ICT Week 7- Presentations.

ICT Week 7- Presentations.

This week we presented our SmartBoard resources that we will be assessed on to our peers. The resource that I created was a Year 5 lesson on Victorian Britain which followed the aims of the KS2 History Curriculum. The resources encouraged children to reflect on what they had already learned about the Victorians as well as ask questions about what they would like to learn. The resource gave new information to the children about Victorian schools and explained to them what they would be expected to do next in the lesson. The use of the SmartBoard technology increased the interactivity of the lesson planned and showed how the various tools can help encourage children to engage.

It was interesting to see the other people in the class’s presentations as they had chosen very different topics to me this exposed that the SmartBoard technology can be used in so many different ways. By receiving and giving feedback to my peers I was able to learn what I can do better next time and other ways in which the SmartBoard tools can be used. It was a productive experience and definitely helped developed some of my ICT skills.

ICT Week 6- M Learning and Games

ICT Week 6- M Learning and Games

 

This week in ICT we were exploring how we can approach game based learning in the primary classroom and how mobile technology has implicated and developed teaching and learning. It was identified that we need to get UK learners enjoying and engaging in lessons far more. It is evident that gaming sells and children are great a consumer of these products e.g. Wii, Xbox, PSP, and Nintendo DS the list is endless. It has since been addressed that why not use gaming in a way which will encourage children’s learning in the classroom (EDP 4123, 2012).

 

What is M Learning?

Previously it was all about e-learning however that is now regarded as old hat! And the future is M learning which stands for mobile learning. We know that nowadays the latest technology fit in our pockets and growing interest in utilizing these technologies to encourage accessible and engaging learning is seen as very appealing to educational professionals.

 

One M learning tool that has been used in classrooms is the IPOD Touch which is very accessible and useful in the classroom. Below is a link to show how beneficial a school in Burnt Oak found this M Learning tool.

 

http://blip.tv/learn4life/what-happens-when-you-give-a-class-of-8-year-olds-an-ipod-touch-each-2634277

 

 

Kudo
Is a programming software which allows children to create their own game including the aim of the game, the characters and the actions that the characters carry out. I could see how children could get drawn into this imaginary world which they had made as there seemed to always be the opportunity to develop the Kudo world a little bit more. As discussed in last week’s blog programming gives children to learn through trial and improvement and Kudo is no exception.

Dance to Advance

This gaming software is a perfect example of how programming activities can be used in all areas of the curriculum. During the session the class were given the opportunity to develop their own Dance to Advance activities, this showed us that the tool can be used for all different curricular activities for example; I created one on changing decimals to fractions whereas others in the group concentrated on literacy, history, geography and science activities. Dance to Advance gives teachers the chance to develop exciting and engaging lesson starters, direct independent tasks as well as plenaries. You think of a topic that you want to question the children on and input the questions into the computer program as well as variety of possible answers. When the children think they know the correct answer they hit the square on the dance mat which corresponds with the answer on the IWB. Teachers could allow children to develop their own Dance to Advance questions and answers and get them to test them out on their classmates or at the end of a topic as a form of assessment. Children will love to engage with the Dance to Advance activities as it probable they will recognize them from the funfair or arcade as well as enjoy the active element of them.

 

Online simulation games

 

In many respects these are very similar to the modelling software as they are helping children to investigate ‘what if’ scenarios and experimenting with different approaches in the virtual environment.  

 

Kent ICT has a whole section of simulation games which can be used in the classroom and are accessible to all primary year groups. They have even divided the games into the curricular area they can be used in. The website also addresses why and when online simulations are better to use then the real life experiences.

 

I looked at a food chain simulation game which allows you to see over time how food chains change this would be a great tool to use with Key Stage 2 as you can observe the changes in pictures as the amount of plants, rabbits and foxes increases/decreases over the years. When you finish looking at the food chain you can observe the information in both a graph and as a biomass grid this simulation tool is good as it allows for differentiation as the first part of the task would be accessible to low ability and the other steps would keep the task engaging for the more able. Although it is important to use practical science experiments it would not be possible to observe the changes in a food chain over a long period of time without books or a computer resource like this one.

