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Programmable Toys are the subject of the week two workshop and the focus is on the use of Bee-Bot.  The Bee-Bot is a simple way to introduce controllable technology to children and young people in a learning environment (Lydon, 2007), it is very user friendly and its appearance is that of a toy which makes it particularly appealing to early level children.

As part of a group of 3, myself and my fellow group members were to create a lesson using the Bee-Bot. Importantly the lesson was to deliver experiences and outcomes from the curriculum for excellence around numeracy.

The use of floor robots can “help with the development of skills such as logical sequencing, measuring, comparing lengths and expressing concepts in words” (National Centre for Technology in Education, 2012). In addition, the integration of a programmable toy such as a Bee-bot in the classroom brings a new level of challenge and enjoyment to a classroom and allows for a teacher to link lessons across the curriculum, for example literacy and numeracy.

The aim for our Bee-Bot was a simple game with easy to follow instructions that would be fun and engaging for children in the early levels. It was also important that the game had the ability to grow and become something that young people would want to continue to engage with. A priority was to ensure that the activity met the target of achieving the experience and outcomes listed in the Curriculum for Excellence.

The areas of the curriculum that our game delivered experience of was:

Tech and Math’s       MNU 0-03a

MNU 1-03a

Tech                           TCH 0-09a/TCH1-09a

Attached to this blog is a photograph that gives the description of these outcomes in more detail.

The game involved picking a math question and working out the answer. Once the player (or players, if playing in a team) knows (or thinks they know) the answer, they should programme the Bee-Bot to arrive at the designated place on the game board. Research suggests that the benefits of a floor robot such as the Bee-Bot include the development of skills such as logical sequencing and they encourage group discussions and teamwork (The National Centre for Technology in Education, 2012). Whilst playing the game we observed that we completed mathematical problems, used a variety of mathematical language, used positional and directional language, completed basic programming and benefited from the interactive feedback from Bee-Bot, learning from our mistakes.

A challenge that the group wanted to tackle was to ensure the activity was able to provide extension work for children who required it but also to that others did not feel left out or left behind. The simple concept of the game allowed for this as we discussed options such as children increasing the playing mat which would encourage using other skills for example, using tools to measure distance. Another extension idea was the children could think of other questions to add to the game. These extensions were inclusive to those who were not quite at the stage for making extensions themselves. As the curriculum for excellence outcomes become more advanced the game is adaptable whilst retaining a familiarity for the children playing the game.

Janka suggests “The curriculum introduces programmable toys as a good example for developing knowledge and understanding of the contemporary world” (Janka, 2008, P.2) and this is evidence in the curriculum guidelines for experience and outcomes TCH 0-09a “I play and learn with … programmable toys”. (Curriculum for Excellence, 2008 P.311)

It was an enjoyable activity and looking round the classroom there was a range of ideas from other groups. I look forward to pinching some of my cohort’s ideas in the future!

 

References

Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How? [online] http://oponoa-programmeertalen.wikispaces.com/file/view/BeeBot_article.pdf [Accessed 22 January 2018]

Lydon,A. (2009) Lets go with Bee-Bot.  Kirby-in-Ashfield. TTS Group

NCTE (National Centre for Technology in Education) (2012) NCTE Floor Robots – Focus on Literacy & Numeracy.  [Online] http://www.ncte.ie/media/NCTE_Floor_robots_focus_on_literacy_numeracy_primary_12-06.pdf [Accessed 22 January 2018]

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 22 January 2018]

 

 

What Is Digital Technology?

Before beginning this class, I thought of digital technology to be solely computers, phones & iPads/tablets. This class has opened my eyes to the idea of digital technologies as so much more than that: programmable toys such as the BeeBots, game design, coding, movie making to name a few. I have also learned that ‘digital technology’ is a term used to describe those digital applications, services and resources that are used to find, analyse, create, communicate and use information in a digital context (Education Scotland, 2015). I have also gained an understanding of what it means to be digitally literate: to be competent in how to use digital technologies effectively and to their full potential. This is something I am keen to improve on over the course of this module. I hope to see an improvement in my digital literacy at the end of this trimester.

