27/02/18

Mobile Devices

This session was based on mobile devices and how they are used within the classroom as a tool for teaching and learning. I had never used an Easi-speak microphone before this session and it was interesting to see how it worked and how is could be used in a classroom setting.

Before taking on the task of the session we started by doing some reading of different articles and a report from the Children’s Parliament to see how mobile devices are being used across Scotland:

• Apple Mac computer
• Audio Books
• Computer (PC)
• Digital camera
• Drone
• DS (various versions)
• Go Pro (when mountain biking) I-pad/tablets I-pod shuffle
• Kindle
• Laptops
• LeapPad
• Mobile phones
• Nintendo 3DS XL
• Play Station (various versions)
• Sky Box
• Smart Board (at school)
• TV
• Various tablets
• Wii X-box                                      (Children’s Parliament, 2016)

From this summarised list it’s clear that there are many different types of technology that we use not just in the classroom but also in everyday life and as modern technology moves forward its inevitable that it shall be used more and more in the classroom and at home. I feel that using different technologies within primary schools is very beneficial as it helps children bring the skills they learn at home using the different devices into the classroom setting as a type of play. Play is a basic right for all children and they need the freedom to play to allow them to develop new skills and relationships (Learning and Teaching Scotland, 2010).

Albert Einstein once said that “play is the highest form of research”  but it’s also the best way of letting children discover who they are as individuals and learn how to communicate and make friends with other children in the setting. Encouraging children to play is the best way to ensure they progress in every aspect of their holistic development and continue on to be successful individuals and fulfil their potential in life.

In the workshop we were tasked by writing an “I am” poem which afterwards would be transferred from one piece of digital technology into another, a power point presentation. While creating the power point we put each line of the poem on its own slide and added a picture that appropriately fit the line of the poem. To further add to the slides we then recorder the lines of the poem using the Easi-speak microphone and then put them onto each slide of the power point that they matched with. So that as each slide came up it would read out the line of the poem. During this task I felt that it would be an appropriate task to have a primary class do as it would give them the chance to work either independently or collaboratively as well as help them develop their skills and knowledge of mobile devices.

This task also relates to many technology experiences and outcomes:

• “I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts.” TCH 1-01a.
• “I regularly select subject, purpose, format and resources to create texts of my choice.” LIT 1-01a / LIT 2-01a.                      (Scottish Government)

I feel activities like this would help children discover the easiness and flexibility of different mobile devices.

Reference List:

Scottish Government , Curriculum for Excellence: Technologies experiences and outcomes [Online] https://education.gov.scot/Documents/technologies-eo.pdf [Accessed 28th February 2018]

Children’s parliament (2016) A Digital Learning and Teaching Strategy for Scotland: The View’s of Children [Online] http://www.childrensparliament.org.uk/wp-content/uploads/REPORT_digital-learning-consultation_Childrens-Parliament-1.pdf [Accessed 28th February 2018]

06/02/18

eBooks

“An electronic version of a printed book which can be read on a computer or a specifically designed handheld device”, (Oxford University Press, 2018) this is the definition of an eBook, not only is it something that can be read from and interacted with easily but it’s also something that can used to recreate or redesign a book or story. An eBook is a practical and portable way of viewing and sharing information, it’s also more appealing to children as they can personalise it and interactive with it independently. The picture below shows many more links, connections and benefits that come from using eBooks:

• put learning into context
• creativity encouraged
• promotes reading
• benefits in future workplace

eBooks give adults, teachers and children access to a wide range and variety of books that fit their personal preferences and allows them to easily get to grips with a modern piece of digital technology. This is just another way that shows how digital technology impacts our lives and how simple it can be to use.

