Not quite finished: The ICT presentation

In the final ICT lesson we showed our SMART IWB presentations to each other. I choose to present a lesson for a Year 4 class looking at the Ancient Egyptians.

My presentation included a timeline, balloon pops and the magnifier tool. I can definitely see how these tools enhance a lesson, making it a lot more intereactive for children.

I was really pleased to recieve postive feedback for my presentation. I need to edit the presentation to include a bit more text but other than that I could use if for a lesson in my Key Stage 2 teaching practice.

So now this really is it....over and out!

Week 6: Simulation/Programming cntd. and Playful Learning

Today was the penultimate ICT lesson, which makes this nearly the final blog! Thanks for tuning in.

We were focusing on programming again at the beginning of the lesson, looking first at Kodu - which is normally used in KS3, however it can be used with KS2 if your children are advanced (which increasingly I believe they are when it comes to ICT).

As Education Scotland say 'Programming is a creative medium' (link to webpage) and programmes like Kodu allow children to build and play their own computer games. The programme allows children to be introduced to 'key concepts in object oriented programming and logic' (www.educationscotland.gov.uk). As Nikki Maddums (dubbed ' Queen of Kodu') discusses not only is Kodu a fantastic way of introducing computer programming into children's education but it can be used in a cross curricular way, as within literacy a teacher could use it as a way of supporting story-telling  (link to website). Have a look at the below video to see Nikki talking about how she uses Kodu.

When I had a go on Kodu I did struggle to create anything worth using, you can see from the picture below that my progress was limited. However, I will ensure to revise my Kodu skills if I plan to use it in the classroom. 

We also looked at a game called 'Myst III Exile'. This could be used in a similar way to Kodu as during the game you are taken through a beautiful, magical and mystical world which should inspire children to write stories that developed their language.

Games in the classroom
Game playing is being promoted within the primary classroom as research suggests that British schoolchildren are the 'unhappiest in the world' (link to article). This research looks at children's attitudes to their whole life, not just in school, but when they are in the classroom it is important to develop ways that will keep them interested in learning. Schools are increasingly using technology such as Nintendo Wii's in the classroom and we looked at how you can use a dance mat.

I have to say when I walked into the classroom and saw the dance mats on the floor I struggled to see the educational value however after a short demonstration from my fellow students Elena and Philip I was convinced. The programme that was used was 'Dance to Advance. You can either use existing subjects such as Phonemes, Spelling or Body Parts (see picture). Or there is an option to add your own subjects. I would use this game at the end of a topic to see if children remembered what I had taught them. The advantage of this game is that it can be used across all subjects and it won't feel like a test to children, and with two dance mats it can become competitive. Linking back to programming (see previous blog) this could also be used with older children to design their own dance mat game. I am currently working in a Year 1 classroom and I am going to talk to their ICT coordinator to discuss if there is a possibility of getting dance mats as I think it would be a brilliant revision tool for the class.

We also explored an online simulation game, Machinarium. This is a game that involves problem solving as you are given hints and tips on what to do next (it definitely challenged me!). There are also elements of science in it, as in the first scene you are required to use a magnet to move to the next stage. I would see this game as another way of getting children to learn without them realising.  

Final look at programming
In our final whistle stop tour of ICT we were quickly shown 'Wordle' and 'Voki'. Wordle is a word based programme that is great for word showers, and Voki, which creates an online character that children can get to speak by typing text to it.

I found some ideas on how to use Voki in the classroom (Reference: http://teachweb2.wikispaces.com/Voki)

• Students can use Voki to create a class introduction, recording a message and using an avatar that resembles themselves.
• Students connect with others, by exchanging these Voki recordings with other classmates, and with other students in other schools.
• Foreign language students can use Voki to speak “in character” for different role-play assignments.
• Students can orally share their “writing pieces.”
• Anyone can use it for a classroom “newscast.”
• Can be used as an item in a student electronic portfolio
• As an “authentic” foreign language experience, students are writing, reading, revising, and speaking to an audience.
• To aid resource students, teacher can record oral pronunciation of vocabulary words as a review-guide for upcoming assessments.
• Teachers can get attention by letting their VOKI give the instructions.  