I have also found learning about who digital technologies affects thoroughly interesting. At first glance it seems that using digital technologies in the classroom only benefits the children, when in fact, it goes much further than that. The demand for teachers to be comfortable using and teaching with digital technologies means that prospective teachers are required to be trained adequately with the required resources etc. This therefore means that these teachers will have this skill to move forward in an ever-developing world. As Marc Prensky (2001) discusses, ‘Digital Natives’ (the children of today, who have been raised in a digital world) find it much easier to adapt to new digital ideas, whereas ‘Digital Immigrants’ (the teachers and parents who have had to learn the digital “language”) have to work harder to be digitally literate. The advance in digital technologies and their use in schools also provides a benefit for parents and carers of the pupils: many schools have a digital platform that forms a communication channel between the home and school environments. Future employers also benefit from digital technologies being such a key part of our education system today, as their future employees are being trained for jobs that will inevitably revolve around digital technologies. Inside the classroom, digital technologies can make a massive impact on specific groups of children as well: Additional Support Needs (ASN) pupils may find using digital technologies supports their learning, children with English as a second language, students who possibly need to be challenged further etc.

The Scottish Government (2016) outlined 4 main objectives that they aim to accomplish over the next few years, regarding digital technologies:

• Develop the skills of our educators – ensuring that trainee teachers receive the proper guidance and resources in order for them to be confident in teaching the digital technologies
• Improve access – make sure every child has access to digital technologies and that every child has equal opportunities when it comes to learning
• Enhance curriculum and assessment delivery – ensure that the curriculum involves the right kinds of skills to make sure our children are competent in digital technologies
• Empower leaders – from council members to the first minister: ensure our decision-makers have the backing to really make positive change

Today’s session also allowed us to spend time navigating Glow and getting used to how it works. I have had limited experience on glow but it was very beneficial to explore what Glow has to offer – as it really is an amazing resource that is at our fingertips! I found it really interesting browsing the hundreds of tiles to choose which ones I wanted on my LaunchPad. I look forward to using these tiles in the future!

Lastly, in this class we discussed what a reflective journal is and why we are about to embark on creating one. We spoke about how it is more reflective than simply a diary, and relies on thoughts, feelings and reflection. By creating a reflective journal, we will be able to log our progress on this module, and at the end, be able to see how far we have come with digital technologies.

References:

Scottish Governement (2016) Enhancing Learning And Teaching Through The Use Of Digital Technology: A Digital Learning And Teaching Strategy For Scotland.

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

 

Prior to my introduction to the Digital Technology module my knowledge and experience with technology was limited. My definition of digital technology mentioned the electronically equipment solely while neglecting its significance within modern society and the benefits of its use, specifically in today’s classrooms. However, by the end of the lesson I was introduced to a wider definition from Education Scotland “Digital technology is a term used to describe those digital applications, services and resources which are used to: find, analyse, create, communicate and use information in a digital context” (Education Scotland 2015).

The use of digital technology in classrooms is becoming increasingly promoted. This is a result of the Scottish Governments intent to introduce and increase the use of digital technology within Scottish classrooms as a means to improve learning for 3-18-year olds. The Government published the “Enhancing learning and teaching through the use of digital technologies” report in 2016 to showcase their aims for digital technology education and the possible benefits of its use. The report stated that Digital Technology can “enhance learning and teaching” and ” lead to improved educational outcomes” (Scottish Government 2016). The report detailed evidence of the benefits of the use of digital literacy for an example secondary school. The school found that by introducing e-portfolios to all learners from S1-S3, the learners were able to post and critique their work while monitoring their progress efficiently. As a result, the school found that the digital literacy of both teachers and learners has significantly improved. Moreover, the use of digital technology enhances learner’s enjoyment of lesson as it relates the educational content to technology they are familiar and have experience with. Additionally, with digital technology becoming increasingly significant today, by preparing our young learners with the skill and knowledge of digital literacy we are providing them with the expertise to succeed in todays workforce.

Furthermore, the report educated me on the multiple benefits of digital technology for educators which I previously uniformed on.  Firstly, digital technology provides educators with an extensive variety of educational materials they can use for their own lessons. Additionally, as a result of digital technology educators can mark student’s papers easily and efficiently through use of sites such as ‘Turnitin.com’ which allows learners to submit their work electronically and anonymously. This is an effective method of marking as it eliminates the possibility of paperwork becoming lost or damaged while eliminating potential bias of marking through anonymity. Lastly, the use of Glow blogs provides an online meeting tool that connects educators, so they may exchange materials and participate in curriculum discussions.

