3.1 Teaching and Learning – Page 6

Animation!

This week in Digital Technologies we were learning about the art of animation. I would consider myself to be quite a crafty, creative person so for me this really got me excited and I wanted to jump right in and get started. After those initial feelings, I started to worry that maybe we wouldn’t have enough time to create an animation as 1 – I had never actually created an animation before so I didn’t know what kind of time frame it would take and 2 – I was feeling a bit wary of the resources we had available to us.

Today’s task was to create an animation of anything we wanted. This was an individual task however we were allowed to work in pairs if we wanted to and I thought that by working with another individual, in this case then two heads were better than one. Jarvis (2015, p.89) states that ”animation involves the stringing together a sequence of static images, generally so that they appear to move.” Having never strung any images together before in order for them to appear as though they were moving, I was still feeling a little apprehensive about the task.

Firstly, we began to explore the app ‘Puppet Pals’ which gave us some depth and knowledge into how an animation app works and the types of features and tools it has to allows us to create an animation that stood out and worked well. In this app we were to create a short animation based on a classic fairytale. It had to include voice recordings, movement from the characters, the characters changing size and also have a structure – a beginning, middle and an end. This short 10 minutes exploring the app put me at ease as it showed me how animation worked and the different features that could be used to create a strong animation.

Since the start of this module on digital technologies, it has left me feeling excited as a student teacher due to the amount of technology that is out there as a prospective teacher to be able to use with my future pupils. Reflecting back on my own time as a primary school aged child, there were nowhere near half the amount of fun and valuable resources that there are now in my educational journey and the thought of being able to use them while I was at school I know that not only me but my friends and peers would have had a great time using them. This simply just evidences how quickly the times move and how fast paced the development in technology has become. As suggested by Beauchamp, (2012) ICT allows pupils to ”achieve something that would be very difficult or even impossible to achieve in any other way.” Reflecting back on my first year school experience placement, I came across numerous children who all had their own individual learning style and watching them create or succeed through the use of digital technology was evidencing just how important the use of this tool is in the classroom. Furthermore, Beauchamp states that ”e-Inclusion aims to use digital technologies to minimise the problems that pupils with learning difficulties experience.” By giving all children in primary schools the same opportunities across their educational journey but in particular through access to technology, we are closing in on the gap of problems that pupils who have learning difficulties can experience.

After exploring puppet pals, my partner and I began to create our own props and scene for our own animation. We worked collaboratively and worked within our allocated time to create a short animation using small wooden characters who were school pupils, and a pink bendy character who was the class teacher. I created a backdrop by simply drawing and colouring a school classroom and by one of us recording and the other moving the characters in order for us to create a series of stills and frames, once put together they created our short animation. We added features including a clock which we moved in most frames to give the idea of time going by and changing some of the characters to represent different emotions during different parts of the scene. Once we completed our recording, we enjoyed looking back on the final piece and were really pleased with it. It is a great way for children to use their creative and cognitive skills along with their patience and persistence in order to create a piece of work that is effective, fun and created animations to a high standard. The tutorials and Moving Image Education website provided a lot of helpful hints and tips in order to produce a great animation despite it being my first time using and creating with this resource.

Having completed our animation and after watching it back, it gave me a sense of achievement as I was worried at the beginning having never made an animation before and not being sure of where it would fit into the classroom. However, after looking through the Scottish Education Experiences and Outcomes, it became a lot clearer that what we created linked to certain aspects of these, and in a classroom this type of technology would be an effective tool across many areas of the curriculum, such as:

I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effect and suitability for specific tasks. EXA 1-02a

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

I enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, sharing these with others in imaginative ways. LIT 0-09b / LIT 0-31a

Animation could be used in a variety ways through a variety of areas in order to enhance pupils learning whilst supporting it at the same time. Despite my set backs at the beginning, throughout the course of creating the animation I found it to be a great task to collaborate on and a resource that I definitely would consider to be fun and educational for children across all levels at primary school. As suggested by Beauchamp (2012, p.66) ”ICT equipment is part of pupils’ everyday life, so should be part of their everyday play.” This type of technology tool would be an ideal resource to incorporate into a child’s everyday play as it encompasses a variety of skills and educational aspects that only impose positive aspects on the child.

