Tag Archives: Digital Technologies

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 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]

 

DT Week 8 – Mobile Devices 1 (eBooks)

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Tuesday 28th February

Mobile Devices

As we had concluded last week our animation task, this week brought a new interesting unit. This week’s focus included the use of eBooks in the classroom. This was the final of our assessment tasks for this module.

 

I had never thought of using the app eBooks as I am person who tends to like paper copies of everything especially when it comes to reading things. I have an instinct within me that I will consume and think more about what I read if its printed and physically in front of me, as opposed to a screen where there are so many different distractions. However, today’s topic has shown me that there are several advantages for a classroom with the use of eBooks whether that be on a computer; phone or iPad. In this session we used the iPad to create our own eBooks. The use of technology and the iPad app can make literacy and reading fun for children who may find it challenging to read the ‘old-fashioned way’ on paper. This was something that came back from the findings report for children on technology: “However, for some children using digital technologies is described as ‘relaxing’ and ‘calming'” (Children’s Parliament Consultation, 2016, P.4) a very good technique/tool for teachers for any child who may be struggling to read. Using a book in technology form may calm them down and encourage reading rather than creating a bad persona of it.

 

We then moved onto our task where we were given an author of Roald Dahl and asked to pick a book that we were already familiar with from his portfolio of all the books he had written for children. The book we chose was Charlie and the Chocolate factory as the majority of us had either seen the film or had read the book. When we thought about the book it began to get our minds moving like tiny wheels in a clock. We began googling images from the book; deciding on language used in the story; the plot line; the good points; the bad and the conclusion of the story, it really got us thinking. We began to remember exactly what happened and began to use our imaginations effectively in a way that would allow us to present the summarised version of the story in the eBook app. I would never have gotten why I would get the children to make a book on Charlie and the Chocolate factory again when they had just read it. How wrong and close-minded I was. The advantages of doing this bring several advantages to the children’s learning and to the teacher’s to check understanding has been interpreted the way they planned. The children can imagine different things from reading a book as they are just words. Getting them to use images and create their own imagination on things from the book is a good way to get them to be creative and think differently. It can also improve their literacy skills and creative arts skills as they make their own book using their own sentences and images to tell the same story-line from the book but in different ways.

 

Although, I have presented above my amazement and how visually attractive and easy I find the app to use there are some constraints. I found that this came up a lot during my further reading. As stated: “in considering the use of mobile technologies – inside and outside – the classroom, teachers will need to establish what is practical in terms of funding. This is likely to be a team decision involving all staff” (Allen, J. et Al. P.176). This is where the bubble bursts as if staff are reluctant to changing and using more technology this will not work. Also, if the school is in a more deprived area then financially, technology gadgets and equipment may not be on the high priority list. If a teacher has these, they are well worth using, but if they do not it could be difficult to supply them.

 

I will attach the photos of the assessment task we made and how it is a good idea for teaching with technology in the classroom:

As you can see from the above text and images we created our own spin on the book just like the children could. We took different aspects to make the book look different. For example, we took images from the book so the cover looked the same; took images from both the old and new film and also some general images to back-up points to make the book look interesting. We used our own summarised language which help our thought process for synonyms for different words; adjectives; verbs; nouns etc. And if that encouraged us to be creative with images and language it will for sure encourage children to think and be creative. The technology used here “can have an important place in the classroom and play a vital role in preparing young people to succeed in a fast-changing world.” (Read-G, J. 2015, P.3)

 

As I had never heard of this app of eBook creator, I decided I would look at a bit of further reading to see what teachers, theorists and pupils had to say about using such technology in the classroom. The results, as I expected came back positive in many of the materials that I read. In fact this book says: “the development of the technology in teaching can, he considered lead to concepts of the Global Classroom, and can encourage pupils to develop the skills necessary for success in an information society.” (Leask M. and Meadows J. P28, 2000)

 

Until next week,

Christopher

 

References:

Children’s Parliament Consultation (2016) A Digital Learning and Teaching Strategy for Scotland: The Views of Children.[online] Available: http://www.childrensparliament.org.uk/wp-content/uploads/REPORT_digital-learning-consultation_Childrens-Parliament-1.pdf [Accessed: 28 February 2017]

 

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

 

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

 

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]

DT Week 7 – Animation/Movie Making 2

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Tuesday 21st February

Animation/Movie Making 2

This week had a different aspect to it. We were given around 30 minutes to put the finishing touches onto our animation tasks. As we had completed the majority of the editing and adding sounds throughout the week; we as a group went through each scene and checked what went well, what could have been improved and if we were portraying the message we wanted to. We also thoroughly watched it once last time before officially handing it in.

 

When we had all completed the assessment tasks, we were going to have an Oscar premier. Our lecturer thought that our work was so good that we should all show one another. As we watched all of the other groups’ I was amazed as to how creative and good we all were at portraying the important message of how to be safe on the internet and the consequences that can be brought if we do not stay safe online. It was so interesting from a teacher’s point of view how inventive some of us have become. It only makes you think of the potential of the children and their imagination and creative ideas that can be created with this program.

