Tag: Digital Technologies

This week in digital technologies, we were exploring the benefits of using coding in the classroom. To do this, we looked at the computer coding game Scratch Jr. and we used this to create our own interactive game.

Coding is an important part of learning in today’s society as it is a vital part of literacy and some people believe that coding is the new literacy. Coding develops different skills and strategies, for example,  designing projects, problem solving and communicating ideas.

Scratch Jr. is a coding game that allows young children from the ages of 5 and upwards to design their own interactive games and stories.

According to The Lead Project (2014), “As young people create Scratch projects, they are not just learning how to write computer programs. They are learning to think creatively, reason systematically, and work collaboratively – essential skills for success and happiness in today’s world.” While young people are creating using Scratch Jr. they are working together and learning new skills that they will use later in life and throughout their careers. The Lead Project (2014) also goes on to describe that Scratch can be embedded into many different areas across the curriculum.

The lesson that I created today using Scratch Jr. was an interactive story using adjectives. The lesson involved a treasure hunt to collect adjectives along the way. As the story progresses it gets more challenging and at the end, the children are asked if they can write down any more adjectives that they know. The lesson is enjoyable and interactive and it will challenge the learners to think for themselves while getting to experience Scratch Jr. I believe that this lesson would be aimed at the first level within the Curriculum for Excellence and the experiences and outcomes that I have recommended for this lesson are as follows:

 

 

References 

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

 

 

 

During today’s class, we explored ActivInspire and multimodality. We addressed the definition of multimodality and the benefits of using multimodal presentations within the classroom. We also looked at ActivInspire and created a lesson using this.

Multimodality is the use of two or more semiotic systems to present information. There are five semiotic systems, they are as follows:

• Audio
• Visual
• Spatial
• Linguistic
• Gestural

According to Beauchamp, “The multimodality of technology is another reason to use it, as it allows teachers to present an idea in a variety of different ways to help pupils understand it.”(Beauchamp, 2012, p.8) Through the use of multimodal presentations children become more engaged and are eager to learn. It gives children a visual representation of lessons and also allows them to be active while taking part. ActivInspire and different multimodal resources are very important within the classroom as they allow all students to participate. We also discussed that using a yellow background with blue writing in the comic sans font is an effective way to put across a lesson to those children with dyslexic tendencies

As part of today’s lesson, we were instructed to create an ActivInspire lesson. My partner and I decided to design a numeracy lesson based on the Egyptian topic. We created a lesson involving different hieroglyphics and we made a key in which a number was equal to a specific hieroglyphic. The lesson consisted of different maths sums to complete and the children would have to look back and understand the key in order to complete the sums. The lesson progresses on to harder sums like multiplication to challenge the children. My partner and I decided that this would be classified as a first level of Curriculum for Excellence lesson. The experiences and outcomes that we decided best suited the lesson are as follows:

 

• When a picture or symbol is used to replace a number in a number statement, I can find its value using my knowledge of number facts and explain my thinking to others. MTH 1-15b

This weeks Digital Technologies lesson expanded on last weeks introduction to games-based learning. The lesson focused specifically on the benefits of using games such as Minecraft in the children and the impact of doing so on young learners. The lesson involved us firstly reviewing the benefits of using games such as Minecraft in the classroom while acknowledging a variety of opinions. The main task of the lesson involved children from a local primary school, or ‘Digital Learners’, coming to educate us on how to use Minecraft while sharing with us why they thought that using Minecraft in school was effective and necessary.

When the children arrived, we were informed that they would be teaching us how to use Minecraft. When I learned this, I was apprehensive as despite having a brief idea of what Minecraft was, I had no experience of using it and thus was nervous at the idea of being taught it by young children. After we were assigned our group the young girls begun to show us their Minecraft Harry Potter universe that they had created together as a class. It was fascinating to see excited they were when speaking about their creations and how passionate they were about Minecraft. They children were instructed while teaching us to not touch the iPads but instead instruct us with their voices, although we as a group initially struggled with this concept I was surprised by the level of patience the children had with us and how great they were at teaching us.