References

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

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 [First Accessed on 22 February 2018]

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

Personal Reflection Game Based Learning – 06/02/18

Today within digital technologies we explored games based learning. With Games-based learning “students are provided with a game filled experience driven by play” (Farber, M 2016) At first we created a mind map in a small group of what we thought the positives and negatives of games based learning was. Some examples we put down were; links to the curriculum, engagement with others, creativity is involved and is relevant to children’s lives.

After further reading we then added to our mind map of the positives of games based learning this included; it not always teacher led, it can links to cross curricular activities such as literacy, maths and art. We also included that it encourages children to look at things differently.

Learning Teaching Scotland (2010 pg. 12) say that “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.”

When developing my knowledge I found 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 a an important part of brain development from birth and throughout adulthood (Higher Education Academy 2015). I think that play stimulates childrens minds as it encourages them to think actively instead of being at a desk writing on a piece of paper and play is interactive so it allows children to interact with their peers. Higher Education Academy (2015) says that the advent of computing (1980) and the internet (1990) created many opportunities for ‘play’ in the form of video and computer games. It also says that “Games-based learning is the integration of going into learning experiences to increase engagement and motivation” (Higher Education Academy 2015).

For today’s session we were to explore the Nintendo Wii and experience the game of Mario Kart although the lecturer was unable to find the wire to connect the WII so instead we watched a video of Mario Kart and then created our own Character and car to replace the exploration of the Wii. I already had previous experience with the Wii therefore I had an idea of what Mario Kart looked like and had the opportunity to explore the Wii when I was younger. The character I drew was Mickey Mouse, Mickey had a red an white convertible that had great speed and handling with a poor acceleration rate.

We then worked within a small group to create an Interdisciplinary Learning plan (IDL) to show the number of curricular areas that game-based learning can cross. The plan was based on Mario Kart. The ideas we came up with linked to the Curriculum for Excellence through Art, Drama, Numeracy, Literacy and Technology. Our art ideas included creating a garage, race track, tickets, the car and the character who was racing. The outcome this linked to; “I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for tasks (EXA 2-02a)”(Education Scotland 2004) . The technology idea that we came up with was to create an iMovie trailer to introduce the race and the characters. The outcome this linked to; “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 idea for literacy was to create a description of characters and the cars that were used through use of adjectives. The outcome 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).

I was surprised when I considered how many areas across the curriculum that Games-Based learning can fit in to. This made me consider using it within my future teaching career as a topic of the children’s learning.

The benefits of Games-Based Learning are; increase of motivation, attention grabbing. recall of information, reinforcing knowledge and that it is stress free and pleasurable. The potential challenges for teachers are: it could be challenging identifying a suitable game or part of a game, integrating the game into time and structure of daily planning. The teachers confidence and skills on computers and the use of resources. The school budget may also be a challenge. A potential challenge could also be linking the game to a specific area within the curriculum (Learning and Teaching Scotland 2010, pg. 20)

As role models teachers must ensure that game based learning has a positive impact on social skills, that it supports and enhances learning, it develops skills and provides opportunities to apply skills.

I think that games based learning is a tool worth taking into my future career as it would engage children in many different ways and it links to consoles that they may play at home such as the Xbox, Wii and Playstation. The children may have more knowledge of the game than me but it is nothing to be embarrassed about because I could learn more about the game from them and then include it in a range of areas within the curriculum. It enables children to interact with each other and allows them to increase in depth knowledge of what a game could add to their learning. It also encourages children to be interactive, working in teams and collaborating a range of ideas into one. It allows the children to use their imagination.

