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.

ICT Week one

ICT week one

 

Today we had our first lecture for ICT on the Primary PGCE course. We were asked if we could think of five things in technology that were not in our vocabulary when we were in primary school.

 

"IPads, IPhone, Blackberry messenger, Facebook, Facetime" the list was endless!

 

From this starter task it showed us how far ICT and technology has come on in the last ten years!!! We became aware of how the use of technology is effecting the school environment. It is important that we prepare children for the use of technology as it is very relevant to the modern world.

 It is vital that we have a good understanding of how ICT can help us with our teaching and the children with their learning. ICT is a key subject within the National Curriculum and in this modern age as important as Maths and English. Although teachers have freedom to teach ICT in the way that they see fit it is necessary to remember that not only is ICT an important subject in its own right but it also plays a major role in supporting all of the other National Curriculum subjects as well as the day to day running of a productive learning environment.

 

What is Web2.0?

Like most technology the internet has developed and adapted since the world was introduced to it in the 1990’s. People are no longer just consumers of the internet, we make the internet! By using the internet we have the power to communicate with people all over the world. We gather together to create an online community who collaborate to give and gain information from one another. This cumulative change in the way in which the internet is used is often referred to as the development of Web2.0.

 

Examples of Web2.0 include:

Instant messaging and web chat/video calling- Skype, Msn messenger, facetime.

Blogging- blogger, edublog, tumblr.

Social network sites- Facebook, Twitter, Myspace, Bebo.

File storage- Dropbox, Dumptruck, Flickr.

Music and Video Sharing- Youtube, Teachertube.

 

Why is Web2.0 relevant to us?

As discussed previously Web2.0 gives us the chance to be involved in an online community. Web2.0 allows us to have information from around the world at our fingertips! If we are aware of what is going on in the world around us we can inform the children in our care about it to. By using the internet we can show children in our classes what is going on in the world. Giving children visuals of a hurricane or allowing them to Skype with children in another country will give them a far better understanding then just getting them to read facts and figures from a book! It is necessary for children to know that although Web2.0 can be a useful tool to find information we must show them that not everything is accurate and reliable. We all need to become good at picking out the information that is relevant!

 As trainee teachers we must remember to promote the positive uses of the internet and how children must use it in a safe and productive way. It is crucial for us to have an up to date understanding of technological advances particularly in the ways in which the internet is being used. We must know this as even if we are not using the internet to the fullest there will be children in your class who are, it is our responsibility to protect them from any of the dangers connected with unsafe use of the internet.