In 2016 the Scottish Government set up “A Digital Learning and Teaching Strategy for Scotland” with the aim of getting and enabling all teachers, children and adults to them have positive experiences with technology. To help ensure that their aim is achieved the strategy is “structured around four essential and interrelated objectives”:

• “Develop the skills and confidence of educators in the appropriate and effective use of digital technology to support learning and teaching.
• Improve access to digital technology for all learners.
• Ensure that digital technology is a central consideration in all areas of curriculum and assessment delivery.
• Empower leaders of change to drive innovation and investment in digital technology for teaching and learning”.      (Scottish Government, 2016)

To have a chance at having our own positive experience with digital technology we got the opportunity to create our own eBook on an iPad using the app Book Creator. During the session we used the app to retell a story of our choosing, using pictures, videos, sounds and written text to create a multimodal presentation of information that can be easily accessed, used and shared.

While recreating the story book Rapunzel I was able to navigate my way around the app easily, by starting a new book I was able to take pictures or videos to add to the book. I was also able to add text to help tell the story as well as sound clips to different pages. Furthermore I was even able to add a more personalised touch to the book by drawing on different prints, lines and flowers. I found using this app simple and easy to use and would definitely use it in a classroom environment activity, one either teacher lead or an activty that allows the children to independently work or collaborate to create something of their own.

Reference List:

Scottish Government (2016) Enhancing Learning and Teaching Through the Use of Digital Technology, [Online] Available at: http://www.gov.scot/Publications/2016/09/9494(Accessed: 8th February 2018).

30/01/18

Coding

The ability to code computer programs is an important part of literacy in today’s society. Coding can be used to help develop children’s confidence in areas of the curriculum that they struggle with. Scratch Jr is a child friendly programme that allows children to develop skills such as:

• Creative thinking
• Logical reasoning
• Problem solving
• Collaboration

This is an introductory programme to the language of coding and is an easy and accessible way for children to create their own interactive stories and games. The programme consists of piecing together graphical programming blocks to make the characters move, jump, speak and communicate. “Scratch is designed for exploration and experimentation so it supports any different learning style… Schools can use Scratch to aid teachers in subject like mathematics, English, music, art, design and information technology” (The Lead Project, 2014).

By covering a multiple of topics, different areas of the curriculum can be covered and teachers can create many activities from a simple Scratch presentation. I choose to create a simple character and go on an adventure in space and share facts about different planets. This could act as a starting off point for many activities such as the children creating their own story or adventure in space, drawing their own planets and characters and learning about the solar system and about the planet they live on. These different activities and the programme its self can link to many areas of the curriculum and be used in a variety of ways not just by the teacher but by the children.

Learning to use code, can be like learning a new language, its creates a gateway to a new of thinking, looking at things and skills. This can be shown in the different areas of the curriculum for excellence:

• “I can explore and experiment with the features and functions of computer technology and I can use what I learn support and enhance my learning in different contexts”. – TCH 1-04a / TCH 2-04a
• “I am developing problem-solving strategies, navigation and co-ordination skills, as I play and learn with electronic games, remote control or programmable, I can work individually or collaboratively to design and implement a game toys”. – TCH 0-09a / TCH1-09a                                (Scottish Government)

Through coding children “are learning to think creatively, reason systematically, and work collaboratively – essential skills for success and happiness in today’s world” (The Lead Project, 2014).

Reference List:

The Lead Project (2014) Super Scratch Programming Adventure: Learn to Program by Making Cool Games! No Starch Press.

Scottish Government , Curriculum for Excellence: Technologies experiences and outcomes [Online] https://education.gov.scot/Documents/technologies-eo.pdf [Accessed February 1st 2018]

20/02/18

Animation

ICT allows pupils to “achieve something that would be very difficult or even impossible to achieve in any other way”, (Beauchamp, 2012, p.54). The skills that children gain while carrying out tasks and experimenting with different types of technology are skills they use not just in the subject of ICT but also in everyday life, in and out of the classroom.

The skill of confidence is one of the most important skills we can give to children while using technology and showing them that we are confident while using the different apps and programmes will help them feel like they can do it too.

“ICT equipment is part of pupils’ everyday life, so should be part of their everyday play” (Beauchamp, 2012, p.66). Children should feel that using technology is fun and not a chore and a of making it fun is letting them explore the world of animation.