References

Farber, M (2016) Edutopia – 3 Ways to use Game-Based Learning [Online] https://www.edutopia.org/article/3-ways-use-game-based-learning-matthew-farber [Accessed on 6th February 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 6th February 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 6th February 2018)

Games Based Learning

Games-Based Learning is the incorporation of games and gaming into learning. Games-based learning helps make learning autonomous as the children are given an aim and have freedom in how they get to achieve this aim. Games-Based Learning makes learning engaging, fun and has links to home and the world outside the classroom while covering cross-curricular areas. “Like novels, films, plays and other media, games can be high quality materials a teacher uses to enable students to access the curriculum.” (Edutopia website)

In Games-Based Learning, a game is used as a stimulus to allow the children to freely think about possibilities and to reflect on the game. The children can use the game to be imaginative and create their own version of characters and scenes and much more.

However, some teachers see Games-Based Learning as a daunting opportunity. “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.” (Stephen Reid, Immersive Minds, cited on Future Scot online article) Games-Based Learning is an opportunity for pupils to help educate each other as well as the teacher.

Today during Digital Technologies, we looked at the game Mario Kart and designed a kart and character that could be used in the game. We also created an IDL Plan for the game Mario Kart; this was a mind-map of curricular areas and tasks that could be used in the classroom, including Experiences and Outcomes that each task relates to. The game as a stimulus allowed us to be more creative with lesson ideas and tasks.

I would use Games-Based Learning in the classroom as it would be a good method of incorporating the outside world into the classroom. It would also make learning memorable for the pupils in the class. Games-Based Learning would also give the pupils in the class the opportunity to teach each other and develop as individuals as they will be gaining new skills sets. Games-Based Learning is something I will try in the classroom.

REFERENCES

Matthew Farber, 2016. Edutopia [Online] https://www.edutopia.org/article/3-ways-use-game-based-learning-matthew-farber [Accessed: 06.03.18]

Stephen Reid [Online] http://futurescot.com/educators-encouraged-open-minds-possibilities-games-based-learning/ [Accessed: 06.03.18]

Personal Reflection Digital Technologies – Mobile Devices 27/02/18

In todays class I learned about the use of mobile devices to enhance learning. After having a tutorial around mobile devices through digital literacy within my first trimester I found the use of Easi-Speak microphones beneficial and easy to use, therefore I was excited to spend time using them to create a poem and recording it. At first I did some further reading from teaching times and found that “39 per cent of teachers 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.Schools also believe that children’s preference for technology both at home and at school is evolving quickly, just as technology is continuing to change at a rapid pace” (Scottish Government 2016).

Majority of schools that were surveyed schools identify that home computers are used as a personal revision tool with 64% of schools providing directed homework by teachers that required access to computers at home. Only a quarter of schools believe that the majority of pupils use computers for entertainment and social networking exclusively and not for educational activities. (Scottish Government 2016).

I also read an article on the telegraph about how technology is reshaping teaching it stated that ” Over four in 10 households now have a tablet, meaning that children are becoming computer-literate before they’ve even started primary school – and we’ve all heard about the techno-babies who can handle an iPad before they have learnt how to tie their own shoelaces”. I think this is relevant because my two year old niece is in nursery and she is able to use educational games on my IPad where there are a range of shapes with different size and colour and they have to be moved to the specific space where they would fit and she was able to move the shapes around the screen to the space they fit in. She also used the IPad to listen to the songs/nursery rhymes that she learns in nursery and is able to choose the song from the list allocated under the video she is watching. This shows that she is already using an IPad before she has learnt to get her self dressed and tie her lace.

We were to answer a question “Should mobile devices be used in the classroom?” To this I answered yes I think that mobile devices are effective because children can create their own short story or poem and be able to act as the main characters through use of devices such as IPad’s, laptops, Easi-speak Microphones and talking tins. These are both tools used to record speech. They have memory on them that can easily be transferred to computers. It also allows the children to record their CVC words such at CAT, MAT, DOG and FROG and then spell them. This may help the children learn because they are saying it out loud and then spelling it so that they can play it back to themselves. This will help children who do not take information in when writing it with pen and paper. It could also benefit children who have additional support needs and struggle with spelling of their words if they work in partners their partner could spell it out and the child is able to play it back.

