The module has now come to an end and I can honestly say I have thoroughly enjoyed the past 12 weeks. I picked this module as I was interested in gaining a deeper understanding of the digital world we live in today. I did not think the sessions would be so hands on and engaging where I was able to experiment with a massive range of digital resources which I can take with me into my future career. The weeks have gone by extremely quickly, however I have enjoyed every session and learned a new skill week on week.

Not only have I gained knowledge on using different apps such as Book Creator and Scratch Jr but I have also learned the importance of incorporating digital technologies into the classroom. It is the way forward for teachers and learners in today’s society. With our world developing and becoming so digitalised, it is imperative that we also allow education to evolve with this digital change (Prensky, 2001). It is almost impossible to think of job or industry which does not require some form of digital skill set (Scottish Government, 2016). As primary educators, is it essential that we equip our learners with the best possible skills and knowledge to go on and be successful in today’s society. The majority of children in primary school already have some experience of using an iPad, computer or phone before they even begin school, and so it is important that we build on these skills and teach them ways in which these technologies can actually enhance their learning.

One thing in particular I have enjoyed about this module is that it has allowed me to reflect on my own skills and practices. It has allowed me to develop my own communication, team work and creative skills as well as thinking about how my activates could help children to develop the same skills. I have been able to try out other people’s tasks and think about as a learner, how enjoyable it is and what I have learned from it. I have also been able to link Curriculum for Excellence (CfE) Experiences and Outcomes into all of my lesson ideas. I think one of the best things about digital technologies is that it can be used to enhance learning in most, if not all, areas of the curriculum. There are so many amazing resources that teachers and pupils can have so much fun with.

After this module I feel I am much more knowledgeable about the resources available to me as a teacher and the different ways in which I could use them in the classroom. It has allowed me to be much more open-minded about teaching and learning nowadays and experiment with new resources. I fully intend to use my new knowledge at some time in the near future and continue to experiment with new technologies and online resources which I could bring into the classroom.

References

Prensky, M. (2001) Digital Natives, Digital Immigrants. MCB University Press

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: 7 April 2019]

Tuesday 12th March

For our last week in Digital Technologies, we looked at QR codes and outdoor learning. A QR code can be defined as “a pattern of black and white squares that can be read by a smart phone, allowing the phone user to get more information about something” (Collins Dictionary, 2019). Incorporating QR codes into an outdoor learning activity is a really good way of giving children a bit of independence, as they can scan the codes and follow instructions. Using the outdoors for this task was really good as well, especially because it can be brought into every area of the curriculum in some way. Education Scotland (2010) talks about how the outdoors “provides relevance and depth to the curriculum in ways that are difficult to achieve indoors.” I fully agree with this statement. The outdoors allows us to experience things that would be extremely difficult to replicate in the classroom.

Our task for today was to create a treasure hunt using QR codes. I worked alongside 4 other people today and as a group we worked well and manged to get the task completed in good time. As I have mentioned now in a few posts, the sizing of the groups is really important and definitely needs to vary depending on the activity. Today the group size worked well as there was lots to do and so everyone had a task. For our activity, we decided to create a treasure hunt outside based on maths. We had a total of 7 QR codes placed all around the premises of the University. The idea of the task was that the children would begin inside the classroom at the first code. Once they had scanned the code, it would present them with a maths question. The answers were a series of multiple choice and every answer released either one or two letters. It was important that they got the right answer every time as the letters they collect along the way would eventually spell out a maths related word. The word we decided to use was ‘calculator’. The same QR code would then lead them to a new location where they would find the next code and repeat the process. To create the QR codes we used this website https://www.qrstuff.com/ which was very quick and easy to use. It allows you to customise the codes, adding in text and colour and then sharing it through email, text message or social media for others to access. To scan the codes, you can download a QR reader on your phone or tablet, or some phones are able to read the code just by using the camera.

