Digital Technologies-iMovie (Week 6)

Today we focused on exploring the use of iMovie on iPads to aid children within the classroom. iMovie is an app that can be downloaded on an iPad and can be used to aid children whilst learning. As a group we decided that we will create a trailer for Snow White which promotes how to be save online for children. Personally I think iMovie can be a great tool to show pupils important matters through more fun and interesting ways. This can help them be more attentive with it and really focus on what is being said.

It is important to make children aware of the dangers of the internet and e-safety. It involves teaching the children how to make sure they are save online instead of restricting what they’re able to see. It is important that the children know how to resolve an issue involving online safety if it arises. (Beauchamp, 2012)

‘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’ live'(Beauchamp, 2012, p.58).

Digital equipment is  widely used within schools in the 21st century-it raises attainment and can contribute in efficient and better understanding of subjects such as maths and science within school pupils. Literacy is also improved through having deeper understanding of English and gives the children a better chance of having a high level of writing abilities. (The Scottish Government, 2015). Porter (2004) believes that multimodal storytelling will be a common bases of teaching in the near future.

‘The digital environment provides a unique opportunity to empower people of all ages to manipulate, combine and distribute their self-expressions as living stories that can be sent into the world and through time'(Porter, 2004, p.35)

References-

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

Porter, B. (2004) Digi Tales: The Art of Telling Digital Stories. Bernajean Porter Publication.

The Scottish Government (2015) Literature Review on the Impact of Digital Technology on Learning and Teaching. [Online] http://dera.ioe.ac.uk/24843/1/00489224.pdf [Accessed: 5.2.18]

 

 

Digital Technologies-Ebooks (Week 5)

Today in class we focused on developing our skills when using ebooks in the classroom. An ebook is a digital version of a book-it can be opened on several different  digital technologies such as iPads or computer, therefore, making it easily accessible (BBC, 2012). Ebooks also explore and develop skills in literacy which is crucial in children development-

‘The set of skills which allows an individual to engage fully in society and in learning, through the different forms of language, and the range of texts, which society values and finds useful. The breadth of the definition is intended to ‘future proof’ it.'(Curriculum for Excellence, p.3)

An amazing feature of ebooks that overpowers regularly written books on paper is that they have the possibility of being multimodal and interactive. Something that is considered multimodal has two or more of the following semiotic systems: linguistic, visual, audio, gestural and spatial. They are able to record voice memos, record videos, have text or draw to create their own ebooks (Beauchamp, 2012) and this is an I important feature for children to be able to have access to as they are able to develop  a large selection of different types of text (Education Scotland, 2009). Ebooks can also be used as teaching aids for children with a.s.n or is simply those children that need extra help. They can be made by the teacher and shown to the class or the children can make their own books and get involved-this can also include outdoor activities making ebooks a lot more interactive and interesting for the pupils (Jarvis, 2015).

Today we had the opportunity to create our own ebooks on an iPad. The first activity included making a leaflet for those interested in attending the university. In a group we walked around the university and took pictures to use for the leaflet. This shows the different possibilities of ebooks as it doesn’t always have to be a book that is created. We then individually created summaries of children books. I created mines so that it could be used as a teaching aid. There is a lot of voice memos, pictures, text and drawing as well as asking different questions for the children to answer so that they are able to understand the book better and from a different angle if struggling.

I personally think it’s a great tool to have in the classroom and has many benefits, as well as being easily accessible as most schools are now equipped with iPads or computers.

References-

BBC (2012) [Online] Webwise article.
http://www.bbc.co.uk/webwise/guides/about-e-books
[Accessed: 26.1.18]

Education Scotland, Curriculum for Excellence. Literacy and English Principles and Practice paper. [Online] https://education.gov.scot/Documents/literacy-english-pp.pdf [Accessed: 26.1.18]

Education Scotland, Curriculum for Excellence (2009) Building the Curriculum 4. [Online] http://www.gov.scot/Publications/2009/10/16155220/13
[Accessed: 26.1.18]

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

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

 

Digital Technologies- Coding (Week 4)

Today we used the app ‘Scratch Junior’ on the iPad to explore how we can use it to teach literacy in the classroom. Scratch Jr allows children and teacher to create their own games and stories by coding the characters movements bit also exploring different features and background that are featured in the game.

‘As young people create Scratch projects, they are not just learning how to write computer programs. They are learning to think creatively, reason systematically, and work collaboratively – essential skills for success and happiness in today’s world’ (The Lead Project, 2014).

Scratch Jr helps children to develop skills in creative thinking, logical reasoning, problem solving and team working skills in young children. It has the potential to improve and guide children when learning any sort of subject such as; music, art, English, maths and design (The Lead Project, 2014).

I found that the literacy outcome that applies to the Scratch Jr activity I made is: ‘I enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, sharing these with others in imaginative ways’. LIT 0-09b / LIT 0-31. I focused on making the activity more for early level children rather than first or second. Two of the technology outcome are also explored during this;                                                                                                ‘I enjoy exploring and using technologies to communicate with others within and beyond my place of learning’. TCH 0-04a and
‘I enjoy taking photographs or recording sound and images to represent my experiences and the world around me’. TCH 0-04b

I decided to approach it by telling a story of two girls that walked in a forest, then found an obstacle as they have to cross the river, after, they saw a den and decided to go home. Throughout the slides my intentions were to ask questions for the children to answer that would be based on their literacy and creativity.

Reflecting back on my use of Scratch Jr. I believe that it has a great potential to be useful tool to have in the classroom, when used properly. It can be used as an aid for children with ASN or simply those that need extra help. It can boost the pupils creativity and for them to learn their basic subjects through a more fun and interesting way.

 

References-

The Lead Project (2014) Super Scratch Programming Adventure: Learn to Program by Making Cool Games!

Education Scotland (2016) Experiences and Outcomes: Literacy. [online]    https://education.gov.scot/Documents/literacy-across-learning-eo.pdf [accessed: 10th February 2018]