Month: January 2018

During today’s session, we were exploring BeeBot with regards to numeracy. We have previously looked into the use of BeeBot within a classroom setting with regards to literacy and this prior learning helped to guide us during today’s session. We also studied the benefits of using BeeBot. In addition to this, we created a BeeBot map and we were assessed on this.

According to Janka, “The curriculum introduces programmable toys as a good example for developing knowledge and understanding of the contemporary world.” (Janka, 2008, p.2) This presents the idea that programmable toys are beneficial to children in their learning. It allows children to be engaged with their learning while being productive. Young people are also more interactive and creative which are valuable skills for the world of work.

It is also highlighted that, “[Floor robots in the classroom] help with the development of skills such as a logical sequencing, measuring, comparing lengths, space orientation, and expressing concepts in words.” (National centre for Technology in Education, 2012, p.1) Programmable toys are of great importance within numeracy and all areas of the curriculum as they allow children to be in control of their learning and to make the experience enjoyable for them.

Myself and my peer decided to create a ‘snakes and ladders’ map for our assessment this week. We were able to design the map to address several levels and abilities. For early years, the map is simply a game of snakes and ladders involving the BeeBot. Whereas, for first level learners the map allows them to see a visual representation of the numbers, the name of the numbers and the amount represented by circles in this instance and they must roll the dice to move the BeeBot around the map. For second level, the young learners will have to work out addition or multiplication sums to navigate the BeeBot around the map.

We were asked to allocate our creation to match certain experiences and outcomes of the Curriculum for Excellence and we chose the following:

“In movement, games, and using technology I can use simple directions and describe positions.” -MTH 0-17a

“I am developing problem-solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys.” -TCH 0-09a

Today’s session allowed me to become more comfortable usingBeebot and to understand the background and benefits of programmable toys.

References

Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How [Online]. Available from: http://www.terecop.eu/downloads/simbar2008/pekarova.pdf [Accessed: 16 January 2018] NCTE (National centre for Technology in Education) (2012)

NCTE (National centre for Technology in Education) (2012) NCTE Floor Robots – Focus on Literacy & Numeracy. [Online]. Available from: http://www.ncte.ie/media/NCTE_Floor_robots_focus_on_literacy_numeracy_primary_12-06.pdf [Accessed: 16 January 2018].

Today’s class was an introduction to the digital technologies module. We discussed the definition of digital technology and what will be covered throughout the module, we reflected upon our own skills with regards to technology and explored Glow.

Firstly, we reflected upon our own technology and digital skills whereby we marked down how confident we felt within different areas of technology. By marking a one, that indicated that the area within technology was a particular strength. However, when marking a five it indicated that the area of technology was an area for development. This allowed us to highlight our strengths and weaknesses with regards to technology.

We looked at and discussed “Enhancing learning and teaching through the use of digital technology” in depth to evaluate the importance of digital technology within education. It explained many key messages that described how vital digital technology is within the curriculum. The document highlighted that the Scottish Government is devoted to embedding digital technology into the curriculum and for young people to receive the full benefit of technology. It also shows that digital technology has been proven to raise children’s attainment and enhance learning and teaching for them.

Finally, we navigated our way around Glow in order to become more familiar with some of the features that are available. We added tiles to our own personal launch pads that will be useful to us as student teachers and as we progress after university.

To conclude, today’s input was very useful and informative. It gave us a clear insight into the digital technologies module and allowed us to analyse our own digital skills. It also gave us the opportunity to have a look at an academic source to evaluate how important digital technology is within the Scottish curriculum and navigate around Glow. I believe that this module will be enjoyable and beneficial to me and allow me to develop my digital skills.

References

Scottish Government (2016) Enhancing learning and teaching through the use of digital technology. [Online]. Available from: http://moodle.uws.ac.uk/pluginfile.php/391375/mod_resource/content/2/Digital%20Learning%20and%20Teaching%20Strategy%20.pdf