Today we explored Talking Tin and Easi Speak microphones. We were to create and “I am…” poem using the Easi-Speak Microphone. We were given sentence starters and were asked to finish the sentence. To do this we were to work in pairs and create our poem. At first we wrote down the ending of the sentences so that we could then record it. Once it was recorded we were to use Microsoft Powerpoint to put each line of our poem on to a slide and then add a picture using an online resource called Pixabay.

Emma Robertson & Shannon Scott I am Poem powerpoint

I found this as a learner easy to get my head around and straight forward. I enjoyed taking part in the task. As a teacher I think because the use of mobile devices such as Easi-speak microphones are straightforward and easy to use children would be able to understand it and learn a lot from it. I think that children would be keen to get involved and enjoy the use of it as a tool for learning. It is also beneficial for teachers because it is easy to transfer onto a computer/memory stick so that they have evidence of child’s progression and it isn’t all pen to paper work.

We then explored Talking Tins, talking tins are the similar to easi-speak microphones it is another tool used for recording items. With this we recorded a short paragraph of our poem. I didn’t find this as useful as the easi-speak microphones when we recorded a line it seemed to cut out although there could have been a short memory fault within the talking tin. Although it can be a beneficial tool for children to record CVC words within a literacy lesson or the times tables within a maths lesson to help the children learn effectively.

I think that the use of mobile devices is effective within the classroom as it influences children to learn in a range of ways. It allows teaching to become flexible and interactive. It allows children with additional support needs to progress in ways that they may not always achieve through pen and paper. It encourages children to be comfortable with themselves along with hearing their own voice.

As an adult my partner and I both hated our own voices and through use of a range of technology I have become more confident with putting my own voice into lesson plans/projects that I have created throughout my digital technology sessions.

References.

Curtis, S. (2014) – Digital Learning: how technology is reshaping teaching [Online] – https://www.telegraph.co.uk/technology/news/11051228/Digital-learning-how-technology-is-reshaping-teaching.html [Accessed: 27th February 2018]

Scottish Government (2016) Teaching Times – Games Consoles Benefit Children’s Education [Online] – https://www.teachingtimes.com/articles/games-consoles-education.htm [Accessed 27th February 2018]

Pixabay (2018) https://pixabay.com/en/photos/?q=student&hp=&image_type=all&order=popular&cat=&min_width=&min_height=

Mobile Devices

Mobile devices have developed rapidly over the past 10 years. Nowadays, children have their own mobile devices whether a mobile phone or another form of mobile device. The Telegraph states that over four in 10 households now have a tablet, meaning that children are becoming computer-literate before they’ve even started primary school. Children therefore have experience with mobile devices and are comfortable using them; this may give them confidence when learning new things. “For most children digital technology is linked to play, entertainment and keeping in touch with friends.” (Children’s Parliament, 2016) In my opinion, mobile devices should be used in primary schools because they offer versatility to the children’s learning.

Today during Digital Technologies, we explored the use of Talking Tins and Easi-Speak Microphones. We wrote “I am” poems and then turned it into a performance poem through the use of sound clips and images. We used the Easi-Speak microphones to record each line of our poem. This was an extremely fun and adventurous task. I enjoyed the freedom of being able to create our own poem, as well as being guided by the poem guide we were given. The guide to the poem was extremely beneficial as it made writing the poem a structured activity while being able to write what about what we enjoyed. When playing back our performance poem, I realised we forgot to set each audio clip to play automatically and not be shown during the presentation, however, this was easy enough to fix. After exploring both recording devices; I found the Easi-Speak microphone easier to use however, this may just be because we had more practice with the Easi-Speak microphones.

