Monthly Archives: March 2017

Week 12 – The Last Post For Digital Technologies

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The Final Blog

Tuesday 28th March 2017

 

Well, time really does fly! It only felt as though I was coming back after a wonderful festive season and could not really be bothered seeing the Uni’s bare front entrance again! Coming back to the realisation of another year with more modules and more hard work, was a disgusting thought. With the festive spirit having slowly faded out and disappeared and seeing bare businesses and houses again, with the decorations being packed away. I was not looking forward to returning!

 

However, I stuck it up and manged to get through the Monday Morning of a new module but I felt as though I was somehow going to hate the next day with another new module Digital Technologies. The reason behind me thinking I would not enjoy this module was the fact it was to do with technology and I was hopeless with technology. Someone had told me that Scratch Jr. and coding would be included in the program and I thought of the painful memories of school. I absolutely hated computing at school, I thought I was hopeless at it! My teacher always said I was good and should take it on as a subject but I struggled and did not enjoy it. However, this module was NOTHING I had imagined it to be. For all the right reasons. I can well and truly say, that-to-date this has been the most interesting; fun and enjoyable module. I have loved the relevance of every single Tuesday toward using digital technologies in the classroom. In this module you well and truly put your teacher’s hat on and I could not be happier that we did this. I feel so much more confident in how to use different technologies in each of the lessons plans I will make and teach to the children. There was not one Tuesday I dreaded in-fact I always attended and looked forward to the class. For me this was the quickest 12 weeks. I will truly miss my class and the work we did on a Tuesday.

 

The main areas we focused on in the module were:

  • Glow
  • Activinspire
  • Programming (BeeBot)
  • Coding (Scratch)
  • Internet Safety
  • Animation/Movie Making
  • Mobile Devices (eBooks/Nintendo’s)
  • Digital Based Learning (Wii)
  • Digital technology enhancing Outdoor Learning (iPads – photo booth; Pic Collage; QR Reader)

 

I can well and truly say I have learned so much about the above topics. I will remember each week and take what I have learned and use it on my journey to becoming a successful teacher. I will be able to look back at the benefits of these programs and how enhancing and engaging they are for successfully getting children to learn. There was not one week I did not like any of the above digital programs. I will hopefully use them all in my class and in the children’s learning. The most significant thing that has stood out for me is how important it is to have technology in the classroom. I have to admit I thought we were verging having to much technology used in classrooms, but really we are not using them enough or effectively enough. I am surprised how important digital technology is within a classroom. The children learn so much more with the use of different technologies now, meaning all schools and teachers should be using all of the technologies available to them. I say this, as each week with each different digital program an advantage is always the children engage more with what is happening meaning they are engaging more with what they are learning. I hope to see more technology used in classrooms and I hope I am a teacher that uses it, as, it seems to be actively getting children to learn and if that is what is successfully getting the pupils to learn, then we need to use it. It is about providing the best learning experiences for the children and this seems to tick that box!

 

It has been a great journey and I hope you have liked following my weekly journal. If any teacher’s have read this, I hope I have inspired you to use technology more or start if not already doing so. Also, here is the list of all the references of literature and internet articles by other people I used, if anyone wants to read up about them:

 

All the best, and a sad goodbye from me!

Christopher Ewing 🙂

 

References throughout the module I have used:

 

  • Armstrong, 2015 – Education Scotland

 

  • Loveless A. and Babs D. (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.

 

  • Education Scotland – Resources

 

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

 

 

 

 

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

 

  • Beuchamp, G. (2017) ICT In The Primary School – From Pedagogy to Practice. 2nd Harlow: Pearson

 

  • Scottish Government (2015) Literature Review on the Impact of Digital Technology on Learning and Teaching [online] Available: resource/content/1/Digital%20Literacy%20Impact%20Review%20.pdf [Accessed: 14 February 2017]

 

 

 

 

 

 

 

 

 

DT Week 11 – Technology used in Outdoor Learning

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Tuesday 21st March

Technology used in Outdoor Learning

 

Today, was a cold and miserable day and it was our luck that today was focused on Outdoor Learning. As the snow caused travel problems and caused havoc to people arriving for today’s workshop we stayed strong; wrapped up and embraced the cold. Today was a very beneficial day and I learned a lot and how interactive and more beneficial learning is when we go out and about.

