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

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

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

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

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

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

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

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

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

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

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

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

References

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Literacy

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

Within the Curriculum for Excellence, this linked to:

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

Technology

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

This linked in with the curricular area:

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

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

References

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

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

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

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

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

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

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

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

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

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

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

 

References

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

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

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

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

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

 

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

 

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

 

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

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

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

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

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

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

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

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

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

 

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

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

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

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

(Scottish Government, 2008).

 

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

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

 

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

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

 

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

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

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

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

(Scottish Government, 2008).

 

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

 

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

 

References:

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

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

Miss C (2018) Identity concealed for confidentiality reasons.

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

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

 

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

Games Based Learning is the key to engaging children in curricular areas varying from mathematics to chosen topics. ‘gaming is hugely popular in the UK with almost 86% of 5-7 years old children and 90% of 8-11 year old children using gaming devices regularly’ Ofcom Report (2011). For games-based learning to become successful it needs to be combined with games and good teaching and learning, for it to be completed at the best standard for the children.

As a learner, I found it difficult at the beginning to understand fully the principle of the game, I then asked questions and this then became more easier to understand. Progressing with the session I then became more confident and a lot more engaged and enthusiastic, but most importantly confident with the resource. After this session, it has encouraged me to download the game and spend more time at home to again grow my confidence so that I am able to portray this to a class.

As an educator, I believe this is a good and reliable resource that can benefits children in the educational sector. As the learning through play has developed from traditional games of hop-scotch, to rubix cubes and now in the 21st century x-boxs and play stations etc. We as influences need to use this technology to our advantage and help children engage in lessons through technology such as Minecraft, Mario Kart etc. Skills that can be developed by playing games can be strategic thinking, planning, communication, application of numbers, negotiating skills, group decision making and data handling skills, this will then benefits the children for the rest of their lives when they are out of a school environment as well as within.

 

Cirriculum for Excellence in Early level states: ‘I explore software and use what I learn to solve problems and present my ideas, thoughts, or information.’ This would be achieved by starting with Mario Kart and progressing through to Minecraft as they get older and more wiser. First level and second level joint states: ‘As I extend and enhance my knowledge of features of various types of software, including those which help find, organise, manage and access information, I can apply what I learn in different situations.’ By today’s session as a learner I believe I have achieved this as well as my peers by helping one another.

Coding

In today’s session, we focussed on coding and, in particular, the program called Scratch Jr on the iPads. I have had some experience of the Scratch program on computers, while at a school for experience. The iPad version was slightly different, and I hadn’t gotten the chance to experiment on my own with it before, so I was excited for this class! Throughout the input, we also looked at why coding is so important in today’s society and why children should learn it, and looked at the links to the Curriculum for Excellence outcomes across all levels.

Firstly, it is important, as a teacher, to fully understand why you are teaching a lesson – if you can’t justify the reason you are teaching something, you shouldn’t be teaching it! You have to pass on the reasons and the context to the children to ensure they are a invested in the learning as they can be. This is why we have looked at the benefits of coding in the classroom. Firstly, it is becoming more and more important to have the ability to code in today’s society, and it can be expected that in years to come, coding will be an even bigger part of our lives; as I have mentioned before, it is important to always keep in mind that we are preparing children for jobs of the future. It can even be said that coding is the ‘new’ literacy! This may seem far-fetched just now, but the coding language is used a lot in day-to-day life, even if we don’t realise it ourselves. Also, the act of learning coding can help people use strategies for solving problems, designing projects and communicating ideas.

Scratch Jr is a programming language designed specifically for young children to allow them to create their own interactive stories and games. The program makes coding into a visual experience, as the child drags and drops ‘blocks’ that tell their character what to do: jump, walk, talk etc. However, children using Scratch Jr not only improve upon their computing skills, they learn to “think creatively, reason systematically, and work collaboratively – essential skills for success and happiness in today’s world.” (The Lead Project, 2014). The Scratch programme is specifically designed to enable children to explore and experiment, with no limits to their imagination. It is for this reason that Scratch is so versatile and can aid teachers in subjects like mathematics, English, music, art, design and information technology. This also links with the Curriculum for Excellence’s Experience and Outcomes: first and second level outcomes such as “I explore ad experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts” (TCH 1-04a/TCH 2-04a) can be achieved by working with programmes such as Scratch.

