February 2019 – Ross's Reflective Journal

February 27, 2019March 31, 2019

Week 8 – Animation Part 2

A week has passed since I first explored animation and its use in a primary school setting and this week, it was time for my group and I to try create our own animation using the technique of stop motion. This week we also evaluated our skills while working in a team and continued to learn how animation can develop the children’s skills in the classroom.

Toward’s the end of last weeks session, my group and I began to plan our own animation by creating a storyboard and constructing a list of ideas and materials which we would use when filming. Our idea was to create an animation which features the natural disaster of a tsunami and also teaches the children some facts about tsunamis and what they are, when they occur etc. Our storyboard shows what we want to try and create and the main features of our short film. We took some inspiration from ‘The Impossible’ (The movie which surrounds the Boxing Day tsunami) and then developed our own storyline. We decided to create a nice beach setting where our characters will be playing in the sand with a beach ball when suddenly we have a change in weather which progressively turns the beach dull. We then decided that we would need to show the effects of a tsunami and try and get some warnings put across. At the time, this plan looked great and I was on board with the team and I couldn’t wait to try it out. At this point, we also planned which materials would be vital for our animation to work. We decided that we would need to get tissue paper, Lego figures, skewers, cotton wool, pens, pencils, card, paper and sellotape. This sounded like we were on track and that it would run smoothly on the day. Throughout the week, I purchased some resources and tried to think of further ideas I could offer. Safe to say, I definitely need to use my time more wisely. I only thought of the ideas the night before and they weren’t well developed. This is a skill I will work on throughout my course at UWS.

Animation day arrived and we thought we very prepared. Turns out, an animation is much harder than the videos make it look. Firstly, trying to get the camera placed in the correct position so that the background fit in perfectly was causing some problems. The camera just wouldn’t stay in the same place and it was extremely frustrating. Secondly, trying to make the lego figures look like they were walking was difficult as I had not thought about how much to move them and that if you move them a centimetre too far, it looked like the lego figure had jumped forward suddenly. I think we thought this task was going to be easier than it was. The storyline we had created was also quite hard to move from the storyboard to our actual scene. This meant that some changes had to be made as it just wasn’t possible for us to create the scenes we had planned as amateur animators. I think when we reached an hour and a half into the lesson, I had the realisation that we definitely needed more preparation if we were ever to do it again. I also had the realisation that animation is a very difficult task and I commend any individuals who can do it successfully. So as time went on, we finally got to a stage where it seemed to be going well as we were able to float clouds across the screen, have the lego figures throwing a beach ball and have the waves of the tsunami hit the village. It then came to our attention that we had only pressed the camera once for each movement and that it all went at quite a fast pace. This is when we decided to go back and duplicate frames so our lego figures moved at a more realistic pace. We then had some more technical difficulties as after we finished photographing our final scene, that specific scene wasn’t showing up when pressing play. This is why I will be looking at any future apps we need to use in the class. To top it off, we added some sound effects to ensure that our short film had some more depth but to also show another feature of the iStop Motion app. Below you can watch our finished product. Apologies that it is not landscape, my laptop is not allowing me to change this.

I am happy with the final product that my team created and I am pleased that after all our troubles that it finally worked out. Working in a team and collaborating is a main focus of the Curriculum for Excellence and is a set of skills which needs to be developed within the classroom. (The Scottish Government, 2009). Upon reflection, it’s safe to say that I think this was a task where teamwork was vital, however, I cannot lie and say it was what I thought it would be. I think our group was too big and overpowered with ideas and I felt frustrated throughout as there were not enough jobs for us all to partake in at once. As a teacher, you will need to have good collaborative working skills in the school environment as you will need to work with other teachers on projects and you may even share your class with someone else. I think teamwork is a skill that I would like to work on as I do class myself as a team player but in times where everyone gives their thoughts and ideas, I tend to be quiet (which may be surprising for some of you) and not put in as many thoughts as I would like too. This is something I can work on over the next few years on the course.

When looking at the Curriculum for Excellence experiences and outcomes, I feel this task can be interpreted in a variety of ways. At first level, the outcome I would use is ” I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts” – TCH 1-1a. At Second Level I would use “I can recognise basic properties and uses for a variety go materials and can discuss which ones are most suitable for a given task” – TCH 2-10a and also “I can extend and enhance my design skills to solve problems and can construct models” – TCH 2-09a. I feel these fit the task as the child needs to work with a variety of materials to achieve a good background and image to ensure that the scene is made clear but they also need to construct this scenery to ensure they can solve the problem of how it will move and look once put in a sequence.

