Digital Technology Week 7 – Animation

Digital Technology Week 7 – Animation

This weeks lesson was based around animation and its uses in the classroom. ICT allows pupils to “achieve something that would be very difficult or even impossible to achieve in any other way.” (Beauchamp, 2012, p.54). We discussed about how the importance of teaching children to use technology in this modern-day world. We first learnt about what ways animation making could be used in the classroom to make lessons and then we learnt how to make our own and did so using stop motion.

The way we learnt how to introduce animation in the classroom lessons was through stop motion animation. We did this through an app on the iPad which may be available in classroom for the children to use. We learnt about what animation is and how it can be defined. “Animation involves the stringing together a sequence of static images, generally so that they appear to move.” (Jarvis, 2015, p89). Children should be given experiences with all sorts of technology as it can open doors and their imagination which could help them discover what carer path they would like to go down and it may open jobs that don’t currently exist. Animation in the classroom doesn’t have to be with plasticine models – cut out animation is by far the easiest technique to start on. (Moving Image Education). Children won’t be making masterpiece movies, but they will do their best and will be able to imagine up ideas with what they are provided with in the classroom. The most obvious example of stop motion animation is Wallace and Grommet which is made using plasticine models. It works by taking a picture and then moving the model a tiny bit then take another picture this is repeated several times and when all the pictures are played in sequence quickly it looks as though the models etc are moving themselves.

I was in a pair to make our animation. I had a little bit of experience with stop motion when I used it in 3rd year of school in computing. I used the app on the computer and we used sweets to make it look as if they were moving. My partner had no experience with this type of animation. We decided to go with the simple idea of drawing on paper and it would look as though the paper was drawing the picture itself. Our short story line was of the transformation of a caterpillar into a butterfly. We took hundreds of photos that when put together illustrated the short story. This would be simple to do in the class as all that is required is paper and pens. We learnt quickly that a key point that needs to be taught is that the pad must stay in the exact same position for the animation to look real and not jumpy.

This can be seen in the curriculum in the experiences and outcomes. One of which is “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. Which relates to the use of the technology and the child enhancing and extending their knowledge of how to use technology to the best of its ability. It also relates to experiences about their literacy if it can be applied to their animation. It could also extend to experiences referring to them working in groups, using their imagination and sharing their ideas and outcomes, all depending on what relates to the lesson you as the teacher set them.

Overall, I really enjoyed learning about and making a stop motion animation. I feel like this would be a great set of lessons to teach a primary class and to allow the children to use their imagination. I will use this in my classroom if I get the chance and if the resources are available to use.

References

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

·         Education Scotland (2004) – Curriculum for Excellence; Experiences and Outcomes [Online] https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes [Accessed: 26th February 2018]

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

·         Moving Image Education website: [Online] https://movingimageeducation.org/create-films/animation [Accessed: 26th February 2018]

 

 

Digital Technology Week 6 – Movie Making

Digital Technology Week 6 – Movie Making

This week the input was focussed on movie making to help be able to put across the dangers of internet safety. We first learnt about how internet safety is taught in the classroom and what it looks like in the curriculum. Then we watched a few short movies and trailers that people had made that showed the dangers of he internet. And finally, we made our own movie in groups to display our take on internet safety.

We learnt about how to teach internet safety to children, so they don’t feel like they are being belittled by you and that you aren’t trying to lecture them about how to behave online outside of school. You shouldn’t tell them they shouldn’t be on social media because they will do it anyways, rather you must teach them how to work and behave while on them. “…the key idea [is] that e-safety is not about restricting children, but about educating them.” (Beauchamp, 2012, p.58). We as teachers must know what to say to children in terms of being online because they are exposed to it daily and are going to be immersed in it, so they must know what to share and not to share and what they need to do if things don’t seem right and if things for some reason go wrong. “The most successful schools… in terms of e-safety ensured that pupils knew what to do when things went wrong.” (Beauchamp, 2012, p.60). I know that when I become a teacher I want to make sure I teach the children in my class how to deal with situations online and what they should and shouldn’t share/do when online with people they don’t know.