As part of this class, we were challenged to create our own story using Scratch to illustrate it. We had to at least: change the background; add characters; program the characters to move and add in some speech. It was really interesting to use the programme for ourselves as it helped us to get into the mind of a child and how they might meet obstacles while exploring, and how they may overcome them and use their problem solving skills. It is obvious that children would get a lot of enjoyment out of working with this programme as well as quality learning and problem solving experience.

References:

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

YouTube Tutorial – Welcome video and short introductory tutorial:

https://www.youtube.com/watch?v=ciWPaEgscr0

 

 

The focus of the learning this week in the Digital Technology tutorial was games-based learning, which is “the integration of gaming into learning experiences to increase engagement and motivation” (Higher Education Academy, 2017).

 

Games based learning is challenging, engaging, creative and fun.  Children engaging with games-based learning are utilising their social skills, developing their communications skills and using their imagination.  All the while it could be suggested that they are not even aware that they are learning… play is a crucial part of cognitive development as children grow. (Higher Education Academy, 2017).

 

Through the course of the Digital Technology Module there have been references to games-based learning and discussion surrounding the use of MineCraft.  In a previous blog I have mentioned that MineCraft could be useful for children with Additional Support Needs (ASN) to engage with learning.  I had also considered the use of Wii Sports as a relevant game which could be used to assist children to engage with a physical lifestyle.  I admit I was a little taken aback when the focus of the lesson was to be around the Super Mario games Series (specifically Super Mario Kart).

 

Tasked with designing a Kart and Character I was a little apprehensive as my drawing skills are not to the fore.  When my design turned out to look like a poorly drawn Mini-Convertible with Pizza’s (badly drawn) for wheels, I have to admit, I did not see where I would go from there and how I would then work with my group and plan an Interdisciplinary Learning Experience (IDL) with this as my inspiration!  I could not have been more wrong, and as the ideas for the IDL came together, we had to stop ourselves from allowing it to get out of control.

 

Using the Pizza wheels as inspiration an IDL was planned.  The Curriculum for Excellence sets out Experiences and Outcomes (E’s & O’s) that should be delivered, and the Mathematic outcome used for our activity was:

Through taking part in practical activities including use of pictorial representations, I can demonstrate my understanding of simple fractions which are equivalent.  MTH 1-07c (Scottish Government, 2008).

Activity for the outcome would be completing words problems that would result in answers in fractions.  For example:  After the race, the wheels were shared out by the team, there were 8 people on the team, how many slices of pizza will each person get?

 

Another activity which would deliver a good variety of E’s & O’s would be to work towards making pizza.  The activity would include researching a recipe for making pizza dough.  Method for making it and method for preparing a pizza.  Discussions around the wording such as Ounces/Grams and Celsius/Fahrenheit.   (As the group discussed this idea we realised that as part of the pizza making we would be using weights and measures and that we may be covering further E’s & O’s).  The activity would also include experimenting with different flavours and toppings and would discuss foods as a national identity.  Once all the information was collated, mobile devices and eBooks would be used to create an instructional ‘How to make Pizza’ eBook.  This would be a multimodal eBook and could then be added to over time with other recipes.  This activity would be split into different lessons and as it was delivered it would meet the following E’s & O’s.

I can present in my writing in a way that will make it legible and attractive for my reader combining words, images and other features.  LIT1-24a.

I enjoy eating a diversity of foods n a range of social situations.  HWB1-29a.

I experience and sense of enjoyment and achievement when preparing simple healthy food and drinks.  HWB1-30b.

I can access, retrieve and use information from electronic sources to support, enrich or extend learning in different contexts. TCH 1-03b.

(Scottish Government, 2008)

 

One of the benefits of the games-based learning approach is that is encourages group work and allows a child to develop communication skills, talking in groups, listening and teamwork.  The Scottish Government sets out eight indicators of wellbeing which are commonly referred to by the acronym their initials make, SHANARRI.  Children are considered ‘Responsible’ if they have opportunities and encouragement to engage in play (Scottish Government, 2017).

The lesson plan surrounding making a pizza would result in a child ‘Achieving’ – being supported and guided in learning and in the development of skills (Scottish Government, 2017).  Furthermore, making pizza and encouraging healthy toppings would see the child considered ‘Healthy’ – access to suitable healthcare and support in learning to make healthy, safe choices (Scottish Government, 2017).

