Monthly Archives: January 2017

DT Week 4 – Programming/Coding

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picture2

© Scratch Jr.

Tuesday 31st January 2017

Programming/Coding

 

What can I say, this class is always interesting and there is never a dull moment. This week we were building on the knowledge we gained last week, on how to use programmable toys in the classroom. Well, we stripped this right back for this week. We used the app Scratch Jr, so we as the learner could see what it was like to program something and what codes and secrets were needed to make it do the actions we wanted.

 

As always, we made sure it related to a classroom setting. We did this by watching how a normal story, out of a reading book could become far more interactive. The children could use their imagination and be as creative as they could be. It was all about getting the children’s imagination not only just how to work and use technology but using this technology in their own inventive and imaginative ways. For example, a lesson such as story writing does not just need to be done on paper and in a jotter. The children could learn the codes of scratch and write their own story using this. This module is really opening my eyes on how to be more creative and step away from the usual boring ‘black and white’ methods of teachings things in a classroom. Scratch Junior also allows text to be added meaning the children are still using words in a written form even if they are not writing it down. They are using their knowledge gained from around them and applying it in a fun and interactive way that they will remember. The ICT and technology being used “is a catalyst for provoking thinking, it can present opportunities for looking at communication and interaction in new ways. The widespread modes of communication with ICT have, until recently, been the written word, visual images and sound.” (Loveless, A. P.54) The way in which the Scratch Jr. is getting the children to interact though communication technology wise and human wise is fascinating. It is teaching them to communicate effectively with one another through oral means and to work as part of a team. They are then problem solving for which way they want the Scratch Jr. to go. They are once again using communication but through coding this time so the Scratch Jr. goes the right way and does what the group want it to do.

 

Also, as it was an iPad app this means the children could go home and get further practice on how to use this. Homework tasks such as asking them to create a fun story to the class can be done at home. This approach is about using the resources available to each child and getting them to learn and work out-with the class. Many children now have iPads and usually just play games that are not that educational. This would encourage them to use the iPads but in a more constructive way. Another thing the teacher could do is to make the children present their inventive ideas to the class. This would allow the children’s confidence to be built-upon and also their oral skills and non-verbal skills of communication. I am very surprised at how technology can meet so many outcomes and is more interactive way of getting the children to engage. Also, the benefits technology brings in the sense of taking things home. It is always a plus when the children want to take things home. The technology here is encouraging learning in so many forms.

 

The rest of the time was handed over to us to make our own creative way of showing how to work Scratch Jr to other teachers and the benefits it can bring. We have to make it based on a lesson. We can go in any direction and make it any way we desire to go. I have chosen to show a well-known story of the Hungry Caterpillar as I thought it was well known and Scratch Jr would allow me to show this off in an interactive way. I am well through my presentation now but I have had to overcome a lot of technical glitches. I am nearly finished, but have the opportunity to work on it next week as there are still some loose ends needing tied up. I also have a little pressure as this is an Assessment Task and I not only want my presentation to be interesting but also understandable to pass. As we have the opportunity to work on it next week and I have not finished I will post the full and finished presentation for you next week. I have tried to lay-out my presentation in such a way that is appealing for teachers’ eyes but also that it is easy enough to follow. I hope my coding for the Hungry Caterpillar goes better and is a bit easier next week!

 

As you can see from above I found today extremely interesting and the knowledge and use of technology I have is growing stronger every time I enter this class. I am so taken-back as to all the different uses and how interesting technology can make something. I am really enjoying this module!

 

Once I had finished with the class, I decided to do a bit of further reading with articles that our lecturer had given us and from what I am already reading in several books. There was one are article that talks about why all children should be taught how to code. This is because children “need to understand the networked world in which they are growing up in” (Naughton, J. 2012, P.3). A really interesting benefit that the article highlights is the understanding in which children will develop if they are able to fully code. “It will increase problem solving skills and develop computational thinking” (Naughton, J. 2012, P.3), where the children will know the differences of computerised thinking and humanised thinking. It also gives an extensive list as to the type of understanding terms the children will develop if they are able to code. Children will have the understanding for: algorithms; cryptography; machine intelligence; computational biology; recursion and heuristics. (Naughton, J. 2012)

 

As I said I will post the finished product next week when I have completed all the tasks. Until then have a good week!

 

Christopher E.