Bertrancourt (2005) gives three ways in which animation can be used to make learning more effective:

• gives visual representations
• illustrates processess
• provides an interactive element                          (Jarvis, 2015, p.92)

The process of animation is “the stringing together” of still images but giving the appearance of movement (Jarvis, 2015, p.89). Creating animations gives the children the chance to be in control of their experience and learning with technology and make something as simple or as complex as they want.

Diving into a new branch of technology can make teachers, student and children unsure of what to do and how to use it but the different types of animation can be broken down in to five main types:

• Cutout – quickest and easiest
• Stop-motion – e.g. plasticine models
• Pixillation – humans become the puppets
• Drawn – e.g. Disney productions
• Computer – e.g. games and movies                      (Moving Image Education)

Starting off with the simplest of the five, cutout, is the easiest way to get to grips with the process of animation.

Reference List:

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

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

Moving Image Education [Online] https://movingimageeducaiton.org/create-films/animation [Accessed: 21st March 2018]

13/02/18

Movie Making

During our sixth session we explored the world of movie making and the importance of explaining and showing how to be safe online. “…The key idea [is] that e-safety is not about restricting children, but abut educating them”, (Beauchamp, 2012, p.58). Allowing children to use to technology and the internet is important as they develop and gain information and knowledge about modern ways of learning but also modern ways of interacting with friends online safely.

The Scottish Government (2015) have found evidence that digital technology, when used effectively, can raise the speed and depth of learning in science, mathematics as well as improve basic literacy and numeracy skills, (The Scottish Government, 2015).

Allowing children access to these necessary tools gives them the opportunity to communicate, express themselves and collaborate with others but also gives them the skills of being able to become functioning members of society, (Weiss, 2017).

“…Being literate in the twenty-first century incorporates more than simply being able to read and write. Children need to also learn how to use [and] present…” (Bennet, 2004, p.21). There are many ways to give children the chance to use digital technology in and out of the classroom, allowing them to present their thoughts and ideas in different ways, using different programmes such as iMovie.

Digital Literacy helps to develop:

• Practical & Functional skills
• Critical Thinking skills
• Awareness of e-safety
• Collaboration skills
• Ability to Find & Select Information
• Effective Communication
• Creativity

As part of our task we had to split into groups and create a movie to show the dangers of being online and how to be safe. Our group decided on a Snow White and Evil Queen theme to show that people can disguise themselves and pretend to be someone they aren’t to try and hurt you.

Reference List:

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

The Scottish Government (2015) Literature Review on the Impact of Digital Technology on Learning and Teaching. [Online] http://dera.ioe.ac.uk/24843/1/00489224.pdf [Accessed 19th March 2018]

Weiss, D. (2017) Time to Know blog [Online] https://www.timetoknow.com/blog/essential-digital-literacy-skills-for-the-21st-century-worker/ [Accessed 19th march 2018]

20/03/18

Outdoor Learning

“Outdoor learning experiences are often remembered for a lifetime” (Learning and Teaching Scotland, 2010).

Through mixing outdoor experiences and learning, it gives children more of an opportunity to explore and discover through play and achieve things that hard more difficult to achieve in the classroom.

Outdoor learning has many benefits:

• Develops critical thinking and problem solving
• Personal development
• Promotes healthy lifystyles
• Personal safety
• Inclusion for all

“…It’s clear that the outdoor environment offers motivating, exciting, different, relevant and easily accessible activities from pre-school through to college” (Learning and Teaching Scotland, 2010).

To help ensure that children gain these benefits, using Getting It Right For Every Child (GIRFEC) and the SHANARRI Well-being Wheel can allow teachers and practitioners to support them and make sure the children are:

• Safe
• Healthy
• Active
• Nurtured
• Achieving
• Responsible
• Respected
• Included

To ensure that GIRFEC is being used effectively the method of planning, implementation and evaluation can be used. To be more effective at fulfilling a child’s needs GIRFEC uses its wellbeing wheel of indicators to help make sure these needs are met. Each section of the SHANARRI wheel sets out how to ensure each aspect of the child’s learning and holistic development are being encouraged and cared for. By doing this teachers can assess the children’s learning and development in a safe and secure way whether the child is playing indoors or outdoors, the children should have access to both and should be given the freedom to play and explore.  Outdoor Learning can also be beneficial for teachers as they get “to see each other in a different light, building positive relationships and improving self -awareness and understanding of others” (Education Scotland,  2010).