To conclude I am optimistic that my study of digital technology will continue to enhance my understanding and skills as a student teacher that I can apply to future lessons. As a result, I am confident my learners understanding, and enjoyment of my lessons will be enhanced while their digital literacy will continuously progress.

Reference List:

Scottish Government. (2016) A Digital Learning and Teaching Strategy for Scotland.  Edinburgh: Scottish Government (Online) Available at http://www.gov.scot/Resource/0050/0050  [Accessed: 09 January 2018]

Today being our first lesson in our new Digital Technology module we were introduced to a lot of new information including the Scottish Government’s approach to Digital Technology in our educational establishments, the positives and some negatives of their approach. Alongside this we looked at what is being done by both the Scottish Government and our local authorities to ensure we are using digital technology effectively in order to enhance and enrich our education system.  As well as discovering the Scottish Government’s aims in regards to Digital Technology we also reflected upon our own areas of strengths in Digital Technology and areas for improvement so as we are aware of our own strengths and at the end of the module we can look back on this and hopefully see all of the improvements we have made and knowledge we have gained!

After being introduced to the module and how it would run we were asked to discuss with each other a term to describe what digital technology is. After bringing our ideas together as a class we learned that within National Digital Learning and Teaching Strategy the term digital technology is used to describe digital applications, services and resources which are used to: find, analyse, create, communicate and use information in a digital context (Scottish Government, 2016, Annex A).

We looked in depth into the National Digital Learning and Teaching Strategy (2016), the vision of which is to raise attainment and achieve equity, in particular by closing the poverty related attainment gap. Digital Technology plays a crucial part in achieving this vision as, if used effectively and appropriately it can enrich every area of the curriculum. The emphasis I found upon further reading in this area is on using digital technology effectively and teachers understanding how to properly use the technology in order to enhance their lesson. During my time reading the National Digital Learning and Teaching Strategy I found it extremely interesting and encouraging that childcare professionals are attending training courses to assist them with their own digital technology skills so they are comfortable, confident and enthusiastic and they can then transfer these feelings onto the children and get the best out of the use of digital technology in the classroom (Scottish Government, 2016).

If used correctly digital technology allows teachers and students access to an almost endless number of resources, materials and information as well as a plethora of engaging opportunities for the learners. The use of digital technology is especially important for those children who are struggling to engage. During my time on placement a child really struggled to engage during maths lessons however he loved playing a competitive times tables game on the computer. During my short time there I saw how much this use of digital technologies improved not only his times tables but his confidence in his own mathematic abilities. Education Scotland state that by placing “digital technology at the heart of learning” it could help to achieve their aim of raising attainment and closing the poverty related attainment gap (Scottish Government, 2015).

Many of the reasons above are why I chose the digital technology module. Digital technology can bring so much to the classroom environment and most importantly to the learners and I want to ensure I am both competent and confident enough in my own abilities in order to use this effectively in the classroom. I am looking forward to improving my own confidence as well as learning and creating lots of exciting and innovative ways in which I can use digital technology out in schools and classrooms.

 

 

References

Scottish Government (2016) Digital Learning and Teaching, Available at: http://www.gov.scot/Topics/Education/Schools/ICTinLearning [Accessed: 15th January 2017.]

Scottish Government (2015) Literature Review on the Impact of Digital Technology on Learning and Teaching, Available at: http://www.gov.scot/Publications/2015/11/7786/2 [Accessed: 15th January 2017.]

09/01/2018

Introduction to Digital Technologies.

In choosing this module I did so to improve my abilities and competence in technology. As well as to improve my practice and understanding in a world that revolves around communication and technology.

Digital technology is a term used to describe those digital applications, services and resources which are used to:

• find
• analyse
• create
• communicate
• use information

(Scottish Government, 2016)

During our first session in this module we were asked to evaluate our knowledge, understanding and level of ability in technology. While completing the evaluation I was able to establish my current abilities to see where I can progress and develop. We also got the chance to become more comfortable using moodle and glow. Having the chance to navigate the sites and find information on our own to develop our abilities and understanding of digital technology.

During this time we got the opportunity to read, analyse and then discuss the National Digital Learning and Teaching Strategy (2016) set out by the Scottish Government to enhance learning and teaching through the use of digital technology. Within this document the key objectives are to:

• Develop the skills of our educators
• Improve access
• Enhance curriculum and assessment delivery
• Empower leaders of change

(Scottish Government, 2016)

Using digital technology enhances teaching as it allows teachers to access different materials and information that helps engage their learners. Which therefore enhances the learning for those being taught as they have the chance to expand their creativity, ambition and interest in learning.