 

Some of the animations focused on: actual acting and the dangers associated with internet (social media etc); some groups focused on children stories like Hansel and Gretel. Another group also made a treasure map to show how the smallest of details put on the internet can lead you to the person which can have disastrous consequences for anyone that these details falls into the wrong hands of.

 

Today really showed me how important internet safety is not only for children but for everyone who accesses it and what details, pictures etc posted on it should be tackled with caution. As we had finished we had a discussion and made it like the Oscars. Our group did very well, and we won the best acting award. Even an imaginative thing like this would be very fun for the children. It would make them want to strive with whatever activity was given through the program iMovie.

 

All of the above iMovie’s made by my class have shown just how dangerous the internet can be. However, we cannot forget the advantages it brings as well. A definition of social media is: “all social media facilitate communicating, collaborating and self-publication/broadcast” (Beuchamp, G. 2017, P.112). Although social media can be a danger to children, it can be an excellent way of taking learning out-with the classroom. It can encourage children to try homework at home, or communicate with others at home. It can be a real platform for encouraging active learning and communication.

 

This animation task was very fun and has given an insightful view for me as to how to use a program in anyway to portray an important message. Having an extra thing such as the Oscars also gives the children motivation and I hope to use it in the classroom as it was very effective. I think I speak for everyone when I say this task was not only fun but portrayed a very important message on how damaging the internet can be if abused and the dangers and consequences that can come from the worldwide web.

 

Also, by using technology we backed up the statement made by the Scottish government: There is conclusive evidence that digital equipment, tools and resources can, where effectively used, raise the speed and depth of learning in science and mathematics for primary and secondary age learners. (Scottish Government, 2015). Such tasks as getting the children to be involved with the use of technology in terms of the iMovie will actively encourage and develop their learning as the government states.

 

I will attach the final trailer and movie for the animation internet safety task below:

(c) Mr C Ewing & Group – Animation Assessment – 21.2.17

 

Until next week,

Christopher

 

References:

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]

 

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

DT Week 6 – Animation/Movie Making 1

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imovie

Tuesday 14th February

Animation/Movie Making 1

This week we began by clarifying as a class what we were making in our animation assessment tasks. We started a discussion on what digital literacy is and how iMovie could facilitate digital literacy. This then lead to the discussion of how iMovie could then be used in other areas of the curriculum for education such as using iMovie in a health and well-being lesson or a mathematics lesson etc. Firstly, we discussed what it meant to be digitally literate and this is was we agreed with “by digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society” (Jisc, 2011). We then spoke about how beneficial this app would be through such things as story-telling, which would make it more engaging and interactive as the children can share one’s story through the multiple mediums of digital imagery, text, voice, sound, music, video and animation. (Porter, B, 2004)

 

Then, we as a class met and had a group discussion to check that everyone was on task and that each group had an idea. We also watched some videos on how to work the program we had chosen. As a group we got together and decided which program we were using which we vaguely discussed last week which was iMovie. Once we had clarified our roles and went over the script of what we were all doing, we left to create our own animation.

 

Although there were points of fun and hilarity we ensured that we stayed on task and that we were portraying the important message of how important internet safety is. “Nearly three quarters (72%) of internet users have a social media profile, compared to 22% in 2007. Furthermore, four fifths (81%) of these people use social media at least once a day: increased from 30% in 2007″ (Beuchamp, G. 2017, P. 106). This is why we decided to film a social media scenario gone wrong, as you do not know who is on the other side of the computer talking at you. And as so many people now have social media there will be a few bad eggs. This is why we wanted to raise awareness for children on the dangers of social media usage and their accounts. As we filmed the worst case scenarios we put ourselves in these situations and how we would feel and how we would react. It helped us to begin thinking not only to children but everyone using the internet what the dangers and consequences that can come from such as simple thing as talking to someone you do not know on Facebook. This can lead to the stranger becoming a dangerous person that will pick up any small details given to them which can lead to anything…

 

When we had completed all of the filming we began to edit all of the footage. I was surprised how easy this was. The program made it very easy to insert: pictures, videos and animation. The program provided easy and accessible applications that were modern and easy to use. They had an easy template that could be used easily and made to suit your own. The trailer that we made also had a very efficient layout and template. As the trailer and film making programs have an efficient adaptable template to use; will not only help the teacher save time but also help the children using the program. They will be able to edit things easily rather than it being complicated and confusing for them. A plus point of the program iMovie is that it can be accessed by both desktop computers and iPads. This gives different schools which may have funds or not enough funds whatever may be the case. Both can be accessed in different ways, making it more accessible to schools, teacher and pupils.

 

However, such uses with technology need time, so teachers can grasp the new programs. This may mean the school may have to offer training programs to teachers so they are fully confident in using such as program/app as iMovie. In fact it was found that teachers gave a more confident and effective lesson once they had been fully trained with the different uses of technology. This meaning the school may want to provide training so it is an effective learning tool used in the classroom. These findings come from the Digital Literacy Review Report where it says: “the authors conclude that training and support could be identified in around half of the studies and that it did appear to have a positive impact of the effectiveness of the literacy intervention” (DLRV, 2015, P.15)

 

We were just lucky enough to fit in all of the filming and had just begun putting the footage together. I will conclude next week when all of the editing and what the finished product looks like.