“Games… have become more demanding, often challenging players to solve complex problems” (Jones & Hafner, 2012).  However, children may not even realise they are learning (Higher Education Academy, 2018).  Some critics suggest that games are corruptive, addictive and a waste of time (Jones & Hafner, 2012) however, whilst our lesson plan was around games-based learning, it must be said that in the workshop we did not actually play the game.  With this in mind, it could be suggested that the benefits are greater than a risk of corruption or addiction.  Furthermore, the choice of game would be appropriate for an age group and would not promote violence or anti-social behaviours.  Actual game playing should be included to ensure children fully engage with the activities however it would not be necessary to include game playing as part of every activity.

References:

Higher Education Academy (Online) https://www.heacademy.ac.uk/knowledge-hub/gamification-and-games-based-learning [Accessed 12March 2018]

Jones, R and Hafner, A, (2012) Understanding Digital Literacies, A Practical Introduction Abingdon.  Routledge.

Scottish Government (2017) Wellbeing (Online)  http://www.gov.scot/Topics/People/Young-People/gettingitright/wellbeing [Accessed 12 March 2018)

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 012 March 2018]

 

The question over whether Mobile Devices should be permitted for use in the classroom is a controversial one.  In my opinion I believe there is a place for allowing pupils to use their mobile devices e.g.: tablet, in the classroom.  Research by Ofcom cited in the Telegraph suggests “Six-year- olds have the same understanding of communication technology as 45-year-olds” (Curtis, 2014).  This suggests that children are highly literate in the use of mobile devices and use them to problem solve.  For example: in the past a child would be directed to a dictionary, but an online dictionary is faster and easier to navigate.  Additionally, a mobile device can access a variety of information without the need for library of books.  Furthermore “The digital economy is vital to Scotland’s economy.  82,700 people work in digital jobs in Scotland and the sector contributes £4.5 billion to Scotland’s economy” (Scottish Government, 2016).  Therefore, in my opinion, I feel that access to mobile devices in a classroom setting is a must to fully prepare children for the future.

 

Jarvis suggests that some of the problems surrounding technology in the classroom stems from a lack of consensus within the profession surrounding technology (Jarvis, 2015).  And given the previously cited research by Ofcom, if a child of six has the same understanding of communication technology as a 45-year-old it would be reasonable to suggest that educators may lack confidence in allowing technology in the classroom.

 

The issue was one of the discussions that we were asked to participate in as part of the input on mobile devices.

 

The term mobile devices encompass more than just mobile phones and includes devices such as tablets and recording devices.  One of the activities we were tasked with was using the Easi-Speak Microphone.  Effectively the device is a MP3 recorder, its design is attractive to children as it comes in bright colours and is the right size for a child’s hand.  It is simple to use and, I found one of its most user-friendly features was its simplicity when transferring the recording onto a computer.  The device itself connects directly to a Universal Serial Bus (USB) port.

 

Mobile devices allow for “Situated Learning” (Beauchamp, 2017, p.91) and the Easi-Speak lends itself well to this.  Imagine its usage as a group of pupils conduct interviews as part of a Topic/Literacy assignment.  The device can be taken to a location and recording made on site.

 

As part of a pair, we were tasked with writing an “I AM” poem.  When completed the poem was recorded line by line onto the Easi-Speak microphone.  We were then able to insert the audio clips onto a PowerPoint presentation.  The sound clips were added to images this meant that the poem became multimodal.  Beauchamp suggests that multimodality allows teachers to present information in various ways allowing for greater understanding by the pupil and can it can make work more interesting (Beauchamp, 2017).  Jarvis states “learners who alternate between reading and listening to audio files are likely to remember more” (Jarvis, 2015, p.73).  Multi-modality also allows for work to be more inclusive for those with Additional Support Needs (ASN).

 

The assignment also met outcomes from the curriculum for excellence as listed below:

 

I can present my writing in a way that will make it legible and attractive for my reader, combining words images and other features.  LIT 1-24a

 

Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings.  ENG 1-31a.

 

I can create, capture and manipulate sounds, text and images to communicate experiences, idea and information in creative and engaging ways.  TCH1-04b.

 

(Scottish Government, 2008)

 

When reflecting on the experience I noted that the insertion of the audio made sense of the pictures on the screen and not having to focus on the reading of a slide meant that the presentation was easy to engage with.  This became more apparent as I had the opportunity to view the multimodal “I am” poems made by my classmates.

