This week is a continuation of last week’s game-based learning. Today we again looked at how gaming could be used in children’s learning. We also had a chance to look at another game ‘Minecraft’ which is used a lot in classrooms today. Lastly, we had visitors in from a primary school showing us what they had been working on in their class and telling us why they liked to use this type of learning.

This was one class I was anxious about as I have never played Minecraft before. I thought it would be confusing and difficult to understand. I was sure it would take me more than one lesson but was surprise with how well I picked it up.

A number of children came in from a local primary school. They had been giving the project Harry potter. Each child was assigned a group and had the opportunity to pick which building from Harry Potter they wanted to create. The children were able to sign into the same world and build their buildings together this meant it would eventually turn into a village.
We got into groups with some of the children. Our task was to watch and learn from the children as well as ask them what they think about using games in learning. Ofcom Report (2011) states that ”gaming is hugely popular in the UK with almost 86% of 5-7-year-old children and 90% of 8-11-year-old children using gaming devices regularly.” When talking to the two girls in our group and listening to other groups conversations it was clear most of these children played Minecraft outside of school. When asking them what they thought about it they felt it was fun and exciting because they did not feel as though they were doing work. Once the break was over and the children were back we went back into the same groups however this time it was our turn to use the Ipads and make something in Minecraft. It was difficult to start with and took a lot of concentration, but I soon became confident.

Minecraft is an excellent tool to use as a stimulus for literacy. It is a creative way for the children to make/create their own world, house and characters. This is a way for them to use their creative minds so when it comes to writing it they will already have it and can visualise it. Bray (2012) states that ”Games-based Learning has the most transformational impact when it is combined with good learning and teaching.” Bringing technology into teaching can help a child create and put their ideas on something before writing them down as this may be a challenge at first. Whereas with the technology beforehand they are able as its already in front of them.

Experience’s and Outcomes related to this learning:
I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a
I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a
I can explore digital technologies and use what I learn to solve problems and share ideas and thoughts. TCH 0-01a

Overall, I have learned a lot from this lesson. Before going into the class, I was anxious about using Minecraft as it was all new to me. I was unsure how this could be incorporated into learning appropriately. After seeing the children creating their own buildings, the excitement on their face and the amount of socialising and conversation it sparked I believe this would benefit children in their learning. I look forward to taking what I have learned and put it into practice.

References

Bray, O. (2012) Playful Learning: Computer Games in Education. https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education
[ Accessed 8th April]

Children and Parents: Media Use and Attitudes, Ofcom (2001)

[ Accessed 8th April]

Curriculum for Excellence (2004) Experiences and Outcomes
[Online]
Available at: https://education.gov.scot/Documents/all-experiences-and-outcomes.pdf
[ Accessed 8th April 2018]

This week in digital technology we were set to explore game-based learning. Unfortunately, due to the weather I was unable to attend this lesson. Despite this I spent the day looking through the PowerPoint and engaged with the learning. We were to explore the game console, Nintendo Wii. This is a console I am particularly familiar with as I have one of my own and enjoyed playing it often. The main focus was Mario kart. We were to explore this game and discuss how we could use it across the curriculum.

Firstly, we were to create a mind map stating why we felt game-based learning was effective. Personally, I feel using games as a stimulus in the classroom the children become more involved. They are interested in the learning as they find it a fun way to learn. This keeps children engaged. It is stated that “Digital Games-based Learning is the integration of gaming into learning experiences to increase engagement and motivation.” (Higher Education Academy website). Furthermore, this is something the children will interact with when at home which will make them confident in their own learning.

The second task was to arrange ourselves into small groups and make a mind map including how the game Mario Kart can be used in different subjects. As I did not attend this class I came up with some on my own. For example, this could be used as a tool in art and design. The children could play the game firstly to stimulate them. They could then get into small groups and make their own life size Kart. This would use many different skills. The children would have to be creative but also use maths in order to measure the Kart to size. Furthermore, Mario Kart can be used in literacy. The game can be used as a stimulus to firstly engage the children as well as bring out their creative side. Once they’ve played the game they can create their own race scene. They will have to create and describe the setting, the crowd and their own character.

Experience’s and outcomes:
I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks. EXA 2-02a
I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a
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 0-31a

Game based learning creates many benefits as well as challenges. Teachers skills and confidence could be a challenge when introducing gaming into the learning. Identifying a suitable game for the children for example the age of the game and appropriate parts which can be used to then help the learning. Lastly money and resources could be a challenge when introducing gaming into the learning. (Learning and Teaching Scotland)
Overall, this blog post challenged me as I was not at the class. However, after doing some research myself and engaging with the PowerPoint I feel I would be confident using gaming as a stimulus in the classroom. I also am aware of how much this could benefit the learner of younger students and look forward to using it in the future.

