I borrowed the Easi-Speak mics to record music & drama work related to the Scotland topic we were doing. I then got the children to upload their poems (P4-7 only) and used discussion boards on Glow (P1-7) to first listen to then respond to what children thought of the work they had done.
How ICT supported learning and teaching
It supported it by allowing the children to have the means to record and hear their voices in larger numbers. It also gave them a chance to improve their computer & internet skills by allowing them to upload & immediately let them hear the results of their work.
Impact / conclusion
It made it easy to work with the whole school to record quite a number of poems & songs. The children thoroughly enjoyed the whole experience & will be seriously considering recommending these mics as a good resource in our school.
Alison Burrows
Here is an mp3 recorded by the pupils: The Puddock
Chapelhall Primary School are trying to use their school grounds as a place of learning. This is the priority area for their Gold Health and a day of outdoor learning and fun was planned as part of this. This coincided with the inspection for their Gold Health Award and the Beebots and Probots were one of the activities planned as part of this event.
How ICT supported learning and teaching
Beebots and Probots helped to meet this by being part of the learning planned for outdoors on the day of the above event. The children all learned how to program a computerised toy and were able to follow a route using their program. They were able to devise their own routes to given criteria and drew lines, shapes and patterns using the Probots.
Impact / conclusion
This day was a great success and having the Beebots and Probots to use helped to make it more fun for the children. They worked together in groups and co-operated with each other for the activities.
These will be added to the requests for school purchases at a later date.
Tina – Art and Display Co-ordinator was looking for a way in creating more interactive displays depicting the children’s work throughout the school. This was particularly effective in an Infant shape display where the children in P1 recorded the properties of 3-D shapes and mounted them beside the corresponding shape in the display. An interactive display of R.M.E was also created – here the children recorded not only the story ( displayed beside their self drawn pictures) but their thoughts and feelings about the morals of the story. It’s most impressive use was at our ‘UN Rights of The Child’ open day. The large numbered Talk- Time buttons were used to explain the 20 most important rights. These were recorded by children in their own words and corresponded to an individual drawn depiction of the right. The parents and visitors were very impressed at the interactiveness of the display and the quality information it allowed the children to share.
How ICT supported learning and teaching
The kit allowed the children to express their thoughts, views and information with a wider audience in a more personal way. It encouraged children, who don’t normally share/talk to the rest of the class/school a vehicle where they could safely express their thoughts and feelings. The children had to plan and prepare what they had to say and make sure that their audience would understand the information they were trying to give. A photograph of the child was placed on the card or on the corresponding picture so that the child also had visual recognition that it was their work.
Impact / conclusion
The children were enthused by the Talk- Time kit. It has subsequently been used to created ‘Big Topic Books’ where younger children can express their views and opinions on work and activities. We have since purchased small Talk-time boards and are actively trying to use them in displays to create a more interactive experience.
The school as a whole were investigating the UN Rights of the Child and we were looking for an interesting way in which the children could depict the rights in action to showcase at an open day focusing on the topic. An Out of School Hours Animation Club was formed to create a series of short animations on the topic.
How ICT supported learning and teaching
The software gave the children a focus. They were inspired by the opportunity to create something different and exciting. It concentrated their planning and co-operative/team skills and gave them instant results of quality animation – this made the process seem less laborious and more fun. The children involved in the after school animation decided to use the skills they had gained and pass them on by offering to lead a new Thornlie Animation Club with younger children – building self confidence, citizenship, leadership and ICT skills. The hardware and software gave the children new opportunities to express how and what they learned.
Impact / conclusion
The animations were shown at the open day as well as a few key children running an animation workshop where visitors were invited to try out their own skills in animation. This club lead to the software being used in a number of classes for a variety of topic based work, e.g. P5/4 created a series of short films and animations on ‘Easter Superstitions’ which was shown at an open assembly, P5 creating shape making animations which were used by P1 during their maths shape work, a Thornlie Animations club and website has been created. The school has since purchased I Can Animate and 2 plug in web cams to continue the animation work within the school. None of this would have happened if we had not had the opportunity to experience the equipment first hand.
The school knew that they would be embarking on a series of activities and open days which we would like to record for the future. We wanted to the children to be key in the videoing process and had heard that Flipcams were very ‘child friendly’ and wanted to try them out before we bought some.
How ICT supported learning and teaching
The children in P5/6 wanted to create a Georgian supra win the their class. The children recorded this to shre with the rest of the class and on the whole school open day. The pupils of p5/4 worked co-operatively to plan, resource and video a short film on the use of water. This film formed the basis for assessment for the group. The cameras were also used for the children to record the open day – getting interviews and recording the work of the children at the stalls and on the walls creating a permanent record of the day. The children’s confidence in recording has grown enormously and has given them another way to assess and record their success.
Impact / conclusion
The children enjoyed using the filp cams and showed real confidence when using them and downloading the video clips. We have therefore, bought 3 of our own which are in constant use through out the school recording children working, presenting etc.
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Impact / conclusion
