Tag Archives: Reflective Journal

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 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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