCH 0-05a.

After exploring the Talking Tins, we moved on to look at Easi-speak microphones. These are similar to Talking Tins, with some more functions, but most importantly the ability to transfer the files onto the computer. Our task was to complete an I Am Poem, record sound clips of the poem, find images that tell the story and make a PowerPoint presentation including the images and sound. The format of the poem was as follows:

My group and I chose to make our poem about a mermaid who wished she was a human. Our final poem:

Using the Easi-speak microphones was reasonably easy. It took a couple of tries to get used to it, but after that, we all found it simple. Uploading the files to the computer was so effortless as there is a USB stick attached to the microphones and this plugs directly into the computer port. We changed the settings on the PowerPoint presentation so that each audio clip would play automatically on its specific slide, this means there is no ‘speaker’ icon and the reader doesn’t have to click for the sound to come on.

Our finished product:

Completing a task such as this in the classroom is very much an inter-disciplinary activity. Children will be actively using and improving upon their literacy knowledge when creating their own poem but also improving their confidence on mobile devices such as Easi-speak microphones and on the computers. This type of digital storytelling combines the old with the new (Porter, 2004). Outcomes for a lesson like this could be:

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

I regularly select subject, purpose, format and resources to create texts of my choice. – LIT 1-01a / LIT 2-01a

Today’s class was really interesting to get a flavour of what simple “start/stop” recording devices can do in the classroom. Even if a specific school doesn’t have Talking Tins or Easy-speak microphones in their resources, using the recording function on iPads and phones could theoretically do the same job! I love seeing the creative ways to use digital technologies with children – it’s not all about computers, there are fun, engaging activities to do that children love and will even help with their other subject areas!

References:

Children’s Parliament (2016) A Digital Learning and Teaching Strategy for Scotland: The View’s of Children

[Online] http://www.childrensparliament.org.uk/wp-content/uploads/REPORT_digital-learning-consultation_Childrens-Parliament-1.pdf [Accessed: 27.2.18]

Porter, B. (2004) Digi Tales: The Art of Telling Digital Stories. Bernajean Porter Publication.

Prensky, Marc (2001) Digital Natives, Digital Immigrants.

Animation

Today’s class looked at the use of animation in the classroom, and allowed us to create our own animation using iStopMotion on the iPads. We explored the creativity of animation and its limitless uses. It is so easy to create on iPads with programs available at our fingertips, which makes it a great tool to use with children. It provides an outlet for creativity that may have not been possible with paper and pen or to describe in words. Beauchamp (2012) states that ICT allows pupils to “achieve something that would be very difficult or even impossible to achieve in any other way”. Animation also allows for inter-disciplinary learning in the classroom, as you can use the digital tools to create an animation about a topic on the Vikings, for example. Beauchamp goes on to explain how children do not separate experiences into different compartments and therefore it is important that ICT is not viewed as a separate ‘subject’ but rather, something that contributes to all areas of learning. Going further, Beauchamp advises that ICT should not just be  about learning, but also part of the pupils’ play as this reflects how much ICT is a part of their daily life. Using digital technologies should aim to help with problems that pupils with ASN experience and should strive to have a sense of inclusion, or e-Inclusion as Beauchamp calls it.

Learning about animation involved more than I had expected. Plainly, animation is described to involve the stringing together of a sequence of static images, generally so that they appear to move (Jarvis, 2015). We found out about the different types of animation such as cutout, stop-motion, pixilation, drawn and computer. We looked at how animation can enhance learning: Bertrancourt (2005) suggests animation enhances learners’ visual representations, illustrates processes and provides an interactive element. Jarvis (2015) explains that using sound and video enhances the quality of information processing and therefore, the quality of learning. He says that “animation can have a big visual impact”, however, Jarvis goes on to say how time consuming this can be. Moving Image Education explains how animation “breathes new life” into something that wouldn’t normally move.

We were tasked with creating an animation using a range of resources provided by our lecturer, Graham. We were to use the iPad app called iStopMotion and hence use the animation style of stop motion. This was an easy way for us to introduce ourselves into animation. We looked at some YouTube tutorials to help us get to grips with the app. I created an army themed animation using a hand-drawn camouflage backdrop and toy soldiers and tanks. I also used pieces of paper to communicate a ‘bang’ noise into my short animation clip. It was very rewarding to make the animation as it didn’t involve too much artistic skills and it produced a good result in not too long. Moving Image Education says that you don’t have to make using animation in the classroom complicated, use basic cut-outs to create some really interesting animations.

A still picture from my animation clip

Using an activity such as this in a classroom would again use inter-disciplinary skills. It would therefore cover more than one outcome, and help to ‘bundle’ our outcomes while teaching.