And so as it nearly comes to the end of my blog! I hope you've enjoyed reading it and that you've learned a thing or two about ICT, about me and my aims for teaching!

THANK YOU!

Week 5 : Modelling and Computer Programming

Today's lesson began by looking at 'modelling' - This term obviously has many meanings but in ICT it is used to describe when a computer simulates something. It allows the user to test ideas and designs on a computer before creating them in the real world. These days nearly every new product that comes to market will be first designed and tested on a computer. When talking to children about using modelling programmes in the working world I would speak to them about architecture. I would ask children to imagine the building that we  were in and think about what you need to know before you build things. With older children I might mention a programme that is most commonly used CAD (Computer Aided Design). In this discussion I would hope the class mention that walls of buildings need to fit together, you need to know where to fit windows and doors, you need to know how a building will fit in a given space. I would then ask them to think how designing a building on a computer first will help achieve these things. The message I would be trying to get across is that we can use computers to try things out before we commit ourselves to the real thing.

In the classroom it can often be safer and more practical to use a computer to model concepts. Programmes such as 'my modelling tool kit' allow children to decorate cakes. They also challenge children with questions such as 'who's birthday is it?', and 'how old are they?' to help them plan the decoration. There is also a fantastic website, Purplemash (Link to website) which has so many different features. In the ICT lesson today I played around on it and had a go at designing Polygons and Buses, on 2simple software, using a net design that can be coloured in. There are lots of other different things to explore, with some members of the group looking at building maps and mazes.

The website also features a programme on 2simulate that simulates situations children might find themselves in.

A further website that I would recommend is part of the Kent Trust (who in general I have found brilliant for all things IT!). The website is Make and Do and has many different ideas to work with children. To have a look follow this link. There is also http://www.poissonrouge.com/ which is great for EAL children. I would use all these websites to help children understand about modelling, particularly in maths and design technology. It would strengthen children's ability to visualise and increase their spatial awareness. These are also key skills for science.

With designing mazes it is a brilliant way to get children to start thinking about how computer games are designed. It provides children with an insight into the background of what goes into the process of designing computer games.

Logo and Scratch

The second part of our lesson focused on both of these programmes which are computer generated versions on beebots and pixes (Link to previous blog). I remember using Logo at school and the pictures it draws make me thing of spirographs. See below picture (if you weren't born in the 80's!)

Logo is a simple programme where you 'programme' the curser to move and make shapes. It can be used to draw simple shapes, or more complicated designs. What is brilliant about Logo, is children will be able to see how a code such as 'Repeat 12 [Repeat 4 [Fd 50 Rt 90] LT 30] can create the below shape.

This is important to show children as it will help them start to understand about computer programming (similar to thinking about designing computer games). It demonstrates how powerful one code can be and it will hopefully enthuse the computer programmers of the future.

Logo in the classroom

Logo is brilliant for mathematics. Children can explore; angles and spaces, gain knowledge of shape and polygons; and begin to understand programming. Focusing on shape in particular, children may struggle to draw and make shapes by hand so Logo is able to do this effortlessly for them. The software requires persistence as it can take a while to come up with the correct code which fits into 2c of the IT KS2 National Curriculum, developing ideas and making things happen.

Scratch 
I've never seen scratch but it is an extension of Logo as it involves programming characters using commands such as 'move x degrees right'. However, the characters are much more interesting than logo, you can have cartoons, photos, objects. There is also an option to set a background, use sound effects, more advanced movements such as glide, and you can also have more than one character. Children can create scenarios that are scenes from a story, or part of a computer game. Scratch is therefore brilliant to enhance IT skills, but I would be using it in English and Drama. An idea I had in class was to use Scratch to set a scene that would start a story. The class would all have to design their own opening science and then write the rest of the story. 