I think what I enjoy about this module is that when you are doing these tasks which could be given to your class of children, it allows you to see the skills needed to succeed and what barriers and difficulties may be in your way. In this task a few skills and qualities which are developed are the child’s patience as animation can be frustrating (I can support this) and the children need to learn those good ideas take time, they will also improve their digital skills as they will learn work the iStop Motion app and once again improve their skills on a mobile device. They will also have the chance to improve their collaborative skills and ensure that they will be able to work in a team. I also feel like the child would be able to improve their creative thinking skills as while creating the animation, the team and I had to be able to think out of the box and create ideas which would work when transferred over to the iPad after being a basic sequence of photos. This also includes the background and any objects involved in the animation. Finally, I also think the children will improve their own reflecting skills as animation provides them with challenge and they will be able to see where they’ve gone wrong and how it can be improved in the future. I think this is excellent to develop from a young age.

When recapping the task this week, I identified many links to the Digital Learning Strategy and where animation would help it to achieve its aims. I believe that animation helps to achieve the goal of enhancing teaching and learning as this activity could make lessons fun and also promotes a new challenge to the children in which they can display their work. I think an animation task could also empower leaders as I feel each team needs a member to be in the role of leader to ensure that tasks are completed on time and successfully especially with the complexity of this task (The Scottish Government, 2016). This also helps to improve access to this ‘digitally native’ generation of children (Prensky, 2001).

Animation is a task which I may explore when I am teaching my own class. I think I will ensure that I am more prepared if I am ever to do it again in the future and also prepare myself for the challenge. I have enjoyed learning about it and will continue to do further reading to broaden my knowledge.

References used within this blog:

The Scottish Government. (2009) curriculum for excellence building the curriculum 4 skills for learning, skills for life and skills for work. Edinburgh: The Scottish Government [Online] Available at: https://www2.gov.scot/resource/doc/288517/0088239.pdf [Accessed: 27 February 2019]

The Scottish Government. (2016) A Digital Learning and Teaching Strategy for Scotland. Edinburgh: Scottish Government [Online] Available at: http://www.gov.scot/Resource/0050/00505855.pdf [Accessed: 7 January 2019]

Prensky, M. (2001) Digital Natives, Digital Immigrants MCB University Press.

February 24, 2019March 31, 2019

Week 7- Animation Part 1

The Oxford Dictionary defines animation as “The technique of photographing successive drawings or positions of puppets or models to create an illusion of movement when the film is shown as a sequence” (2019). This week within the class, we were able to explore the world of animation and see where it could be used within the modern day classroom. This included us looking at 2 fantastic apps for children and adults while thinking creatively to make some short videos showcasing our new skills.

It never clicked with me until today’s session that animation in the classroom can actually be an excellent task for children to explore as it can link many different areas of the curriculum as well as changing up their lessons from the basic worksheet. Animation can be used to support the inclusion of children within and out with the classroom environment. An example is allowing children to express themselves with their own animation projects so that any insecurities are taken away. This is also good for the e-inclusion of the classroom as it can take away the difficulties of those with additional support needs. However, we cannot forget about how animation skills are connected to the confidence of teachers. A teacher must be skilled to teach these ICT methods without projecting their nerves or opinions onto the children who are ready to learn. (Beauchamp, 2012). This is something that I will need to personally practice as I want my teaching to be of a high standard so that the children are able to explore their new skills without any previous judgement or fears which I have passed onto them.

So how does animation enhance the learning of the children you ask? Well, it can be used to enhance children’s visual representations. This can be useful for those children who are shy and are also too nervous to tell you any worries face to face. This could also help us to understand how children learn more efficiently. It can also be used to illustrate the processes. This can be as simple as baking a cake or creating an amazing piece of art. Through animation, we can see the step to step guides of how the children have achieved their final products (Education Scotland, 2018). The final way it can enhance the learning of the child is that animation provides an interactive element to the basic subjects. This could be using a stop motion lego figure movie to tell the class how to do their 3 times tables or even a stop motion cut out story to enhance the languages. Animation is a great method for learning within the ‘digitally native’ classroom (Prensky, 2001).