 

References:

Naughton, J. (2012) Why All Our Kids Should Be Taught How To Code [online] Available: https://www.theguardian.com/education/2012/mar/31/why-kids-should-be-taught-code [Accessed: 31 January 2017]

 

Loveless, A. The Role of ICT (2003) London: The Bath Press, YHT ltd.

DT Week 3 – Programming/Coding 1

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Tuesday 24th January 2017

Programming/Coding 1

Image 1 = Bee-bot Mat (showing size of squares)

bee-bot-2

This week was mainly focused on using programmable toys such as the ‘Bee-bot’. We also began the lesson by finishing of our glow blogs: which I am increasingly becoming better at and becoming more familiar with what widgets and tiles this program has to offer.

 

The main intention of using programmable toys such as the Bee-bot was to make a classroom lesson more fun and interactive. I was extremely surprised to find how many lessons can be used with the ‘Bee-bot’. This can involve using manufactured mats or making up your own. I will attach an image of the size of a square and what a mat looks like. You can create anything you want as long as you keep the squares the same so that the programmable ‘Bee-bot’ can move about correctly. (see images attached below).

 

However, as Loveless A.  pointed out there can be a real disadvantage of using technology due to confidence issues in teachers: ” currently constraint by a number of factors: her own confidence and competence in using fast-changing technologies; the access to ICT resources within her school at times and in spaces which were useful…” (Loveless. A and Dore B. p4, 2002)

 

We were then given the iPads to see the difference of physically using a programmable toy in person and using it digitally. Both were very good at getting children to engage with different language and the skills of giving and setting instructions. The iPad app was good for individual work and getting children to think on their own, to see if they understood what key actions and language would make the Bee-bot do what they wanted it to do. The iPad was also good for a quick; small task as the maps and functions were already set up.  The tasks were simple and clear. This would save me time or the teacher’s time on having to physically draw or get out resources such as the mats for the Bee-bots in front of them. However, the big Bee-bots that children could physically move also have a lot of strengths. The one thing they did was, increase communication with one another. It would get the children talking and discussing with the use of language what they wanted the Bee-bot to do. It would encourage the children to work with one another and getting along as a group. It also got me and would get the children to be more imaginative. We had the option to make our own Bee-bot square which was very fun and also brought a bit of art skills as I had to physically draw what I wanted, the same would work for the children.
This brings me onto the next part of the tutorial where we were asked to either take an already made Bee-bot mat or and make our own. However, it had to be some sort of lesson that covered a digital technologies Curriculum for Excellence outcome and either a maths and/or literacy and/or science outcome.  My fellow student and I decided to be imaginative and make our own Bee-bot lesson focusing on literacy/mathematics and technology.

We chose our outcomes to be:

  • 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 / TCH 1-09a.
  • In movement, games, and using technology I can use simple directions and describe positions MTH 0-17.
  • As I listen and take part in conversations and discussions, I discover new words and phrases which I use to help me express my ideas, thoughts and feelings LIT 0-10a.

We then focused on the creation. The reason we chose literacy was we had previously tried a maths activity in week 1 so we decided to widen our horizons and choose a literacy one.

 

The book we chose to work with was ‘Whoosh Around The Mulberry Bush’ by Jan Ormerod in 2007. We took this book and decided to make each square of the Bee-bot mat a Picture from each story in the book. This would allow the children to listen to the story but also visually see what was happening in the story. The Bee-bot toy allowed them to program the toy and physically follow what was happening which, would make it more interesting. I have attached our creation at the bottom of this blog so that you can see what we made in just a few hours! We also included words on the squares when we had finished. The teacher could read the words aloud to allow the children to see what words went with what pictures, both in written form and by hearing them in the story. Thus, improving and widening the children’s known and apparent vocabulary.

 

We then gave a small presentation at the end to the class on what: our outcomes; lesson and ideas were with using bee-bot. The different perspectives and ideas I got from all my other classmates were very intriguing to me. Everyone had very interesting and very creative ideas. I got to learn not only one way to make bee-bot into a normal lesson but several. This week was excellent and I have gained a lot of knowledge and ideas I can take into the classroom. I feel more creatively minded due to this class. This is the one thing I need to improve upon is, thinking of creative and inventive ways of making a lesson fun and interactive for the children. This workshop has helped get the ball rolling and has begun the journey on how to make lessons fun for the learners using different ways of technology.