Week 4: Speaking and Listening

The 'wonders of technology' theme has continued and in this weeks ICT lesson we had a chance to think about what could be used to enhance and support speaking and listening in the classroom. We looked at a number of different pieces of technology and talked about their uses in the classroom, and then we had a go at using them for ourselves. Initially your thoughts might turn to using ICT within literacy lessons: using the IWB for interactive phonics lessons, using interactive dictionaries to hear words spoken,  computer programmes to support sentence structure to name a few (Read more ideas here). However, if we look at some other pieces of technology in more detail we can observe their potential:

Technology for speaking and listening
 
1)      iPods/Mp3 players - these devices are the newest version of tape/cd/mini-disc players, with so much more potential beyond listening to music (which does support speaking and listening in it's own way). iPods could help with the following:

• Listening to podcasts (see below) 
• Listen to story tapes - to support reading
• Learn a new language

In a classroom I think an iPod is quite a solitary learning tool, with potential to isolate children. I wanted to find out how to use them in small groups and I found some advice on this website (link to ideas). If you buy a head phone splitter you can have up to five children listening in at a time.

2)  Interactive White Board (IWB) – As you will know from reading some of my earlier blog entries (Previous exciting blog entry the IWB has many, many uses. In the classroom it promotes shared talk and children can listen to one and other read from the board, although these are just two of many ideas!

3) Interactive Photo Albums– This is something that was a totally new concept to me. I've seen digital photo frames where you can upload a number of picture and it will flick between them but the interactive photo album is a new kettle of fish. It's exactly what it sounds like in that every photo stored in the album (hard copies of photos) is inserted in to a pocket that contains a recording device. A commentary on the photo, or sound or effect can then be recorded so when someone views the photo they'll get a more enhanced experience. I have to admit I found this a step to far and I can't imagine anyone outside the classroom having the time or inclination to use this piece of technology. However, within the classroom I can see how wondrous children might find it and it could be used in the following ways:

• Producing a sight seeing guide for a place the class has visited
• Telling a story with pictures and words
• A visual and sound timetable for EAL children 

4) Talking products - There were two devices that we looked at that recorded and played back sounds, both had a number of uses:

• Talk time cards –  These can be written on, and the writing can be verbalised using a sound recorded. If I was using these I would have them in phonics lessons, supporting EAL and SEN children with visual and verbal cues and possibly use them to give further information on a display. To see them in action please watch the video below.
  

• Talking tins - These are small tins that record sound. They caused some debate in class as to how useful they would be. One idea is that instructions could be recorded on them so that children working in groups could have a verbal reminder of what they are meant to be doing. I personally would worry that children would fiddle and get distracted, and possibly record over the instructions. They are, to me, a modern tape recorder, and back in the day I would attach a microphone to the tape recorder and record. My friend Lizzie, a fellow PGCE student did however discover a brilliant use for the tins if there are visually impaired children in the classroom. The tins can be attached to objects so children know what they are picking up (website with further information). Further uses in the classroom are setting a treasure hunt, recording sounds of environment, recording work (e.g. a child who has trouble writing can record their feedback which is useful for assessment) or using to record different languages.

5) Podcasts ––These are effectively radio shows but instead of broadcasting live they are pre-recorded and made available to people on the internet. Lots of schools now have their own school radio and make their own podcasts, many can be seen (here). I have seen children record information shows about their learning, one idea that sticks in my mind is children interviewing each other and pretending to be WW2 children in the blitz. They were able to describe their experiences by drawing on what they had learnt in previous lessons. There is a brilliant programme called Audacity which can be used in KS2. It is free to download and allows children to play, record and edit their work and produce a final product that can be exported as an MP3 file or WAV file.I will definitely use podcasting in my lessons as it's a modern, fun way to produce work and reflect on learning.
 

6) Digital cameras and videos– You might  be thinking 'won't children break these expensive pieces of equipment?' well, think again!  There are lots of decent, hardwearing cameras in the world today and we used a 'digital blue' camera and a 'toughcam' video camera in our lesson. The camera's can be used in conjunction with a programme called 'photo story 3'. This allows children to create a story using their photographs and in terms of enhancing speaking and listening other children could read the story, it would promote discussion and would act as a memory prompt to help remember activities.  My group used a 'Toughcam' to capture a short video, see below, but the camera could also be used in drama activites to aid speaking and listening.

 

 

I believe that these products will support speaking and listening in school but on top of this they will also provide children with many positive experiences. For example, recording and seeing their handiwork will give children; confidence, group working skills, it's motivational to hear your work, and it gives children a voice. I will be definitely be finding lots of cross - curricular ways of incorporating the technology discussed in this blog into my lessons.