The technology we learnt how to use this week was to do with movie making. We did this using iMovie on the iPad. We first watched a few sample movies so that we could get ideas of what the theme of our movie would be. We also watched a few videos on YouTube to learn how to work the app and how to make the movies. We then had to get into groups and decide whether we were going to make a trailer or a short movie. I was in a group of five and we decided we would make a trailer in the theme of snow white. The theme of our movie was that the evil queen messaged snow white online and asked her to meet to buy some apples then snow white shared her address and agreed to meet where it turned out the sweet old lady was the evil queen who now knew where she lived, and the apples turned out to be poisoned and snow white was now cursed. The message of our video was very clear that you must be safe online,don’t share personal information with people that you don’t know and don’t agree to meet with people you don’t know alone.

According to Porter (2004), digital storytelling begins with the notion that in the not too distant future, sharing one’s story through the multiple mediums of digital imagery, text, voice, sound, music, video and animation will be the principle hobby of the world’s people. The task that we did could be done with a class of able children either in the theme of internet safety and their own take on it or on another topic. Or the video we made could be shown to a class to start a discussion and lesson on the importance of internet safety.

There are quite a few experiences and outcome that I feel can relate to the lessons that could be set using iMovie, two of which relate to the safety side of the lesson and another three that can relate to the child making their own movie. Taken from Education Scotland (2004). “I can extend my knowledge of how to use digital technology to communicate with others and I am aware of ways to keep safe and secure.” TCH 1-03a. This is the main one that relates to the internet safety and how to be safe using technology. “I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.” HWB 0-03a/1-03a/2-03a/3-03a/4-03a. This also relates to the child being able to understand being safe and secure in everyday life and makes sure they understand that if they don’t there is places they can go and people they can talk to to help them. “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/2-20a. And “I can explore digital technologies and use what I learn to solve problems and share ideas and thoughts” TCH 0-01a. And “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/1-01a/2-01z. All relate to the learning and experiences the child is getting from working to create a movie and to be able to work in a group and then share their work.

Overall, I think that internet safety is essential in young people and I feel that it is a teacher’s job along with family to make sure that children understand the dangers that come along with going online and what they can and should do if any dangers occur. I felt like the use of movie maker was very interesting as it was easy to use and gave you a great outcome that you can be proud of. I think this would show very clearly a child’s understanding of using technology if they are able to produce and edit a movie that can be shared in the classroom or further. Finally, I am sure that if the resources are available to me that I will use iMovie in my lessons.

References

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

• Education Scotland (2004) – Curriculum for Excellence; Experiences and Outcomes [Online] https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes [Accessed: 19th February 2018]

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

 

 

Digital Technology Week 5 – Mobile Devices

Digital Technology Week 5 – Mobile Devices

This week’s focus was based on mobile devices and how they could be used in the classroom to benefit the learning of the children. This week we looked at the use of eBooks in the class. These can be used either for the children to read then do activities based on them or as a lesson for the children to make their own eBooks using the iPads to then be shared with the others in the class.

The first thing we did was made a mind map of what we thought eBooks were and how we thought they could be used in the classroom. At the end of the PowerPoint lecture we went back to these and filled them in with a different colour to show how our understanding had widened after learning about them further. The oxford dictionary defines eBooks as “An electronic version of a printed book which can be read on a computer or a specifically designed handheld device.” This is a very simple definition as now after having experience making eBooks they can do a lot of different advanced things that paper book can’t do such as have videos included in the book to make instructions or to make the story clearer.

We did our tasks for this tutorial using movie maker on the iPads as these are mobile devices and were easy to use and to be able to move about the university campus to take pictures and videos to support our book. The first task we were to do was in groups we were to create an eBook that showed what life at UWS is like. This was to get us used to using the apps and to try out the different things you can add to your book to make it more interesting and interactive. In my group we focussed on the specific things UWS has to offer such as the library and the gym. We added videos, pictures, text, handwriting and sound effects to our book to explore all the different options the movie maker has to offer.

The second task was individual, and we were to either create a book that could be used in a lesson with story and questions to go along and be answered. The second option was to summarise a well-known children’s story as this is a lesson you would instruct pupils to do. I chose to summarise the children’s book little red riding hood. I identified the key parts of the story that needed to be included for the story to still make sense. I used YouTube to get consistent pictures of the same characters and back grounds as there was no paper book available to me. I used text and writing in alternating black and red colours to go with the books colour theme. I added sound to make the book more interactive. Also, this can help children who struggle with reading or have additional support needed this means they can still enjoy the book as much as the children who can easily read the words. This is one of many benefits of using mobile devices such as movie maker on the iPad in the classroom. Beauchamp sums up using technology in the classroom as “The first, and perhaps most important, reason for using ICT in the classroom is that it can have a positive effect on attainment” I feel like this clearly explains why technology should be used more in the classrooms.

