Erin McIntosh UWS

Unfortunately, I missed this final lesson on digital technology and the way it enhances outdoor learning but having furthered research it and reminiscing on my own experiences from my recent school placement, I am able to understand how to adapt and incorporate this into my lesson plans.

One thing I truly believe, from past and recent experiences, is that outdoor learning will be remembered for a lifetime. From the way a simple maths lesson about measurement can be transformed to a full class participation by asking them to measure the length of the playground can engage pupils so well to a digital lesson, outdoor learning definitely related to the curriculum for education (Scottish Government 2010).

The curriculum for excellence suggests that outdoor learning encourages pupils to understand the play and relationship throughout the curriculum areas and can lead to a healthy lifestyle where activates such as walking and cycling can be incorporated into learning. The CfE also suggest implement a safer and stronger environment that provides pupils with the opportunities to develop skills to assess risks in decision making (Scottish Government 2010).

There are so many opportunities that can rise from outdoor learning. From personal experience, a subject in school that I was very out-of-touch and not interested in was Biology but when outdoor learning was incorporated into a lesson, I immediately became engaged and focussed on the lesson. A simple test of where certain plants grow in different areas in a forest became the most interesting lesson in my day. Our teacher divided us into groups and sent us outside to test the experiment. With full engagement and participation, it was clear that outdoor learning was a very good approach in helping us focus.

My comfort blanket growing up was make-up and fashion – typical girly items and so when approached with the option to partake in the Duke of Edinburgh Award, it was unsurprising that this did not appeal to me. Myself and my friend’s, however, some of us more optimistic than others, decided to participate and today I sit with my bronze, silver and gold awards, presented to me at Holyrood Palace by none other than the Duke of Edinburgh himself. As I reflect on my experience, I am overwhelmed by the knowledge I gained and the memories that I have to cherish from this adventure. To pass each award we had to show that we could navigate on a map our way across a treacherous mountain walk, along with camp and fend for ourselves. This was all related to outdoor learning and the enjoyment and knowledge, along with a lifetimes worth of skills that I have gained will stay with me forever.

In my own classroom, when I become a teacher, I will most definitely incorporate outdoor learning into my lesson planning. An art lesson could result to an outdoor lesson of asking my pupils to draw their playground and use their imagination of what they would like to have added to it. A maths lesson could result in measuring the length of their playground. A science lesson could be getting my pupils to find different types of leaves and to research their findings.

There are thousands of different opportunities that can rise from outdoor learning, and I for one cannot wait to incorporate my own experiences and ideas along with the guidelines from the Curriculum for Excellence into my lesson plans.

References:

Scottish Government . (2010). curriculum for excellence through outdoor learning. Available: https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf. Last accessed 7th April 2018.

To think that a toy that was on every child’s Christmas wish list when we were younger is now being incorporated in classroom learning is quite remarkable. Over the course of two weeks we explored games based learning. When I was younger, never would the Nintendo Wii have been incorporated into classroom learning so when Graham told us that we would be using the Nintendo Wii to create fun and interactive activities, it was quite difficult to understand how we would do this.

Studies have shown that games-based learning encourages increased motivation, grabs the learner’s attention, recalls their vast information, reinforces their knowledge and allows stress free and pleasurable play. In the classroom, using games acts as a stimulus and allows games to be taught in a content as well as teaching social skills and creating activities. Theorists Piaget and Vygotsky have emphasised that game play is a very important component to develop cognitive development from birth through childhood (Piaget, J., 1962 and Vygotsky, L. S., 1962).

From a generation where a chalkboard and jotters and pencils were the main classroom essentials, it really is remarkable to research and learn about the different ways that technology can develop a child’s learning, even more when you add gaming into the mix. According to research, games have a number of different qualities that create effective learning environments, including those who play the games are expected to make decisions and problem solve in some of the most difficult scenarios. Gamers are encouraged to take risks and experiment and also to story tell and build characters around these stories. When incorporating gaming into a classroom, pupil’s motivation and engagement becomes stronger than ever (Sandford, R. Williamson, B 2005).

