Tuesday 22nd January

Today we looked at the use of multimodal texts within the classroom and how this could have a positive or negative effect on teaching and learning. For a text to be multimodal it has to include at least 2 aspects of the semiotic systems. The 5 aspects include: linguistic, visual, audio, gestural and spatial and can be either presented digitally, on paper or through a live performance.

Beauchamp (2012) talks about how the use of multimodal texts is another benefit to using technology in the classroom and it can allow teachers to support their pupils by presenting lessons in a range of different ways. Today we specifically looked at a software called ActivInspire. This software allows you to create different pages of a flip chart which can then be projected onto the Interactive Whiteboard. The flip charts can be as interactive as you like and children can come up to the board and move objects or select answers by simply touching the board. ActivInspire has many amazing resources which can be used to support lessons, specifically maths lessons. Initially I found this software very difficult to use. I did not think it was easy to navigate around and I was constantly pressing the wrong thing. After playing around with the different tools for a while, I started to work my way around it slightly easier. Our task was to create a few pages of a flip chart using ActivInspire that we could potentially use in the classroom. I decided I would work from the same Experience & Outcome from CfE as last week with the Bee Bot activity as I had a few different ideas for that task that I still wanted to use. It took me a while to get started as I wasn’t sure what approach to take. I have attached a few screenshots of my final presentation below.

“I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day.” – MNU 1-10a

I am not sure how much I would use this resource in the classroom. I found it difficult to use and it was quite time consuming, compared to other presentation software such as PowerPoint. However, I did really like some of the resources, such as the protractor, squared paper and spelling activities so this is possibly something I would use on their own rather than creating a full flip chart presentation.

As part of this week’s reading, I read an article which can be found online outlining the truths and consequences of using the Interactive Whiteboard (IWB) in the classroom. This article pointed out that IWB’s are just another classroom accessory which aid teachers in their lessons (Deubel, 2010). It also highlighted some interesting points about how the features on the IWB are not always appropriate for every lesson (Deubel, 2010). Personally, I do agree with this. I feel that sometimes teachers can get carried away with the IWB and use it in every single lesson, even if it is just to show instructions for a task. As much as the IWB is an amazing addition to the classroom and children love when the teachers use it, I think it is important that it is not over used. A lesson can be just as fun and interactive without the use of the IWB and I think this is really important to remember. If teachers really think outside the box for different activities they could create themselves, rather than always going back to what they know, some of the lessons could be really amazing and no doubt the children would love it just as much.

References

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

Deubel, P. (2010) Interactive Whiteboards: Truths and Consequences. [online] Available: https://thejournal.com/Articles/2010/08/04/Interactive-Whiteboards-Truths-and-Consequences.aspx?Page=4# [Accessed: 29 January 2019]

Tuesday 15th January 

Today’s class was all about looking at the use of programmable toys within the classroom and in particular, Bee Bots. Before the class I was really looking forward to it as I remember having always loved using the Bee Bots in primary school. In preparation for the class we were advised to read an article by Alison Lydon where she talks about her observations from watching children play with Bee-Bots. I was glad I took the time to read this as it allowed me to familiarise myself with this classroom toy and some interesting points about the benefits of Bee-Bot were discussed. For today’s task, we had to design our own mat, which the Bee Bot would drive on. For this activity, I worked alongside 2 others where we decided the subject for our learning would be numeracy, specifically looking at time.

To begin, we had a look at the Experiences & Outcomes put together by CfE. We picked the outcome :

“I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day.” –  MNU 1-10a

Before we got started, we talked about what we wanted to include on the mat and really thought about the age group we were planning this sort of lesson for. We wanted our mat to be colourful, simple and make the learning fun. We took 10 minutes or so just to brainstorm some ideas of what we wanted it to look like and had a quick play around with the Bee Bot to familiarise ourselves with how it worked. Once we were satisfied with our plan we got started. For this we decided that we would design a mat for the Bee Bot which had a mixture of times on it, 4 clocks and 4 digital clocks. We also made 8 flash cards which had a specific time of day on them. For example, wake up, breakfast, school and all the way through to bed time. We each took a section of the mat to design, giving us all a task. In the activity the children would have to look at the mat and decide which time they think the card matches with, e.g. school would match with 9 o’clock. Once they have decided on which time they think is correct, they have to program the Bee Bot so that it travels and stops on that time. We were so pleased with how it turned out! I have attached some pictures which shows the stages that were carried out before getting to the final design.                                                                                        