There are two experiences and outcome I would connect with this lesson the first being the technology one that refers to the use of the iPads and learning how to use the movie maker app. “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. The other refers to the making of the book or the answering of the questions in connection with literacy. This Experience and outcome refers to the identification of the key points of a story to be able to summarise it with it sill making sense. “As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose.” LIT 1-04a.

Overall, I really enjoyed using the eBooks they are interesting and give a whole new dimension to the original paper books. I find them a real benefit as it can help certain children who need different questions or who need a book read to them instead of left to read themselves, so this allows the teacher to read the book to them without having to sit with that child and take their attention away from the rest of the class. When I am in a classroom I would love to do this activity with the children if the resources are available to do so.

References

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

• Education Scotland (2004) – Curriculum for Excellence; Experiences and Outcomes [Online] https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes [Accessed: 12th February 2018]

• Oxford Dictionary (2018) – E-Book Definition [Online] https://en.oxforddictionaries.com/definition/us/e-book Author: Oxford University [Accessed: 12th February 2018]

Digital Technology Week 4 – Coding

Digital Technology Week 4 – Coding

This week in Digital Technology we were learning about coding. We learnt about the Benefits of using coding in the classroom, we did this by using coding through the scratch jr. app on the iPad and using the instruction cards to learn how to do the simple coding instructions. We were instructed to create a short animation that could be used to start off a literacy lesson or to give ideas to children to create their own animation.

We were taught about the benefits of using coding in the classroom. Today, coding is considered a huge part of literature and giving children these skills helps them to be able to understand how a computer works and can help because it can lead into other areas of learning. Areas such as problem solving and communication it also helps with their concentration levels as it takes a lot of thought process to be able to understand how coding works to then be able to do it themselves. (Beauchamp 2012). The only experience of coding before this tutorial was a couple of lessons I did in 3rd year at school in computing on scratch on the computer where we made a maze game. I didn’t realise that coding such as scratch has now been taken down schools to as young as 5 years old as I didn’t realise children were as advanced in computing as what they are.

Scratch Jr. is a straightforward way to introduce coding to young children in primary school. It is described as able to be used by children of 5 years and above. It is used to create interactive animations and games for them to share and use to enhance their learning. Scratch jr. works by joining together blocks that when made into a sequence in the correct order allows the “sprite,” which is the characters used in the animations and games, to be able to move and do other things that the children instruct them to. “Scratch is designed for exploration and experimentation, so it supports any different learning style.” The Lead Project (2014). Scratch was designed to be able to teach children what coding is and how it works but making it fun and interesting for them and easy enough for them to understand and for the teachers to be able to teach. It was also created to help children in other areas such as problem solving and creative imagination as it lets the children bring their ideas to life on the screen then be able to share what they have created with their peers in the class room and their teacher. “Scratch was developed for young people to help them develop creative learning skills for the 21st century.” The Lead project (2014). Skills developed through the use of Scratch Jr. in young people can be:
• Creative thinking skills
• Logical reasoning skills
• Problem solving skills
• Collaboration skills

The short animation I created was about a crab and a frog who went into the sea to look for colourful shells. I created my animation to be shown to the children at the start of a lesson in which they would go on to create a similar animation but with their own stories. This would give the children the idea of the standard of work the teacher would be looking for and would also give them ideas to allow the children to go further and create their own stories or they could carry on my animation with similar characters and story line as the one I created.

I found that this lesson would link to 3 experiences and outcomes on the curriculum for excellence, two from the ICT section and one from literacy. The first ICT outcome talks about the children creating the animations on the devices and being able to understand how to work the app. “I explore and 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. The second ICT outcome refers to the creation of their ideas onto the iPad bringing their ideas to life. “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. The literacy outcome I decided to refer to is “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. As this refers to the children making ideas and putting them into words to create an animated story on the app.

Overall, I think the use of coding in the classroom is a big benefit to the children as it introduces them to how a game works behind the actual playing of it etc. That they play on an everyday basis. I think scratch is a good and uncomplicated way to incorporate coding and ICT into lessons in the classroom also it engages the children as they enjoy doing things involving technology and that allow them to create things including their own ideas. I would love to be able to use scratch Jr. on the iPad when I am teaching in classrooms.

References

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

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

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