 



Simulation of food chain

 

graph of food chain results

 

Biomass grid of food chain

 



We also looked at Voki.com this give children and teacher the chance to make their own speaking avatars which they can choose the face, hair, clothes and make up of as well as decide what they want it to say.  The avatars can be beneficial to both children and adults as it gives them somewhat of a separate identity. Some children may become more confident in speaking to the class or the teacher particularly those who may be SEN or EAL. The teacher can also use the avatars as different subject characters like maybe a nutty professor for Science or a beautiful princess to read a fairy tale in English. Children of all ages will enjoy using the Voki avatars as they are accessible and the children have control over what they do.

 

I tried to uploaded my talking voki but I had some problems so here is what she looks like.

 

Overall I think it can be acknowledged that M learning and the various learning tools can be used effectively to develop children's learning in all areas of the curriculum, if addressed in a correct and organised manner.

 

ICT Week 5- Modelling and Computer Programming

Before this week’s lesson I was fully aware that children around the world played all different kinds of computer games on a regular basis; however I did not realize that now have the power to use modelling and programming to come up with their own games and ideas.

What is modelling?

For children modelling gives them the opportunity to explore ‘what happens if’ situations. There is large variety of modelling software available for children which they will find exciting and fascinating to use.

Some examples of software/online tools that you may want to use in the classroom;

·         My world

·         2simulate

·         2Do-It-Yourself

·         Tizzy’s Tools

·         My Modelling Toolkit- which can provide a useful link to Design Technology.

·         Logo- a free download

·         Scratch- also a free download

·         2simple- available at purplemash.com

 

Using computer modelling tools can be beneficial to children in the following ways;

·         It allows them to develop their own ideas and think for themselves.

·         Encourages them to make links and observe patterns.

·         Gives the opportunity to partake in an investigation e.g. to make predictions.

·         To understand grouping, sequences and cause and effect.

·         To acknowledge the appropriate method to dealing with a problem.

·         To engage in new experiences and dealing with challenges that may occur along the way.

·         To use the process of trial and error.

 

In the lesson we were given the opportunity to explore two of the main software programs My Modelling Toolkit and 2simple which allow children from a very young age to develop modelling skills.  Both programs have various activities were children can explore imaginary and real life situations.

When using My Modelling Toolkit children can build their own alien, dress a baby or design rooms in a house, these activities provide fantastic cross curricular links. For example I made my own alien which you could link to literacy were a child could write their own story about the alien they had designed earlier that day in ICT or in a Mathematics lesson were all the children could sort their aliens into different groups depending on how many heads, arms, legs etc. . My Modelling Toolkit is very accessible and designed in a way that would be very appealing to children from a young age.

 

The other software we looked at was 2simple on purplemash.co.uk similarly to My Modelling Toolkit it has a wide variety of software that could be used a cross the curriculum. I looked at 2count which allows you to make pictograms with a range of different pictures including shape, animals and fruit. This would obviously be beneficial in Mathematics lessons but also if trying to collect data from Geography or History research.

 

The 2simple software has a lot of programs which would be useful for all Primary Key Stages. Many of the programs can be adapted to be effective tools across all ability groups.  As well as My Modelling Toolkit and 2simple there are unlimited modelling resources online. Two others which were discussed in class were Poissonrouge.com and kenttrust.web.org.uk which similarly to the previous two discussed will provide ample opportunity to develop skills across the curriculum.

 

Computer Programming

 

After we had addressed computer modelling we then went onto look at computer programming, you may remember when we discussed computer programmable devices previously (Beebot, Pixie and Pippin). This week we looked at software available which allows children to create and play games they made themselves.

 

2go 2simple

The class firstly identified that we could 2go on the 2simple software to initially introduce children to making games not just using them. Children can choose their own scene and characters dependent on their preferences. On the program Foundation stage and Key Stage 1 can learn that by inputting directions using the keyboard their character will do what they want it to. This is a good way of getting children to learn how to develop basic programming skills.