As a learner with no experience of using Minecraft prior to today’s lesson I struggled to navigate the game initially, despite instructions from the digital leaders I found the game was sensitive to touch and due to this I struggled to construct a building. However, after some persistence I begun to get the hang of it. In my opinion, the ‘design’ feature of the game is by far easier to navigate than the ‘survivor’ mode as in the design feature all of the materials are accessible to you from the start whereas in survival you must kill, dig and find your own materials to survive. In design, children are free to instantly create anything they wish and thus I feel this is the easiest feature to introduce in the classroom.

From the perception of a teacher in training it is understandable why integrating the use of games such as Minecraft into lessons would be beneficial. When I asked the young digital leaders in my group why they feel using games like Minecraft in the classroom would be a good thing they answered because its “engaging” and “it makes learning fun not boring”. As well as conversing with the young digital learners on the benefits of games-based learning I also spoke with their class teacher and asked how she links games like Minecraft into a lesson. She spoke about linking the games with class topic work. For example, the class topic of the children we were working with today is “Harry Potter” and the teacher links this topic work with numeracy, literacy and technology. Todays lesson can be linked with both technology and Expressive Arts curriculum outcomes:

“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 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

As well as curriculum links, todays lesson educated me on the multiple benefits of using games-based learning in the classroom. In today’s society video games, such as Minecraft, are a vital part of youth culture. In 2011 Ofcom reported that around 86% of 5-7 year old children and 90% of 8-11 year old children use gaming devices regularly (Ofcom 2011). Bray (2012) detailed that games-based learning has the best impact on students when it is combined with effective teaching while stating that games should not only be used as a reward in the classroom but as new resource for learning. Thus, if we as student teachers want our young learners to be fully engaged with our lessons in the classroom we must aim to use resources they know and enjoy while expanding our knowledge of gaming and technology. Beauchamp (2012 p.10) spoke on the importance of teacher’s knowledge of the games they are using in the classroom “Achieving particular educational objectives through the use of the game was more dependent upon a teacher’s knowledge of the curriculum with which they were working than it was on their ability with the game.” Therefore, it is vital that aspiring teachers like myself aim to expand my knowledge and experience of using technology and video games that would be beneficial to use in future lessons.

To conclude, after today’s lesson I now feel I have the confidence and knowledge to introduce games-based learning into future lessons. Prior to today’s lesson I wouldn’t have had the knowledge of how to integrate a game such as Minecraft into a lesson however now I feel confident that I can introduce Minecraft into a variety of curriculum lessons. I look forward to continuing to experiment with games-based learning to create engaging, interactive and educational lessons I can use for future lessons.

References:

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

Ofcom (2001). Children and Parents: Media Use and Attitudes.  [Online]. Available: https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education. [Accessed 13^th of March 2018]

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

Prior to beginning BA1 course, we were asked to choose our option modules for trimester two. I had little knowledge of what was involved within the digital technologies module however, I am so thankful that this was the module I had chosen. I have thoroughly enjoyed myself alongside this, I have learned and explored many different lessons I could use in my own practice. Through this module, I have come to realise the importance of digital technologies within Scotland’s curriculum in 2018.

Throughout this module, we fully delved into the curriculum, explored the experiences and outcomes and created our own lessons plans. I am really looking forward to using these plans within my own practice in the near future.

Before starting this module, I believed that I already had sufficient knowledge of digital technologies. However, my knowledge has increased significantly and I believe that I am now fully confident to use every device that we have explored throughout the past twelve weeks. The knowledge that I have gained  will allow me to ensure that lessons I carry out will be fun, engaging and educational.

Through reading, I had come to realise that many educators display nerves and anxiety towards digital technologies and using them within the classroom. However, a main lesson that I had learned throughout this module is that you can allow the children to be the educators and teach you how to use these technologies and include these within lessons. I am so thankful to have completed this module as I believe that I can now successfully implement technologies within lessons and the children will take away learning experiences which will last a lifetime.

Digital technologies allows educators to create cross-curricular activities thus, enhancing and extending on prior learning. Overall, with the help of this module, I now understand the importance of digital technologies within the 21st century and has allowed for me to be creative when making plans for lessons.

Thank you.

In our last class we focused on using digital technologies in outdoor learning. I was really curious about this class as through my experience I never had the opportunity to use digital technology outside-it was mainly just running about or games. I also noticed that this was the case during my placement.