Children engage with animation on a day to day basis as they may watch cartoons which require drawings to develop. This means that by using animation it provides children with a visual impact and lessons can be taught to them through an animated character(s). It also brings along the idea of new life to inanimate objects as through animation we can allow them to become a character and move due to the sequence of photographs (Jarvis, 2015). The best way to start in the classroom is cut out animation due to the demands which are required with the other types. It is also good to start in groups within the classroom as an animated short film can be a lot of work for an individual child.

The 5 types of animation are:

Cutout Animation – This is quick and easy to create as children can move around paper images to create a story.
Stop-motion Animation – This could be through the use of plasticine, however lego figures are a much easier option.
Pixelation – The use of humans as the puppets in the animation. This is still using stop motion technology however, the humans can show expression and give a real-life sense to the movies.
Drawn Animation – This is what you see in cartoons. The most common example would be films such as Disneys Snow White or Cinderella.
Computer Animation – Also known as CGI which is where people can create animation through many magnificent profiles. Of course, this is the hardest and will take many years of practice.

During the class, we had the chance to explore some apps that allow animation within the classroom. These were Puppet Pals and iStop Motion. I started with Puppet Pals to begin with as we had been told it was the simpler app of the two. This app allows children to recreate some of their favourite fairytales with the choice of characters and scenes. It has to be said, without payment, the choice is very limited and children would only be able to create a few of their favourite tales. At first, I found it quite difficult to use as I wasn’t grasping the concept of how the app records the tale and also trying to resize characters as they move. Of course, I overcame this hurdle quickly and was able to play with the app and create a fairytale. Below is an example of my creation.

Overall, I thought the app was very good if it was to be used with the children who are perhaps in the early and first levels as I could imagine a second level child wouldn’t have much interest as their ICT skills will have been more developed by this stage. As it is very limited, if I had to use it in my classroom I would need to upgrade the app as I want to allow the child to have full creativity. However, it did show me that animation could be used in the classroom settings as children could film these fairytales to convey their own emotions which could bring in the health and wellbeing of the child as it could be used if the child doesn’t want to tell you their feelings face to face. I also felt the app was inclusive of those with additional needs and that the full class could use this app. I will definitely keep it in mind for my own classroom.

I then had the chance to explore iStop motion, which I have to admit, was my preferred choice of the apps. This app lets the child have a fully personalised choice of what they want to create. This app can be used with any inanimate objects or even humans to create pixelation. It basically allows you to take a series of photographs of the objects/people where you can move them about in each photo so it seems like the object/person is moving. I used the “stretchy people” in the class to test it out and see if I was any good at animation! It was harder than it looked! The inanimate objects don’t always want to do what you want them to do… especially this stretchy person! He just wouldn’t stand up for me and I ended up having to use some plasticine to try and stick him to the desk. Below is my example.

This was fun to use and I can see where it would benefit the children in the classroom as it would allow them to use anything they wanted to create a story, their feelings, historical events or even just explaining what happened at the weekend. Next week, we will be creating our own iStop Animation with lego (hopefully) to create a tsunami scene! We have already planned our storyboards and I look forward to the challenge.

A CFE outcome which I feel represents animation in the classroom is ” I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts” – TCH 1-1a. This would allow children to produce short films and clips to represent how they are feeling or to even give an answer to a question.

Already I can tell that animation is a section of digital technologies which will provide me with many lesson plans and ideas for my classroom in the near future. By practising my ICT skills, I will be able to enhance both the teaching and learning within the classroom which is the main focus of the Digital Learning Strategy (). I am looking forward to creating out animation next week.

References within this blog:

Beauchamp, G. (2012) ICT in the Primary School: From Pedagogy to Practice. Pearson.

Education Scotland. (2018) Animation in the classroom – Developing skills in animation.[Online] Available: https://education.gov.scot/improvement/practice-exemplars/Animation%20in%20the%20classroom%20-%20Developing%20skills%20in%20animation[Accessed: 21 February 2019]

Jarvis, M. (2015) Brilliant Ideas for Using ICT in the Classroom: A Very Practical Guide for Teachers and Lecturers. Routledge.

Oxford Living Dictionaries. (2019) animation.[Online] Available: https://en.oxforddictionaries.com/definition/animation[Accessed: 21 February 2019]

Prensky, M. (2001) Digital Natives, Digital Immigrants MCB University Press.