 

There is a quote we were shown in the lecture which sums my beliefs about outdoor learning with the use of technology, to which I really agree with and shows the major advantages of technology outdoor learning can have to pupils of a class:

“Outdoor learning experiences are often remembered for a lifetime. Integrating learning and outdoor experiences, whether through play in the immediate grounds or adventures further afield, provides relevance and depth to the curriculum in ways that are difficult to achieve indoors.”

Curriculum for Excellence Through Outdoor Learning (2010). P.5

 

We then spoke about the days tasks and three apps we would be using on the iPads to enhance the outdoor learning. The three apps we used were:

  • Photo Booth

  • Pic Collage

  • QR reader (we did this one inside due to weather)

As the attached copy of all the tasks show just how interesting the lesson can be made with the use of technology outdoors. We as a group found it extremely beneficial to be outside learning. We used our problem solving skills for a lot of the activities especially the QR code one which can be made into any activity for the children, the ideas are endless which is fantastic. We also used our analytic and problem solving skills for the times tables activities and all the different things we could use to represent the ‘two times’ tables.

 

Here are the activities we came up for some of the outdoor learning tasks using technology:

As you can see we used our creative and imagination skills. Our skills in this area have developed and are now more creative thanks to the use of digital technology outdoors.

  • Picture 1 shows the different leaves we found and how we did not know that some of these leaves existed. Our general knowledge has now widened.
  • Picture 2 shows that we got creative by using ourselves to make words which also links to health and wellbeing as some of those stretches was like being in a P.E. lesson. We also used natural materials to once again spell words out in a fun way, which links to a literacy lesson.
  • Picture 3 shows the different landscapes and materials found in these landscapes. This could lead down the road of an environment health topic work outcome from the CfE documentation.
  • Picture 4 shows the use of the mirror app on the iPad showing what exact symmetry looks like. This could be a good lesson for mathematics in the CfE documentation, on symmetry or exact lines of symmetry in a more interesting way than always looking at shapes in a classroom setting. In encourages more pro-active and engaging learning.
  • Picture 5 shows the number of things we used for using different materials to show the ‘two times’ tables. This is another good mathematics lesson in a fun an interesting way.

To relate back to the quote about how outdoor learning enhances leaning and is never forgotten could not be truer. I learned things today that I am extremely surprised at. Most importantly, I learned in a fun way and will never forget the good times we spent outside. I can actively engage and encourage that using outdoors with technology is a great tool for getting children to learn effectively.

 

As you can see from all the above posted pictures our group got very creative and used our imagination. This was thanks to taking the learning outside and using such technology devices as the iPad …”it [encourages] imagination. For example, there apps for drawing, editing photos, creating movies, eBooks, animations and photo stories, composing music, writing graphical novels and many other useful creative apps.” (Andrews, D. 2012, P.2) This journalist also raised an insightful advantage that I had not thought of when using digital devices: “many of these apps have the option to publish work to larger audiences online, increasing the incentive for children to produce quality pieces of work.” (Andrews, D. 2012, P.2)  I can actually relate to this, as, when we created our animation of the internet safety, a person in our group made it very clear that it was going to be uploaded to YouTube right from the start. This made us more critical and imaginative when coming up with the ideas. As it was going to be public we wanted to do the best we could do. If this worked with young adults like ourselves, then it will surely work with young children.

 

The advantages that can be posed with using outdoor learning that stood out for me and that I think are the most relevant towards I believe to be the main advantages towards outdoor learning with the use of technology are:

  • It develops critical thinking skills which can help children to make links between other curricular areas.
  • It encourages personal development such as learning the skills in areas such as communication, problem solving and working with others.
  • It promotes healthy lifestyles which can lead to lifelong ambitions/interests in new activities. For example, because of outdoor learning some children may begin to become interested in: hill walking; cycling; skiing or sailing etc. Outdoor learning could plant a seed for a child on what they want to do as they develop and grow through life.
  • It can promote personal safety as the children get the opportunity to see the real world and the dangers that can be associated with being outside. They begin to develop the skills of knowing what is good about being outside and they begin to manage risks as they understand what is bad about outside. For example, the children will become aware of the dangers of nature and that all plant-life is not friendly and safe. Without the children actually experiencing and learning for themselves, they will not know how to be safe outside. Outdoor learning stops this and develops their knowledge and critical skills so they know what is safe and what is not.
  • And lastly, a big advantage is it can provide inclusion for all. This meaning it can provide opportunities for children to use skills and abilities not always visible to other pupils or the teacher. The children have a new environment where they can show off their skills and abilities as they are in a different environment. For example, a child who is quiet inside the classroom may adopt the role pf team leader when outdoor learning is used as this is what really interests them. It is about using different learning and teaching environments to get the children to be the best they can be and outdoor learning allows this.

As you can see from above five advantages, which of course are not extensive, outdoor learning has some major advantages. A quote that summarises the above information well is:

“…it’s clear that the outdoor environment offers motivating, exciting, different, relevant and easily accessible activities from pre-school years through to college.”

Curriculum for Excellence Through Outdoor Learning (2010). P.3.

 

Another major advantage of living in Scotland is our beautiful scenery in which we should be embracing, not taking it for granted. As said: “learning outdoors can be enjoyable, creative, challenging and helps children and young people learn by experience and grow confident and responsible citizens who value and appreciate the spectacular landscapes, natural heritage and culture of Scotland.”

Curriculum for Excellence Through Outdoor Learning (2010) P.5

 

What an insightful and fun day, hopefully all teachers including myself will use outdoor learning with technology more effectively and frequently!

 

Until the final week,

Christopher.

 

References:

Scottish Government (2010) Curriculum for Excellence Through Outdoor Learning document. [Online] Available:http://www.outdoor-learning.org/Portals/0/Region%20Documents/Scotland/14.5.2010.cfeoutdoorlearning.pdf [Accessed: 21 March 2017]

 

Andrews, D. (2012) An Apple for the Teacher: are iPads the Future in Class? [Online] Available: https://www.theguardian.com/teacher-network/2012/aug/13/schools-secondary-schools [Accessed: 21 March 2017]

DT Week 10 – Digital Games Based Learning

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Tuesday 14th March

Digital Games Based Learning

 

As I walked in to today’s class I found a Wii out; two chairs and Mario Carts displayed on the whiteboard. Once I saw this, I knew today was going to be interesting and fun. The main game we used for digital based learning was Mario Carts. The points of using games as a tool for in the classroom are: using games can be a stimulus, using games to teach content, using games to teach social skills and for the children to create their own games which can be creatively stimulating.

 

This quote, I liked in my further reading as it has become so true with our modern 21st century society: “Computer games are the most powerful learning tool of our age.” (Professor Henry James MIT) I was not aware of the several advantages that posed with using such things as the Wii and Digital Based Learning. The most important advantages that stood out for me were:

  • Increased Motivation
  • Grab Attention
  • Recall of information
  • Reinforce Knowledge
  • Stress-free and pleasurable

 

Using their creative language and mind-skills on digital-based learning poses more effective than giving a writing task on paper. It is very important to make sure that children are always learning and are intellectually stimulated and digital game based learning seems to do this. As Russel from Education Scotland said: “I want to drive forward a culture change in Scottish education and ensure new technologies can be embedded into learning,” (BBC News, 2012, P.1)  and the use of Digital Games-Based learning like the Wii allows this aim to be accomplished.

 

Although, to make sure that the game is effective and will be the best opportunity for learning for the children, the following should be asked and answered correctly to whether it will be the best learning tool for the children:

  • Can the game be used to develop specific curricular content (areas, detail within areas). Does the game support assessment?
  • Is the game providing a stimulus for other activities?
  • Can the game be used in a stand alone lesson, but also have potential for wider topic/cross curricular work?
  • Does the game provide a challenge that generates ongoing learning flow?
  • Is problem solving promoted?
  • How is the game pitched (complexity, stage, variables)?