Week 3: Computer control (otherwise known as computer takeover!)

We live in a technological world, since the Digital Age (sometimes known as the Information Age) began in the late 1970's computers have been taking over the world (to find out more about the Digital Age). This means that children will constantly be coming in to contact with IT and part of my job as a teacher is to help inform them of how to use and manipulate this technology.

Computer Control
This is not about how we control computers, but how they control us. These days there are so many things that are controlled by computers for example: Sky TV, Heating systems, Oyster cards, Aeroplanes...the list goes on. The fact that computers now have so much control over our surroundings is down to many reasons. In comparison to human labour they:

• save time
• never get tired or lose concentration
• are generally more reliable (and if they go wrong it will be down to human error in the programming)
• deliver a consistent approach

It's hard to argue the case for human's to take control over computers! This is something that should be discussed with Key Stage 2 children, particularly the knock on effects of technology. What does this mean for all the unskilled workers who used to man the car factories, or worked in packing factories? And what is the future impact? Will we need shop assistants now that we can self serve, or banking clerks now we can access everything online? This could form a really valuable discussion with a class about IT in the world.

Whatever you many think about technology taking over the world it's a fact that has to be faced, and I say embrace it. I can't imagine not having my iPhone, online banking or digital TV. Furthermore technology isn't just about convenience it's also helping scientists with their work too. Scientists now know more about our planet due to amazing advances in digital telescopes; they can find out more about the climate by modelling it and taking measurements using high tech equipment; they can test products by designing computers that mimic human reactions...it's clear technology development is incredible (link to website).

How can computer technology be taught in schools?
Grasping how to use different technology and mastering the control of it will be a vital skill for young people. We got to spend some time in our ICT lesson this week looking at the following:

Beebots and Pixie's - Perfect for KS1

 

These devices can be programmed by children to move forward and turn. You can set children a challenge of getting the computer from one place to another. They would be great to help develop children's knowledge of estimating (as when you first use them it's not clear how far they will travel), spatial awareness, and movement.

The Pippin

This is the Pippin in action. It's more advanced than the Beebot or Pixie as you have to programme in exactly how far you wish it to travel, and then which degree you would like it to turn and then how far it needs to travel again before the next turn. It would be perfect to use with KS2. Pippins would be useful in maths, setting children the task of making shapes by showing awareness of the angles within each shape, or moving the pippin between co-ordinates on a map as a geography activity.

Flexiscope

These microscopes are incredible. The flexible head make it much easier to view different items, we were able to look at each other's eyes and throats easily when we had a go on them. They also magnify images and as they are connected to the computer you can take a photograph of whatever they are focused on. Flexiscopes would be brilliant to use in science to examine plants, minibeasts or different materials closely. Linking back to medical advances if you google 'flexiscope' the majority of stories are about how they are being used by the medical profession to test for bowel cancer symptoms, which is expected to almost half deaths from this disease (link to more information).

Data loggers

This was my favourite piece of equipment as it's so much more sophisticated than anything I used at school. It takes readings of light, temperature and sound which can then be logged onto a computer and evaluated. The potential for this piece of equipment is vast in the primary school.

I think the data logger it would enhance science lessons. I found this brilliant lesson plan guide that features many uses for the data logger, linking to the QCA units as well! Please have a look at it as it covers quite a few units (link to data logger lessons). An example is using the data logger to explore minibeast habitats. Children would be asked to find a woodlouse and take a snapshot of the sound, light and temperature of its habitat and then compare it to another minibeasts habitat. The objective of the lesson would be to find out why some animals/insects prefer to live in certain habitats. There is also an element of maths to be used when interpreting the data it produces.

Dataloggers are very easy and straightforward to use if you want to take a snapshot of the environment you are in. However, in terms of teaching children new skills it does require more advanced skills if you want to study an environment over time as you would need to know how to programme the device to record at different times. It also requires ICT skills and knowledge when you upload the information onto a computer. This is because you can manipulate the data to look at certain aspects e.g. a short time frame, or to just record on aspect (sound, temperature or light). Children would have to be taught new ICT skills when first using the data logger and then consolidating their exisiting computer skills when uploading the data.