 

Whist it is a mobile device, the Easi-Speak does not pose the same risks as another device that is internet capable.  It is natural to worry that children are unsafe online, and it would be difficult as a teacher to monitor a class who were using their own devices that have internet surfing available.  One possible solution would be that mobile devices should be limited to tablets that require WI-FI, that way a strong firewall would be effective.  However, research shows that children expressed an informed understanding of the dangers which could posed by using a device which allowed them to be online.  They show awareness of pranking, hacking and receiving abuse.  They research suggest that children would disclose to a significant adult and were also aware of agencies such as Childline or the Police (Scottish Government, 2016, p.7)

Erland & Fiona presentation

 

References:

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

 

Curtis, S (2014) Digital learning; how technology is reshaping teaching (online) Telegraph [online] Available: https://www.telegraph.co.uk/technology/news/11051228/Digital-learning-how-technology-is-reshaping-teaching.html [Accessed 08 March 2018].

 

Jarvis, M (2015) Brilliant Ideas for using ICT in the Classroom London: Routledge.

 

Scottish Government (2016) A digital Learning and Teaching Strategy for Scotland, The views of Children (Online) http://www.childrensparliament.org.uk/wp-content/uploads/REPORT_digital-learning-consultation_Childrens-Parliament-1.pdf [Accessed 08 March 2018].

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 05 March 2018]

Scottish Government (2016) Enhancing Learning and Teaching Through the Use of Digital Technology, A Digital Learning and Teaching Strategy for Scotland (Online) http://www.gov.scot/Resource/0050/00505855.pdf [Accessed 08 March 2018].

 

 

Multimodality

Today’s Digital Technologies input focussed on multimodality and how it can enhance teaching and learning in the classroom. We then looked at different ways to create multimodal texts, and in particular, explored the program called ActivInspire. As a cohort, we have learned about multimodality in our semester one module, Literacy for Understanding; however, time did not allow us to look at this in depth, we now have the opportunity to fully explore multimodality.

We learned that a text is considered multimodal when it combines two or more semiotic systems; there are five semiotic systems altogether: linguistic, visual, audio, gestural and spatial. It is understandable that it is so important for teachers to fully understand multimodality, as we all know that children all have very different learning styles, and multimodality can cater to a wide range of them. Beauchamp (2012) states that multimodality “allows teachers to present an idea in a variety of different ways to help pupils understand it”.

The curriculum displays the need for multimodality in the classroom, as the Literacy and English Principles and Practice document states that the “framework reflects the increased use of multimodal texts, digital communication, social networking and the other forms of electronic communication encountered by children and young people in their daily lives”. Beauchamp (2012) also goes on to say that “we must challenge the implicit assumption that speech and writing are always central and sufficient for learning.”

The reasons for using multimodality in the classroom are vast – presentations that include more than 2 semiotic systems tend to be: captivating, motivating, interactive, personalised, dynamic, memorable and engaging. Multimodality can be introduced into a classroom in many different ways: one of which being presentations on interactive boards. Prandstatter (2014) states that “touch displays can become a social learning tool encouraging hands-on experiences thereby helping children learn by doing.”

We focussed on a program called ActivInspire, which is very common in schools. It allows you to create interactive flip charts which bring lessons to life. There are two forms of ActivInspire: Primary and Studio. The former being more suitable for younger children with bright colours and enlarged, simple icons, with Studio being slightly more advanced and functional. ActivInspire has many features: adding annotations, highlighting texts, adding handwritten notes or drawings, inserting images or videos, creating shapes and designs, adding backgrounds etc.

We were tasked to work in pairs to create some ActivInspire flipchart slides to create an interactive lesson in a classroom. My peer and I chose to make a French lesson. The focus of the lesson was learning basic French colours. The slides included interactive activities for the children to complete such as drawing a line from the English to the French translation and unscrambling the letters to create the French word for certain colours. The idea being that this flipchart would assist in teaching the children, by getting them to be active in the lesson. Completing this task really made me understand how an interactive flipchart is so much more captivating for children, as opposed to regular PowerPoint presentations.

References:

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

Education Scotland

https://education.gov.scot

YouTube ActivInspire series of support videos:

https://www.youtube.com/watch?v=oj4UPCSpBD0&list=PLika7PgNHNP3P5H0YbVpFvgFyzhnPZG5D