Outdoor learning has a lot of potential and can be easily accessed throughout primary all the way to teenage years (Learning and Teaching Scotland, 2010). It offers a much more creative and interesting way to learn but also is a lot more fun for the children as they might not necessarily see it as learning but instead as playing. It is also an opportunity to do a lot of team work activities which would further improve the children’s communication skills but also for them to be more comfortable working with each other  (Education Scotland,2010)

‘The core values of Curriculum for Excellence resonate with long-standing key concepts of outdoor learning. Challenge, enjoyment, relevance, depth, development of the whole person and an adventurous approach to learning are at the core of outdoor pedagogy’ (Education Scotland,2010)

Outdoor learning can;

1. Develop thinking skills and can aid children in making connections between the different areas of the curriculum
2. It helps the child with personal development such as communication, problem solving skills and team working skills.
3. It is also really healthy as the children are able to get exercise and it promotes different long term sports or activities.
4. it improves children’s ability to be safe outside and know how to act properly to not harm themselves
5. It can also be used by everyone, for example children with ASN can still do outdoor learning which has the potential to really improve their self worth.
6. The children can also develop their science and biology is aspects such as nature, animals and plants.
7. With outdoor learning you can take the children out on field trips that are low cost but really beneficial for the kids.

‘Outdoor learning experiences are often remembered for a lifetime. Integrating learning and outdoor experiences, whether through play in the immediate grounds or adventures further afield, provides relevance and depth to the curriculum in ways that are difficult to achieve indoors.’ (Education Scotland,2010)

Today we used QR scanning on the iPad and we went outside to look for the QR codes. This was a really fun and exciting task even though most of us are adults. I personally really enjoyed this task and think the children would love it so would like to try this out during my next year placement. I noticed that it was a lot easier to remember the facts given and the answers to it which can be applied to a large variety of topics. When we came back inside we created out own QR questionnaire in groups. We based ours on health and aimed it for younger children. We also took pictures throughout the outdoor activity and created a pic collage to summarise out time out. Before this we created a sample pic collage to see how to use it. I think this was a great activity both as a learner and potentially using this in the classroom with children.

References-

Education Scotland (2010) Curriculum for Excellence Through Outdoor Learning.

Learning and Teaching Scotland (2010) Curriculum for Excellence Through Outdoor Learning.

This week’s Digital Technologies lesson focused on Games-based learning. Unfortunately, I was unable to attend the lesson due to weather conditions. However, to ensure I caught up with the learning I had missed, I reviewed the PowerPoint and conversed with my peers who attended the lesson.   Today’s digital technologies lesson focused on Games based learning and the benefits of introducing games as an educational aid into the classroom to enhance children’s learning. Games based learning is the use of gaming for educational learning to increase learner’s enjoyment and engagement.

After talking with my peers, they informed me that today’s lesson involved the class working in groups to construct a mind map based on why they feel that games-based learning is an effective tool in education. This made me think of my own thoughts of why games-based learning is an effective tool in education. My main thoughts were that games-based learning would undoubtedly be a fun, engaging and interactive tool to aid children with their learning. The use of games in learning would also reinforce the connection of home learning with classroom learning by using games they would typically use in their homes such as Minecraft and the Nintendo Wii.  Despite my knowledge of these benefits I felt that there were many more than the ones I had previously listed. Therefore, to expand my knowledge on the benefits and impact of games-based learning in the classroom, I began to review the PowerPoint presentation and examine the opinion of experts.

The Higher Education Academy detailed that theorists Jean Piaget and Leonard Vygotsky believed that play is a vital element of cognitive development from an individuals birth to adulthood while stating that the introduction of computing and gaming in the 90s created new opportunities for play (Higher Education Academy Website). As well as this games-based learning increase learners motivation to learn while reinforcing prior knowledge and aiding them to recall information. Additionally, games-based learning can prove to be an effective aid for children with additional support needs who tend to struggle with sitting at a desk and writing. As well as supporting children with ASN games-based learning can also be an aid for children of all ages, Porter supports this view by stating “The digital environment provides a unique opportunity to empower people of all ages” (Porter, 2004, p.35).

