ErlandBellUWS

The question over whether Mobile Devices should be permitted for use in the classroom is a controversial one.  In my opinion I believe there is a place for allowing pupils to use their mobile devices e.g.: tablet, in the classroom.  Research by Ofcom cited in the Telegraph suggests “Six-year- olds have the same understanding of communication technology as 45-year-olds” (Curtis, 2014).  This suggests that children are highly literate in the use of mobile devices and use them to problem solve.  For example: in the past a child would be directed to a dictionary, but an online dictionary is faster and easier to navigate.  Additionally, a mobile device can access a variety of information without the need for library of books.  Furthermore “The digital economy is vital to Scotland’s economy.  82,700 people work in digital jobs in Scotland and the sector contributes £4.5 billion to Scotland’s economy” (Scottish Government, 2016).  Therefore, in my opinion, I feel that access to mobile devices in a classroom setting is a must to fully prepare children for the future.

Jarvis suggests that some of the problems surrounding technology in the classroom stems from a lack of consensus within the profession surrounding technology (Jarvis, 2015).  And given the previously cited research by Ofcom, if a child of six has the same understanding of communication technology as a 45-year-old it would be reasonable to suggest that educators may lack confidence in allowing technology in the classroom.

The issue was one of the discussions that we were asked to participate in as part of the input on mobile devices.

The term mobile devices encompass more than just mobile phones and includes devices such as tablets and recording devices.  One of the activities we were tasked with was using the Easi-Speak Microphone.  Effectively the device is a MP3 recorder, its design is attractive to children as it comes in bright colours and is the right size for a child’s hand.  It is simple to use and, I found one of its most user-friendly features was its simplicity when transferring the recording onto a computer.  The device itself connects directly to a Universal Serial Bus (USB) port.

Mobile devices allow for “Situated Learning” (Beauchamp, 2017, p.91) and the Easi-Speak lends itself well to this.  Imagine its usage as a group of pupils conduct interviews as part of a Topic/Literacy assignment.  The device can be taken to a location and recording made on site.

As part of a pair, we were tasked with writing an “I AM” poem.  When completed the poem was recorded line by line onto the Easi-Speak microphone.  We were then able to insert the audio clips onto a PowerPoint presentation.  The sound clips were added to images this meant that the poem became multimodal.  Beauchamp suggests that multimodality allows teachers to present information in various ways allowing for greater understanding by the pupil and can it can make work more interesting (Beauchamp, 2017).  Jarvis states “learners who alternate between reading and listening to audio files are likely to remember more” (Jarvis, 2015, p.73).  Multi-modality also allows for work to be more inclusive for those with Additional Support Needs (ASN).

The assignment also met outcomes from the curriculum for excellence as listed below:

I can present my writing in a way that will make it legible and attractive for my reader, combining words images and other features.  LIT 1-24a

Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings.  ENG 1-31a.

I can create, capture and manipulate sounds, text and images to communicate experiences, idea and information in creative and engaging ways.  TCH1-04b.

(Scottish Government, 2008)

When reflecting on the experience I noted that the insertion of the audio made sense of the pictures on the screen and not having to focus on the reading of a slide meant that the presentation was easy to engage with.  This became more apparent as I had the opportunity to view the multimodal “I am” poems made by my classmates.

Whist it is a mobile device, the Easi-Speak does not pose the same risks as another device that is internet capable.  It is natural to worry that children are unsafe online, and it would be difficult as a teacher to monitor a class who were using their own devices that have internet surfing available.  One possible solution would be that mobile devices should be limited to tablets that require WI-FI, that way a strong firewall would be effective.  However, research shows that children expressed an informed understanding of the dangers which could posed by using a device which allowed them to be online.  They show awareness of pranking, hacking and receiving abuse.  They research suggest that children would disclose to a significant adult and were also aware of agencies such as Childline or the Police (Scottish Government, 2016, p.7)

Erland & Fiona presentation

References:

Beauchamp, G (2017) Computing and ICT in the Primary School From Pedagogy to Practice 2nd ed. London: Routledge.