 

Microsoft Logo

Microsoft Logo is a download which is available freely, you input information such as the direction, how far and what degree angle you want the ‘turtle’ to go into make specific shapes or patterns. The importance of using Microsoft Logo is to teach children about the importance of the steps you are following to create the end product, as it is of more educational benefit to understand and observe how a pattern was made than to just look to the end result. Although the emphasis is on the process of producing the end result some of the designs are incredibly intricate and very pleasant to look at. It is also a good tool to use as it helps develop children’s spacial awareness, shape and degrees knowledge and could be used in both Key Stage 1 and 2 as the process can be both simple and complicated depending on the age range it is addressing.

 

Scratch

Is the final computer programming tool we looked at, it allows children to create interactive stories, games and activities which they have an overall control of. This free download allows children to pick their own Sprites (characters) and get the Sprites to move and make noises that would fit it into their story. The children then can choose a setting to put their character in for example if their Sprite was a fish they could put it in an underwater setting.

 

 

The computer programming software has many links to all areas of the curriculum, from my own experience of using the programs I believe most primary school children would fully engage and enjoy the activities as they would feel they were in control of their learning.

ICT Week 4- Speaking and Listening Skills

ICT Week 4- Speaking and Listening skills

For this week’s session we were shown some of the numerous ways in which as primary school teachers we can use ICT to help children to develop good speaking and listening skills. We discussed that although technology encourages communication between people from different sides of the world as each other through mobile phones, Skype and videoconferencing it also helps stimulate these skills in the ICT suite through working collaboratively when using the devices I have previously discussed in the blog like the BeeBot and IWB.

The class was then introduced to some resources that have been specifically designed or adapted to help develop children’s speaking and listening skills through the use of ICT.

Talking Photo Albums

The talking photo albums consist of plastic wallets in which you can slip pictures, photos or diagrams into. You are then able to record a ten second message for each page. They are very useful when trying to record stories, poems or presentations. We learnt that they support the new literacy framework and can be used for activities to do with recognizing words and hiding and revealing pictures. It was identified that the talking photo albums would be effective when trying to help SEN/EAL children as the visual and auditory links can help children put the learning objectives addressed into context. Talking photo albums could be used across both Key Stage 1 and 2 as the pictures and voice messages would be determined by the children’s level of ability.

 

Talking Tins

Talking tins allow children to record brief voice messages. They can be useful as the teacher could record short instructions to help children recap what they are meant to be doing or to record phonic sounds that the children need to practice. Talking tins can be incorporated into interactive displays as they can be attached to most display boards, doors and other surfaces.

 

Talk Time Cards

Talk time cards are hard foam boards with a dry wipe surface which means that they can be used over and over again. The cards have a ten second memory and are very useful for number bond activities as well as practicing phonics and letter formation.

Podcasting

Podcasts are now being listened to and recorded in all areas of the national curriculum. The relatively simple equipment needed to record the audio files has meant that podcasts are accessible to children and this has led to them becoming increasingly excited about performing their work for an auditory audience. Children love podcasting as it gives them a voice and the opportunity for their views and opinions to be valued.

Podcasting in school could be used for;

·         Recording musical performances

·         Readings of children’s literacy works

·         Creating their own school radio stations

The list is endless and a website called radioanywhere.co.uk gives listings of school’s podcasts around the country.

Digital Imaging

At the end of the session we looked at how digital imaging is being experienced in the school environment. Through digital cameras, webcams and video recorders which are able to deal with the daily wear and tear you would expect in a primary school, children are being given the chance to incorporate digital imaging into their work across the curriculum. The group was introduced to software like PhotoStory3 and others which allow children to show the work they are doing in an interesting and interactive way.  We made our own PhotoStory3 story, it was fun to take pictures with the digital camera and then put them altogether to make our own mini movie.

 

ICT Week 3- Computer Control

ICT Week 3-Computer Control

 

What is computer control?