Despite games-based learning typically being used as a reward for quick finishing at the end of the lesson, there are many ways that games-based learning can be used to fit a wide range of curriculum outcomes. As part of the lesson, we were challenged to think of lesson plans that would integrate Mario Kart into a variety of different curriculum lessons and outcomes:

For example, a possible literacy lesson could include learners writing a journal entry from the perception of an audience member watching the race. Showcasing their ability to use a variety of adjectives and descriptive words to describe the setting and atmosphere. “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

For a numeracy lesson we could use the games-based learning of Mario Kart to educate the children on money. By giving each child a set budget, they can analyse what race cars and characters they could buy for that price. I can manage money, compare costs from different retailers, and determine what I can afford to buy.’ MNU 2-09a

For a technology lesson, the learners could draw their favourite characters from Mario Kart and use iStop Motion to create a story using the characters. ‘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

This technology lesson could lead to an expressive arts lesson. After the children have created a story using iStop Motion using their favourite Mario Kart characters, they could then act out their stories using costumes to become their characters. ‘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

For a health and wellbeing lesson, learners could use cardboard boxes to make themselves into race cars from Mario Kart and practice the rules of road safety with their peers. ‘I know and can demonstrate how to travel safely.’  HWB 0-18a / HWB 1-18a / HWB 2-18a

After reviewing the many ways learning through games such as Mario Kart can be fitted into various curriculum outcomes, I feel as a student teacher it is vital that I aim to integrate games-based learning into as many class lessons as I can because they have proven, from the benefits listed above, to be an effective and engaging tool for young learners.

Overall, despite missing todays lesson I feel I am now more knowledgeable of the impact and importance of integrating its use into class lessons and the many ways games-based learning can be used to fit curriculum outcomes. I feel I am now confident after reviewing todays lesson that I could execute an engaging and effective lesson that integrates the use of games-based learning into a curriculum lesson.

 

References:

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

Higher Education Academy (2017). Gamification and Games-Based Learning. [Online]. Available: https://www.heacademy.ac.uk/knowledge-hub/gamification-and-games-based-learning . [Accessed: 6^th May 2017]

Today within the last class of Digital Technologies we focused on the use of QR codes, as well as the app Pic Collage.  Everything we done was focused around outdoors, this gave me great lesson ideas for the future that will enhance outdoor learning.  I learned about the wide range of benefits outdoor learning has, before we went outside to complete our own treasure hunt that had been set up for us using the QR Reader app.  After this, I was then able to use this app to make my own which could be used for a mathematics lesson.

During today’s class I learned about the advantages outdoor learning has, such as how it provides inclusion. This is because some children are often disregarded in the classroom by other children as their skills and interests may be different to theirs, however, outdoor learning can increase feeling of self-worth as children often become more confident when doing something they are enjoying.  Due to this, they are more likely to be closer with their class peers.  This is backed up by (Education Scotland, 2010) “…the outdoor environment encourages staff and students to see each other in a different light, building positive relationships and improving self-awareness and understanding of others.”  Outdoor learning also allows children to develop safety skills, this giving them the freedom to understand what risks are, this helping them in all aspects of their life.  It also promotes healthy lifestyles as a lot of physical activity can be done outdoors that may not be possible indoors, such as hill walking (Learning and Teaching Scotland, 2010).  Learning outdoors also allows children to think critically, this is because they are able to recognise how different curricular areas can be placed outside.  Due to all of the advantages stated above, children’s communication, problem solving skills and confidence working with others is therefore improved.

I fully agree that outdoor learning provides all these advantages, as when we went outdoors today to participate in a treasure hunt, I felt so motivated and ready to complete it; this making me aware just how much children must love taking part in things outside!  There had been a treasure hunt set up for us to complete in groups using the QR Reader App based around Scotland, there were different questions asked such as “How many islands are in Scotland?” to which we had to select the right answer which gave us a letter.  After finding all the sheets of paper around the outside of the university with the codes to scan and get the question from, all the correct answers ended up making the word ‘haggis’ and at the end we had to scan it to make sure we were correct.  I thoroughly enjoyed participating in this activity and I’m also very excited to see how much enjoyment children get out of lessons like this!  Whilst outside we also took pictures on an iPad, and when we were back inside we created a collage on the app Pic Collage.  I have used this app before and think it would be great for children to use as you can add text, stickers, backgrounds and other features with the pictures.  I believe that children would love taking pictures outside, of things such as insects, and then when back indoors making a collage of everything they have explored.  Many lessons within the curriculum could be incorporated into Pic Collage, such as taking children out to take pictures of all the shapes they see, they could then add a collage of all the pictures and add text beside the pictures naming the shape.  This lesson would cover this curricular outcome –  I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary. – MTH 1-16a