Of course, in today’s society, there is nothing more concerning than online gaming and the ever-growing worry of social media ruining our children’s esteem and taking them to a place out with normality. Therefore, as role models, it is important that we ensure games-based learning has a positive impact on social skills, it supports our children’s learning as well as enhances it and develops their skills. With that being said, Ofcom released a report in 2011 that states how popular gaming is in the UK, with almost 86% of 5-7-year old’s and 90% of 8-11-year-old children using game consoles and devices on a regular basis (Bray, O. 2012).

From these figures, the majority of children will have used Minecraft – a worldwide phenomenon. Minecraft is used as a game but has clear links to developing skills (MagBook 2014). To incorporate this into lessons, I would get the children to create and build houses and towns of their own and link this to the curriculum for excellence, specifically referring to TCH 1-03a and TCH 2-03a but always reminding my pupils of the safety of using the internet and gaming consoles through the outcomes relating to TCH 1-08a and TCH 2-08a.

References

Piaget, J., (1962), Play, dreams and imitation in childhood, W. W. Norton & Company, New York

Vygotsky, L. S., (1962), Thought and Language, Wiley, New York

Sandford, R. Williamson, B. (2005) Games and Learning. A Handbook from FutureLab. [Online] Available at: http://www.educationscotland.gov.uk/Images/futurelabgames_and_learning_tcm4-452087.pdf

Bray, O. (2012) Playful Learning: Computer Games in Education. [Online] https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education [Accessed: 10.3.18]

MagBook (2014) How to Do Everything in Minecraft

A question that is always being asked between educators and parents is if mobile devices should be used in classrooms or not. The British Educational Suppliers Association carried out research and found that technology in schools especially games consoles and smartphones play an important part in children’s education. Rather than have access to a mobile phone, teachers would much rather pupils have access to a games console, such as an NintendoDS, where they can play games such as ‘Suduko’ and ‘Brain Trainer’ (Teaching Times 2013).

Incorporating digital learning into classrooms activities has proven much more effective in today’s society. Sophie Curtis, a journalist for The Telegraph, carried out an experiment in a classroom where the first part consisted of listening to a teacher talk through the themes of Shakespeare’s Macbeth and then following this up by writing her own understanding of it. The second part involved her watching a number of video clips that showed different interpretations from the famous balcony scene in Romeo and Juliet, then using the internet to research each theme and interpreting them onto a laptop provided. Curtis wrote that while the first lesson was intense and required her to concentrate, the second was more interesting and at no point during the lesson did her imagination go elsewhere (Sophie Curtis 2014).

In today’s lesson, we learned to incorporate Easi-Speak Microphones into lessons. Our task was to write and ‘I am poem’ and use the digital microphones to record sound clips from the poem. We were to then explore the internet and choose images linked to the words in our poems and add the images and recordings together in a PowerPoint presentation.

Myself and three others worked in a group of four and rather call the poem ‘I am’, we changed in and called it ‘We are’. This was a fun task that I will incorporate in my classroom activities because it gets the children to use their imagination to think about their characteristics following a basic guideline and also incorporates their digital skills by having the ability to upload the voice clips onto the computer.

References:

Teaching Times. (2013). Games Consoles Benefit Children’s Education.Available: https://www.teachingtimes.com/articles/games-consoles-education.htm. Last accessed 29th Feb 2018.

Sophie Curtis. (2014). Digital learning: how technology is reshaping teaching. Available: https://www.telegraph.co.uk/technology/news/11051228/Digital-learning-how-technology-is-reshaping-teaching.html. Last accessed 30th Feb 2018.

I have combined week six and seven’s blog post together because they both focus on animation through movie making. What a fun filled learning during these two weeks! Our tasks were to use animation programmes, specifically Puppet Pals, iMovie and iStop Motion.

Animation and using it across the curriculum explore all areas of learning, including art, design, history, ICT and literacy. Children are used to watching animation in movies made by Dreamworks and Disney Pixar, therefore, it is extremely important to address to them that animation is not just used by these movie companies but rather it is a performing art. Animation is an excellent group-work exercise and through every child’s individual co-operation, as a group, bringing all of their skills together, they can create a fun and creative animation (Film Education 2012).

