Category: Digital Technologies

The focus of this weeks digital technologies class was based around the use of BeeBot with regards to numeracy. Due to previously looking at using BeeBot for literacy, this week we considered the advantages of BeeBot whilst carrying out numeracy lessons. Alongside this, we then began creating a BeeBot map which we tested out and will be assessed on.

Pekarova Janka is a supporter of the use of programmable toys within the classroom. There are a number of opportunities which arise from using programmable toys in class settings, Janka discusses the development of children’s instructional and positional language by stating that, “In the field of mathematical development, children should develop the ability to describe simple journey and instruct the programmable toy in order to develop positional language and estimation” (Janka, 2008, p2). Alongside this, The National centre for Technology in Education (2012, p1) provides further advantages of the use of programmable toys in education, they state, “[Floor robots in the classroom] help with the development of skills such as logical sequencing, measuring, comparing lengths, space orientation and expressing concepts in words”. Similarly, Kaur (n.d) agreed with this by saying that the use of the BeeBot encourages children to engage, communicate and interact with each other. He further went on to say that pupils can share learning experiences and learn in context through the use of the BeeBot. The use of the BeeBot allows the educator to provide her students with cross-curricular activities. Alongside this, educators can assess and observe the children’s literacy and numeracy skills whilst playing with the BeeBot.

Myself and my partner agreed to create a ‘snakes & ladders’ board. We made the game so that it was suitable to use throughout the full school. For early years and Primary 1, its just a simple game of snakes and ladders. However, for  Primary 2-4, the dice will be slightly different as it will have the name of the number, the visual representation of the number or the amount in the representation of circles from this, the children will have to look at these different representations of numbers and have to decide for themselves where the BeeBot should go. Finally, for Primary 5-7, the dice will have addition or multiplication questions and the children would need to work out the answer to see where the BeeBot should go.

The experiences and outcomes that we provided for the early level version of the game are as follows;

• “In movement, games, and using technology I can use simple directions and describe positions.” -MTH 0-17a
• “I am developing problem-solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable toys.” -TCH 0-09a

Overall, today’s session was very good for us to get a deeper insight to the Curriculum and the experiences and outcomes. I personally feel that using the BeeBot for both literacy and numeracy lessons is fun however, there is also great amounts of learning taking place. I will definitely be using this in the classroom in the future.

References

Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How [Online]. Available from: http://www.terecop.eu/downloads/simbar2008/pekarova.pdf [Accessed: 16 January 2018]

Kaur, K. (n.d). Benefits of bee bots in classroom. [Online]. Available from: http://beebotsed.weebly.com/benefits-of-bee-bots-in-classrooms.html [Accessed: 16 January 2018].

NCTE (National centre for Technology in Education) (2012) NCTE Floor Robots – Focus on Literacy & Numeracy. [Online]. Available from: http://www.ncte.ie/media/NCTE_Floor_robots_focus_on_literacy_numeracy_primary_12-06.pdf [Accessed: 16 January 2018].

 

Today’s class was an introduction to our digital technologies module. Within today’s session we reflected upon what digital technology is, our own digital skills, the importance of digital technologies in schools and navigating Glow.

The definition of digital technologies that my shoulder partner and I produced is “the use of electronic devices to find, analyse, create and communicate”.

To reflect upon our own competences within digital technology, we self analysed through the use of a chart where in which we graded ourselves from 1-3 on each category. By putting down the number 1, it would signify that you have that category as a development need however, by placing the number 3 beside the category it would mean that it was one of your areas of strength. The categories included things such as; word, excel, powerpoint and iPads etcetera.

Whilst discussing the importance of digital technologies in the classroom, we were directed to the “Enhancing learning and teaching through the use of digital technology” strategy, created by the Scottish Government in July 2016. This strategy is aimed to shape the educational approach to using digital technologies within the classroom. This strategy will only be used for between 3 to 5 years, this is due to the fact that it is believed technology will advance so quickly that the strategy will become outdated within this time frame. There are a number advantages for the pupil when using digital technologies in school, it is believed that digital technology raises attainment. Another advantage to the pupil is that they develop skills and competencies which are vital in the ever-growing digitised modern world. Alongside having advantages for the pupil, the teacher can benefit from digital technologies. An example of a teacher benefitting from technology is through the use of digital assessment, this type of assessment eliminates marking time and therefore allows the educator to devote more time to quality learning and teaching. Parents can also be increasingly involved with their child’s education through digital technologies by keeping up-to-date with the schools online website or their Twitter page. Finally, the Scottish Government (2016), stated that digital technologies are also aimed to “encourage educators to share innovative and effective  practice through digital platforms”. Teachers can do so through the use of websites including Glow and Twitter.

Finally, we were re-introduced from Glow which we had explored in our previous module ‘situated communication’. We discussed the benefits of Glow and tiles to add to our launch pad which will come in useful during our time as student teachers and further once we have fully qualified.

Overall, I believe today’s input was very informative and interesting. I particularly enjoyed reading and discussing the advantages of which digital technologies can have within a classroom setting. However, I feel I need more practice with Glow, which I will achieve overtime through creating blogs. I am very  confident that I will thoroughly enjoy this module and I am looking forward to the coming weeks.

References

Scottish Government (2016) Enhancing learning and teaching through the use of digital technology. [Online]. Available from: http://moodle.uws.ac.uk/pluginfile.php/391375/mod_resource/content/2/Digital%20Learning%20and%20Teaching%20Strategy%20.pdf [Accessed: 9 January 2018].