I would use either or both the Easi-Speak microphone and Talking Tins in the classroom. They were fun to use and this would enhance pupil’s learning as they would find the lesson interesting. Many children are at an advanced level with technology due to having had grown up around mobile devices such as iPads and laptops; this would mean that the children could initially be educating each other with the technology. Mobile devices would also allow the pupil’s learning to be taking outside the school, or around the school grounds. Mobile devices, however, must be used appropriately in the classroom and only used when they are beneficial to the learning.

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: 27.02.18]

The Telegraph, Sophie Curtis (2014) Digital learning: how technology is reshaping teaching [Online] https://www.telegraph.co.uk/technology/news/11051228/Digital-learning-how-technology-is-reshaping-teaching.html [Accessed: 27.02.18]

Movie Making 13/02/2018

When I realised today we would be making our own movies, I was quite excited at the prospect and had a few ideas float around in my head of what I thought would work well. Working in a group, we were given the task to create a short movie, using the iMovie app on an iPad. The product was to be centred around the topic of ‘Internet Safety’ and be appropriate to view by primary school children which also gave a clear message to it’s audience.

Once we got our group, we came together and brainstormed, we collaborated effectively which resulted in us combining a few of our ideas together and came up with the idea to create a short film based on a popular young wizard and his friends – but with a twist. We all had various roles in the group; actor/actress, visual technician, head of wardrobe, runner and producer to name a few. The role I undertook myself was that of one of the main characters – Hairy Snotter. Miss Snotter was a young witch who was invited to a meeting place to meet with one of her friends. Little did she know that by talking to her ‘friend’ online she was actually being targeted by a stranger posing to be her friend and in fact almost landed herself in a lot of trouble. Thankfully her friend Mermione came to the rescue and advised Hairy to get rid of the imposter by casting a spell on him. Once they worked their magic on the imposter, we came out of character to inform the audience on the importance of staying safe online and advising them on where they can seek more help and information about keeping themselves safe online.

We centred our movie around cross-curricular experiences and outcomes. These touched on areas such as Health & Wellbeing, Literacy and Technology:

As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a

I listen or watch for useful or interesting information and I use this to make choices or learn new things. LIT 0-04a

To help me develop an informed view, I can distinguish fact from opinion, and I am learning to recognise when my sources try to influence me and how useful these are. LIT 2-08a

I can communicate clearly when engaging with others within and beyond my place of learning, using selected resources3 as required. LIT 1-10a

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 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

I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances. HWB 0-03a / HWB 1-03a / HWB 2-03a / HWB 3-03a / HWB 4-03a

Our message to the audience was clear – you cannot be too careful when using the internet. You may think you know who you are talking to and feel like you can trust the person at the other side of the screen. However, the internet can be a very dangerous place and can cause hurt and serious harm to those who choose to use it.

As a group we all had great fun creating our mini movie. There were great laughs and enjoyment throughout the time we were in character and out of character and used various props, settings and visuals to create an effective movie which would be memorable for the right reasons. When it came to using the iMovie app it was a brilliant resource that allowed us to put together snippets of video clips and stills we had created and piece them together in a way that produced a great end result. The tutorials we viewed individually prior to starting our movie were very useful as it gave us a valuable insight into the features and tools that were available to us and which gave our movie the important finishing touches.

Crating the movie was all fun and games yes, but remembering the reason why we were dong it left quite the impact on me being a mother and also a student teacher. Being an adult and being responsible for the safety of my own child and pupils now and in the future, creating a short movie reminded me of just how scary and dark the internet can be and that it can suck in the most vulnerable and trusting of children and have terrible outcomes. It is of great importance to educate our children on the importance of using the internet safely and effectively both in and out of the classroom and ensuring they are aware of what they should and should not be doing online. It is also vital to ensure children know they can seek advice and help from trusted adults such as their parents/carers or teachers regardless of how much trouble they might think they are in or if they feel they are being targeted in any way whatsoever. As stated by Simpson and Toyn (2012), ”If we can educate children that they always have an adult they can seek support from, we can help keep children safe online”.