Curtis, S (2014) Digital learning; how technology is reshaping teaching (online) Telegraph [online] Available: https://www.telegraph.co.uk/technology/news/11051228/Digital-learning-how-technology-is-reshaping-teaching.html [Accessed 08 March 2018].

Jarvis, M (2015) Brilliant Ideas for using ICT in the Classroom London: Routledge.

Scottish Government (2016) A digital Learning and Teaching Strategy for Scotland, The views of Children (Online) http://www.childrensparliament.org.uk/wp-content/uploads/REPORT_digital-learning-consultation_Childrens-Parliament-1.pdf [Accessed 08 March 2018].

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 05 March 2018]

Scottish Government (2016) Enhancing Learning and Teaching Through the Use of Digital Technology, A Digital Learning and Teaching Strategy for Scotland (Online) http://www.gov.scot/Resource/0050/00505855.pdf [Accessed 08 March 2018].

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]

The input this week focused on movie making and making use of the iMovie Application (App).  The learning intention was to make a movie and this App makes doing so an enjoyable experience.  The purpose of the movie was to promote Internet Safety.  Beauchamp states “Most primary schools will have in place a policy regarding e-safety, but they are likely to reflect official policies and perhaps not the reality of pupils’ lives…” (Beauchamp, 2012, p.58).  Social Media platforms such as SnapChat, Facebook or Instagram offer abilities to chat, and have settings allowing profiles to be public.  The platforms have age restrictions and as a Student teacher I would always advocate adhering to these, however Beauchamp’s suggestion is relevant; it would be naive to think that children (underage) are not accessing one, some or all the social media platforms available.  Therefore, the importance of advocating Internet Safety remains prevalent.

In 2014, 14-year-old Breck Bednar was murdered after meeting Lewis Daynes in an online Gaming Room.  Initially Breck thought Daynes was just another ‘Gamer’.  In fact:  Daynes was a troubled man with a previous history of sexually deviant behavior.  (theguardian.com, 2016).  Had Breck been more aware of the dangers of meeting someone who had met online, his story may have had a different outcome.  Breck thought that he knew Daynes as they had been chatting for so long.

One of the benefits of using the iMovie App was that it made achieving the Experiences and Outcomes (E’s & O’s) set out in the Curriculum for Excellence achievable.  This one lesson had the benefit of meeting numerous E’s & O’s and selecting these in advance helped the group plan for the task.  Although I worked as part of a team, we are all asked to consider areas where our iMovie would deliver appropriate teaching.  Linking our film to the curriculum for excellence, I have found that we have met the following:

I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances. HWB 1-03a

I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1-07a

I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.  TCH 1-04b

(Scottish Government, 2008)

The iMovie App is user friendly and allows for the insertion of multimodality making it a really engaging tool.  Matt Jarvis suggests that iMovie “can get a bit fiddly” (Jarvis, 2015, p.80).  I did not find this to be the case and found; to make the movie engaging and effective it was worth the “fiddling” and one quickly got used to the “fiddling”.  Another consideration is, although it may require a little effort to put together the iMovie will remain part of a teachers’ arsenal for future students.

The iMovie planning sheets were also a useful tool and helped us organize our thoughts to make relevant clips.  One of the multimodal effects we used was to insert a screen recording of a “text conversation” made on my iPhone.  This added a sense of reality to our video which we had otherwise kept light-hearted.

The movie can be used as an effective tool to introduce the concept of Internet Safety, it can be used to initiate a class discussion and as a starting point for students to create their own video on the subject.  “The most successful schools… in terms of e-safety ensured that pupils knew what to do when things went wrong” (Beauchamp, 2012, p.60).  The aim is not to stop children from enjoying the benefits of Social Media, rather to assist them to make sensible choices and ensure that children know how to remain safe online.  iMovie is a good tool to do this.

Pictures showing our plan, our filming and our use of the App to make our movie.

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.

