Month: January 2018

Scratch Jr. is a reliable resource to engage children in their learning, there are many advantages to use coding in the classroom. When people learn to code, they learn important strategies for solving problems, designing projects and communicating ideas, some people believe and have verbally communicated that coding is the new literacy. “As young people create Scratch projects, they are not just learning how to write computer programs. They are learning to think creatively, reason systematically and work collaboratively – essential skills for success and happiness in todays world.”

As a learner, I thoroughly enjoyed Scratch as I was able to be creative and make decisions of positioning, the storyline and how it flowed from one thing to the next.

As an educator, personally I believe this is a good resource to use in a classroom setting. Many ideas can be performed on this application such as; creative writing and drama as well as many others. Skills that are developed include creative thinking, logical reasoning, problem solving and collaboration these skills are useful as it will help children in the school environment , home environment as well as a social environment.

From the subject of technology, the most relevant outcome towards my lesson was “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).

From the subject of literacy, I begin to search deeper into story telling and creativity, this led me to be guided by “I can convey information, describe events or processes, share my opinions or persuade my reader in different ways” (LIT 1-28a/LIT 2-28a).

References –

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

CFE Technologies: Experiences and Outcomes

 

 

The definition of a multimodal text declares that it must include two or more of the five semiotic systems which are listed as visual, Audio, Gestural, Spatial and finally Linguistic. “The multimodality of technology is another reason to use it, as it allows teachers to present an idea in a variety of different ways to help pupils understand it (Beauchamp 2012).

By using milutimodal texts it enriches the children learning as they have several ways to relate and remember its whether through a picture or sound etc.

As a learner, I personally felt that it helped me remember the key ideas of the lesson through a picture as from past experiences I know that I am a visual learner, therefore this helped me in my own knowledge and understanding to process the information correctly and accurately. I learned an important piece of information, using the colour yellow and pink on the background can help children with dyslexia.

As an educator, it came to my attention how much a multimodal text can change a lesson and make it a lot more helpful for the children. Multimodal presentation are captivating, motivating, interactive, personalised, dynamic, memorable and finally engaging. This is therfeore a better outcomes for the teacher and for the pupils as they are fully engaged and are interested in the activity they are participating in whether that be as a whole class, groups or individually. Using the app ActivPrimary/Activstudio/Activinspire can help teachers prepare a multimodal presentation or lesson for the children.

Curriclum for Excellence backs this idea of multimodality enhancing children’s learning as it states in first level “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 (TCH1-04a/TCH2-04a).

References:

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

Interactive Displays in Early Years Classes

CFE Technologies: Experiences and Outcomes

Programmable toys can range from working with Logo Online to BeeBots, historic times can prove that the logo ’Turtle’ provided children with an opportunity to learn complex programming by controlling the movement of the arrow to draw lines on the screen.

There are many benefits of programmable toys but thee gadgets can develop skills such as interactive responsible learning, problem-solving skills, learner is in control, hands on learning.

As a learner enduring this lesson, I engaged due to the interactive aspects. During the time, I faced challenges but also enjoyed myself learning about the different aspects of programmable toys, I also understood how this one area could relate and link into other curricular areas. “The curriculum introduces programmable toys as a good example for developing knowledge and understanding of the contemporary world” (Janka, 2008).

As an educator, I understand that children with face enjoyment through using the programmable toys and they will also learn and develop new skills such as communication and instruction taking, this will help them in the future in School and in the environment around them. Relating this activity to different curricular areas such as maths and literacy will encourage the children to enjoy the other areas and see them with a different mind set helping them to achieve them in their own minds.

The Curriculum for Excellence relates by adding the experiences and outcomes which states that a child should “[be] developing problem-solving strategies, navigation and co-ordination skills, s I play and learn with electronic games, remote control or programmable toys” (TCH0-09a/TCH1-09a).

References:

Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How? [Online] http://www.terecop.eu/downloads/simbar2008/pekarova.pdf

CFE Technologies: Experiences and Outcomes

Commencing into the chosen module of ‘Digital Technologies’ has portrayed many things including the key question of ‘What is Digital Technology?’. Making a statement of what I thought was digital technology, prior to beginning the module, I believed that digital technology was a way to include technology into education and a way to make the children’s learning more enjoyable for them. Talking with my peers and completing my first introductory session in this module it is now confirmed that digital technology is a way to enrich the children’s learning and aiding them through different ways and resources to help build skills and confidence for them proceeding to workforce.

Being able to come to this conclusion, we were given a reading from the Scottish Government who defined what digital technology was and their description of the following matter which was presented under the title of ‘A Digital Learning andTeaching Strategy for Scotland’. In this document it was shown to me, that there are four key objectives that need to be met to enhance the learning and teaching of our pupils. These areas are; developing skills and confidence of educators in the appropriate and effective use of digital technology to support learning and teaching, improving access to digital technology for all learners, ensuring that digital technology is a central consideration in all areas of curriculum and assessment delivery and empowering leaders of change to drive innovation and investment in digital technology for learning and teaching. These four objectives will enhance the strategy development by the Scottish Government who will then lead this onto other companies, then given the opportunity to train teachers and other professionals who provide to the age range of three to eighteen about this particular topic of digital technology as this is becoming a key consideration in planning due to society changing around us with technology being the centre of it.

 

References

Digital Technologies(2016) A Digital Learning and Teaching Strategy for Scotland [Module Resource] Available: http://www.moodle.uws.ac.uk Digital Technologies Module on Moodle [Accessed on 09/01/18]