One thing I believe that any teacher or student teacher will worry about is the introduction to these new technologies. It is important that we do not show our worries but rather encourage these technologies to our pupils. As ICT is a part of children’s everyday lives, it should be a part of their everyday play also (Beauchamp, 2012, p.66).

Incorporating animation into classroom learning is important for interactivity and developing children’s skills. There are five types of animation, including ‘Cutout, Stop-motion, Pixillation, Drawn and Computer’ (Moving Image Education website).

Our task over the two weeks was to create either an iMovie or trailer based on a children’s novel. We were to incorporate our own ideas and ranges of resources provides to create the movie. This was a fun learning experience as it consisted of us using our imagination to create a story, along with incorporating our literacy skills to tell the story and using our digital skills to use the range of resources provides to set the scene for the story.

Taking away the knowledge and skills that I gained from today and last week’s lessons, I can use the iMovie technology to incorporate this in classroom learning where I can get my pupils to create their own stories and use resources to plan each scene and get them to film a story of their own which will encourage them to enhance their visual representations, as well as illustrating their processes and providing an interactive element (Jarvis, M. 2015).

References:

Film Education. (2012). Introduction to Primary Animation. Available: http://www.filmeducation.org/resources/primary/teaching_with_film/primary_animation/introduction/. Last accessed 22nd Feb 2018.

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

Moving Image Education website: [Online] https://movingimageeducation.org/create-films/animation [Accessed: 14.2.18]

Jarvis, M. (2015) Brilliant Ideas for Using ICT in the Classroom: A Very practical Guide for Teachers and Lecturers. Routledge.

This week’s lesson has probably been my favourite one so far! Another assessment task week that consisted of using the Book Creator app. I have a Kindle of my own and am a consistent user of Apples own iBooks, therefore, I am very familiar with the term eBook. As they are becoming more and more popular and are the reasoning behind our classic hand-held books becoming less, it is very important that we as student teacher’s grasp the understanding of the resources that are becoming frequently used in classrooms.

As most of us are aware, an eBook is an electronic device that has replaced a printed book which can be read either off of a computer or specifically designed hand-held device, such as a Kindle or Smart Computer (WebWise Team. 2012). The Scottish Government have said that by introducing and using eBooks in classrooms it will allow learners, educators and teachers to take advantage of opportunities that eBooks will provide, specifically to raise attainment, ambition and opportunities for everyone (The Scottish Government.2008). The government have also expressed the use of eBooks and digital learning allow to develop the skills and confidence of teacher’s, along with improving access to digital technology for learners. Digital technology should be a main focus in the curriculum and should drive leaders to invest in teaching using digital technology, according to the government (Scottish Government 2017).

As society is ever changing and growing, schools are adapting to these changes also, so much so, according to the Scottish Government in 2012, almost 20 schools and hundreds of pupils are using a range of digital technology. Six years on from that figure it will be more or less every school in Scotland that are using digital technology, or at least beginning to introduce such technology in classrooms (BBC Education 2012).

Although it easy to understand an adult and educator’s perspective, I believe it is a crucial part in our educating system to understand and listen to the views of our children. A recent study undertaken by the Scottish Government with 93 children, all aged between 8 and 11 years old asked questions on digital technology (Consultation by Children’s Parliament 2016). One section of the study that really shocked me the most was the amount and different types of digital technology these children use. There was technology mentioned that I have never heard of myself before and I would say I am aware of the majority of the popular types of technology. Devices such as ‘LeapPad, Raspberry P1, You View and Notebooks’ (Consultation by Children’s Parliament 2016) were mentioned in the study and I can honestly hold my hands up and say that as a student teacher my pupils would be the ones educating me about the technology. When I further thought about this idea of pupils teaching their teacher’s I suppose it’s not actually too bad an idea as it encourages participation within classrooms and let’s face it, it is the younger generation who will be growing up in a society full of technology.