LaFave (2016) I couldn’t save my child from being killed by an online predator The Guardian [online] Available: https://www.theguardian.com/lifeandstyle/2016/jan/23/breck-bednar-murder-online-grooming-gaming-lorin-lafave [Accessed 19 February 2018].

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 12 February 2018]

Until this weeks input, I thought eBooks were just something one could download.  I like reading and enjoy the feel of a book between my fingers, I like folding the page to mark my place and being so enthralled in a book that I cannot wait to get back to it.  As a result, I have never, until now, embraced eBooks and although I own digital devices that can be used for downloading a book, I have never used them for this purpose.  With this in mind, prior to this weeks input, my own definition of an eBook was similar to that in the Dictionary “An electronic version of a printed book which can be read on a computer or a specifically designed handheld device” (English Oxford Living Dictionary, 2018).

The input this week opened my eyes to the use of eBooks as a learning tool and something that I could use to help deliver outcomes from the Curriculum for Excellence.

“Although eBooks can be read on a conventional computer they really come into their own when used with an e-reader” (Jarvis, 2015, p.144).  This was true when, as part of a group, we used the eBook Application (App) called Book Creator on the iPad.  Initially we were tasked with creating a guide to the University of the West of Scotland, and this gave us a good feel of how to use the App.  I enjoyed being able to insert video clips into an eBook as this really created variety within the guide.  Beauchamp suggests mobile devices, such as an iPad offer mobility (Beauchamp, 2017) and applying this to something such as a guide is quite practical should one imagine holding an open event to promote something such as a University.  The ability to insert multimodality into the eBook would mean that one could promote the facility and transport it with ease to a wider audience.  Not only is it practical, it also reduces costs and environmental footprint.  We also reviewed the work of our classmates and using the ‘two stars and a wish’ model received appropriate and beneficial feedback which was particularly useful for the task to come.

I then had the opportunity to create my own eBook using the Book Creator App which would review a book I had read.  It was also my opportunity to integrate an outcome from the curriculum for excellence.  Something that I found challenging and interesting was that with this task I did not have to review the Curriculum first.  I had confidence that the benefits brought by the App would hit the mark on the curriculum even after my book was created (So long as I had a plan of sorts).  In this instance, my hope was to promote equality and importance as well as Literacy and Digital Technology.

After viewing my eBook, my students would be encouraged to participate in a group talk about the story.  The story itself considers how a small mouse sank a small boat that was full with larger animals and I left the consideration that everyone, no matter how small can have a big impact or make a change.

The Curriculum for Excellence outcomes are:

I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. HWB 0-08a / HWB 1-08a / HWB 2-08a / HWB 3-08a / HWB 4-08a.

When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a.

I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways. TCH 1-04b / TCH 2-04b.

(Scottish Government, 2008)

Continuation work would aim to meet the following outcome:

I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a / LIT 1-29a.

(Scottish Government, 2008)

When reviewing the curriculum, I found that my creation would be flexible, and this was the benefit of the eBook!  In this case I had effectively worked ‘back to front’.  Creating the lesson then looking to find where it would be applicable.  Having gained a feel for the App and also having learned from my peers I was able to create a short eBook which was multimodal, portable and creative.   I have not experienced this reverse effect of lesson first, outcome second in the past but attribute it to the increased confidence I am experiencing in the use of technology as the module continues.

The increased confidence is something which the document “A Digital Learning and Teaching Strategy for Scotland” sets out. (Education Scotland, 2016).  The benefits of my confidence in using this App will serve to assist me to deliver thoughtful and interesting lessons to the students I teach in the future.

eBooks remain something that one can download from Amazon (others available) and the dictionary definition remains relevant.  However, thanks to the input I now see the further benefits they offer and whilst I enjoyed benefiting from the Book Creator App and exploring eBooks I will still, for the meantime, be folding down the corner of my thriller too!

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.

Oxford Dictionary (2018) – E-Book Definition[Online] https://en.oxforddictionaries.com/definition/us/e-book [Accessed 12 February 2018] Author: Oxford University.