References
Curriculum for Excellence (2004) Experiences and Outcomes
[Online]
Available at: https://education.gov.scot/Documents/all-experiences-and-outcomes.pdf
[ Accessed 8th April 2018]

Higher Education Academy. (2017) Gamification and Games-Based Learning. [Module Resource] Available: https://www.heacademy.ac.uk/knowledge-hub/gamification-and-games-based-learning
[ Accessed 8th April 2018]

Learning and Teaching Scotland. (2010) The impact of console games in the classroom: [Online] Available: https://www.nfer.ac.uk/publications/FUTL25/
[Accessed 8th April 2018]

In today’s lesson we were exploring mobile devices and their use in the classroom. We looked at different types of mobile devices such as Easi-Speak microphones and the talking tin device. We firstly explored them for ourselves looking at how they work and what they were able to do. We then had to think how they could be useful and incorporated into the classroom.

As both of these devices are things which I had never heard of let alone seen I was sceptical. However, once exploring each for myself and learned how they worked it quickly came apparent how they could be useful in a class room set up. Each device could be used in a range of subjects from mathematics to literacy.

Our Task:

We arranged ourselves into groups and were given a poem to complete. It was called the ‘I Am Poem.’ As we were in a group we changed the name to ‘We Are.’ The beginning of each line was filled out for us for example it would start with ‘I wonder’ and we had to fill in the missing gaps. This could be a useful tool in schools for the first week for each child to get to know one another and each other’s interests. Once completed we used the Easi-Speak microphone to record the poem.  Our next step was to use power point in order to create a visual for each line of the poem. Once completed it meant we had created a multimodal text including image and sound.  Beauchamp states “Pupils need to be equipped to view language as a ‘metamode’ that enables them to access the meanings of a wide variety of texts, images, sounds and information” Beauchamp 2012 (p.81) This type of lesson backs Beauchamp as instead of just writing the poem out it is giving children the opportunity to create a text in a different way.

Curriculum for Excellence Experiences and Outcomes:

-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

-I explore and discover different ways of representing ideas in imaginative ways.  TCH 0-11a

Overall after today’s lesson I feel I learned more about the use of mobile devices in the classroom. As I have read the articles I think mobile devices have a more positive impact rather than negative on both children and teachers. Furthermore, after experimenting with some of the devices myself I am aware of how these can be incorporated into a number subjects in the classroom.

References

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

Curriculum for Excellence (2004) Experiences and Outcomes
[Online]
Available at: https://education.gov.scot/Documents/all-experiences-and-outcomes.pdf

[Accessed 28th February]

Stop Motion animation is something I was somewhat familiar with before today’s lesson however it was a program I was still not fully confident with. In order to make a stop motion clip you have to string together several images to create the illusion of movement. Jarvis suggests “Animation involves the stringing together a sequence of static images, generally so that they appear to move.” (Jarvis, 2015, P89)

Today’s task we had to work with a peer in order to create our very own stop motion clip. We were able to choose whatever we wanted to use from a range of different props, paper, playdoh and much more. My partner and I were nervous as we didn’t have a considerable amount of time and we were unsure of what to create. We found inspiration from an old program Morf and decided to use the playdoh in our clip. We set up a little scene and began taking pictures. It was more difficult than expected and time consuming but came together in the end. However, this was a task I enjoyed throughout. My peer and I were pleased with the finished product and were keen to experiment more. As a result, when I came home from today’s lesson I downloaded Stop Motion onto my iPad.

Stop motion and the program iMovie is something that can be incorporated into the classroom as a tool for many different subjects. Beauchamp suggests ”ICT is not viewed as a separate ‘subject’ but something that contributes to all areas of learning.” (Beauchamp, 2012)

I was first introduced to stop motion animation on my two-week placement earlier on in the year. I was in a primary 2/3 class where the children were learning about Vikings as part of their topic. The children had to create their own scene with the Vikings using stop motion. After this they were to go and write about their scene using the stop motion as a stimulus for this creative writing.

Using technology as part of different subjects in the classrooms means the children are completing more curriculum outcomes.

I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effect and suitability for specific tasks. EXA 1-02a

I regularly select subject, purpose, format and resources to create texts of my choice. LIT 1-01a/2-01b

I enjoyed todays fun filled lesson. Each week I get more excited about digital technology as I enjoy learning about all the different programs available. After today’s lesson I feel more confident with using stop motion and look forward to using it more.