 

Until then, Christopher

 

References:

Jisc (2011) [online] Available: https://www.jisc.ac.uk/guides/developing-students-digital-literacy [Accessed: 14 February 2017]

 

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

 

Beuchamp, G. (2017) ICT In The Primary School – From Pedagogy to Practice. 2nd Edition. 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 5 – Internet Safety Day/Coding

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Tuesday 7th February 2017

Internet Safety Day/Coding

As I stated last week, this week would involve finishing off the assessment task for Scratch Jr. We also had an in-depth and detailed discussion about internet safety for children and ourselves. This was very relevant to the day as today was in-fact safer Internet Day.

 

Firstly, I finished off the presentation on how to create a scratch Jr. and how I made mine relevant to the Hungry Caterpillar. The main challenge for me here was trying to perceiver with the different formatting issues between Apple products and Windows products. Everything was going well, and I was on track until I tried to upload my video of the finished product and my phone would not send it due to it being too large of a file. So, I then thought I had cracked it by using an iPad to film it. Hurray, I thought as I saw the video in my inbox for my emails, for it to say that it did not support the media player that was used to make the video. I had to have a lot of stamina and patience but I got there so I hope you will like it. I will attach the whole presentation with the video included so you can have a look. Hopefully, this task will be a good enough assessment as I put a lot of effort that I did not think I would need into it.

 

As I had finished my assessment task, I decided that I would do a bit more reading on programming and coding as I found it very interesting and I was really seeing the advantages of using this kind of technology in the class. I read an article that was about the importance of making sure our children were learning to code, similar to the one I read last week. However, there was one part that really stuck out for me that summarised well the importance of teaching children to code. “This is not just an evolutionary change – this is a massive revolution in the study of computing… England is leading the world in this transformation and, bizarrely, no one seems to know about it.” (Curtis, S. P.2.). This quote shows what leaders we are being in technological terms, but it could be questioned as to: are we actually teaching this to our children even if we are the leaders, or are we forgetting to do this?

 

The article also raised a point that I liked to hear: “staff are even working through the courses themselves to develop their own understanding prior to teaching, because as we know there is not yet a great deal of support/training being offered in schools” (Curtis, S. P.4.) This shows, that the teaching staff clearly too feel that there is a great importance of using coding to teach children. They can see the advantages this has to the children’s learning attitude and how interactive the lessons become. For the staff to do this, with a lack of resources and  training is honorable but shows how important they must think coding is to force it through and train themselves.

 

Once I had finally stopped pulling my hair out and fretting about every little thing about my presentation, we focused on the next part of the module which was: animation. This related well to today as the animation was going to be based on Internet Safety, when today was actually Internet Safety Day. Over the next few weeks I will discuss the importance of children being safe on the internet. We as teachers should encourage and teach children how to use the internet effectively and safely. In today’s 21st century the internet is used now on a daily basis, we should make sure children know who to go to or what to do if anything goes wrong. As Johnathan Allen et al pointed out: “encouraging a culture where children feel able to report things they see which make them feel uncomfortable fosters a responsible attitude and begins to educate learners about how they would deal with these issues in the wider world beyond the classroom” (Allen, J. et Al. P.195). Allowing children to use the internet allows them to access a worldwide web of knowledge and resources. Teachers and pupils can change the way normal tasks such as homework is given out through the use of the internet. However, for the resource of the internet to be used effectively: staff and pupils must be trained in the first instance to make sure both parties stay safe and what to do if there are any dangers!

 

As we decided as a class to make our animation assessment task relevant to children, we split into groups to discuss the apparent dangers the internet can bring to children and everyone. To introduce us on how we would go about this, we watched a video of the consequences and upset the worst case scenario consequences could be if a child is sucked into not being safe on the internet. We then watched some demonstrations on how to create a movie or trailer on different programs. We then had the opportunity to have a go ourselves and play around with different formats on what each program had to offer.
When we had got a feel for the different programs, we were to decide who to work with and how we were going to go about it. I will not give the game away just yet on what we are planning to do as that will keep the suspense for next week. We are also still in the very early stages yet so we are still not too sure about what angle we are taking. I think we did agree on using iMovie though as it looked like the best program to use for either a trailer or film.

 

Stay tuned to find out what we are doing for our animation task and how we get on. For sure next week will once again be a fun, busy day.

 

Remember to check out my Scratch Jr. presentation by clicking on the blue link below the PowerPoint image.

 

Image result for powerpointPowerPoint – with my Scratch Jr. made program.

© Mr C Ewing (Scratch Jr. PowerPoint) – 6.2.17

assessment-task-scratch-christopher-ewing-7-2-17-with-video

 

 

References:

Curtis, S. (2013) Teaching Our Children To Code: A Quiet Revolution [online]

Available: http://www.telegraph.co.uk/technology/news/10410036/Teaching-our-children-to-code-a-quiet-revolution.html [Accessed: 7 February 2017]

 

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

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.