February 19, 2019March 31, 2019

Week 6 – Movie Making

Movie Making is the aspect of digital technologies that we were looking at this week within the class which also included an assessment task. To be more specific, we mainly focused on the use of the iMovie app for Apple devices to create our own films and to also discuss how it would be used within the modern day classroom. We also had a look at internet safety.

Now you may be thinking, how can we use apps such as iMovie in the classroom? Well, the answer is… the possibilities are endless! This could be for recording a research project where children pretend they are giving a news report on a particular event within the area or they could create their own films giving tips on how to make recipes! iMovie is a great resource for children as it provides many learning opportunities. These include:

Learning how to use a camera.
Planning out their scenes.
How to add music and effects.
How to create different moods within the scenes.
To present their information.
To practice their acting.

Of course there are many more opportunities which can be explored, however, iMovie can also help us to look at Blooms Taxonomy. Using iMovie within the modern day classroom can help us achieve each of the levels. The examples I have come up with are:

Remembering – Use iMovie to save memories from the classroom which can also help children recall previous memories or lessons.
Understanding– The children can use iMovie which shows their understanding of the learning intentions and prove that they have achieved all the lessons aims.
Applying – The children can apply iMovie clips into their presentations to give more depth and to be more creative.
Analysing– The children can use iMovie to film their environment and analyse what 3D objects and 2D shapes can be found in the rooms, the playground etc.
Evaluating – The children could film an experiment in science on the iMovie app and then afterwards sit down in front of the camera explaining to the viewer what they have done wrong or right and how it can be improved in the future.
Creating– The children can be given freedom on iMovie to explore their creative side to create a new song or story and record the process of making it.

( Gibson, 2019).

I will definitely take some of these ideas for my own classroom and will be using this app to explore all aspects of the Curriculum for Excellence. This offers variety in the classroom and allows children to explore new technology.

In today’s modern society, it is incredibly important that we teach children about the sensitive topic of internet safety. On the 5th of February 2019, it was Safer Internet Day. On this day, children are taught all about internet safety and the current issues which they need to be aware of. In our classes, there will be children (of all ages) who will have their own social media profiles which is something that we cannot stop. Although these apps guidelines state the child must be 13 years old, children still manage to secure these accounts. As a teacher, I must ensure that I do not put forward my personal opinion of a child having these accounts (Beauchamp, 2012). Even though I had an account at a young age, as I have grown older, I have realised how dangerous these profiles can be to the younger members of society. So what can we do for these children? We can provide safety tips. The UK Safer Internet Safety Centre (2019) provides the following tips for those aged 7-11:

Be aware of the dangers and how to turn off sensitive content.
Make sensible choices.
Always ask others permission online.
Be an online role model.
Ask for help from an adult if you are ever worried.

As the issues grow online with many more harmful issues surfacing on the web, these tips can help the children to ensure that they stay out of any dangerous situations. Of course, these tips will need to be updated all the time due to an increase of danger but by having these talks with the children, we can ensure they have the basics to ensure when using the internet at home or within the school they are always in the safest situation possible. The Scottish Government (2019) also provides help and guidelines for the parents and/or guardians of the children regarding the use of the internet. This includes how to deal with cyberbullying and also how to protect your family and in particular your child’s passwords. This is a great webpage to help the adults especially since the internet evolves more every day.

As mentioned above, the topic of internet safety is a hard subject to teach to children and we can not force our opinions on particular social media platforms which we may deem unsafe for their use as the child may already have it or have their own separate opinion on the matter. The task this week was to create a movie in a small group about the dangers of the internet while giving them some safety tips for if or when they choose to use it. My group decided we would develop a storyline surrounding the relevant topic of “cat-fishing” profiles on the likes of apps like Facebook and Instagram. As the Washington Post puts it, social media is allowing people a ‘cloak of technology’ (2016) where they can hide behind another users identity to manipulate others thoughts and get them to meet where they could be hurt or taken. We felt like this was an important topic that has to be discussed with children so that they are able to identify what harm it can cause them but also to help them identify these fake profiles.

Before beginning to create our movie, we constructed a quick plan of action to help us with a storyline but to also help us make sure that it was child-friendly. In all honesty, we should have talked more before we went into the class that day as we spent a lot of time discussing what we should do. Below is our plan and our line of thought for our movie.