 In the 21^st century computer software is far more accessible then it has ever been before. The use of technology is conveniently used in both the school and home setting on a regular basis. Programs are specifically designed for educational purposes which means there has been a significant change in the way both students and teachers are engaging in the National Curriculum.

 We live in a plug and play culture were we rely on equipment to make sure essential daily tasks are completed. To do this we use devices that are programmed in a set way, we control these by pushing buttons on the device itself or its remote control. In the lesson we identified various pieces of equipment which are computer controlled both inside and outside the home.

 Inside the home

·         Microwave

·         Television

·         Washing Machine/ Tumble dryer

·         Central heating

Outside the home

·         CCTV Cameras

·         Traffic Lights

·         Barcode Scanners

·         Pelican Crossing

 Why use computer controlled appliances?

As a group it was addressed that using computer controlled equipment was beneficial in numerous ways;

·         Cost effective- unlike humans they do not require a salary.

·         If programmed correctly they do not make mistakes.

·         Are able to repeat instructions without any alterations.

·         Do not need sleep and never get distracted.

Although it is noted that the use of computer controlled equipment has its advantages it is necessary to address the ways in which its impact has affected the society we live today. One of the main concerns is that it has resulted in less job opportunities for unskilled workers.

Computer control in the school setting.

It is important for primary school children to learn about computer programmable devices in an engaging way.  The group looked at various programmable toys and robots that could be used in many different areas of the curriculum.
BeeBot

This robot is the simplest of the robots and could be used from the start of key stage 1. The robot is brightly decorated to look like a bee, which can be appealing to young children. It follows simple instructions such as left, right, forwards and backwards which are represented by arrows on the bee’s back. It could be a useful resource for ICT, Geography and Maths.

 

Pixie

Similar to the BeeBot this robot is suitable from age five and follows the simple instructions of forward, backwards and turning at a right or left angle. This robot is small and can be decorated by the children to be more attractive. It can be a useful tool to help develop spacial awareness as well as communication skills when working with a team.

Pippin

Is more complex and can do more complicated tasks than the Beebot and Pixie. The Pippin moves in centimeters and degree angles and can follow a sequence repeatedly. This devices is suitable for Key Stage 2 children, it has various features that could be used to lead engaging and interactive Maths, Science, Geography and ICT activities.

Computer Monitoring

In the session we also had the chance to test out some computer monitoring devices that are used in schools.

Data logger

This piece of equipment is used to measure differences in light, sound and temperature throughout the day. It was easy to use and could be connected to the computer were accessible software created graphs that children would be able to understand. This device would be a good tool to use in geography, science, maths and ICT. I had previously used this tool when doing a project with a year 5 class about the local area. We had gone out onto the local high street at the same time for a week and recorded the differences in sound, light and temperature amongst other things.

 

 

Flexiscope

The Flexiscope is a digital microscope which allows children to observe the smallest of objects. It is very easy to use as it is attached to the computer through a USB and the image is projected onto the screen. It is possible to both record and take pictures of whatever the children are investigating.

 

 

ICT Week 2 - The Interactive Whiteboard

ICT Week 2- The Interactive Whiteboard (IWB)

This week we were learning about using the interactive whiteboard (IWB), although I was familiar with the use of the IWB I was unaware of the countless possible uses that it has. From working in a school for the last two years I knew that IWB were replacing and supporting the traditional use of whiteboards and flipcharts. We watched a video called ‘The Magic Classroom’ which showed us that if used efficiently the IWB can be accessed by all learners.

The DfES Primary Schools Whiteboard Expansion project did a study into how the use of the IWB in 97 schools affected children’s learning over a period of two years. The research showed that there were significant learning gains across all key stages.

The use of the IWB has many benefits particularly with the use of the SmartBoard software that we used in our ICT session.

·         The program means when planning lessons you can always look back to what you have already done, sort of like a journal of the daily interactive classroom activities.

·         It helps to develop discussion skills.

·         It keeps children engaged.

·         It is a tool which is appealing to all types of learners- kinesthetic, visual and auditory.

·         Particularly beneficial to both EAL and SEN.

