16/01/2018

Programmable Toys

During our second session of digital technology we began to look into the world of programmable toys, what they can be used for and how they effect and influence children in schools.  “The curriculum introduces programmable toys as a good example for developing knowledge and understanding of the contemporary world.” (Janka, 2008, p.2).

Using programmable toys with children in schools helps them develop important skills to progress into independent individuals. Such as problem solving, concentration level, creativity and interactive responsive learning. Helping children progress in their confidence and independence results in them developing into the four capacities; confident individuals, effective contributors, responsible citizens and successful learners. Programmable toys “encourage group  interaction, conversation and collaboration” (National centre for Technology in Education, 2012, p.1).

Our task during the session was to create an activity using the Bee-Bot programmable toy and make links to a numeracy topic. My peer and I decided to base our activity on times tables and created a board where a child could programme the bee to make a times table question from any times table from 1 -10. As we created and designed our activity and board we also had to consider the Curriculum for Excellence experiences and outcomes. We looked at the Curriculum for Excellence experiences and outcomes for technologies and numeracy and mathematics and felt the following points linked to out activity:

• “TCH 1-04a / TCH 2-04a – I explore and experiment with the features and functions of computer technology and I learn to support and enhance my learning in different contexts. ” (Scottish Government, 2017, p.4)
• MTH 2-03c – Having explored the need for rules for the order of operations in number calculations. I can apply them correctly when solving simple problems.” (Scottish Government, 2017, p.3)

When creating the activity we made it so one child would programme the toy to make a question and another child would calculate the answer and then they would switch roles. Therefore helping us keep the views and effects of programmable toys positive for the children such as giving them a chance to be in control of their learning and have experience in hands on learning. While also getting the chance to communicate and work with other children as well as develop their confidence and independence.

Reference List:

Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How? [Online] http://www.terecop.eu/downloads/simbar2008/pekarova.pdf [Accessed: 22nd January 2018]

NCTE (National centre for Technology in Education) (2012) NCTE Floor Robots – Focus on Literacy & Numeracy. [Online] http://www.ncte.ie/media/NCTE_Floor_robots_focus_on_literacy_numeracy_primary_12-06.pdf  [Accessed: 22rd January 2018]

Scottish Government (2017) Curriculum for Excellence Technologies Experiences and Outcomes, [Online] Available at: https://education.gov.scot/Documents/technologies-eo.pdf [Accessed: 22nd January 2018]

09/01/2018

Introduction to Digital Technologies.

In choosing this module I did so to improve my abilities and competence in technology. As well as to improve my practice and understanding in a world that revolves around communication and technology.

Digital technology is a term used to describe those digital applications, services and resources which are used to:

• find
• analyse
• create
• communicate
• use information

(Scottish Government, 2016)

During our first session in this module we were asked to evaluate our knowledge, understanding and level of ability in technology. While completing the evaluation I was able to establish my current abilities to see where I can progress and develop. We also got the chance to become more comfortable using moodle and glow. Having the chance to navigate the sites and find information on our own to develop our abilities and understanding of digital technology.

During this time we got the opportunity to read, analyse and then discuss the National Digital Learning and Teaching Strategy (2016) set out by the Scottish Government to enhance learning and teaching through the use of digital technology. Within this document the key objectives are to:

• Develop the skills of our educators
• Improve access
• Enhance curriculum and assessment delivery
• Empower leaders of change

(Scottish Government, 2016)

Using digital technology enhances teaching as it allows teachers to access different materials and information that helps engage their learners. Which therefore enhances the learning for those being taught as they have the chance to expand their creativity, ambition and interest in learning.

Looking back at the success criteria for our first lesson I believe that I can begin to describe and understand just how important digital technology is to learning and teaching in this modern day. As not only does it allow educators and learners from all over to access the same materials. It also gives them the same equal and fair opportunities to progress, reach their potential and become active members of society. Education Scotland state that by placing “digital technology at the heart of learning” it could help achieve this potential (Scottish Government, 2015).

Reference List:

Scottish Government (2016) Enhancing Learning and Teaching Through the Use of Digital Technology, Available at: http://www.gov.scot/Publications/2016/09/9494/7 (Accessed: 15th January 2017).

Scottish Government (2016) Digital Learning and Teaching, Available at: http://www.gov.scot/Topics/Education/Schools/ICTinLearning (Accessed: 15th January 2017).

Scottish Government (2015) Literature Review on the Impact of Digital Technology on Learning and Teaching, Available at: http://www.gov.scot/Publications/2015/11/7786/2(Accessed: 15th January 2017).