While creating our task, these are some of the CfE experiences and outcomes we were focusing on:
• I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way – TCH 2-01a
• I can use digital technologies to search, access and retrieve information and am aware that not all of this information will be credible – TCH 02-02a

Once we had completed our activity and it was set up, we swapped with another group and tried them out. Their feedback was that our activity was really fun, even for them, and they were confident it would be something children would really enjoy. They loved scanning the codes, figuring out the answer to the question and then also the next challenge of actually trying to find the next location. We were really glad they enjoyed it and it was a success. As much as the other group’s activity was full of colour, amazing animations and really good teaching points, it took us only a few minutes to complete. After spending hours working on it, they were slightly disappointed it hadn’t taken us long to do. This was an important lesson for all of us in that, although we want to create amazing, eye-catching resources to use in our classrooms, it is important that they keep the children busy for a certain amount of time. Otherwise all that time spent creating the activity has been wasted and the children are quickly on to something new.

Looking specifically at QR codes, they are a great addition to the classroom. They save time as children can scan the code which immediately provides them with the relevant information or takes them straight to a specific website (Edutopia, 2013). Apart from anything else, it is fun and children enjoy scanning the code to see what happens. It makes the learning more exciting rather than just being given information. More importantly, it allows children to be independent and go off and work on their own. QR codes don’t necessarily need to be used within the classroom for learning. In this session today we also talked about as a teacher, where else could we incorporate the use of QR codes into the classroom. We thought they could be used on wall displays which show what the children have been working on recently and the QR code could be scanned to read some samples of children’s work. It would also been useful in the library where children could scan the code for a certain book and read reviews that other children have left on it. I think these ideas are amazing and so imaginative! This is definitely something I would like to experiment with a class in the future.

Thinking about the outdoor learning side to todays session, it is definitely something really important to think about for every lesson.
• Is there some way I could incorporate todays learning in the outdoors?
• How could this be shown in the real world/context?
These are questions I am going to continue to ask myself when I start to plan lessons in the future. Apart from outdoor learning being a fun activity for children, it also allows them to build upon skills that are essential for their personal development. Some of these being communication, problem solving and team work. Outdoor learning also allows children to develop in terms of their personal safety where it would be essential for them to assess risks and know how to keep themselves safe in the outdoors. It allows children to make links between other areas of the curriculum, bringing together ideas from other aspects of their learning.

A QR code treasure hunt I think was a really good way of introducing the idea of outdoor learning to us. It shows how easily the learning can be taken outside and still be so beneficial to the learners. A change of scenery and fresh air can be all it takes to re-motivate a class and get them engaged. As well, the QR codes can be changed to suit any lesson whether it be literacy, maths, art or science and are a really clever way of bringing digital technologies into teaching. I thought this was a great, fun way to end the module and with everything else I have learned over the past few weeks, it will definitely be something I will use at some point in the future.

References

Collins Dictionary (2019) QR Code [Online] Available: https://www.collinsdictionary.com/dictionary/english/qr-code [Accessed 4 April]

Education Scotland (2010) Curriculum for Excellence Through Outdoor Learning. [Online] Available: https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf [Accessed 4 April 2019

Edutopia (2013) Five Reasons I Love Using QR Codes in My Classroom [Online] Available: https://www.edutopia.org/blog/using-qr-codes-in-classroom-monica-burns [Accessed 4 April 2019]

Tuesday 5th March

This week’s session was called Games Based Learning and was focused around the use of the online game Minecraft. This is an online computer game which can also be played on Xbox, PS4 or Wii where the players have to build their own world using 3D blocks. It is about the player going on a never-ending adventure. Unfortunately, I had never played Minecraft before so I was at a slight disadvantage compared to some others who had played it when they were younger. To start off I had a little play about with the game to see if I could get my head around it to try and understand the concepts more, before looking to see how it could have any benefits in education. It is clear to see that computer games are a massive part of youth culture in the 21st century (Ofcom, 2001). Within my family alone, my younger brother has grown up attached to his Xbox and now his PS4. He plays it every single day, especially right after school for hours on end and is no different to many other boys/girls his age. From my own personal experience of being in the classroom as a teacher figure and also as a pupil, it was always boys who struggled to stay engaged in learning. Therefore, taking this gaming approach to teaching and learning could really work for some pupils without them even realising.