 

However, there seems to be a negative stigma attached with the use of games in classroom. A very important and true point raised was: “some adults expressed concern about the nature of children’s use of videos and computers, but were unaware of the ways in which children were engaging with, and making sense of, their activities, whether as solitary individuals or in social and collaborative groups.” (Loveless. A and Dore B. p5, 2002)

 

Another topic that we learned about was the SHANARRI wheel, another very important aspect to know if I am to be successful. It is an important for children’s learning environment. What it stands for is:

  • S – Safe
  • H – Healthy
  • A – Active
  • N – Nurtured
  • A – Achieving
  • R – Respected
  • R – Responsible
  • I – Included

This can link to the four capacities as if the children are safe and are responsive to the SHANARRI wheel then, they complete aspects of the capacities. The four capacities and SHANARRI wheel fit hand-in-hand with one another. The four capacities are another important aspect that a teacher needs to know to be an effective teacher. They are very important within the Curriculum for Excellence a bible towards an effective teachers career, they are:

  • Successful Learners
  • Effective Contributors
  • Confident Individuals
  • Responsible citizens

 

Here is an effective diagram of what it looks like to get it right for all the children and provide the best learning opportunities possible:

Once we all had a turn of seeing how Digital Based Games learning can be intellectually stimulating we were given the task of making our own lesson plans and ideas that fitted into the different capacities of the CfE documentation. Here is what we came with:

(c) Mr Ewing and Mr McCrone

As you can see from our poster we created a: Numeracy, Health and Wellbeing, Literacy and Modern Foreign Language lessons. All of these tasks are based around having used digital game based learning which help to interest the children as the above advantages state how using games can be much more interesting for the children. From a teachers point-of-view using one digital based game can stem across to different levels of the curriculum and create ideas for different lessons.

 

However, teacher’s must always, “have ambitious strategy regarding the use of digital technology in education and actively look for opportunities to continually invest in a sustainable digital infrastructure.” (Scottish Government, P.9) The teacher should be confident with the use of such things as a Wii and how to make that relevant toward a specific lesson to enhance learning.

 

Until Next Week,

Christopher

 

References:

Scottish Government (2009) Curriculum for Excellence: Experience and Outcomes. [Online] Available:https://www.education.gov.scot/Documents/All-experiences-outcomes_.pdf [Accessed: 7 March 2017]

 

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

 

BBC News (2012) Education Scotland Looks To Expand Use of Tablet Computers in Schools – BBC News. [Online] Available: http://www.bbc.co.uk/news/uk-scotland-north-east-orkney-shetland-18081005 [Accessed: 14 March 2017]

 

Professor Henry James (Blog 5) Games in Schools MOOC [Online] Available: http://scotedublogs.org/tag/games/ [Accessed: 14 March 2017]

 

Scottish Government. (2016) Enhancing Learning and Teaching through the use of Digital Technology. [Online] Available: http://www.gov.scot/Resource/0050/00505855.pdf [Accessed: 14 March 2017]

DT Week 9 – Mobile Devices 2 (Nintendo)

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Tuesday 7th March 

Mobile Devices 2 

This week had a main focus on a continuation of the topic from last week on Digital Mobile Devices. However, the mobile devices we focused on this week was the use of Nintendo Dsi. Now you may be surprised as to how this can be used effectively to teach in a classroom. When we were told that we would be using the Nintendo in the classroom I thought that something was not right and that it would never work. How very wrong I was! I was so surprised to find out actually just how many apps and functions this digital device has and how good it can be in the classroom. If I were a teacher in a school that had just bought the iPads I would be exactly the same as this journalist points out: “sometimes, once the tablets arrive, they are scratching their heads. Now we have them, what do we do with them?” (Read-G, J. 2015, P.2)

 

Some examples of the sorts of things that these Nintendo’s could be used for is: to carry out mental maths activities. To do this, all the children need to do is use the pixochat within the Ds. On this chat, once joined, someone can play teacher and ask the whole class questions mentally to see how quickly they can be answered. Or the teacher can ask the class several questions mentally to see who is coping and who needs a bit more support as the names appear at the top of all posts posted on the chat. Using this interactive Nintendo app has been found to be of great benefit to children. As this journalist points out: “three-quarters identify home access to educational game consoles like Nintendo DS as being helpful to children’s educational development.” (Teaching Times, 2008, P.1)

 

Another idea, is to use the Flipchart app on the devices which allows animation. Here, our group decided to ask the children to firstly think of what an adjective is. Then the teacher would put some examples on the board so they are clear of some examples of adjectives. Here, then the children would then take an example and make an animation of one of the adjectives. Once they have a clear understanding of how to use the program on the Nintendo and know what an adjective is they can progress onto the next part of the tasks. They will then, assuming they have read the book on Charlie and the Chocolate Factory, create an animation on the key scenes and use one adjective to sum each scene up. This could be done individually or in groups for each scene deepening on the availability and resource of having Nintendo’s themselves or as a school.

