Category Archives: Digital skills

And the Oscar for best film goes to…..

Leave a reply

In the short time frame from first semester to second semester I already feel a lot more at ease when I see ICT on my timetable. I am basically guaranteed to have an interactive and productive lesson. Experiences I can pass on to the children I hope to teach one day.

The most recent has topped the tables and is the fore runner for ‘most fun day’ at university yet! Sharon introduced us to the impact of simple animation and the ease with which we could then implement that in the classroom. We were shown the software programmes Pivot and Zu3D.

Within the curriculum for excellence,  TCH 3-09a – using appropriate software, I can work individually or collaborativey to design and implement a game, animation or other application. Above and beyond that, throughout the activity I felt I gained confidence and skills that I could then apply to different concepts and it could open onto a discussion about the power animation has in adverts and the consumer world around us.

The software could be broken down into digestible steps dependent on age group. Communication and active listening would be needed but I feel that if the children can be shown by example on a larger scale, that support coming from not only the teacher but their peers would help cement the steps. Being able to make mistakes and then shown that there are ways and means to correct them would also be beneficial.

We were able to collaborate and bring our ideas together to create what I can only describe as Oscar-worthy, Crash-Mash

Hold your applause… I found the activity fun and there was scope for so many different ideas! We got to add music and could have delved further if spaced out over a few lessons.

I believe the lesson could be approached in a constructivist manner like Vygotsky’s Zone of Proximal Development. Utilising the skills of their peers and working with the teacher to build on those skills and develop them further. This would then lead them to feel confident enough to complete a group task and voice their opinions. The cognitive constructivism would need to be addressed individually and this could mean going round the class, possibly writing down the steps or making that information visual with a step by step guide opposed to just verbally relaying the information. The outcome itself is something that could be kept for evidence and a point to build upon through further steps. But watching the groups work would be an insight into their communication and delegation skills. Opening up the chance for a field trip to a computer programming base within Dundee.

Sharon also gave us helpful advice about how to keep the children’s attention and I would like to open a lesson like this with a visual and audio stimulus. Getting the children to close there eyes and listen to a piece of music then possibly watch a short animation with no sound. Being able to then make the link between the two and the co-dependency of these stimuli in the world around us.

I look forward to trying to integrate this animation lesson into my placement school as I have seen they engage heavily with twitter and coding. It’s definitely an area I need to research and I have got copies of a couple books I feel will help. Hopefully I can read myself a bit more savvy but hands on experience will be better to reflect upon and grow from.

 

 

 

A Messy Divorce

2 Replies

The GTCS code regarding social media and its use is clear in conveying the importance of conscientious contribution to the world of Social Media. For all the perks of the profession and the reward, it is also in the GTCS’ best interests that the teachers of Scotland conduct themselves in a manner that instils trust within the pupils, parents and society.

In my opinion I feel teachers would be perceived as out of touch and reluctant to be forward thinkers themselves if they didn’t embrace Social Media in some-way or another. Social Media should be seen as an extension of the classroom and if the teacher is willing to marry their private life to that professional space, they are doing so against guidance. Social Media as an entity is judgemental and self-involved. Understanding the intense pressure there is to be involved in Social Media is the first step. It is everywhere! Instead of adopting a “retreat!” attitude, as teachers, we should be innovating ways to make it benefit the pupils. If you want your private life to stay as such, insure you have the correct settings. I know myself that I have a private Facebook and Instagram account, however my Pintrest is public. I find Pintrest a positive space, devoid of too many trolls or negative comments and enjoy searching recipes, fashion design and rainy day projects. Social Media has the power to portray the teacher as holistic, human, relatable and approachable. Platforms like Facebook and Instagram cannot help but become personal, the line is blurred before the first post is even created. It is all about how you feel and what you think, the temptation to blurt a rant on Facebook is all too easy. Emotions are at the core, “liking”, “reposting”, “#selfie”. Marrying the private and professional aspects exposes the teacher to scrutiny and to befriend a pupil or parent goes against the guidance laid out for us as part of our regulatory body.

So, if I feel Facebook and twitter are too personal and places like glow are too professional or not inclusive of parents then what space do I use? If Social Media is to be a positive experience for all involved, what can I do to get it incorporated?

Pinterest and YouTube are easily accessible, BoB is useful for keeping track of educational programmes. I think many of these social media platforms bring the real world to the classroom. Live connections that can change the setting instantly; evoke instant emotion and discussion. Insuring first and foremost that you are well versed in the lingo, savvy about safety and aware of the omnipresence that Social Media has become. If use of social media is approached in the same manner a teacher would approach a book or a project; well planned, concise and relevant, then there is no detriment to the pupils.

We are now part of a culture that sees children exposed too young, to so many inappropriate images. The need for them to relate and conform to society is a growing pressure and instead of teachers shying away from the subject of social media they need to be seen as a guide. In saying that they also have to guide parents. Why can’t social media be used positively to bridge the gap between home and school? Indeed, between personal life and school?

I looked into this and within a few searches I found a site called Edmodo, a space for pupils, teachers and parents alike. It claims to keep parents in the loop about upcoming assignments, eases use of on the go learning and makes class comprehension something you can analyse mid lesson. For teachers it has all the benefits of social media in a professional context. This appears to be catered to the English curriculum but it’s very interesting how sleek and appealing it looks. Could it be the Facebook for teachers?

As a parent my-self the horror stories regarding misuse of Social Media seem to be splayed everywhere. This doesn’t deter me from encouraging Social Media use in the classroom but it does highlight the need for dialogue. Attitudes will not change if the horror stories are continuously repeated and then documented, ironically, on news sites and Social Media. We teach children how to cross the road, how to construct a sentence but when it comes to Social Media it appears to be them teaching us. Children are all too aware of the independence they can feel on the “big bad internet” and it is our job to show them how to handle that independence and use it to a positive end.

Children have created the frame, catapulting social media into the classroom and we must help them keep within age appropriate boundaries but make the content engaging and beneficial. They will see massive changes in their lifetime. When I was 5 I never imagined I’d be using the internet to converse with people all over the world instantaneously. Actually, when I was 5, there was no internet! If I can’t resist using Social Media in my personal life then surely I can utilise it in my professional life? By following the Professional Guidance on the Use of Electronic Communication and Social Media as guidelines we can help shape the positive use of Social Media in the classroom. There is opportunity to bypass media hegemony and use Social Media to mould a more Just society

Embracing Technology

3 Replies

Going from oh no to OK in a few easy steps….

During the first week we were introduced to ICT and social media in a hands on, interactive style and I can’t thank the lecturers more! I was not scared of using social media or modern technology but I definitely had apprehensions about how well I would fair at using them productively (what if it breaks?!?). Sharron had us on a QR hunt using the app i-nigma to scan QR codes and gather information around campus in a “who dunnit” style task.

At the end of the morning I not only felt more at ease embracing technology but also had ideas on how I could implement these within my own journey to become a teacher. Imagine a group of p4’s on a treasure hunt around a school… trying to gather clues, work collaboratively, keep track of information and develop their own ICT skills. I certainly have much more to learn and develop but this is something I would like to revisit when on placement.

Derek had us questioning our place in the current world of social media and the prevalence it holds with today’s children. It got me thinking about how I learn, how often I’ve gone to YouTube for quick videos on aspects of parenting or even how to pleat hair. Those short video clips have stayed with me and what’s not to say they wouldn’t have the same impact in a classroom.  Maybe letting children film small info videos on current subjects and letting their confidence and awareness of the world around them grow? Plenty to reflect upon…. and here I am blogging?!