Looking back at the success criteria for our first lesson I believe that I can begin to describe and understand just how important digital technology is to learning and teaching in this modern day. As not only does it allow educators and learners from all over to access the same materials. It also gives them the same equal and fair opportunities to progress, reach their potential and become active members of society. Education Scotland state that by placing “digital technology at the heart of learning” it could help achieve this potential (Scottish Government, 2015).

 

Reference List:

Scottish Government (2016) Enhancing Learning and Teaching Through the Use of Digital Technology, Available at: http://www.gov.scot/Publications/2016/09/9494/7 (Accessed: 15th January 2017).

Scottish Government (2016) Digital Learning and Teaching, Available at: http://www.gov.scot/Topics/Education/Schools/ICTinLearning (Accessed: 15th January 2017).

Scottish Government (2015) Literature Review on the Impact of Digital Technology on Learning and Teaching, Available at: http://www.gov.scot/Publications/2015/11/7786/2(Accessed: 15th January 2017).

The start of the Digital Technology module gave me the opportunity to explore my own thoughts about a variety of different devices that I use or am familiar with.  It also gave me the opportunity to self-assess my skills.  Prior to the self-assessment I would have considered myself comfortable with technology because I am familiar with office based programs such as Microsoft Word, PowerPoint and Excel.  I would also have considered myself to be comfortable with other technological items including mobile phones and home assistant products for example Amazon Alexa and Google Home.  Reflecting after the self-assessment throughout introduction workshop to the module I notice that my knowledge is not so proficient as I would like to think and given further consideration, I understand that there are many aspects of technology that I am not familiar with or that I do not use to their full potential.

 

In the workshop we spoke about the variety of devices that can be used to in an educational setting, including laptops, tablets and games consoles.  One thing I found interesting was the discussion surrounding the game MineCraft, played on a games console.  Prior to the workshop I had not thought of an X-box as an educational tool, however Lecturer Graham Brett discussed the idea that a child who perhaps stated that they “could not write a story” could be encouraged to build it on MineCraft and then write about what they had designed.  It certainly gave me some ideas for helping my own children use this as a learning tool.  It also allowed me to consider that other devices can be useful when learners are looking to find information or create a project for example not only is the Amazon Alexa a home assistant, a music player and interfaces with other smart devices, another of its skills is to provide information about the International Space Station and it has the ability to inform of pass times for viewing the station from Earth or advise who is currently on board and what tests are being undertaken at any given time.

 

In a previous module I was tasked, as part of a group, with using i-Movie on an i-pad that would convey an important message to a group of young people.  Though I am not fully versed in the use of the application I found it very user friendly and I was pleased with the outcome.  The result was much more captivating than just telling children to be safe online and the benefits of the application were instantly obvious. This is another example of how digital technology can be used to enhance the learning experience for a young person and to assist the educator in creating engaging learning materials.

 

The concept of digital technology being a tool that can be used to enhance the educators experience is interesting.  Matt Jarvis suggests that teachers lack a sense of ownership of technology and view it as another demand of the job rather than a tool to help them (Jarvis, 2015).   I understand this viewpoint as initially when undertaking the i-movie task, I was apprehensive that I was not proficient with Apple i-Pad devices.  Another example of where I have would not have fully integrated technology would be had I used the Amazon Alexa device to plan a lesson around the Space Station.

These feelings of uncertainty are something that the Scottish Government intends to address and the document ‘Enhancing Learning and Teaching Through the Use of Digital Technology – A Digital Learning Strategy for Scotland’ (Education Scotland, 2016) lays out a strategy for addressing the uncertainty and it also considers the benefits digital technology can bring to the educator, young people and to Scotland as a whole in the future.

 

The strategy regonsises that educators lack confidence in fully integrating technology into the classroom and sets out a plan to support educators allowing Local Authority’s to develop strategies to do this.  An online resource in Scotland called “Glow” is an online tool that allows teachers to access a plethora of information and the Scottish Government expects all educators to have access to this resource. From the perspective of the children and young people, the strategy considers the benefits of digital technology being integrated lessons across the curriculum to enhance the learning experience and bring out the best in the young people.  The strategy supports the idea that innovative use of digital technology can offer learners improved equity of opportunities and that when used correctly it can enhance learning and close the poverty attainment gap ((Education Scotland, 2016).