I can explore and experiment with sketching, manually or digitally, to represent ideas in different learning contexts. – TCH 1-11a.

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text. – LIT 1-16a.

This class has opened my eyes to the vast uses and benefits of using animation in the classroom. It has allowed me to grow my confidence with using apps such as this on the iPads and given me inspiration on how I could use this in the classroom. I feel passionate about using lessons that children will enjoy while they are learning, and I think using animation would definitely excite the children and give them many skills at the same time. I look forward to using animation when on placement and ultimately in my own class!

References:

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

›Jarvis, M. (2015) Brilliant Ideas for Using ICT in the Classroom: A Very practical Guide for Teachers and Lecturers. Routledge.

›Porter, B. (2004) Digi Tales: The Art of Telling Digital Stories. Bernajean Porter Publication.

›Moving Image Education website: [Online] https://movingimageeducation.org/create-films/animation [Accessed: 20.2.18]

YouTube Tutorial: [Online]  https://youtu.be/Cw7_OeWpR6I [Accessed: 20.2.18]

Movie Making

Today’s class focussed on making movies on an app called iMovie. There was also a theme of internet safety throughout, as Safer Internet Day 2018 was last week (6th February). During the process of taking this module and learning about digital technologies, it has always been at the forefront of my mind that when we teach children about the amazing possibilities of digital tech, we need to remember to inform them of the more negative side as well. Beauchamp (2012) states that “the key idea [is] that e-safety is not about restricting children, but about educating them”. However, Beauchamp also suggests that “most schools will have in place a policy regarding e-safety, but they are more likely to reflect official policies and perhaps not the reality of pupils’ lives”. As Beauchamp has said, we, as teachers, should be aware that school policies may not cover real life situations that children may come across and we must be on hand to help in this circumstance. As a class, we took a quiz that asked questions surrounding internet safety. This would be a great tool to use in a classroom as it gives the teacher an idea of any child that isn’t sure what to do in dangerous situations online. Further lessons can be carried out to ensure all children have the knowledge and skills to know what to do and who to tell if something doesn’t seem right online. This is very important, as Beauchamp also states “the most successful schools.. in terms of e-safety ensured that pupils knew what to do when things went wrong”. There are resources available on the Safer Internet website and on Glow applications such as ‘thinkuknow’.

When children are being safe online, it allows them to use the technologies for what they are there for: giving them additional knowledge and skills. It has been proven that using technologies can raise attainment: the Scottish Government (2015) states that “there is conclusive evidence that digital equipment, tools and resources can, where effectively used, raise the speed and depth of learning in science and mathematics for primary and secondary age learners”. It is absolutely vital that the children in our schools are given the right tools to be digitally literate as Weiss (2017) says that digital literacy is the set of competencies required for full participation in society. Bennett (2004) goes further and states that “being literate in the twenty-first century incorporates more than simply being able to read and write. Children need to also learn how to use [and] present…”. Not just that; digital literacy also helps to develop a wide array of skills such as critical thinking skills, collaboration skills, effective communication and creativity.

Today’s task was to create a movie using iMovie on the iPads. The movie was to promote being safe online. Our group completed a plan template to follow before starting to record the film. Each member of the group had a role (editing/recording/making fake Instagram accounts etc) to ensure we made the movie in the specified time frame.  

Our idea focussed on the idea that not everyone is who they say they are online, and the story was as follows: a bear has an Instagram profile and suddenly gets a follow request from a stranger. After the bear accepts the request, the stranger (a unicorn) starts to message the bear and asks questions about him. The unicorn asks to meet up and eventually the bear realises that this is not safe. He blocks the unicorn account and tells his parents about it. Thank goodness he did, as it turns out the unicorn was really a werewolf! From watching this, hopefully children would see the dangers of speaking to people you don’t know online and should become aware of the signs of strange behaviour.

A copy of our movie is here: BEar Safe.m4v

Using the iMovie app to create our movie was challenging to begin with, but we got the hang of it eventually. It was very rewarding to produce our own film within one lesson – however, with children, this would be spread out over multiple lessons. This would be a great activity for children to not only improve their digital abilities but also learn more about a current issue, in order to advise others. The idea of digital storytelling is not a new one, according to Porter (2004), sharing stories through digital medium will be “the principle hobby of the world’s people”. Therefore, learning about this unique way of telling stories will unlock a new world of creativity for children. Doing an activity such as this one in the classroom would cover Literacy, Technology and Health & Wellbeing outcomes:

I can extend my knowledge of how to use digital technology to communicate with others and I am aware of ways to keep safe and secure. – TCH 1-03a

I can explore online communities demonstrating an understanding of responsible digital behaviour and I’m aware of how to keep myself safe and secure. – TCH 2-03a

eBooks

In today’s session, we looked at the advantages of using mobile devices, and, more specifically eBooks in the classroom and how this can be beneficial to students’ learning. We explored the BookCreator app and discovered its capabilities and thought about what uses this could have in a learning environment.