Scottish Government. (2016) A Digital Learning and Teaching Strategy for Scotland.  Edinburgh: Scottish Government (Online) Available at http://www.gov.scot/Resource/0050/0050  [Accessed: 12 February 2018].

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 12 February 2018]

Creating a story using Scratch Jr was a daunting prospect as I had only been introduced to the Application (app) an hour before, however it is a simple and user-friendly app that children as young as 5 can use to create interactive stories or games.

Coding is an important part of education as it is essential that our young people thrive in the technological society they will grow in. Technology is integrated into almost every part of our society: communications, entertainment, power supplies, and defence to name a few. It is difficult to imagine an area where society does not rely on some form of technology. To ensure its upkeep and continued progress, we need to ensure that the adults of tomorrow are aware of how to continue to develop and maintain the technologies that society depends on.

Another benefit of coding and its application in education is how it compliments learning in other subjects.   To demonstrate this, I was tasked to create a lesson plan integrating coding and meeting a combination of experiences and outcomes from the curriculum for excellence. The lesson was to be delivered using Scratch Jr.

The experience and outcomes that I wanted to meet are:

• LIT 1-26a By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others.
• TCH 1-01a I can explore and experiment with digital technologies and can use what I learn to support my learning in different contexts.

As I developed my story I noted that I was also integrating an experience and outcome from Health and Wellbeing (outcomes) and it was integral to my lesson plan.

• HWB 1-05a I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

My lesson is to encourage children to create a scene using coding where they give examples of how to make people welcome. My story focused on a new child starting school and feeling nervous.

After sharing my project, I would be asking children to consider the following:

• Do you remember your first day at school or have you ever been new to something such as a youth club, sports team or hobby? Can you remember how you felt?

• What would you do to make someone feel welcome? What kind of words would you use to make friends with someone?

• Create a Scratch Jr slide, showing yourself making someone feel welcome.

The benefit of asking the children to create a project of their own on scratch Jr would be that they are developing coding skills and are using digital technology to add value to learning across the curriculum.  As children use Scratch Jr they are learning to think creatively, reason methodically and work together (The Lead Project, 2014).

As a teacher, my aim is to make learning both beneficial and fun to ensure maximum engagement. I know as a parent that my own children engage well with technology and I have often tried to integrate it into home learning. Such as looking up a recipe online. Another benefit that could be suggested is that the lesson is more inclusive to those who have barriers to learning. “Another important feature of ICT is that in can produce high-quality presentations of work in a variety of formats, regardless of the ability of the pupils concerned” (Beauchamp, 2017, P.162)

References

Beauchamp, G. (2011) Computing and ICT in the Primary School from Pedagogy to Practice. 2^nd ed. Abingdon: Routledge.

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

A Multimodal presentation is one which incorporates more than one medium to present information from a variety including words, sound and moving images. Educators who use multimodal presentations are finding ways to increase pupil engagement with the subject matter. “The multimodality of technology is another reason to use it to present an idea… to help pupils understand it” according to Beauchamp (2012, p.8).

There are many ways of introducing multimodality into the learning environment one of which is ActivInspire. This programme is particularly useful for Primary Teachers as not only does it work well with Smart Board technology it also encourages children to interact with the learning by using the technology themselves. The benefit of this being that the child can have a greater interest in the learning. Meaningful teaching “at all ages should aim to move beyond surface to deep interactivity. One way of doing this is to combine effective talk with the use of ICT” states Beauchamp (2011, p.40). The ActivInspire programme is an ideal way of encouraging this move to deep interactivity as children want to get involved. I have observed this during my time in a classroom, the children were eager to get their hands on the smart board pen and take a turn at the activity.

The level of multimodality offered by the programme varies. One can choose to have a simple level of information combining simple text and pictures to a more interactive presentation for example one that involves movement. The programme offers an ActivStudio and an ActivPrimary option and the latter is particularly user friendly especially in the classroom environment. Multimodal presentations can be more topological (Jones and Hafner, 2012). In other words, it can make more sense. It is difficult to explain a colour, but write it in its shade and observers can see it themselves. This is something that the ActivPrimary programme makes easy.