Today we looked specifically at the education edition of Minecraft and how this could work in the classroom. Our task was to come up with lesson ideas where we could use this game as part of the learning. Personally, I found this session quite difficult, mainly because I had no previous experience of playing Minecraft and so I could not get my head around how it could be used in the classroom. After having a chance to play about with the game for a bit and getting lots of help from others, I started to get to grips with it and could very quickly see how children can get extremely caught up in the game. This week I worked alongside 2 other people and reflecting back on how this worked compared to last weeks session on animation, I would say it went a lot better. Working in a group of 3 made it much easier to talk to each other and get really good, developed ideas. We were also able to ensure every person was fully involved and we got through the task much quicker and smoother.

Our approach to the task was to brainstorm areas of the curriculum where we could bring in Minecraft. We looked at maths, science, social studies and literacy. Firstly, the education edition of Minecraft has some amazing resources and so we were really spoiled for choice as to what we could use. Some ideas we came up with include:
• Maths – our lesson idea for this was based around fractions where the children can use the blocks to practice fractions. The blocks can represent anything from bricks to flowers and so we thought that using the multiplayer mode, children could practice giving 3 fifths of flowers to a friend, or 5 ninths of the bricks, for example.
• Social studies – we based the learning around historic castles, where children could have done some previous work on the topic including writing and research and now, they have the chance to use Minecraft to re-create their own version of a famous castle.
• Literacy – we thought the children could just play the game, take their character on a really fun adventure, create buildings, meet people and discover interesting things. Afterwards they then have to write about the adventure, including all details. I really liked this idea as it allows children to base their story on something real that they have experienced. From my previous experience in schools, this was something that some children found really difficult. They struggled to be creative and imaginative. Using Minecraft allows them to be both of these things without them even thinking about it and it then gives then confidence to go on and write about something they made for themselves.
• Science – the resources for this were really good and one activity we thought would be good was matching physical objects to the symbol shown on the periodic table. For example, iron ore is used lots in Minecraft and so children would then match the iron ore to the iron symbol on the periodic table. The difficulty of this would of course depend on the stage of the class.

At the end of the session, each group presented their ideas in front of the class which allowed us all to see the different approaches that were taken from it. We left with plenty ideas as to how this could be used in the classroom!

When I was in primary school, not too long ago, computer games being used in the classroom is something that I would imagine was never really considered. Whenever my teacher mentioned the word ‘games’ the class would associate that with ‘Golden Time’ which was 30 minutes of pure fun on a Friday afternoon. It was purely for our entertainment and a reward almost for our hard work throughout the week. It did not have any particular educational benefit. When taking this more modern approach to teaching it is important to really think about the skills the children are working on rather than it being used for entertainment purposes (Bray, 2012). As teachers, we have to look at gaming in a new way and bring it into the classroom and incorporate it effectively and appropriately within our lessons (Beauchamp, 2012). Beauchamp (2012) gives many skills that ICT games help to develop in children. Some of these include:
• Strategic Thinking
• Planning
• Communication
• Application of numbers
• Negotiating Skills
• Group decision-making
• Data Handling Skills.
(Beauchamp, 2012, p10)

The main CfE outcome that summaries the use of Minecraft 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

Once I finally got to grips with Minecraft and how to work it, I really enjoyed the session. If nothing else, it gave me something to think about for going into the classroom next time. I think this would definitely be something I would like to try in the future and possibly explore other computer games where this approach could apply.

References

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

Bray, O. (2012) Playful Learning: Computer Games in Education. [Online] https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education [Accessed: 1 April 2019]

Ofcom. (2001) Children and Parents: Media Use and Attitudes. [Online] Available: https://www.ofcom.org.uk/research-and-data/media-literacy-research/childrens/childrens-parents-media-use-attitudes-report [Accessed: 1 April 2019].

Tuesday 26th February

This week was a more hands on session where we were putting last weeks plans into place. Our task was to create our own animation and as previously mentioned in last weeks post, my group decided to base ours round a tsunami theme. We came prepared with our props and materials and got started but it definitely wasn’t as easy as we first thought! As much as the main focus was to create an animation using the iStop Motion app, we were also required to think about the skills we were using and how these could be developed further in the classroom.