 

Given this was my first foray into the module I am looking forward to further academic reading on the subject but mostly I am looking forward to new ideas and exploring the benefits that integrating technology into my practice will result in.

 

References:

Scottish Government. (2016) A Digital Learning and Teaching Strategy for Scotland.  Edinburgh: Scottish Government (Online) Available at http://www.gov.scot/Resource/0050/0050  [Accessed: 09 January 2018]

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

Today was my first day attending the digital technology module. I opted for this module because I lack confidence in digital literacy and with the Scottish Government implementing digital technology in schools (Scottish Government, 2016), I aim to improve my knowledge in digital literacy more.

My initial understanding of what digital literacy is, is learning, through using computers and search engines. After one day participating in the module, it is clear that digital literacy has many aspects that I am not aware of. Reflecting on my years of learning in school, digital technology was very limited and not used often. When it was used, however, it had a very big impact on myself and my fellow classmates learning. Today, digital technology is much more advanced, however as I will be teaching in a few years and educating pupils, I feel that it is very important to enhance my learning in digital literacy.

In 2016, the Scottish Government interviewed 92 children across Scotland aged between 8 and 11. All of them admitted to strongly being exposed to digital technology in the form that the majority of them owned a mobile phone or a tablet or laptop or gaming consoles etc, (Scottish Government, 2016). Much like myself, the popular opinion of digital technology being used in classrooms was that it makes learning more enjoyable. The children all agreed that they would like to use it more in lessons. 250 11-25 year old adolescents were also questioned and the overall outcome was that digital technology is a strong aid for revision and resources. What both sets of young people voiced, was that schools lack digital resources and their teacher’s lack the skills to use and teach through these resources (Scottish Government, 2016). I can only agree with the views of these young people, from my own experience in school and as a student teacher in how much skill I lack in digital technology.

During the module seminar, we were given some time to read documents relating to teaching ICT in the classroom. I paid particular attention to reading “Enhancing learning and teaching through the use of digital technology”, published by the Scottish Government. I was drawn closely to the section about the role of the Scottish Government and National Bodies and how they are going to work nationally and locally to help achieve the objective to enhance learning and teaching through digital technology, (Scottish Government, 2016). This had an immense impact on myself because it boosts my confidence knowing that the Scottish Government themselves are on board to enhance future and current educator’s learning and skills. They aim to develop the skills of educator’s, improve the access that they have to technology, as well as enhancing curriculum and incorporating aspects of digital literacy in learning and importantly, they want to encourage leader’s to support their change and approach, (Scottish Government, 2016).

With digital technology becoming ever more popular in our everyday lives, I feel hopeful that with the power of the Scottish Government and local bodies, they will encourage teaching and learning through digital technology in classrooms, as well as communication and aids, for example Glow.

Having never used Glow before my time at UWS, I was completely unaware of the materials and learning resources that it provides. As a student teacher, I am constantly seeking out new ideas and resources that I can use on placement visits and more so when I become a qualified teacher. I am relieved that there is such a tool as Glow. My launchpad is currently filled with 25 tiles, all related to teaching. Some tiles have learning and activity materials and others have support specifically for teacher’s, for example, ‘Addressing Dyslexia Toolkit’ designed for teacher’s and early years workers who could potentially be involved with literacy and dyslexia difficulties throughout school years.

My favourite tile that I have so far came across and feel it will benefit me greatly is ‘Primary Resources’ which has thousands of free lesson plans, activity ideas and resources for primary teachers.

As well as having my own personal launchpad, Glow has a UWS launchpad and a national one that shows what they recommend and what duties are being used most frequently.

Overall, my first day in the digital technology module was a great success and I am thoroughly looking forward to the next few months learning and adapting my digital technology skills. I aim to use Glow frequently and discover the different teaching tools that there are locally at UWS and nationally. Every placement visit I have, I am excited to see the different ways that local authorities and the government, along with head teachers and teachers themselves have implemented digital technology into the classroom, taking away from it ideas and skills that I can one day use in my very own classroom.

Reference

The Scottish Government (2016) Enhancing Learning and Teaching through the use of Digital Technology.