 

The main scenes from the book would be:

  • The introduction – when the children first meet the factory and everything inside the small room is candy and they can eat it all.
  • Augustus Gloop – being sucked up the tube for being mischievous and falling into the chocolate river.
  • Violet Beauregard – not listening and eating bad gum which results in her being turned into a giant blueberry.
  • Veruca Salt – not listening again and being taken away by squirrels by falling into the squirrel pit.
  • Mike Teavee – not listening and being shrunk into a tiny, tiny person needing re-sized.
  • Charlie – getting to the end and being the only one who listened.
  • Charlie and his family – winning the Chocolate factory

 

The outcomes from Curriculum for Excellence that this designed activity would cover are (due to the complexity of animation the use of detail devices, this is best suited for first/second level):

  • I can communicate clearly when engaging with others within and beyond my place of learning, using selected resources as required. LIT 1-10.
  • Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a
  • I am developing my knowledge and use of safe and acceptable conduct as I use different technologies to interact and share experiences, ideas and information with others. TCH 1-08a / TCH 2-08a
  • Using appropriate software, I can work collaboratively to design an interesting and entertaining game which incorporates a form of control technology or interactive multimedia. TCH 2-09a

Our learning Intention was:

  • We are learning to use adjectives to describe.

Our Success Criteria was:

  • I can understand what adjectives are
  • I can use adjectives properly to describe pictures
  • I can use animation to show different parts of a story
  • I can use the flipnote animation program on the Nintendo

 

Today, I really enjoyed and was surprised as to just how a Nintendo can be used in a classroom perspective. Also, by putting the teacher hat on; I now have begun the journey on how to lesson plan and give the lesson intentions and success criteria I would use if I were to use this as a lesson. I am confident with the use of Nintendo as I grew up with it and it has many fun aspects especially the funny things the camera can do. It can make a normal lesson have an interesting ‘spin’ which will help to engage the children. The interesting thing about the Nintendo is the positivity it has of using it in the classroom as it is bringing a fun activity used at home into the classroom. I will hopefully use this in the classroom if it is still a popular trend and used with children. In fact, using such a technology device as the Nintendo can make the children feel accomplished and acknowledged as they may know things that the teacher may not know. This is because they have grew up using such technology devices: “Over four in ten households now have a tablet, meaning that children are becoming computer-literate before they’ve even started primary school.” (Curtis, S. 2014, P.2)

 

Here is the video of the creative work we made on the application flipchart for Nintendo Dsi. This shows how if we can make this and have fun, the children will have just as much fun while still learning and being productive:

 

Until next week,

Christopher

 

References:

Scottish Government (2009) Curriculum for Excellence: Experience and Outcomes. [Online] Available:https://www.education.gov.scot/Documents/All-experiences-outcomes_.pdf [Accessed: 7 March 2017]

 

Read-Gurney, J. (2015) Classroom Technology ‘Rarely Used’ by Half of Teachers. [Online] Available: http://www.telegraph.co.uk/education/educationnews/12013650/Classroom-technology-barely-used-by-half-of-teachers.html [Accessed: 28 February 2017]

 

TeachingTimes (2008) Games Consoles Benefit Children’s Education. [Online] Available: http://www.teachingtimes.com/articles/games-consoles-education.htm [Accessed: 7 March 2017]

 

Curtis, S. (2014) Digital Learning: How Technology Is Reshaping Teaching. [Online] Available: http://www.telegraph.co.uk/technology/news/11051228/Digital-learning-how-technology-is-reshaping-teaching.html [Accessed: 7 March 2017]