Our task in today’s lesson was to be able to locate and explore the Book Creator App, which I believe I successfully done. I used a children’s book and took pictures of each page that I thought played an important role in the storyline. For every page, I took a picture of I asked a question about it. For example, the book I chose was about a young boy whose family were always too busy and they couldn’t decide what they wanted to do that day. On the page where he showed his family being too busy, I took a picture of it and on the app, wrote ‘write down five adjectives in the picture’.

Along with this task, in a group we were also asked to take a walk around the university to make an eBook to encourage people to choose UWS as the university of their choice to come to. This was a fun experience as it encouraged us to create a book based on our own opinions. I would incorporate this into classroom learning, perhaps at first level stages and encourage pupils to create their own eBooks, perhaps on ways they could encourage people to come to their Primary School.

The Book Creator App, in my opinion, is a very good resource because for one it allows pupils to use digital technology but it also allows teacher’s to use it in lessons by choosing a specific book and getting pupils to answer questions on it digitally, again, adapting their creativity and thinking skills.

References

WebWise Team. (2012). What is an eBook?. Available: http://www.bbc.co.uk/webwise/guides/about-e-books. Last accessed 7th Feb 2018.

The Scottish Government. (2008). Curriculum for Excellence .Available: http://www.gov.scot/resource/doc/226155/0061245.pdf. Last accessed 8th Feb 2018.

Scottish Government. (2017). ENHANCING LEARNING AND TEACHING THROUGH THE USE OF DIGITAL TECHNOLOGY. Available: https://beta.gov.scot/…/enhancing-learning-teaching-through-use-digital-technology/…. Last accessed 9th Feb 2018.

BBC Education. (2012). Education Scotland looks to expand use of tablets computers in schools. Available: http://www.bbc.co.uk/news/uk-scotland-north-east-orkney-shetland-18081005. Last accessed 10th Feb 2018.

Consultation by Children’s Parliament . (2016). A Digital Learning and Teaching Strategy for Scotland The views of children. Available: http://www.childrensparliament.org.uk/wp-content/uploads/REPORT_digital-learning-consultation_Childrens-Parliament-1.pdf. Last accessed 9th Feb 2018.

This week’s lesson on coding was very interesting as it is something I had never heard of before and was intrigued to learn more about it. Having never heard of it before, I was surprised to learn that for children today, having the ability to code is a very important part of literacy in today’s society, so much so that studies are suggesting that coding is the new literacy. For children, when they learn to code, the learn to problem solve, design projects and communicate ideas (John Naughton 2012).

In today’s lesson, we explored coding using ‘Scratch Jr’ which is an introductory coding programme that helps infants from aged five and onwards to create their very own interactive games and stories. For young children to create their own Scratch projects, it benefits them because they think creatively and work collaboratively which is emphasised in today’s world for success (The Lead Project, 2014). Having never used Scratch before, much less heard of it, after today’s lesson it is clear that it was developed for young children to develop creative thinking skills as well as develop their logical reasoning, problem solving and collaboration skills (The Lead Project 2014).

Our learning objective for today’s lesson was to create an interactive story to promote literacy skills using a coding programme, and as always link to the Curriculum for Excellence experiences and outcomes. The assessment task consisted of creating our very own Scratch adventure story using the iPads provided for us. The app allowed us to explore different interactive activities that encouraged us to use our imagination, creativity, knowledge, problem solving and collaboration skills. The task included changing the background for each story we created, adding characters to make the story more interesting. To make the viewer even more engrossed, we used our skills and programmed the characters to move and added speech to each of their characters.

Today’s session definitely opened my eyes to the many interactive programmes that we as adults are unaware of. Scratch is another programme that I have been able to add to my list that I will take away from my experience in university and teach the many young children I will work with about. I particularly love how Scratch gives you the freedom to use your imagination and helps develop communication and problem-solving skills to create a story that although looks simple but has been created with great thought and creativity.

References

John Naughton. (2012). Why all our kids should be taught how to code.Available: https://www.theguardian.com/education/2012/mar/31/why-kid. Last accessed 15th Feb 2018.

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