Firstly, we had to learn about what an eBook really is. The Oxford Dictionary defines them as “an electronic version of a printed book which can be read on a computer or a specifically designed handheld device.” From this definition, we brainstormed why using these devices in the classroom could be beneficial. We came up with the following mind-map:  

Our ideas at the start of today’s session are in red. Once we had learned more about eBooks, we added to the mind-map in blue.

The benefits to eBooks are vast: they are portable which means learning can take place wherever you’d like, whether that be in the classroom, the playground or in a setting relating to the text. Also, the digital element of eBooks makes the act of reading more enjoyable for children and may even light a spark for them to realise their love of reading. One of the best advantages of using eBooks is the unlimited choice of books that you have access to at your fingertips – it means the joy of reading is not limited to the budget of the school library. Other benefits include working out cheaper in the long run; enhancing children’s digital literacy and the use of audio-books for children with ASN.

The Scottish Government have set A Digital Learning and Teaching Strategy for Scotland, aiming to use digital technology to raise attainment, ambition and opportunities for all by improving the standard of teaching and learning for young people and parents when it comes to digital technology. It sets out four main objectives: developing the skills of teachers; improving access for all learners; ensuring digital technology is considered in all areas of the curriculum and empowering leaders to drive innovation and investment in digital technology.  A document was also published by the Children’s Parliament called A Digital Learning and Teaching Strategy or Scotland: The Views of Children. In this paper, questions such as “What digital technologies to do you use?” are asked and the answers are recorded. The children were asked if they use digital technologies at school. The use of Smartboards were mentioned often but this was mainly/always used by the teacher. Even though it is positive that digital technologies are used in the classroom, it is important that we, as teachers, remember to give the children time to use these devices on their own to explore and discover them. When asked if they want to use digital technologies more in the classroom, most children said that they thought the use of iPads etc should be a common thing and not just a reward at Golden Time.

Book Creator is an app that you can get on the iPads which allows you to make your own eBooks. There has been over 25 million eBooks created using the app so far, including children’s picture books, comic books, photo albums, journals, textbooks and more. We used the following tutorial to learn more about how to use the app:

In today’s session, we were asked to, in groups, make brief e-brochure on Book Creator for prospective UWS students. We were given a short time frame to complete this task. This allowed us to see how easy and quick it was to familiarise ourselves with how to work the app. Our group took a walk around campus and thought about what we wanted to include in the brochure, such as information about lecture theatres, library, canteen etc. We were able to include pictures, videos, audio and texts, and then personalise it the way we wanted it to look. It was amazing to see a brochure come to life in such a short space of time! This kind of activity would be great for children as the instant gratification factor is there (you have a completed brochure within 15 mins or so).

We were then tasked to create an eBook summarising a well known story individually. This task allowed us to focus less on the content of the book (as we were just retelling a story) but more on the different tools on the app, this allowed us to really explore what the Book Creator app had to offer. I chose a book called “Snuggle Up, Sleepy Ones” – about different animals getting ready to go to sleep. I added audio clips of me reading aloud on each page of the eBook. The book that I created included pictures from the original on one side of the page. The other side of the page had questions to help the children think about the book a little more (ie food for thought).

An example of one of the pages of my eBook

This shows how eBooks can be used as not just an electronic form of a paper book, but also as a teaching tool. It can be adapted and completely personalised to suit many situations. This is the beauty of digital technologies – its versatility and personalisation options make teaching/learning an enjoyable thing to do. The lesson that I have created would cover literacy and digital technology outcomes:

Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. – LIT 1-14a

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

Today, we used mobile devices (the iPad) to create eBooks, but there are countless other programs that can be used on tablets such as iPads. The use of these tablets in the classroom mean work is produced that is of a high standard and easily edited. Beauchamp (2012) states that “mobile devices, especially mobile phones and tablets, have very advanced capabilities and can be used to supplement or even replace a laptop computer.” This gives so much more freedom to the classroom than the use of computers or even laptops, and means the children and the teacher can be more creative in lessons.

I thoroughly enjoyed working on mobile devices in today’s class. I loved exploring the Book Creator app and discovering how easy it was to make my own book! I can really see how this lesson could bring so much joy to a classroom of children, while teaching key digital technology lessons at the same time.

References:

Youtube video – ›https://youtu.be/TE5DTD87-IE

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

›Children’s Parliament Consultation (2016) A Digital Learning and Teaching Strategy for Scotland: The Views of Children.