Looking around at everyone’s effort, it was amazing to see other people’s response to the task and all the different approaches to it. In classrooms all over the world today, digital technologies are becoming a fundamental part of teaching and learning across all areas of the curriculum (Janka, 2008). Other groups based their mat around areas of literacy, where the children would look at different scenes in a story. Everyone had really interesting and unique ideas.

Looking specifically at the Bee Bot as a classroom toy, I think in the future I would really enjoy using this with a class. It not only helps children to work on their position and movement skills but also encourages them to interact and communicate within a group and work together to solve the problem (Janka, 2008). Furthermore, the Bee-Bot is the perfect size for an early years class and it is safe for children to use on their own (Lydon, 2008).

I really enjoyed this class and I think this is definitely something I will want to remember for future use within the classroom as it could turn something quite simple into something much more fun and engaging.

References

ICTopus Article. (2008) Sharing Good Practice: Robots in Early Education by Alison Lydon. [Moodle Resource] Available: http://moodle1819.uws.ac.uk/pluginfile.php/39830/mod_resource/content/1/Reading%20Programmable%20Toys/ICTopus%20-%20Sharing%20Good%20Practice%20-%20Robots%20in%20Early%20Education%20%20.pdf [Accessed: 15 January 2019]

Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How? [Moodle Resource]Available: http://moodle1819.uws.ac.uk/pluginfile.php/39831/mod_resource/content/1/Using%20a%20Programmable%20Toy%20at%20Preschool%20-%20Janka%20P.pdf[Accessed: 15 January 2019]

Tuesday 8th January

For this term, I was given the chance to pick which module I would like to study and for this I chose Digital Technologies. I decided to go with this module as nowadays, the different types of technologies available for use is constantly developing. As an aspiring teacher, I want to be fully aware of the resources available to me and my class that will enhance my teaching and their learning. Therefore I feel that this module will provide me with the knowledge and skill set I require.

From my own personal experience of using different digital technologies, I consider myself to be digital native. I have grown up alongside the developing technologies and so I feel comfortable with using Microsoft packages, iPads and other online resources and would like to think I am able to work with them very well.

It is hoped that with the help of digital technologies being used within the classroom to assist learning, this will count towards raising attainment for all children and young people (Beauchamp, 2012). The Scottish Government (2016) talks about how in today’s world, it is important that for children and young people to fully take part in society, that they have a basic skill set in terms of using these technologies. Using and working with this equipment overall improves the learning and teaching across every area of the curriculum.
In classrooms all over the world, it is no longer simple to think of children sitting down and learning from a textbook. As much as this kind of learning is still effective in some ways, the use of more modern methods, such as the use of iPads, is a much more interactive and engaging way for children to learn. The interactive whiteboard, for example, allows children to engage with work as groups or individually, and the use of colour and sound makes the learning more enjoyable and engaging. Also, the use of laptops for tasks in subjects like maths allows children to play educational games where answers can be checked within seconds. However, as much as there is a list of benefits, there also comes some negative aspects which teachers have to be aware of. It is important that we do not immerse children with the use of technology in the classroom and remember what the main teaching points of the lesson are, and that these still come across.

To summarise, I believe it is vitally important for teachers and pupils to engage with this incredible resource and make full use of the amazing things it allows us to use it for. However, making sure we do not use it at the expense of learning. I look forward to beginning this module and learning a range of new skills.

References

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

Scottish Government. (2016) Enhancing Learning and Teaching Throughout The Use of Digital Technology: A Digital Learning and Teaching Strategy for Scotland. [online] Available:https://www2.gov.scot/Resource/0050/00505855.pdf [Accessed: 14 January 2019]

Welcome to blogs.glowscotland.org.uk – Glow Blogs. This is your first post. Edit or delete it, then start blogging!