During this session we got a chance to have our own experience at just how fun and beneficial outdoor learning can be. Before we went outside and tried out the QR Reader app while doing a treasure hunt for clues, we experimented with a different app, Pic College. This was a chance to get to grips with the app before using it to help make a summarised college of what we encountered on our treasure hunt. 

As a practice we got to go around the university and choose a topic we wanted to create a college about, I chose to create one showing the different types of architecture and textures around the university.

During the treasure hunt one member of the group scanned the codes, one member took pictures to create a college afterwards and another member marked down the answers to the questions when the code was scanned. This would be a great task to have the children do because not only would they get to experience the apps they get to build on their social and team work skills.

The apps were easy to use and made working together fun and the fact that is was a treasure hunt to see which group could crack the code first created a competitive yet friendly atmosphere. This is the sort of atmosphere that gets kids excited to participate and create memories that they will remember “for a lifetime” (Learning and Teaching Scotland, 2010).

Reference List:

Learning and Teaching Scotland (2010) Curriculum for Excellence Through Outdoor Learning.

Education Scotland (2010) Curriculum for Excellence Through Outdoor Learning.

13/03/18

Games based Learning – Part 2

“In recent years, interest has grown considerably in the potential for play to form the basis for learning” (Beauchamp, 2012, p.9).

During this week in Digital Technologies a group of primary six students came in from a nearby school to show us how to use the computer game Minecraft and to help give us a better understanding of how to use it. During their time at school they had been working and creating their own worlds within the universe of Minecraft, this gave us a chance to see how the game works and how children interact with the game. Bray (2012) states that Games based learning has the most transformational impact when it is combined with good learning and teaching and it also states that in a classroom setting, games should not just be used as rewards or for entertainment but as a whole new approach to learning.

Beauchamp (2012) states that the type of skills that could be developed by ICT games are:

• Strategic thinking
• Planning
• Communication
• Application of numbers
• Negotiating skills
• Group decision-making
• Data handling skills

Before this session I had little to no knowledge in how to play or use Minecraft apart from being showed by my little brothers. So getting a chance to explore Minecraft without being told off doing it wrong gave me a chance to figure out how to create and explore the world within Minecraft. Sharing knowledge is a very important part of digital technologies as sometimes it might not be the teachers or staff teaching the children new skills but the children can teach us new ways to do and create things in different areas of technology and computer games. Collaborative working is an effective way to make sure that all members of staff and children are working towards a common goal in the setting through supporting each other. While also developing the organisation as whole due to a harmonised workforce, the improved quality of practice and enhanced communication between the staff and the child, (Benefits and Risks of Collaborative Working, 2016).

By allowing children to play in a way that gives them an education but also have fun, as teachers then the resources they need to feel safe, secure and comfortable in their classroom setting helping their self-esteem, something they require in order to fulfil their potential (McLeod, 2016).

Reference List:

Benefits and Risk of Collaborative Working,(2016), Available at: https://knowhownonprofit.org/organisation/collaboration/what_is_collaboration/benefits_and_risks_of_collaboration (Accessed 15th March 2018).

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

Bray, O. (2012) Playful Learning: Computer Games in Education. [Online] https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education [Accessed 15th March 2018]

McLeod, S. (2016) Maslow’s Hierarchy of Needs, Available at: https://www.simplypsychology.org/maslow.html (Accessed: 15th March 2018).

06/03/18

Games Based Learning

“Digital Games-based Learning is the integration of gaming into learning experiences to increase engagement and motivation” (Higher Education Academy, 2017).