In our movie, we showed the viewer that Chloe was adding a new Instagram photo which showed her location. We then showed me (the stranger) screen shooting the photos and then adding them to a new profile and setting up a catfish account. The stranger then messaged Chloe’s friend claiming that she had made a new profile. They then agreed to meet up. However, when meeting up Chloe’s friend quickly found out that she had agreed to meet a stranger! We then went on to showcase the tips in which we believe would avoid this situation. This was hard to film for many reasons. It made me realise that it actually very easy for someone to become a catfish and how easy a target children are and without any advice, the situation we filmed could eventually happen! It made me realise the importance of teaching internet safety within the classroom and it will definitely be an area which I will focus on within my lessons.

This could relate to the Curriculum for Excellence experiences and outcomes in many different subject areas. We chose “I can explore online communities demonstrating an understanding of responsible behaviour and I’m aware of how to keep myself safe and secure” – TCH 2-03a. This fits our movie as it shows that we can demonstrate these safety skills and then also show our understanding. This could easily be done by a group of children where they could all showcase their films to the class and discuss all of their individual tips for online safety.

My thoughts on iMovie are that if you don’t have a prior understanding of the app it can be really hard to try and pick up the skills in one sitting. My group did find the app difficult to work as we couldn’t find some of the buttons such as putting in text or changing the colours of backgrounds. Again, this could be avoided by trying out the app before the class and trying to prepare more in advance.

References used within this blog:

Beauchamp, G. (2012) ICT in the Primary School: From Pedagogy to Practice. Pearson.

Gibson, Katy. (2019) Bloom’s Taxonomy. [Graphic, Online] Available: https://sites.google.com/site/kgibsondigitalportfolio1/danielson-framework/danielson-domain-1/1c-setting-instructional-outcomes/bloom-s-taxonomy[Accessed: 19 February 2019]

McCarthy, Ellen (2016) What is catfishing? A brief (and sordid) history. The Washington Post. [Online] 09 January, nonpaginated. Available: https://www.washingtonpost.com/news/arts-and-entertainment/wp/2016/01/09/what-is-catfishing-a-brief-and-sordid-history/?noredirect=on&utm_term=.21d6dabe5eaf[Accessed: 19 February 2019].

The Scottish Government. (2019) Internet Safety[Online] Available: https://education.gov.scot/parentzone/my-child/Internet%20safety[Accessed: 19 February 2019].

UK Safer Internet Centre. (2019) Safer Internet Day 2019 Top Tips for 7-11s. [Online] Available: https://www.saferinternet.org.uk/safer-internet-day/safer-internet-day-2019/safer-internet-day-2019-top-tips-7-11s[Accessed: February 2019]

February 6, 2019March 31, 2019

Week 5 – eBooks and Mobile Devices

As an avid reader, I already had a great understanding of eBook technology and what features are available on multiple mobile devices. “An e-book is a book which is produced for reading on a computer screen. An e-book is an abbreviation for ‘electronic book’ (Collins, 2019). The most popular form which you may have heard of is the Kindle which thrived in popularity a few years ago as it allowed both adults and children to take many books with them wherever they went without having to carry along a bulky paperback. However, e-readers and devices have evolved further with many educational apps and functions which can help teach the curriculum and can also help children at home with their own learning.

So what devices can come under the term “educational device?” Beauchamp identified the 7 general principles for determining the effectiveness of an ICT application in the early years. These are:

ensure an educational purpose
encourage collaboration
integrate with other aspects of the curriculum
ensure that the child is in control
choose applications that are transparent
avoid application which contains violence and stereotyping
be aware of health and safety issues. (2012)

Now, the device used the most in Scottish schools is the iPad. An I agree to an extent that it has these attributes however, when looking at the health and safety of the iPad and avoiding violence and stereotyping, we need to be extremely careful with its use. iPads are not automatically on a safety mode and many don’t have banned websites which could cause harm to the child. When receiving the iPad, schools must ensure that they check that their system blocks out the violence and protects the child from the internet. Also, on the topic of stereotyping, many apps are aimed towards one gender, so schools must ensure that they choose apps which respect all genders and that anyone can use.

In 2012, a few pilot schemes were established within the Scottish councils where teachers were given iPads as well as others receiving a full class set which would be used in class and for some, even at home. Education Secretary Mike Russell said, “I want to drive forward a culture change in Scottish Education” (BBC News, 2012) and I believe that he achieved this as now when you walk into a primary school, you automatically see the use of iPads in all the classrooms around you. The University of Hull did an investigation into the use of the iPads in Scottish education and they found many positives on the subject. The found that it changes the nature of the classroom environment which allows student-centred learning as well as ensuring independence, group work and full class activities. The iPad was also found to be useful for the homework as it provided parents with support and also showed the progress of their child and it generally helped children to complete work within the classroom (2012). I think this study has provided us with more information about the use of these iPads and further makes me feel confident in their use in the primary setting.