 

Image 2 = Bee-bot Mat we invented

©Mr C Ewing and Mr S McCrone (2017)

bee-bot

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Until Next Day,

 

Christopher

 

References:

Scottish Government (2009) Curriculum for Excellence: Experience and Outcomes. [Online] Available:https://www.education.gov.scot/Documents/All-experiences-outcomes_.pdf [Accessed: 24 January 2017]

 

Loveless A. and Dore B. (2002) ICT in the Primary School. Graphicraft, Hong Kong: Biddles Limited, Guildford and Kings Lynn

 

 

 

DT Week 2 – Web 2.0 tools/Yammer/Wikis

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yammer_logo

Tuesday 17th January 2017

Web 2.0 tools

 

Another week in digital technologies brought fun ideas using technology within a classroom. However, firstly we started working with our Glow accounts again. This was to be sure that we could navigate sufficiently through the site and that we were comfortable with where everything was placed. I was now very confident on how to add apps, find tiles and use my own home screen with Glow. We were then instructed to tie up any loose ends with any Glow blogs that we started, to make sure that we comfortable in what we were supposed to be doing with our Glow Blogs every week.

 

Once we had all completed this, we started to work with yammer. I have a little previous experience working with yammer due to the Situated Communication module. We used it for a lecture so that we could do a questions and answers session but electronically rather than face-to-face. However, I just used that one site and one page. I did not navigate or explore as to what Yammer had offer. I was actually very impressed as to the different: chats, groups and who can access the different chats. I especially thought yammer would be perfect for a classroom, in a homework perspective. It would allow the children to ask questions out-with class but sill in a professional and monitored way. I could set polls up and add pictures and/or media files. I could use this application to get children learning ‘out-with’ the classroom. This is very relatable to the new ‘flipped’ classroom approach where the children learn at home through an application such as yammer with the lesson and then come in to class to talk about it. This saving much more time and meaning the teacher and children can go into more reliable and thorough detail, giving the children a better learning experience!

 

The good thing about the yammer accounts also is that the teacher can monitor behaviour and check that the children are using the application properly. The teacher can also take a step back when questions are asked and allow the pupils to answer and help one another. However, if no students’ know the question the teacher can step in and help. The teacher can also praise pupils with the praise button which could be an interactive and fun way for the child to actively engage and participate within yammer or with activities. The notifications system allows the teacher and pupils’ to both know when someone has posted something and they can check up with what has been said and/or asked. As a teacher I will definitely be using this application as it makes normal tasks more fun and accessible through the uses of technology. A 5/5 from me!

 

We also set up another application called Glow Wikis. I however, liked this site a wee bit, but found it a little more step-out in the basis of being a beginner. I cannot navigate as confidently through this site as I could with yammer. The appearance of the site is nice but the mechanics for me is a bit confusing. I would need to check this site out further and see what applications and functions I could use in a classroom or out-with the classroom learning environment. It to was useful for allowing classroom discussions to happen both with each other and/or with the teacher. It allowed pupils to ask questions and help one another if some students needed further clarification with what was being asked in such things as a science experiment homework task. The one thing I did not like about this application was there were no notification signs. This meaning the teacher and pupils would not know when a discussion was happening or when updates had taken place without having physically going through them all. This could be very time consuming both for the pupils and teacher if there are a lot of different groups.

 

The professional and point of using the internet through the use of ICT is that: “new technologies can widen the variety of places for learning from beyond the classroom to include the back-bedroom….” (Loveless, A. 2003, P. 114) This showing that learning does not have to just take place in the classroom. The use of ICT is now allowing children to learn out-with the classroom and at home. This has a major advantage to pupils, as the teacher can give any pupils who may be struggling with a certain topic work away with them to practise. This means the child can work on their weaknesses at home rather than being stuck in class and falling behind other children.

 

….children are demonstrating ’emergent capabilities’ as information handlers in society which teachers need to understand and relate to teaching and learning.” (Loveless, A. 2003, P. 114)  ICT allows the children to develop any weak areas out-with the classroom easily and accessibly which is excellent. However, for the technology to be used successfully out-with the classroom the teacher must be confident in using technology and platforms to help the children. The teacher must progress with the children in the use of technology or digital technology learning will not work. And as time progresses we are moving into a time where the children know more about certain technologies, teachers need to make sure they stay up-to-date with these trends to provide the best learning opportunities for the children. “New technologies also widen the definitions of roles for the teachers and leaners and raise new challenges for teachers in their understanding and use of ICT to support learning” (Loveless, A. 2003, P. 114)