Using the iMovie app in today’s class certainly demonstrated and evidenced that it would also be just as an effective tool for children in the classroom as it was for me as an adult learner. The iMovie app would allow children to develop their skillset in technology and other areas of the curriculum by allowing them to work on their own project or movie as an individual or as part of a team. It can be from as simple as taking the iPad out to film a simple literacy task such as recording items they can see in the classroom or playground that begin with a certain sound or letter, to interviewing peers or members of staff in their school as part of their IDL topic or for research on a class project. iMovie can give children the opportunity to be autonomous and create something that maybe otherwise they wouldn’t be able to create through writing, talking or drawing. iMovie allows for children to show off their creative talents and witness their end result by viewing their finished product and feeling a great sense of achievement.

Beauchamp (2012) suggested that “…the most successful schools… in terms of e-safety ensured that pupils knew what to do when things went wrong”. By teaching our future generation about the safe use of the internet, we are ensuring our children and pupils are set in good stead for a future where they will be engulfed by technology, the internet and social medias. Children take chances and make mistakes. They are testing their own boundaries and their parents and teachers. However, by implementing e-safety in primary schools we are making our children and young learners know that it is important they ask for help and advice when it comes to the internet and to trust the adult they know and can see, not the person behind the keyboard.

Overall, today was a great success. I found using the iMovie app enjoyable and it is certainly a resource I will be looking to use in my own classroom in the future. I found it to be particularly effective around today’s topic and can only imagine the other types of awareness can be raised through the use of one digital technology tool in the classroom.

References

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

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

Simpson D., Toyn M. (2012) Primary ICT Across the Curriculum. Sage

Digital Technologies Week 7 – Animation

According to the Moving Image Education website, “Animation ‘breathes life into something that wouldn’t normally move’.” Today we were challenged with creating a stop-motion animation to tell part of a story. I was soon inspired with thoughts of Wallace and Gromit-style plasticine models. My expectations were quickly altered as I watched a series of tutorials … Continue reading “Digital Technologies Week 7 – Animation”

I was soon inspired with thoughts of Wallace and Gromit-style plasticine models. My expectations were quickly altered as I watched a series of tutorials and discovered the time and skill that it takes to produce something of the sort.

Rather than simply being a beginners’ sort of movie-making, animation is an art in its own right. There are five different types of animation, which serve different purposes: cutout, stop-motion model, pixillation, drawn and computer animations (Moving Image Education).

We found that the simplest to create was cutout animation and My partner and I were lucky enough to have had experience with the iStop Motion app on placement where we created a scene for their Viking topic with small groups of primary three children.

We decided to challenge ourselves with creating a scene in the plasticine stop motion style. We had an hour and a half to fully familiarise ourselves with the app and create our scene. We began by animating the process of creating one plasticine character, with little details such as the character picking up his second arm and ‘putting it on’ by himself. It was a very fun and engaging session and as we went we were further inspired, which culminated in a 14 second sequence where another character came along and jumped on the original and made a ‘splash.’

This was a fun activity with the potential to form a basis of a very engaging lesson. Besides the obvious development of Technology skills that takes place when creating an animation, asking children to do a task like this gives them an opportunity to “communicate clearly when engaging with others within and beyond my place of learning, using selected resources as required,” meeting the Literacy outcome LIT 1-10a (Scottish Government, 2004). A lesson creating animation is yet another opportunity to use Technology in the classroom in a way that promotes inclusion for those students with additional support needs, who may not be able to tell their story as well by putting pen to paper as they can by designing a model and ‘bringing it to life.’

The only limitation I could see with this in a lesson is that it took us the full hour and a half to create 14 seconds of footage. However, this could be useful in the classroom to promote groupwork – with small groups of children each creating one snippet of a story.

One key finding of the Digital Literacy Impact Review (Scottish Government, 2015) was that while there is evidence that digital tools and resources can help to close the attainment gap, it is just as important that teachers are equipped with the skills to use it; it is not enough simply that the technology is available for use in the classroom, teachers must be familiar with it and competent when using it. After this session, I am confident in my ability to use the iStop Motion app to create animations and quite excited to hopefully see it used, or use it myself, in the classroom again on my next placement.

