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.


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

• Education Scotland (2004) – Curriculum for Excellence; Experiences and Outcomes [Online] [Accessed: 12th February 2018]

• Oxford Dictionary (2018) – E-Book Definition [Online] Author: Oxford University [Accessed: 12th February 2018]

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