 

Though, the above programmes have several advantages, there was and still is some scrutiny and criticisms that are talked about. For example, critics have said that it is a good way to get children evolved in technology through the use of such things as computers but should  not be used in the classroom. Those opposed then or are still against technology being used in the classroom is due to:

  • There not being enough time to constantly evolve with the ever changing technology
  • There is no money currently in the budget to implement a fair and equal amount for every child through the use of technology
  • The teacher’s are not confident enough to work the technology they are a ‘technophobic’
  • They think the children will become distracted and play on the technology devices rather than do what they are asked.
  • It could stop working and cause problems for the teachers to monitor all the time and constantly check that the devices are working and keeping the children on task.

(Leask M. and Meadows J. P21, 2000)

 

Today, has shown me the different ways such things as homework tasks can be presented. It has allowed me to open my imagination to using technology with tasks I give out in the classroom. It has helped me to think more uniquely and how to be more fun with lessons and tasks. It has helped me to think outside the ‘traditional’ way of just giving tasks out through paper. I will try and integrate more technology and tasks as a teacher through technology. I do however; need to develop my understanding and knowledge of using glow wikis as I am not currently confident yet with the use of this application.

 

See you next week

Christopher.

 

References:

Leask, M. and Meadows J. Teaching and Learning with ICT in the Primary School (2000) London: Routledge Falmer

 

Loveless, A. The Role of ICT (2003) London: The Bath Press, YHT ltd.

DT Week 1 – Module Introduction/Glow/Activinspire

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Tuesday 10th January 2017

Module Introduction/Glow/Activinspire

This week we set up our glow accounts for our new module Digital Technologies and familiarised ourselves after our Christmas holidays with glow and getting back into the swing of working with computers and listening to lectures and working through tutorials.

 

After having logged on, we began by talking about the point of this module and the point of having digital technologies in the classroom. I found some of the points raised by my other fellow students and by the theorists on the importance of technology very interesting. A good definition  to what digital technology is about is: “Digital technology is a term  used to describe those digital applications, services and resources which are used to: find, analyse, create communicate and use information in a digital context.” (Education Scotland, 2015)

 

An area from my further reading and what my fellow students said to be of similarity is the new importance of digital technologies in the classroom and now how frequently they are used and how much influence they now have. In today’s 21st century we are now: “…placing digital technologies at the heart of learning to 3-18 and beyond.”(Armstrong, 2015)

 

Avril Loveless also thought along the same lines as Armstrong did in the sense that technologies awareness is on the up-rise and it is beginning to have a stronger power in society as we progress in society: “ICT is itself an integratory factor and, within the primary perspective, we are seeing more innovation using ICT in the teaching and learning process than is often evident elsewhere.” (Loveless. A and Dore B. P.x, 2002)

 
We then progressed back to glow and added titles to our own homage and looked at the resources already available to us from the universities webpage. We found such things as: TigTag; Glow Live and Twig on glow. I found the resources available on these titles particularly useful and helped me to think how I would go about using the technology materials within these programs in a classroom perspective. These include all the STEM subjects which are particular important for teaching. They are: science, technology, engineering and mathematics. Both of these resources go in-depth within the above subject areas.

 

Glow is a government set-up page that has different apps for teachers and pupils to use. As it is a government page it shows that the government are behind the use of technology in the classrooms. As Loveless said: “governments have prioritised the allocation of resources to making ICT accessible to students and staff in schools, providing opportunities for training teachers and outlining the forms of ICT in the curriculum as a resource to support learning.” (Loveless. A and Dore B. p1, 2002)

 

As we began to finish up for this section, we as a class and as an individual began to think of the point of why Glow would be a good learning tool through the use of digital technology to enhance effective learning. The feedback from everyone was that although some teaching staff have a bad perception of Glow, that actually it was a very successful platform with different apps on-hand for effective, interactive learning. These were the points that we thought best summarised Glow:

  • It is a safe environment for pupils, staff and parents
  • Teachers can create personalised learning and teaching materials
  • A place to interactive and share ideas amongst pupils and staff
  • A range of tools to implement learning
  • The teacher can share information easily and quickly
  • A good way to effectively link the classroom to home life
  • Children have the whole range of Glow to look at, while still being a safe and learning environment.

