Tag Archives: Second

Visualiser

Visualiser – Cumbernauld PS

Background

Used the document camera in a number of curricular areas for a variety of functions

How ICT supported learning and teaching

  • The Acer document camera supported teaching and learning by:
  • Used to peer access story writing pieces.
  • Review artwork – peer/self access.
  • In rainforest topic – view snake skin, topic books and art work
  • Used to avoid photocopying work from textbooks, worksheets projected on screen without creating own work/ Notebook documents.

Impact/ Conclusion

As part of the Tesco vouchers scheme the school has secured a number of document cameras to use in a variety of cross-curricular area and stages

Helen Westell

Nintendo DS

Nintendo DS – Dunrobin PS

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Background

Improving children’s mental maths skills. Using DS Brain Training to give children another interesting and stimulating resource to enjoy maths.

How ICT supported learning and teaching

One group per week used DS’s as an extension to their teaching and maths tasks. Children were competing against each other, trying to beat each other’s scores and times. Motivating children to finish tasks to move on to a stimulating extension activity.

Impact/ Conclusion

Borrowing for longer periods of time would be beneficial to make sure all children get a chance to use these.

Dawn Finnigan

Flip Camera

Flip Cameras – Kilsyth PS

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Background

As part of the ongoing McCrone work I was doing I got the children to choose their favourite song for music & in drama the Primary 1 to 4 worked with the a couple of Robert Munsch stories and Primary 5 to 6 worked with the Agnes Owen story, ‘Being Sent For.’

How ICT supported learning and teaching

The Flip camcorders were used by the children to record their choice of favourite children’s performance of a song linked to the music work and for drama either a freeze frame or a role-play. These were then uploaded onto Glow where the children were able to view them.

Impact / conclusion

I found the whole thing went very successfully. I feel the children found using the Flip camcorders were not only a very useful thing but they found it highly fun and enjoyable. The children being able to view the videos on Glow gave them a great opportunity to view every classes work and pass comment on something they would other wise not see. It was a great way for the whole school to get an overall view of what was going on in music and drama.

Alison Burrows

Easi-Scope, Flip Camera

Digital Microscopes, Flip Video Cameras – St. Monica’s PS

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Background

My after school club ‘Log on to Learning’, aimed to introduce the child and their parent to different ways of approaching ICT. We offered lots of supportive websites to help a parent support their child at home. Also, we looked at other innovate ways to encourage ICT skills which encouraged parent and child to work on a project together.

I have been the teacher responsible for delivering ICT since January. Whilst having this loan I have been able to integrate the items borrowed into delivering a wider spectrum of technology rather than just using the school laptops.

How ICT supported learning and teaching

  • Able to give the after school group (members of the community) and pupils confidence and skills to embrace new technologies for the future.
  • By using the digital microscope to look at and around everyday objects, help to broaden pupil’s awareness of how science is used with technology.
  • Pupils have been able to experience CforE targets such as TCH 1-04b/TCH 2-04b by working cooperatively in groups to create dialogue, action and events for a short drama episode. Each group was responsible for filming and editing their work. They also had to choose an appropriate background and music to match the style of their task.
  • A ICT development officer came in to deliver an in-service for the whole staff (classroom assistants/ sen’s/teachers) on the types of equipment available to loan and how to use it.

Impact / conclusion

  • The loan was highly successful for the ‘Log on to Learning’ after school group.
  • When the pupils realised their ‘loan’ period was over, they were disappointed.
  • The equipment will help ICT to become embedded across the curriculum.
  • I will apply to loan some of this equipment next year – the response and interest from the children in the second stage was extremely positive.

Martha McGuigan

Easi-speak, Flip Camera

Flip video cameras, easi-speak microphones – Dalziel HS

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Background

Spanish – Pupils were working on the unit ‘Leisure and Healthy Living’ and had been learning how to discuss activities to promote healthy mind/healthy body.

Whole school – We were asked to create an interdisciplinary quiz for the entire S2 cohort. This quiz was to be made on Powerpoint and to last around 3 hrs.

How ICT supported learning and teaching

Spanish – We employed the co-operative learning technique of ‘round table’ and each pupil was given a role. This was expanded and became the technique ‘pass and add’. The groups were reliant on each other to complete the task and all groups were mixed ability. The microphones allowed for recap and amending information prior to a final submission for each team. There was a winning group who in their evaluation did not actually realize just how much Spanish they had actually been using and were really impressed ans was the class teacher and the PT.

Whole school – ICT was critical to the S2 quiz and instantly made the information visible and thus more reader friendly. The microphones, although not used by the pupils themselves, were used as an invaluable teacher tool for a quick way to record round by round instructions which could then be inserted into the Powerpoint as freestanding mp3 files.

Impact / conclusion

Many pupils commented that having both verbal and written instructions had helped them to clarify tasks within their groups. Furthermore, our HID specialists praised the use of audio as well as visual and learning support mentioned that the kinesthetic learners amongst the cohort would have benefited enormously.

Example MP3

A Boyd, C McCormick & M Pégard

Document Camera, Turning Point

Document Cameras – St Barbara’s PS

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Background

The aim was to explore how technology could be used to support Assessment is For learning (AiFL).

How ICT supported learning and teaching

Document projector was used to display examples of children’s work on the Interactive Whiteboard (IWB). This allowed children to assess their peer’s work more effectively having seen it modelled.

Examples of work which had met a set of success criteria was also shared to demonstrate to children exactly what they are required to do. This was used primarily in literacy and art, but did impact on most curricular areas.

Having no squares on my chalkboard meant it was difficult to demonstrate the correct layout to use in numeracy jotters. Using a squared jotter and the document projector allowed me to overcome this. Furthermore, the projector helped to reduce photocopying costs as worksheets could be displayed on the IWB.

Turning point was used to support AiFL by assigning a remote to each child, and matching their name and remote number to a participant list in the software. This allowed me to track the whole class’ progress at a glance, and adapt teaching and learning accordingly. This was used primarily for environmental studies, but could be used across the curriculum.

Impact / conclusion

ICT effectively supported AiFL, and ensured children were actively engaged and motivated in their learning.

The document projector was a valuable piece of equipment and enjoyed by the children. There are many more uses which could be explored further.

Turning Point software took some time to get the hang of.