I have had the opportunity to see the Interactive Whiteboards (IWB) in use throughout my placement experience. ActivPrimary did, in my opinion, add value to the lesson and made the learning experience altogether more positive. For example; it is easy to add a hyperlink to another website or display pictures. Furthermore, I observed that its use promoted confidence as children spoke out to ensure they had a turn using the technology. However, in a journalistic piece in the Washington Post there have been contrary opinions to mine. Stanford University Professor Larry Cuban suggests that there is very little research that will show that IWB technology will improve academic achievement (Cuban, 2010 cited in McCrummen, 2010). In the same article the chief executive of SMART Technologies said, “strictly gathered research data, shows her products work” (Knowlton, 2010 cited in McCrummen, 2010). The article may raise some interesting points of view however, it is 7 years old and published at a time when less than one in four classes (in America) had the technology installed. According to the article general a little there had been some research which suggested teachers noted higher results without the use of IWB technology in a lesson (McCrummen, 2010) however this may also link back to the comments I made in a previous blog where some teachers see the use of technology in the classroom as something else they must master. The article does not comment on the age, experience and interests of the educators.

During the workshop, I had the opportunity to try the ActivInspire programme and I found the experience to be generally positive. With further practice and experience I think I would find value in using it as a complimentary addition to other methods of teaching. On a practical level, it was problematic in some areas, for example when making a mistake, it seemed a bit cumbersome to tap in and out of the pen and eraser.  Another difficulty was that to build the lesson seemed to be awkward.  It seemed to be very slow and repetitive to add money to our coin piles (the lesson was based around numeracy outcome MNU 1-09a &MNU 1-09b) however as I reflect on that I believe it may have been because of my unfamiliarity with the programme.  Also,, the benefit of being able to save the work would mean it can be used again at a later date (one can build up a stock of presentations).

Given the nature of the software is multimodal, it is unlikely that it would be used as a stand-alone platform. One does not envisage using it without making use of the features such as inserting a hyperlink or a picture therefore it can be considered another tool in a Teachers arsenal.

The ActivPrimary toolkit (the pen tool is highlighted).

Selected images from the lesson plan created in the workshop by myself and my work partner.

References
Beauchamp, G. (2011) Computing and IC in the Primary School from Pedagogy to Practice. 2nd ed. Abingdon: Routledge.
Jones R.H. and Hafner C.A. (2012) Understanding Digital Literacies a Practical Introduction Routledge: London.
McCrummen, S (2010) Some educators question if whiteboards, other high tech tools raise achievement Washington Post USA [online] Available: http://washingtonpost.com/wp-dyn/content/article/2010/06/10/AR2010061005522.html [Accessed 28 January 2017].

Programmable Toys are the subject of the week two workshop and the focus is on the use of Bee-Bot.  The Bee-Bot is a simple way to introduce controllable technology to children and young people in a learning environment (Lydon, 2007), it is very user friendly and its appearance is that of a toy which makes it particularly appealing to early level children.

As part of a group of 3, myself and my fellow group members were to create a lesson using the Bee-Bot. Importantly the lesson was to deliver experiences and outcomes from the curriculum for excellence around numeracy.

The use of floor robots can “help with the development of skills such as logical sequencing, measuring, comparing lengths and expressing concepts in words” (National Centre for Technology in Education, 2012). In addition, the integration of a programmable toy such as a Bee-bot in the classroom brings a new level of challenge and enjoyment to a classroom and allows for a teacher to link lessons across the curriculum, for example literacy and numeracy.

The aim for our Bee-Bot was a simple game with easy to follow instructions that would be fun and engaging for children in the early levels. It was also important that the game had the ability to grow and become something that young people would want to continue to engage with. A priority was to ensure that the activity met the target of achieving the experience and outcomes listed in the Curriculum for Excellence.

The areas of the curriculum that our game delivered experience of was:

Tech and Math’s       MNU 0-03a

MNU 1-03a

Tech                           TCH 0-09a/TCH1-09a

Attached to this blog is a photograph that gives the description of these outcomes in more detail.