Reference list

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

Curriculum for Excellence (2004) Experiences and Outcomes
[Online]
Available at: https://education.gov.scot/Documents/all-experiences-and-outcomes.pdf
[Accessed 22nd February]

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

IMG_0655

E-books along with book creator were the main element of today’s lesson. E-books are known as electronic books. They are exactly like a printed book but on technology. The Oxford Dictionary describes E-books as “An electronic version of a printed book which can be read on a computer or a specifically designed handheld device.” However, I feel they can be more than this. E-books can include audio, visuals and animations making a simple text into a multimodal text. Book creator is a program/app that allows us to create our own electronic books.
For our first task we arranged ourselves into groups and created a mind map including what knowledge we had about E-books and the benefits we felt E-books offers. We then had twenty-five minutes to make a sample E-book using Book Creator. We were to make a brochure about UWS the Ayr campus. We took multiple pictures and videos of the things we felt were an attraction to students then assembled them together to make the final brochure. This task allowed us to become familiar with the app Book Creator and the tools it offered.

Once the first task was completed we then had to create an individual E-book on book creator as part of our assessment. I chose to base my E-Book on the Roald Dahl book The Witches. We could go one of two ways when creating our electronic books. I decided to make mines an activity book where the children would have to engage and interact in order to complete each of the activities on The Witches that were given. I came up with a total of four jobs/activities to incorporate on each page. Job one included creating a mind map on the characters, the key points of the book and any similarities they noticed in this book with other books they have read. Job two included choosing their favourite character and writing a short paragraph which would include what their role in the book was and why they were their favourite character. Job three was a contusion of job two and the final job included them using their imagination to create a short paragraph to what they felt happened next.

This activity could relate to both literacy outcomes and experiences as well as technology. This is a benefit for teachers as it allows them to complete more than one experience and outcome with only one activity.
Related Experience’s and Outcomes:
”As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose.” LIT 1-04a
”I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts.” TCH 1-01a

After completing my own E-Book, I viewed them in a different way. I always thought E-Books where just books in electronic forms, However I could not be more wrong. I was surprised with how much you could do on Book Creator from adding images to voice recordings. I think it is important for children to experience literacy in different ways in order to be creative. Beauchamp suggests “Pupils need to be equipped to view language as a ‘metamode’ that enables them to access the meanings of a wide variety of texts, images, sounds and information….” (Beauchamp, 2012, p.81)

Overall, I feel Book Creator and E-Books are both beneficial tools I could use multiple times in a classroom environment.

References

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

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

[Accessed 8th February 2018]

Curriculum for Excellence (2004) Experiences and Outcomes
[Online]
Available at: https://education.gov.scot/Documents/all-experiences-and-outcomes.pdf

[Accessed 11th February 2018]

Today was my second week in digital technology. After an introduction to the module last week this week was when the work began. Today we were introduced to programable toys, in particular bee-bots. This is something which I have never came across before coming to university. As the bee-bot can be used effectively in teaching from early years up until secondary I was eager to experiment and come to terms with the programable toy myself.
We arranged ourselves into small groups before planning our own creative activity with the bee-bot. My group decided on a super market theme. We felt this was useful for the counting and handling of money as well as how money it used. After completing our bee-bot mat we recognised we cooperated three different outcomes from curriculum for excellence. Each outcome being TCH 0-09a, MNU 0-09a and MTH 0-17a. Due to the large quantity of outcomes throughout the levels teachers are under pressure to complete them all. I feel personally bee-bots benefit this as they allow an opportunity to cover more than one outcome at a time.
Personally, I feel programmable toys teach children in school’s important life skills, for example how to be independent. After reading ‘Sharing Good Practice’ I noticed this was a theory made by others, ”All children learnt how to use Bee-Bot about as quickly as I expected, but they gained independence faster than I anticipated. Twelve children out of the 28 were able to use the Bee-Bot without any adult help after the initial instructions.” (Lydon, 2008, Pg. 2) Now I have experienced bee-bot first hand I am aware that it’s a light weight toy with very clear buttons on the top for directions. This makes the toy accessible and easy for the children to work, which improves independence.
As my group decided to produce a mat which explores the mathematical outcomes I am aware the bee-bot can be altered and created to cover certain literacy outcomes. ‘Floor Robots-focus on Literacy and numeracy (primary)’ Article gave me a range of ideas for the future. I like the idea of reading a book which includes journeys and getting the children to create a bee-bots mat which relates to the story. (National Centre for Technology in Education, 2012, Pg. 1).
After today’s lecture I am knowledgeable about programable toys and understand how to use them. I am also aware of the benefits programable toys have in a classroom environment. Now that I am enlightened and have created a bee-bot mat myself this is something I will take forward and put into practice in my teaching career.

Reference List:

ICTopus Article (2008) Sharing Good Practice: Robots in Early Education by Alison Lydon.
[Online]
https://oponoa- programmeertalen.wikispaces.com/file/view/BeeBot_article.pdf
[Accessed: 16th January 2018]

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: 16th January 2018]

Curriculum for Excellence (2004) Experiences and Outcomes
[Online]
Available at: https://education.gov.scot/Documents/all-experiences-and-outcomes.pdf
[Accessed: 16th January 2018]