References

Moving Image Education: [Online] https ://movingimageeducation.org/create-films/animation [Accessed: 21 February 2018].

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

Scottish Government. 2015. Digital Literacy Impact Review. [Online] Edinburgh: APS. [Accessed: 21 February 2018].

Personal Reflection Digital Technologies – Animation 20/02/18

Today within Digital technologies we learned about Animation. Bertrancourt (2005) “suggests three ways in which animation can be used to enhance learning: 1.To enhance learners’ visual representations. 2.To illustrate processes. 3.To provide an interactive element.” According to Moving Image Education there are five main types of animation: 1.Cutout – quickest and easiest, 2. Stop-motion – example is plasticine models, 3.Pixillation – humans become the puppets, 4.Drawn – example is the classical Disney animation and 5.Computer – also known as CGI and found in games and movies (Moving Image Education).

Moving Image Education quotes that “Almost anything can be put under the camera and animated – sand, paint, clothes, jewellery, ice, found objects, foliage etc. Likewise, almost anything can form a background.” Moving Image Education states that animating while being in a classroom does not have to be with Play Doh or Plasticine models – cutout animation is by far the easiest technique to start on”.

This makes animation easily accessible as a teacher can explore the apps available with the children to create an animation and use items around the classroom that the children could be involved in making. Children can draw characters or scenes for the story to make it their own.

Throughout my Trimester 1 I had some use of the app puppet pals to create an animation but I never used it previous to that. Therefore I have not had a lot of experience using it or the app called IStopMotion.

At first we were able to explore Puppet Pals app on the IPad. With this we were to create an animation based on a fairy tale story that we had previously read. We were to include voice recording, movement, change the size of characters and the story was to include a beginning, middle and end. My partner and I created a Beginning and a middle of our story but had not had the chance to finish it. The app was easy to use when we got used to it. I found that it would be beneficial for children if it was used within the classroom as it could help children with ASN who find it difficult to create a story by writing it. Beauchamp, 2012, p.55); “e-Inclusion aims to use digital technologies to minimise the problems that pupils with learning difficulties experience”. It allows them to create a story of their own through use of the IPad. It gives the children opportunity to put their own voice into a story to create their own characters and imagine how characters would say things at specific points within their story.

Beauchamp (2012, p.54) states that “through the use of ICT and technology it could allow pupils to accomplish something that could be difficult or even impossible to achieve in any other way”. The use of technology includes those who find it difficult to write a story with pencil and paper. It also allows them to be involved in something that they may not always be able to take part in without a lot of support. Beauchamp (2012) also states that ICT should not be viewed as a subject separate from all other subject areas as it is something that contributes to all areas of learning. This could be through use of interactive games on the smart board relating to literacy and maths or being able to create stories and bring them to life with use of apps such as Puppet Pals.

For the task of creating and IStopMotion animation we worked within pairs. Me and my partner to create our animation we used coloured pens and paper to create the scene of the sea and the boats that were floating in the background. We used Lego to create a port and diving boards. We used bear figurines as our main characters. We used a toy boat for the police boat. Our animation was a family of teddy bears enjoying a day at the beach. The teddy bears were diving from the boards into the sea and when it came to the youngest bear he got frightened and the police boat saved the day and rescued him and took him back to the port where all his family swam and followed. After the bears arrived back to the port they were greeted by their friend and the two children went off to play and build sandcastles. While the animation played Summer Holiday by Cliff Richard.

For our animation we linked it to three outcomes within the curriculum for excellence. The technology outcome we linked it to; “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” (Education Scotland 2004). I used this because the children would be using the IPad to experiment and explore the apps available to them to be able to create animation. I also linked it to an Expressive Arts outcome; “I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks. EXA 1-02a” (Education Scotland 2004). I used this because the children are able to create scenes throughout art to create their stories and bring them to life. Finally I linked it to Literacy as the children are able to explore the event happening in the story and also have idea of who the characters are to learn how to create their own using their imagination. “I enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, sharing these with others in imaginative ways. LIT 0-09b / LIT 0-31a” (Education Scotland 2004).