The game involved picking a math question and working out the answer. Once the player (or players, if playing in a team) knows (or thinks they know) the answer, they should programme the Bee-Bot to arrive at the designated place on the game board. Research suggests that the benefits of a floor robot such as the Bee-Bot include the development of skills such as logical sequencing and they encourage group discussions and teamwork (The National Centre for Technology in Education, 2012). Whilst playing the game we observed that we completed mathematical problems, used a variety of mathematical language, used positional and directional language, completed basic programming and benefited from the interactive feedback from Bee-Bot, learning from our mistakes.

A challenge that the group wanted to tackle was to ensure the activity was able to provide extension work for children who required it but also to that others did not feel left out or left behind. The simple concept of the game allowed for this as we discussed options such as children increasing the playing mat which would encourage using other skills for example, using tools to measure distance. Another extension idea was the children could think of other questions to add to the game. These extensions were inclusive to those who were not quite at the stage for making extensions themselves. As the curriculum for excellence outcomes become more advanced the game is adaptable whilst retaining a familiarity for the children playing the game.

Janka suggests “The curriculum introduces programmable toys as a good example for developing knowledge and understanding of the contemporary world” (Janka, 2008, P.2) and this is evidence in the curriculum guidelines for experience and outcomes TCH 0-09a “I play and learn with … programmable toys”. (Curriculum for Excellence, 2008 P.311)

It was an enjoyable activity and looking round the classroom there was a range of ideas from other groups. I look forward to pinching some of my cohort’s ideas in the future!

References

Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How? [online] http://oponoa-programmeertalen.wikispaces.com/file/view/BeeBot_article.pdf [Accessed 22 January 2018]

Lydon,A. (2009) Lets go with Bee-Bot.  Kirby-in-Ashfield. TTS Group

NCTE (National Centre for Technology in Education) (2012) NCTE Floor Robots – Focus on Literacy & Numeracy.  [Online] http://www.ncte.ie/media/NCTE_Floor_robots_focus_on_literacy_numeracy_primary_12-06.pdf [Accessed 22 January 2018]

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 22 January 2018]

The start of the Digital Technology module gave me the opportunity to explore my own thoughts about a variety of different devices that I use or am familiar with.  It also gave me the opportunity to self-assess my skills.  Prior to the self-assessment I would have considered myself comfortable with technology because I am familiar with office based programs such as Microsoft Word, PowerPoint and Excel.  I would also have considered myself to be comfortable with other technological items including mobile phones and home assistant products for example Amazon Alexa and Google Home.  Reflecting after the self-assessment throughout introduction workshop to the module I notice that my knowledge is not so proficient as I would like to think and given further consideration, I understand that there are many aspects of technology that I am not familiar with or that I do not use to their full potential.

In the workshop we spoke about the variety of devices that can be used to in an educational setting, including laptops, tablets and games consoles.  One thing I found interesting was the discussion surrounding the game MineCraft, played on a games console.  Prior to the workshop I had not thought of an X-box as an educational tool, however Lecturer Graham Brett discussed the idea that a child who perhaps stated that they “could not write a story” could be encouraged to build it on MineCraft and then write about what they had designed.  It certainly gave me some ideas for helping my own children use this as a learning tool.  It also allowed me to consider that other devices can be useful when learners are looking to find information or create a project for example not only is the Amazon Alexa a home assistant, a music player and interfaces with other smart devices, another of its skills is to provide information about the International Space Station and it has the ability to inform of pass times for viewing the station from Earth or advise who is currently on board and what tests are being undertaken at any given time.

In a previous module I was tasked, as part of a group, with using i-Movie on an i-pad that would convey an important message to a group of young people.  Though I am not fully versed in the use of the application I found it very user friendly and I was pleased with the outcome.  The result was much more captivating than just telling children to be safe online and the benefits of the application were instantly obvious. This is another example of how digital technology can be used to enhance the learning experience for a young person and to assist the educator in creating engaging learning materials.