David Andrews (2012) highlighted the positives and negatives of iPad use in an education setting. He was able to show that iPads provide ease and speed to the user, they are good for audio and visual purposes, reading is available and of a high standard and they provide the creativity. However, the negatives include the use of adobe flash which is a program which always seems to be faulty, it’s hard to multitask as you aren’t able to open more than 1 project at a time and that word processing can be a difficult task. These are all very good points which I agree with but due to its educational benefits, I still believe that iPads are a great idea for the classroom setting.

This week, we had the chance to explore the book creator app which basically allows the teacher or child to create an interactive text which can benefit language and all other aspects of our curriculum. I had a great time trying to work this app and can say that it was much easier than the previous 2 weeks. The Book Created app has many tools such as audio where you can record sounds to enhance the book as well as text, images, colours etc. We had to create a summary of a popular children’s book and make it interactive for the child using these tools and I have to say, I had a lot of fun with this. I chose the book ‘Giraffes Can’t Dance’ by Giles Andreae which illustrated by Guy Parker-Rees. Firstly, I wrote down a quick plan of what features I wanted on my pages and how they would be made interactive. This was a good idea as it allowed me to create my book quickly as I didn’t have to use a great deal of time thinking about how I would achieve this. Below are some images of my eBook.

As you can see in this photograph, I took photos from the book and then wrote my own text. The audio button you see there is a recording of myself asking the children a question which they will reply to me using their own audio effect.

A consolidation page to ensure that the child had a sound understanding of the text.

The Final Product:

The Experiences and Outcomes, I believe that are achieved in this eBook experience are:

” As I listen or watch, I can identify and discuss the purpose, keywords and main ideas of the text, and use this information for a specific purpose. – LIT 1-04a
I can explore and experiment with digital technologies and can use what I learn yo disport and enhance my learning in different contexts. – TCH 1-01a

In terms of the Book Creator app, I have to say that I really enjoyed using it and I think it is a brilliant resource to be used within the classroom. Whether its the child creating the book or its the adult creating a book with questions, the possibilities are endless. I think this a great method to recognise digital literacy and how it can be effective and I also think it’s good that it allows the child to have fun while reading especially in terms of independence.

When I looked at The Digital Learning Strategy, I easily identified that the use of mobile devices such as iPads improves the access of technology to all children which is an objective of the Scottish government. I also realised it ensures that digital technology id a central consideration as it can be used in all aspects of our curriculum. The iPads also enhance the use of collaboration within the classroom which promotes the enhancement of teaching and learning as well as engagement and motivation to partake in subjects such as languages (The Scottish Government, 2016). I think iPads are a great resource for schools to have as apps such as Book Creator allow the children to explore their own learning and have all the creativity that they want and I cannot wait to use this while on placement and throughout my future career.

References used within this blog:

Andrews, David. (2012) An Apple for the teacher: are iPads the future in class? [Online] Available at: https://www.theguardian.com/teacher-network/2012/aug/13/schools-secondary-schools [Accessed: 6 February 2019]

BBC News. (2012) Education Scotland looks to expand use of tablets computers in schools.[Online] Available at: https://www.bbc.co.uk/news/uk-scotland-north-east-orkney-shetland-18081005[Accessed: 6 February 2019]

Beauchamp, G. (2012) ICT in the Primary School: From Pedagogy to Practice. Pearson.

Collins. (2019) Definition of ‘e-Book.’[Online] Available: https://www.collinsdictionary.com/dictionary/english/e-book [Accessed: 6 February 2019].

Scottish Government. (2016) A Digital Learning and Teaching Strategy for Scotland. Edinburgh: Scottish Government [Online] Available at: http://www.gov.scot/Resource/0050/00505855.pdf [Accessed: 6 February 2019]

University of Hull. (2012) iPad Scotland Evaluation.[Online] Available at: http://moodle1819.uws.ac.uk/pluginfile.php/39914/mod_resource/content/2/Scotland-iPad-Evaluation.pdf[Accessed: 6 February 2019]