First and foremost, I will say that animation is not an easy skill and my group and I learned this very quickly! It is something which takes lots and lots of patience and preparation. As a group, I think we would all admit that we did not expect it to be too challenging. However, after an hour or so of still sitting with cotton wool balls, paper waves, Lego figures and thinking about how we were going to start, we came to the early conclusion that this task was definitely not as easy as the professionals make it look. We spent a fair bit of time at the beginning of the class just designing some of the props, such as the beach house, the waves and making a ladder to dangle from our helicopter out of string. Our next challenge was to then try and find a way to keep our iPad in the one position for the duration of the animation. The main purpose of animation is that the camera stays in the same place, the scene is static and the paper/characters are photographed in quick succession to give the effect that they are moving. Therefore, having our iPad staying in the one place for the whole time was proving to be very difficult.

In my group there were 5 of us. Looking back now on this session I would say that this is too many people. I think 3 people would be the maximum number for a task like this. My reasons for this being that for an activity like this, when you are working in a small space, there is only so many people that can get involved with the scene, the camera and the props at once. For us at times, there was not always a job for everyone to do or there were too many people round the scene which caused us more problems and so some people would sit out and watch until there was something for them to do. In a classroom setting, an activity like this where there are too many in a group makes it very easy for children who are not interested in getting involved to sit back and let others do the work. As a teacher this is not something we would want to see happening. It is important for all children to be actively involved, especially with an activity as fun and interactive as animation.

On the other hand, the skills that can be gained and developed with an activity like this is never-ending. Some of these skills include:
• being able to work effectively in a group
• listening to others
• taking on board other people’s ideas
• being able to think outside of the box
• working with equipment effectively
• developing creative, technology and communication skills

When carrying out an activity like this in a university setting, it brings back all of the memories of being younger and doing this in school. People would always be arguing over ideas or not being able to decide who should do what. Looking back on this now, my group never had any issues like this. We worked with little bits of everyone’s ideas and that is how we managed to make something so great. For a task like this it is important to be able to accept that your ideas are not always the best ones, or that the task is not always going to go the way you personally had imagined it. More so, not taking a back seat as a result and leaving the work to others. It is about compromising some ideas, listening to others and altering some plans to please the majority. That is what team work is all about. As much as children might find activities like this annoying or something they do not enjoy because they cannot work with their friends, the teaching points are so important for their growth as an individual. It teaches them lessons which they have to discover for themselves.

If I was to use an activity like this in the classroom, there would definitely need to be lots of thought put into it. Firstly from myself, how I am going to lead the class, what I expect from them, what the learning is going to be and how it is all going to come together and be successful. Secondly from the children. It would be important for the children to decide on what materials they are going to need, what roles everyone will adopt and what they would actually be doing. Particularly having a written plan so they have some sort of structure to follow and finally trying it out. During this activity we discovered that having time to plan is essential. We did not put nearly enough time into planning as we could have and if we did, maybe we would have found the task slightly easier as we knew what direction we wanted to go in. If we had used the iStop Motion app before this class I think the whole process would have went smoother and we could have brought extra props, for example, bringing a stand to support the camera. Trial and error plays a big factor also in this, try it out and if it doesn’t work come back together to think how it could be improved.
Overall, I really enjoyed the session. In the end our animation actually turned out really well and we were all pleased with it. At the end we also got a chance to see other groups animations and this allowed us to have discussion as to how they managed to do some things we couldn’t or if they struggled with the same things as us. It is an amazing resource that if used correctly, could allow children to create something really brilliant. However before using this in the class, I think I might brush up on my own skills of the app and have a bit more practice!

Last week we picked one CfE Experience & Outcome to aim towards today which was:

“I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task” – TCH 2-10a

However during the task we discovered some more which would also apply, these are:

• “I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts” –  TCH1-01a
• “I can extend and enhance my design skills to solve problems and construct models” – TCH2-09a