The concept of digital technology being a tool that can be used to enhance the educators experience is interesting.  Matt Jarvis suggests that teachers lack a sense of ownership of technology and view it as another demand of the job rather than a tool to help them (Jarvis, 2015).   I understand this viewpoint as initially when undertaking the i-movie task, I was apprehensive that I was not proficient with Apple i-Pad devices.  Another example of where I have would not have fully integrated technology would be had I used the Amazon Alexa device to plan a lesson around the Space Station.

These feelings of uncertainty are something that the Scottish Government intends to address and the document ‘Enhancing Learning and Teaching Through the Use of Digital Technology – A Digital Learning Strategy for Scotland’ (Education Scotland, 2016) lays out a strategy for addressing the uncertainty and it also considers the benefits digital technology can bring to the educator, young people and to Scotland as a whole in the future.

The strategy regonsises that educators lack confidence in fully integrating technology into the classroom and sets out a plan to support educators allowing Local Authority’s to develop strategies to do this.  An online resource in Scotland called “Glow” is an online tool that allows teachers to access a plethora of information and the Scottish Government expects all educators to have access to this resource. From the perspective of the children and young people, the strategy considers the benefits of digital technology being integrated lessons across the curriculum to enhance the learning experience and bring out the best in the young people.  The strategy supports the idea that innovative use of digital technology can offer learners improved equity of opportunities and that when used correctly it can enhance learning and close the poverty attainment gap ((Education Scotland, 2016).

Given this was my first foray into the module I am looking forward to further academic reading on the subject but mostly I am looking forward to new ideas and exploring the benefits that integrating technology into my practice will result in.

References:

Scottish Government. (2016) A Digital Learning and Teaching Strategy for Scotland.  Edinburgh: Scottish Government (Online) Available at http://www.gov.scot/Resource/0050/0050  [Accessed: 09 January 2018]

Jarvis, M.  (2015) Brilliant Ideas for Using ICT in the Classroom Oxon: Routledge

Well it’s day three of my placement and today I am starting to understand how to compose a piece of reflective writing as I think back on the past few days and think about changes that I can make to get the most out of my placement.

I have had a great few days, although tiring.  One of the biggest challenges I have found has been that two of my days so far have been in an open space environment.  The challenges here were very interesting and I found a lot of respect for the teachers in this area.  For example, the P3 class already faced in class challenges in its own right; there were 3 children that had barriers to learning, that had been identified.  Add to this the arrival of a P7 class coming to use a bank of PC’s in the common space, the P2’s singing a Halloween song and the Primary one’s repeating numbers 1 – 10 in French, I found it hard to remain focused on the class and ensure that all children were given the same chance to learn.

Going into a closed classroom today, I have to say I was excited to get a chance to be in a space with fewer distractions.  The class today was a composite class of P4/5 with one child with a hearing difficulty.  As aresult, whilst there were fewer distractions the composite class presented it’s own challenges and as such I was in for another challenging and I have to say another very enjoyable day.

My moment of reflection happened when (I am ashamed to say), in my mind, I stereotyped one child who, in comparison to the rest of the class was more disruptive (Child J).  When I had a chance to ask the children if they has all gone out for Halloween I was surprised to discover that child J had not because he was a from a Christian family.  I am a christian and also volunteer with a Christian organisation.  I realised that I had judged child J as perhaps coming from a low income family with less focus on the importance of education.  I also reflected that my own child, despite coming from my Christian background is not engaged with education.  On a positive note though, I was pleased that despite my inner thoughts I had continued to treat Child J the same as every other child, with respect and dignity.

With all that being said, I have been given a wonderful amount of autonomy and have been able to engage with the children in the school.  When walking through the school I am being greeted with shouts of “Hello Mr Bell”, I’ve been given art work “for you” and my very own leaf, plucked with care from the playground!

Now that I have started to blog my reflections, the thoughts continue to flow and I realise that there will be lots of opportunity to reflect on my practice in the coming years and one cannot write about every experience!  Now I have started, I am sure there will be plenty more blogs to follow!