Focusing on the minibeast activity the skills taught to children are studying differences, recording findings, evaluating what they have discovered. Key vocabulary used would be predict, habitat, prefer, light, dark, temperature, and conditions.

If I was extending this activity I would ask the children to compare the minibeast habitats with human habitats, taking a reading from the classroom and comparing it to where the minibeasts live.

If the group I was teaching was less able or younger I would ask them to only look at one variable, light and just one habitat and explore why woodlice like to live in dark places

I would then ask children to write a story about woodlice and their habitats which is an opportunity for a cross curricular activity, but also to assess the children’s learning.

In order for this lesson to work I would need to have enough data loggers for small groups of children to work with. I would also need extra adult support whilst taking the children out into the playground or field to find the minibeasts. Finally, and this was an issue when we used the dataloggers in class there would need to be sufficient computers with the software to upload the data on. It may be that if there was limited resources I would upload the information from one datalogger onto the IWB and the whole class could discuss the findings together.

Next week we are going to be using more technology that can be used in the primary classroom so please re-visit my blog to find out more...

Week 2: Interactive White Boards - the present, and future of education?

In ICT this week we had an introduction to the SMART technology on Interactive White Boards (IWB). It's been a long time since I was at school so I find this piece of technology almost overwhelming in regards to the potential it has. When I was taught in primary and secondary school we had chalk boards, or in the 'new' classrooms, white boards. I don't remember them being particularly engaging, in fact the only excitement would be when someone accidentally used a permanent marker pen on the whiteboards! Since I started the PGCE at Middlesex University  I've seen the IWB in action a few times, particularity in maths and I can see what a great teaching tool it will be.

The benefits of the IWB

The IWB is a learning tool with endless possibilities and we discussed in our ICT lesson the benefits that it might have to teaching:

Inclusion - Julie Coghill states in her research into primary school's use of IWB's that unlike other forms of technology, it is not intended for individual use. The IWB is for the teacher to use to interact with the whole class (Link to Julie's research). It's important to recognise this as it is a tool that will engage all children whilst being inclusive of their ability. Barber et al (2007) [1] looked into studies that support this notion. They cited Carter and Cooper (2003) who looked at the benefits of the IWB with deaf children, and how it can develop language, as the board can model language visually. I think as a teacher I would try to develop materials that engaged all my learner's needs but I can see how it may be difficult depending on the spectrum of SEN children I had in my class. Coghill suggests sometimes using the IWB with smaller groups in particular with EAL and SEN children to use its visual and sound elements to increase attainment and this is something I will build into my lessons.

Extensive resources - The IWB is so versatile, it allows you to bring the world to children as it has many fun and engaging elements to it. In the lesson we explored eight different application's that the IWB had. There are so many more and I've just downloaded the SMART software so I can start exploring them. As well as the endless amount of resources available the lessons developed on the IWB are easily stored and are paperless which must make it easier to organise lesson plans and it saves space! The other plus side is that once you have had the initial financial outlay on the technology it is then near enough free. Barber et al (2007) [1] echo these ideas and discuss how the IWB makes planning and teaching more efficient by; allowing resources to be saved to a hard drive; the ability to return to earlier learning screens throughout the lesson to show progression and links between ideas; and saving notes and ideas added throughout the lesson for future lessons.

It's fun! - I've only seen children use an IWB in one lesson but it was obvious to me how much they all enjoyed the experience. Nearly every child wanted to come up to the IWB and find the answers to the questions. Anything that can show children that learning is and should be enjoyable is extremely important in my eyes. I found some research carried out by SWEEP (Schools Whiteboard Expansion Project). They believe that children enjoy using the IWB as it was easy to see, they could access ICT easily and brought variety to their lessons. These are all positives in my eyes.