In pairs we also discussed how the different aspects within the SHANARRI Wellbeing Wheel can be related to outdoors which are – safe, healthy, active, nurture, achieving, responsible, respect and included.  Mine and my partners focus was on respect and we discussed how being outdoors enables children to understand to respect the environment, for example, not littering or walking over flower beds.  During my years at school I only went outdoors during spring and summer, however, when I am a teacher I hope to take children outside to learn in all different weathers.  I feel very strongly about this as I don’t believe it’s beneficial or healthy that children need to stay indoors all week at school.  I know after today how little time it takes to put a lesson together for going outdoors, as I created five numeracy questions on the QR reader app aimed at children in primary one/two which could be made into a treasure hunt outside.  For example, question one asked, what is 8 take away 3?, from this they would select the correct answer which would give them a letter.  After all five questions, they would then have five letters which they would need to put together to make the word ‘maths’.  This activity only took me around fifteen minutes to make and would take about half an hour/forty-five minutes to carry out, therefore even one lesson like this per week would increase children’s enjoyment when learning!  Curriculum for Excellence experience and outcomes that this lesson would fit into are:

I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate. MNU 1-01a

I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed. MNU 1-03

Overall, due to today’s class I now fully appreciate and understand how important outdoor learning is, due to number of benefits it provides children with.  After every class of Digital Technologies I am constantly thinking about the lessons that I could carry out in the future relating to what I have been focusing on, and today is no exception!  The QR Reader and Pic Collage app are great to really grab children’s interests while they are learning.  I’m grateful for all this module has taught me and I have thoroughly enjoyed learning something new in every single class.  I have come a long way from the first class where I wasn’t even confident using an Apple iMac, whereas now I have learned about a wide range of things ranging from coding, to eBooks, programmable toys and much more!  I now feel as though I will be fully confident when teaching with technology in the future, therefore, I got exactly what I wanted out of this module.

 

References:

Education Scotland (2010) Curriculum for Excellence Through Outdoor Learning.

Learning and Teaching Scotland (2010) Curriculum for Excellence Through Outdoor Learning.

 

 

 

Today’s focus was centred around the use of QR codes within outdoors lessons. We explored the QR Scanner and Pic Collage applications. Alongside this, we considered the benefits of outdoor learning.

“Outdoor learning experiences are often remembered for a lifetime. Integrating learning and outdoor experiences […] provides relevance and depth to the curriculum in ways that are difficult to achieve indoors”, this excerpt from Education Scotland (2010), clearly identifies the long-lasting benefits that outdoor learning provides for children. They further go on to state that the outdoor environment provides children with several different experiences and that outdoor learning is believed to be; motivating, exciting, different, relevant and easily accessible.

Outdoor learning provides students with the opportunity to gain in-depth knowledge about a subject area that they may be struggling with. For example, a child may be struggling with problem solving in the classroom however, once the activities go outdoors this can often spark children’s skills. Thus, they are problem solving often without realising they are doing so. From this, the child could end up being a group leader and encouraging their peers, which may not have occurred otherwise.

After discussing the advantages of outdoor learning we moved on to link SHANARRI with outdoor learning. There are eight different aspects to the SHANARRI wheel which are as follows;

• Safe
• Healthy
• Active
• Nurture
• Achieving
• Responsible
• Respect
• Included

Myself and my partner considered how respect can relate to the outdoors and children in our classroom. From outdoor learning, children gain respect for the land/environment, people, animals and property. Alongside this, children feel respected due to being provided with trust and responsibility.

In the practical side of today’s lesson, we started by exploring the Pic Collage application. We were asked to create a themed collage, my collage was of my friend. We then discussed how to use the QR Code application and how to create QR codes for ourselves. Afterwards, we went outdoors as our lecturer had set up a QR code activity for us to complete, the activity was with regards to the social subject topic of Scotland. We had to scan the code and answer the question. For every question, we were then given a letter, at the end we had to look at all the letters and guess the word that it made. In this case, the word was “haggis”. Alongside doing this activity, we were given a second iPad to take pictures throughout and we created another collage using these pictures.