 

We then moved on to working with Activinspire which is a much more interactive way of presenting information. It is a lot like PowerPoint but allows you to be more interactive with: add-ons; being able to write on the screen; move objects and add objects to the screen. This program helps all the children who are kinaesthetic learning; visual learning and auditory learning. This meaning the program will be very beneficial to all learners within a classroom.

 

We all then got a chance to have a go and make an interactive numeracy game which was both informative for learning while still fun and interactive for all types of learners. Me and my friend made sure to stick to the Curriculum for Excellence guidelines. The outcome we chose was for Early Level and based on Numeracy.

It was as follows: I am developing my awareness of how money is used and can recognise and use a range of coins. MNU 0-09a. The learning based game through learning is attached below.

As Activinspire is mainly used within interactive whiteboards there can be many advantages for such a program to be used. The main advantage that I came across in my further reading was, “the increased pace of lessons that IWBs allow. This benefit has been widely reported by teachers. If the lesson is well prepared, the teacher will be able to use resources quickly and smoothly to move from one point to another.” (Allen, J et. Al, 2011, P.186) This showing both why interactive whiteboards and their programs can have such a positive aspect not only to the learner but to the teacher too.

 

Overall, I am fairly confident with the use of glow but with further practice throughout the coming weeks I will be able to navigate and find things quickly. An area I need to develop is within Activinspire. This a big program with lots of gadgets hidden within tabs within the program. I need to spend time going through each tab and seeing what is available and relevant to use within lessons. To do this, I will download the Primary Activinspire at home and thoroughly look through the program and familiarize myself with what is available. Doing this I will become more confident when navigating and finding things within this program.

 

It was a successful week and I learned a lot!

I look forward to next week!

 

References:

Education Scotland, 2015

 

Scottish Government (2009) Curriculum for Excellence: Experience and Outcomes. [Online] Available:https://www.education.gov.scot/Documents/All-experiences-outcomes_.pdf [Accessed: 10 January 2017]

 

Armstrong, 2015 – Education Scotland

 

Loveless A. and Dore B. (2002) ICT in the Primary School. Graphicraft, Hong Kong: Biddles Limited, Guildford and Kings Lynn

 

Allen J. Potter J. Sharp J. and Turvey K. (2011) Primary ICT. 4th Edition, Glasgow: Learning Matter ltd.

 

 

DT Introduction – A New Start To Technology

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Tuesday 10th January 2017

Introduction to the Module

Today I started a new module, which is Digital Technologies. I chose this module as I want to learn more about how technologies can be used in a classroom perspective. I also want to gain more scope of knowledge to take into the classroom. I am also not very computer orientated or technological minded which is where I need to develop, to teach in a modern classroom. I want to use technology effectively and efficiently in my teaching techniques. I feel that this module will develop my limited current knowledge of studying Higher Administration and Information Technology and also Higher Business Management. The module will also give me access to an unlimited access of resources to use in the classroom to make lessons fun and interactive. I also feel this module will make me more experienced with the use of technology. In the classroom I will be more prepared and able to work with, understand and use technology other than wasting time not knowing or understanding how technology works.

 

Some may ask the question ‘what does digital technology even mean? And why is the government investing so much time and money into digital technologies?’ These are two extremely important questions. In the digital world, digital technology can be described in such terms as:

  • Multimedia;
  • Mobile devices;
  • Social media;
  • Online games;
  • Blended and virtual learning;
  • Game-based learning;
  • Collaborating locally and globally;
  • Assessment and reporting online (e.g. class tests and homework);
  • Using technology to create, collaborate and connect

As we progress through the module, I will analysis each of the above points and whether they would effectively used in the classroom and if they fill a void that is currently missing in children’s learning and/or whether it enhances and improves learning for the children. I will also analysis whether I agree to the following statements made by the government to why they think the time and money should be invested into digital technologies:

  • Raises attainment and achievement
  • Focuses on ‘closing the attainment gap’
  • Fosters a creative, ambitious and interest in life-long learning
  • Engages learners
  • Develops the young workforce.

As someone who grew up only using minimal technology at primary school I look forward to seeing how technology has now evolved since 2010 when I left primary school. I look forward to seeing if this module will enhance my own understanding of technology, as I do not consider the use of technology to be one of my strong points. I look forward to posting about my journey with the strengths and challenges I will be presented with and if my technology is developing through the coming weeks. I hope you join me in my journey and see if I am developing and gaining a wider scope of resources and knowledge through digital technologies.

Christopher 🙂

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