Raising attainment - The SWEEP report also shows that once teachers have embedded the IWB in their teaching and are skilled at using it there are attainment gains in primary aged children. The research is very detailed and explores the effect of IWB on girls, boys and different levels of attainment but if you have the time, take a look here (Link to research)
Collaboration between schools Dr. John Cuthell states that a key benefit of the IWB is that resources can be developed and shared between schools in the local area, and then modified in accordance with the needs of children in the class. This enhances collaborative work and speeds up the development of resources, and enables teachers to try different teaching ideas and methods (Link to research). I think partiucally in my NQT year I will welcome new ideas from my colleagues and neighbouring schools to ensure i'm using the IWB to it's full potential.

As well as my thoughts into why IWB are brilliant I found some anecdotal accounts of how the IWB has improved teaching. It's always good to hear from real life teachers so have a look at what they say... [Anecdotes]

1. The interactive electronic whiteboard is great for demonstrations....
2. The interactive electronic whiteboard is a colourful tool. Research indicates that students respond to displays where colour is employed...
3. The board can accommodate different learning styles...
4. All ages of students respond favourably to board use...
5. Distance learning is an excellent setting for interactive whiteboard use...
6. One-computer classrooms can maximize the use of limited computer access...
7. The interactive whiteboard is an excellent tool for the constructivist educator...
8. The boards are clean and attractive tools...
9. Students with limited motor skills can enjoy board use...
10. It is interactive...
11. It can interface well with other peripherals....
12. The board is great for meetings are lessons where the participants need printed copies...
13. It is a kid magnet! ...

Considerations

It's clear that there are so many benefits to the IWB but there are definitely considerations to be made when using it.

Technology fails - You can never rely on technology. In the school I spent time in ahead of this course the IWB was never used as the equipment was so temperamental. I have also been advised to always have a back up plan that doesn't rely on technology, particularly if you are being observed!

Proficiency - As I mentioned earlier the SWEEP report indicates that attainment willl only be raised in children once teachers have perfected their use of the IWB. I am a prime example of someone who is not particularly proficient when using the IWB. I currently can't draw in a straight line or move anything around with my finger! I think this is a case of practice makes perfect and I will endeavor to keep trying and improve my skills. In our lesson nearly everyone who had a go on the board lost control of it so I think we all need a bit more practice!

Not using the IWB to it's full potential -  For a lesson to be truly interactive it needs to be a 'constant to-ing and fro-ing of ideas between the teacher, the board and the children (Coghill 2002:31).  We referred to this idea in the ICT lesson that boards are being used for 'chalk and talk' and not enough interaction. As a teacher this is something I will have to be mindful of to ensure i'm using the IWB to its full potential. I think this will depend on my proficiency and I hope that with regular use my confidence and competance will improve.Teachers will always need some knowledge of the technology and good training but Coghill's research shows that this and confidence in using the equipment increases over time.

External factors - There were stories from my fellow PGCE students of issues with the positioning of the boards, either through the light at a certain time of day hitting the board so you couldn't see it, or the board being too high for children to use. If I am faced with these problems or others I will need to have some plans in place to tackle them so I can still use the board

Overuse - In my interview for Middlesex University we discussed at length that not all learning should take place inside the classroom. Although you could probably show children everything they would ever need to know on the board it is important where possible to get children experiencing things in the real world, which I will ensure happens in my classroom.

Exploring the IWB

The IWB skill I learnt in the ICT lesson was 'the magic tunnel'. The idea was to design a tunnel that a question could be fed through, and by cleverly using contrasting colours and tools such as 'send to back' as you moved the question through the tunnel the answer would appear out the other side. It took us a good 10 minutes to get to grips with the task, and then unfortuntely when we came to demonstrate to the class it all went wrong! The effect relys on the question and the tunnel components being grouped together, but for some unknown reason everytime we attempted to move the question everything became ungrouped! I think this trial proved that I definitely need to improve my competence on the IWB over the next few months and if I was going to use this on a real life class I would spend more time ensuring the tunnel worked.

To finish this blog entry I wanted to share the below video. We've been shown this twice now in our ICT lessons and it's a fantastic introduction to the IWB. It makes me really excited to get into a classroom for myself and start exploiring the potential of this amazing piece of technology.

Sources
[1] Barber, D., Cooper, L. & Meeson, G. 2007, Learning and teaching with interactive whiteboards: primary and early years,Learning Matters, Exeter.