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DT Week 2 – Web 2.0 tools/Yammer/Wikis

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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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