I think that the use of Animation through technology is a positive because it allows the children to be able to bring imaginative stories to life as they are able to draw their own characters through use of art and cut the characters out so they can create their animation and make their characters move around as if it was a real person. I also think it is beneficial because all resources can be easily accessible to create stories. It is also a fun way to allow children’s imaginations to run wild. It allows children with Additional Support Needs to feel included if they have trouble spelling words and writing as a whole it involves them that they can create a story and tell it through use of technology, art and literacy. It can make the difficult subjects easier for children.

IStopMotion is definitely something I will involve within my teaching career as it is a cross curricular activity that children can take part in bringing in different areas of the curriculum.

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.

Moving Image Education website: Animation [Online] https ://movingimageeducation.org/create-films/animation [Accessed: 21 February 2018]

Animation

Animation can be used to enhance learning in many ways. Animations enhance visual representations for learners, illustrate processes and provide an interactive element to their learning. The use of sound and video can majorly enhance the quality of information processing and hence learning. (Jarvis, 2015, p93) Moving Image Education states that animations do not necessarily have […]

Cutout – quickest and easiest
Stop-motion – example is plasticine models
Pixillation – humans become the puppets
Drawn – example is the classical Disney animation
Computer – also known as CGI and found in games and movies.

ICT, including animation, allows pupils to ”achieve something that would be very difficult or even impossible to achieve in any other way.” For example, cutout animation would allow a pupil to create a movie or scene quickly and easily.

During Digital Technologies, we explored apps such as Puppet Pals and iStopMotion to create short stories. We took a series of still images and linked them together, making use of voice recordings, backgrounds and cutouts, as well as figures. We created a classroom background and used figures to tell the story of a day in the classroom.

I would use animation in the classroom as it was enjoyable and easy to use, with a fantastic and achievable outcome.

REFERENCES

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

Moving Image Education website:[Online] https://movingimageeducation.org/create-films/animation [ACCESSED: 20.02.18]

Movie Making

Movie Making allows digital literacies to come to life in the classroom. Digital Literacy is a set of skills, involving the effective use of digital devices, required for full participation in a knowledge society. “Digital literacy is the set of competencies required for full participation in society. It includes knowledge, skills, and behaviours involving the effective […]

We teach children English to ensure they become literate. It is vital that children are literate in life. They must not only be able to read and write, in the 21st century, children must be able to use their literacy and present it. Children can use digital storytelling to create their own digital literacies. “The digital environment provides a unique opportunity to empower people of all ages to manipulate, combine and distribute their self-expressions as living stories that can be sent into the world and through time.” (Porter, 2004, p.35) This allows children to delve further into meaning of texts and gain a deeper understanding as well as developing their own literacy skills.

Today during Digital Technologies, we planned and created an iMovie based around e-Safety. Our movie was aa resource that could be used to educate children on staying safe online. “…the key idea [is] that e-safety is not about restricting children, but about educating them.” (Beauchamp, 2012, p.58) We created the movie Hairy Snotter and the Fake Blood Sleaze. The story was based on Hairy who met Ron online and decided to meet him in real life. Ron wasn’t who he said he was and Hairy had to get his friend Mermanany to help save the day. We then shared the serious message with the audience that we must be safe online and share with them some useful links about internet safety, for example, the CEOP website and the ThinkUKnow website.

We linked our movie to the following Curriculum for Excellence Experiences and Outcomes:

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a / LIT 2-20a

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

REFERNCES

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

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

Weiss, D. (2017) Time to Know blog [Online] https ://www.timetoknow.com/blog/essential-digital-literacy-skills-for-the-21st-century-worker/ [Accessed: 13.02.18]