Upon arrival back to class, we were then given the opportunity to create our own QR code lesson. Myself and my partner based our around the science topic of mini beasts (Question sheet attached). This lesson is aimed for early level classes and the outcomes for this lesson are as follows;

• I have observed living things in the environment over time and am becoming aware of how they depend on each other. SCN 0-01a.
• I can explore digital technologies and use what I learn to solve problems and share ideas and thoughts. TCH 0-01a.
• In movement, games, and using technology I can use simple directions and describe positions. MTH 0-17a.

QR CODE CRACKER

I am very excited to use this method of teaching whilst out in schools, I believe this is a fun and interesting was to engage children whilst they are learning. I thoroughly enjoyed the experience personally and I believe my classes will too. Overall, I think this is a great cross-curricular activity.

References

Education Scotland (2010) Curriculum for Excellence Through Outdoor Learning.

This week’s session was a continuation on from last week’s “Games based learning” input. The focus of today however, was not on Mario Kart but Minecraft within the classroom.

A report created by Ofcom (2011) states that within the United Kingdom, almost 86% of five to seven-year-old children and 90% of eight to eleven-year-old children are using gaming devices regularly. I found these figures quite staggering as I had not fully realised the impact to what gaming is having upon the newest generation of children. Based on this, it is accurate to assert that gaming should be within schools if children are so fascinated by this type of technology. Not only will children be engaged whilst playing these devices, they are gaining life skills which are necessary for their future careers as adults. Furthermore, Ofcom also state that computer games are firmly embedded within the 21^st century. Thus, through the evidence provided, teachers and educators should be ensuring that they are also firmly embedding these types of consoles into the curriculum, as they are arguably going to play a significant part to many children’s lives in the future of the 21^st century.

Whilst discussing the impact of games in education, Bray (2012), constructed a table of what is involved in games and the outcomes children gain from them;

• Games are a form of play, which provides children with feelings of intensity and involvement.
• Games are a form of fun, which provides children with enjoyment and pleasure.
• Games have rules, which gives children structure.
• Games often have a final goal, which gives children motivation to complete the game.
• Problem solving is a feature of most games thus, sparking creativity within our children.
• Games have storylines throughout and can encourage children’s emotions.
• Within games, interaction is a key feature therefore, encouraging and developing children’s social skills.
• Games always provide outcomes and feedback, which provides children with significant learning experiences.

Because of this, there is sufficient evidence of the benefits of games based learning within today’s classrooms if the technology is used within the correct context. Furthermore, Bray agrees with this by stating “Games based learning has the most transformation impact when it is combined with good learning and teaching”. Beauchamp is another supporter of technology within the classroom and agrees with Bray by stating, “in recent years, interest has grown considerably in the potential for play to form the basis of learning”.

It can be argued that there is a lot of apprehension and anxiety amongst teachers with regards to digital technologies due to feeling like they do not have sufficient knowledge on this area. Stephen Reid (2016) agrees that there has been a ‘difficult history’ around games based learning, due to teachers feeling threatened that children are more experienced with technology than themselves. These feelings should not be shut away but should be embraced by teachers. Due to many educators feeling intimidated by children having extensive knowledge of games consoles, they should learn from the children and that is what we did in today’s class.

Pupils from a local primary school had come in to visit our class for the morning, they exhibited their work from the game, Minecraft. Alongside this, they taught us how to play the game. I found this experience very enjoyable and pleasant as the children could be the educators for once. It was clear that the children had also thoroughly enjoyed this experience as they left with very smiley faces. They informed us that their current project on Minecraft was based around their topic of Harry Potter and they had created the Hogwarts school and Hogsmeade.

Upon my attempt at playing the game, I struggled at first as I did not know what to do however, the children were very supportive and by the end of the session, I had managed to create my very own house with two levels in it.

Once considering lesson possibilities of this game, I had concluded of four other areas. For example, the game can be used for topics including; Ancient Greece, Titanic, Egyptians and Romans. With Ancient Greece, the children can incorporate literacy and digital technologies i.e. reading one of the ancient stories then recreating the scenery as they had imagined it in their mind using the game. Another example is using Minecraft to teach about the Titanic, children can use the game to create what they imagine the cabins may look like in the boat, this then provides a stimulus for them to write a diary entry and describe what their room looks like. Furthermore, Egyptian and Roman architecture can be explored using this game as children can attempt to create their own pyramids or coliseums.

