I was a little intimidated when I first set eyes upon the WILF (What I am looking for) Success Criteria for the weeks task. Beauchamp suggests that educators should not reveal their worries about new technologies to young children (Beauchamp, 2017) and his point is proven because I need not have been nervous as both the Puppet Pals Application (App) and iStop Motion App used in the tutorial today were user friendly and easy to navigate.
One of the advantages of integrating an App such as iStop Motion into a lesson is the inclusiveness it offers to those who do not always engage with a traditional teaching style. Internet and Computer Technologies (ICT) allows pupils to engage with something that they would find difficult to achieve by other means (Beauchamp, 2017). What I have found interesting about this is that when I reflect upon my own learning, I enjoy storytelling and have a flair for expressing my ideas in traditional formats. Yet, I fully engaged with the Apps used in the workshop, this suggests that pupils with additional support needs are not limited to those who struggle but also encompasses those who are over achieving in certain areas of the curriculum. The benefits of cross curricular learning are also evident as creating the iStop Motion animation really tested my limited artistic skills. My own reflections are supported by evidence cited in the Scottish Government Document Literature Review on the Impact of Digital Technology on Learning and Teaching which states:
“There is conclusive evidence that digital equipment, tools and resources can, where effectively used, raise the speed and depth of learning… for primary and secondary age learners. There is indicative evidence that the same can be said for some aspects of literacy, especially writing and comprehension. Digital technologies appear to be appropriate means to improve basic literacy… especially in primary settings.” (Scottish Government, 2015. P.16).
Including animation as part of a lesson plan will help to achieve the following experiences and outcomes from the Curriculum for Excellence:
I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways. TCH 1-0b/2-04b
I am developing an interest, confidence and enjoyment in using drawing and colour techniques, manually or electronically, to represent ideas in different learning situations. TCH 1-15
(Scottish Government, 2008)
Jarvis Suggests that although there are benefits to integrating the use of sound and video into a lesson it can be time consuming (Jarvis, 2015). When reflecting on my use of the App, I found that as part of a team were able to create a short animation within an hour and this also included drawing up the background. Although Jarvis may have a point that it can be time consuming the animation being integrated into a lesson could be a final step after weeks of other lessons which build to the final animation for example, Art lessons creating backgrounds or Literacy lessons writing story boards. If this was integrated into topic/project learning the animation would only be a small part of the overall time and in my opinion well worth the effort as I really enjoyed viewing the video we made and setting it to music. Additionally, animating does not have to be with models, cut-out animation is the easiest technique to start (Moving Image Education).
I have already downloaded an App and have made a second Animation with my son!
References:
Beauchamp, G (2017) Computing and ICT in the Primary School From Pedagogy to Practice 2nd ed. London: Routledge.
Jarvis, M (2015) Brilliant Ideas for using ICT in the Classroom London: Routledge.
Moving Image Education Website; (Online) https://movingimageeducation.org/create-films.animation [Accessed 05 March 2018]
Scottish Government (2015) Literature Review on the Impact of Digital Technology on Learning and Teaching. Edinburgh: Scottish Government
Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 05 March 2018]