Games Based Learning is another way that digital technologies can help transfer skills and knowledge from home to the classroom and vice versa. By allowing children the chance to use and play the games they use at home in the classroom setting is allows them to progress in their holistic development. especially in the areas of their cognitive and social development as they get to share and gain knowledge about the activities from their classmates which encourages them to communicate and be social.

Using games to improve learning has many benefits for children:

• Increased motivation
• Grab attention
• Recall of information
• Reinforce knowledge
• Stress free and enjoyable

Using a games- based learning approach in the classroom it gives children the opportunity to work individually as well as encourage teamwork and collaboration. ” The link between learning and playing is longstanding and predates the digital ear by thousands of years” (Higher Education Academy, 2017). To help give teachers the knowledge support they require in the classroom when using the games based learning approach, Education Scotland started the initiative “The Consolarium”. This initiative is being used to share how to use computer games appropriately and how they can have a “positive impact on teaching and learning” (The National Archives, 2013).  The role of the teacher is to ensure that games – based learning is encouraged with positivity so that it therefore has a positive impact on those who engage with it. As role models we need to make sure that games – based learning:

• has a positive impact on social skills
• supports leanring
• enhances learning
• develops skills
• provides opportunities to apply skills

Although there are many benefits to this type of learning there are also many things that teachers or users of the approach have to consider, such as identifying a game suitable for the correct age and stage of the children they will be working with as well as what part of the game is going to link to the curriculum or activity they are using it for. One of the most common potential challenges in using games based learning is ensuring that the children are given the chance to achieve their full potential when using games in the classroom, this is done by making sure the teacher has confidence not just in the games but more importantly themselves. This is so important due to the fact they are the ones introducing the children to the games and showing them what to do and how to use it and therefore to do this effectively and successfully they must be confident in what they’re doing so that the children have confidence in themselves.

During the session we got the chance to create an Interdisciplinary Plan (IDL) to show just how many areas of the curriculum that games based learning can link to:

We chose to look at the areas of Art, Technology, Mathematics and Literacy, coming up with many different activities that help show the number of curricular areas that games based learning can achieve. This helped us realised just how many beneficial and effective lessons can come from not just games based learning but what’s within this type of learning, play.

Reference List:

23/01/2018

Multimodality

During our third session we got the chance to experiment and create multimodal presentations using the programme ActivInspire. A text may be described as multimodal when it combines two or more semiotic systems. There are five semiotic systems in total:

• Linguistic
• Visual
• Audio
• Gestural
• Spatial

“The multimodality of technology is another reason to use it, as it allows teachers to present an idea in a variety of different ways to help pupils understand it” (Beauchamp, 2012, p.8). This is a clear way to summarise how using programmes that involve more than one semiotic system are effective as children learn, react and engage with subjects and materials differently. Children who struggle to take in written information may find it easier to understand when pictures, sounds or videos are included, helping them grasp the information that is in front of them.

ActivInspire creates the opportunity for teachers to feel empowered while teaching and using technology to bring lessons to life. Using programmes like this not only allows students and children to develop their own individual learning but also develop communication, team work and collaboration skills within the classroom which they can then use outside the classroom. Teachers can create presentations that are not only interesting and engaging for children but also memorable and personalised to the children they are teaching to allowing them and their students to reach their potential.

“…We must challenge the implicit assumption that speech and writing are always central and sufficient for learning” (Beauchamp, 2012, p.81).

Our task in this session was to create a presentation covering either a literacy outcome or mathematics outcome, using the programme ActivInspire. Choosing a simple layout and design to get across the outcome of simple addition and subtracting, I managed to navigate my way around the programme which I had never used from a student teacher point of view.

These pictures represent slides from the presentation to help children understand simple addition and subtraction using everyday objects and environments they see in real life. During the activity the children would be required to volunteer for a question and approach the board. They would then use the interactive pen to circle the apples they could see to help them count while doing the addition and subtraction and then they would write their total at the end of the sum.

This is an effective way of teaching as it gets the children engaged with the material and allows them translate and breakdown the instruction of the sum into a simpler and easier instruction to understand. Putting what they are being told into action, theory into practice.

Reference List:

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

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]