I have identified several Experiences and Outcomes in relation to this subject area and are as follows;

• I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a
• 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 specific tasks. EXA 2-02a
• I can create and present work that shows developing skill in using the visual elements and concepts. EXA 2-03a
• Through observing and recording from my experiences across the curriculum, I can create images and objects which show my awareness and recognition of detail. EXA 2-04a
• Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 0-05a / EXA 1-05a / EXA 2-05a
• I can extend and enhance my design skills to solve problems and can construct models. TCH 2-09a

There are endless opportunities that this game provides and I am extremely excited to use this within my own practice in the future.

References

Ofcom (2001), Children and Parents: Media Use and Attitudes [Online] Available from: https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education [Accessed: 15th March 2018].

Bray, O. (2012) Playful Learning: Computer Games in Education [Online] Available from: https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education [Accessed: 2.3.18].

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

Stephen Reid (2016) Teachers Experience Games-Based Learning at Minecraft Launch [Online] Available from: http://futurescot.com/educators-encouraged-open-minds-possibilities-games-based-learning/  [Accessed: 15^th March 2018].

The objective of today’s digital technologies session placed its focus upon games based learning within the classroom.

The Higher Education Academy website states that digital games-based learning is “the integration of gaming into learning experiences to increase engagement and motivation”.

At the beginning of the session we were asked to consider reasons as to why games-based learning is a vital tool to use within educational establishments, my partners and I provided examples such as:

• Games based learning is exciting for children thus, increasing their motivation to learn.
• Easy to use across the curriculum.
• Increases children’s fine motor skills, for example, hand and eye co-ordination.
• Alongside fine motor skills, games based learning also develops social skills for example, communication and planning.

Jean Piaget and Leonard Vygotsky both studied play and considered the effects it has upon children’s development. The findings of both of these theorists appear to agree with one-another and both claim that play is vital for children’s cognitive development. Based on this, it is accurate to assert that play can in fact improve an individual’s cognitive development from the beginning of their life right through until adulthood (Higher Education Academy, 2017). Thus, through the evidence provided, it is clear that play holds an importance within our classrooms, which arguably shows why teachers should include games-based learning within lessons.

“Like novels, films, plays and other media, games can be high quality materials a teacher uses to enable students to access the curriculum.” (Farber, 2016) This statement advocates the use of digital technologies for learning as it provides both pupil and educator with high quality learning materials and skills for life. It is important for educators to incorporate games into lessons as it allows for children to delve into their education and the curriculum alongside having fun.

For the practical side of today’s input, we were asked to consider how we could use the Nintendo Wii, with specific focus on Mario Kart, as a stimulus for learning. With such games, there are several teaching possibilities with regards to literacy, mathematics, art and music. Teachers may wish to focus on literacy and can ask the children to produce their own storyline for the game, which allows for practice on spelling, grammar and punctuation. For a mathematics lesson, the educator can ask the children to create price lists for the Mario Kart event, price lists may be created for merchandise and/or tickets for the event. Alongside this, the children can calculate profit and loss from sales. Furthermore, to incorporate art into this lesson, the class can create their own race track, design characters or create their very own tickets for the event. Finally, the educator can ask the children to use music apps on the iPad or classroom instruments to recreate the theme tune for the game.

There are a number of Experiences and Outcomes linked with these activities and are as follows;

• I can use my notes and other types of writing to help me understand information and ideas, explore problems, make decisions, generate and develop ideas or create new text. I recognise the need to acknowledge my sources and can do this appropriately. LIT 2-25a
• I can use the terms profit and loss in buying and selling activities and can make simple calculations for this. MNU 2-09c
• Through observing and recording from my experiences across the curriculum, I can create images and objects which show my awareness and recognition of detail. EXA 2-04a
• I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Having played this game myself as a child, I believe I have sufficient knowledge of Mario Kart. I think this will be an effective teaching tool within the classroom as the children will be extremely engaged in their learning whilst playing and having fun. I look forward to incorporating Mario Kart into lessons in the near future.

References

Higher Education Academy (2017) Gamification and Games-Based Learning [Online] Available from: https://www.heacademy.ac.uk/knowledge-hub/gamification-and-games-based-learning [Accessed: 6 March 2018]

Matthew Farber (2016) Three ways to use game based learning [Online] Available from: https://www.edutopia.org/article/3-ways-use-game-based-learning-matthew-farber [Accessed: 6 March 2018]