·         It is stimulating and motivating for students and the teacher.

 

However…

When using the IWB we must take certain things into consideration.

·         Light- we must make sure that there is no sunlight, glare or reflections.

·         Access- we have the opportunity to have use of IWB in the first place.

·         Height- both the teacher and children can reach the board and access its interactive functions.

·         Text visibility- the children are able to read the text clearly.

·         Interactivity- the IWB should be used to its full potential, the software means that lessons can be interact and engaging. We must not just use it as whiteboard.

·         Always have an alternative- as we know sometimes the use of technology does not go to plan we should always have an idea of how we could carry out the lesson if there was a technological hiccup.

 

We were given the chance to explore the SmartBoard software which most schools to help them to use their IWB as interactively as possible. We were divided into groups and given a specific tool to look at and use. We then presented an activity to the rest of the class on how we thought we could use the resource in the classroom environment. It was a great opportunity to briefly address the various resources available before we go onto look at them independently.

The tool our group looked was called the ‘random generator’- this tool picks numbers or words at random. The numbers can range from -500 to 500 so endless math problems could be encountered. We used the resource to set up a bingo activity which would be a great starter to get the children’s brains ticking.

Observing all the groups presentations showed how we can use the IWB to make all lessons in the National Curriculum interactive and engaging. I will now go on practice using the functions of the software so that I am capable of using the resources productively when I get into school.

E- Safety

E Safety

As I said on my last blog protecting children from any dangers they might be exposed to whilst using the internet is very important. We are constantly hearing horror stories in the media about how vulnerable young people and children are if the correct safety precautions are not made.

 

What is e Safety?


E safety highlights that there is a need for children to be educated about the advantages and disadvantages of using information technology. E safety is concerned with not just the use of the internet but also games consoles, mobile phones and other wireless technology.

 
Each school should have an e safety policy which promotes the safe use of electronic communications and technological systems.

E safety has four main aims;

It wants new technologies to be taught and understood in a productive and creative way.

It is concerned with keeping children in safe in the technological world.

Making sure children are aware of the dangers that can whilst using ICT and helping them to feel confident and safe when going online.

Children should know how to conduct themselves safely when using ICT both in and out of school.

ICT IN THE CLASSROOM – E SAFETY

 

Who is responsible for eSafety in schools and what are the key issues?
E Safety is a whole school safeguarding responsibility. Teachers, support staff and trainees must all help to protect children from any dangers that children may encounter when using the internet. The potential risk facing children online are classified as the 3 C’s; Content, Conduct and Contact. The school community must promote using the internet safely in and out of school. All schools should have an eSafety policy to guide the staff in how to do this.
http://www.childnet.com/kia/primary/teachers.aspx

How are parents and carers informed about eSafety?
Schools should support parent and carers to have a greater understanding of eSafety issues. They can hold eSafety events which would address what they should be looking out for. Parent and Carers should be able to have a copy of the school’s eSafety which they could read in their own time.  There is also a lot of information online that could help them. A CD ROM has been made by kidsnet a company supported by the TDA which has been translated into 9 languages which can support parents.
https://www.education.gov.uk/publications/eOrderingDownload/signposts_safety_ks1and2.pdf

Where can parents find out about health and safety issues regarding their children’s use of the internet?
The Royal Society of Prevention of Accidents had some very useful information about the physical hazards and health risks which could occur when using a pc. I would advise them to use this website.
http://www.rospa.com/safetyeducation/adviceandinformation/computer-safety.aspx
 
What are the rules about photos of children on a school website?
It is necessary to get the permission from the parent or carer of a child before you put their image on a school website. You do not want to put any children at risk from their image being shown to the world.

http://www3.hants.gov.uk/cx-logos-corporatestandards/cx-logos-imagesofpeople/cx-logos-images-schools.htm

How long should you allow a child to work on a pc (in health and safety terms!)

From my research I have not found any statutory guidelines that give a certain amount of  time. In my experience children may get about to an hour in an ICT Suite and this has been quite satisfactory.