Week 5 - Computer Programming and Games Based Learning

Computer programming is increasing in significance within the National Curriculum and has implications from Foundation Stage through to Year 6 in Primary school. In the Early Years, programming is about simulations and "cause and effect", essentially learning through playing games!
                                          
 Of particular importance is modelling software as this allows children to experiment and use their creative thinking to explore all kinds of scenarios. The children are creating their own programming procedures which is a process of trial and error.
Some fantastic modelling programs include: Tizzy's Tools, My Modelling Toolkit and 2Do it Yourself

At Foundation Stage, it fosters all kinds of learning points including: creating and thinking critically; noticing patterns in their experiences; persevering within an activity when challenges occur and making decisions about how to approach a task.
At Key Stage 1, children should move on to exploring what happens in real and imaginary situations perhaps through adventure simulation games.
At Key Stage 2, children are encouraged to investigate in order to answer "What if Questions" and evaluate their outcomes.

LOGO involves typing and creating a set of instructions in order for something to happen e.g. drawing a pattern. The key here is the process the children need to go through to create their set of instructions.

"Constructionism states that programming, the act of building a system, and debugging, finding obstacles and problems,and solving them, is the most efficient way for a child to learn. It is also the process where the child will explore mental thinking, and the closest the child will come to experience how we learn to learn. The programming language Logo was the environment created to allow young students explore the world of constructionism."http://www.formatex.info/ict/book/356-363.pdf

Scratch is a programming language inspired by LOGO that is accessible to the world. Children can interact with it to create interactive games and stories and share them on-line.




For Example children could use Scratch to go on a story telling journey, perhaps around the world which would link into both Geography and Literacy lessons. Children collaboratively working together works well when interacting with Scratch as it can often promote a productive "sharing of ideas" whilst constructing games or procedures.

Once again we can see how children are motivated to learn through the complete ownership they have of their task - perhaps not all computer games are bad for your health!
Find out more about computer programming and scratch by clicking on the following link:

http://www.vital.ac.uk/content/programming-scratch-0

Week 4 - Literacy: Speaking and Listening

The use of talking gadgets such as Webcams,

Talking photo albums,

Talking Tins,

and Podcasting, provide  varied opportunities for children to work with technology that will aid their Literacy skills. These tools enable instant feedback and reflection on the talking process which add to their appeal, making them an exciting prospect for children to experiment with. They have an added appeal to EAL or Dyslexic children who may struggle with written forms of communication but would find the talking tin for example, an easier verbal tool.

Podcasting

Let's take a closer look at Podcasting, an innovative form of communication that has become increasingly popular in primary schools. It's popularity is attributed to its ease of use (only requiring a microphone, PC and internet connection) and varied uses across the curriculum. Podcasting involves creating audio files and making them available online. Children simply make recordings using software such as Audacity, which is free, and download them in MP3 format.

Children take immense pride in creating and recording their own audio files, examples include: creating audio books and plays for Literacy; recording accents and pronunciations for MFL; setting up a school radio station to broadcast information across the curriculum.

Take a look at the link below, specifically "Wembley Finals", which includes children interviewing each other and sharing their experiences of a trip to Wembley Stadium. Podcasts such as these could be used as a motivational tool to inspire creative writing in Literacy.

http://www.podiumpodcasting.com/~182325/sandon/Sandon070607123315/rss.xml

The group work required to create a podcast often ensures productive discussion and sharing of ideas for the task at hand. Teachers can assess each member's contribution via observation and listening to the final product. A podcast can take the form of a simple recording of a song (eg. a french song in MFL), through to more complex broadcast with several layers including various audio imports. This allows an option to differentiate for more and less able students.

Week 3 - Digital Media and Computer control

Digital Media has been enhanced to such an extent that pictures, videos and music are now instantly accessible with the touch of a button. Couple this with the advanced computer systems in operation today, and endless learning opportunities are presented at the touch of a finger tip!

Computers have a huge element of control in our every-day lives; from the washing machine inside our home to the traffic lights outside the home.

So how is this concept of computer control translated into the classroom?

Technological tools such as: programmable toys or robots; monitoring computers; digital microscopes, videos and cameras, can all be integrated into the teaching of the curriculum.
Let's take a closer look at the Beebot, a friendly robot that children can program, which can be used in a variety of ways to enrich a child's learning experience.

It teaches children how to control a simple robot using directional language and so can be used as a tool to communicate understanding within a particular subject area. The grids and maps that the Beebot comes with introduces children to the idea of mapping and how tapping simple instructions into the Beebot will enable it to move across the map. As children take turns to program the Beebot, it provides an ideal opportunity to asses how each child is grasping the directional concepts involved.
Take a look at the video below which shows the Beebot spelling out the word "hat" - a simple concept that could be used in Literacy lessons:

It's uses can be extended across the curriculum (Maths, English, Geography) and include activities such as: ordering the sequence of a story; mapping out coordinates; navigating a maze and problem solving using the various maps and grids provided.

More able students can try to construct their own mazes and create their own problem solving activities, as well as make predictions eg, how the Beebot could draw a square or triangle. I can see how the Beebot would certainly increase a child's motivation to take part in an activity and so a child may be more inclined to learn. However care needs to be taken that the "fun" aspect of the Beebot does not detract from the objective of the lesson. Some may argue the practicalities of its use as it requires an expanse of area to function correctly - something that may not be readily available in the average primary classroom. However, "where there's a will, there's a way!" and this fun educational toy certainly warrants the extra work that may be required to make it feasible.
Click on the link below to find out more about the Beebot:

http://www.terrapinlogo.com/bee-botmain.php

How to use SMART Boards

Week 2 - The Interactive Whiteboard

Now you see it, Now you don't!

The age of Interactive white boards (IWB's) dawned nearly a decade ago, bringing a bit of magic into the classroom!.  It's easy to see how children would love lessons using the IWB as as they certainly bring a "wow" factor to the average lesson. 

The IWB can access a wide range of resources that previously would physically have to be stored away. The benefits are many and include developing literacy, ICT, thinking and discussion skills. All pupils can use this type of technology and make the most of its interactive tools, in particular EAL and SEND pupils are able to relate more with the IWB due to its entertaining and stimulating (videos/images) format. Also research has shown that boys are hooked on this type of technology and respond better in lessons than with traditional whiteboard formats.

Click on the link below to find out more about the impact of the IWB in primary schools.

http://dro.dur.ac.uk/6751/1/6751.pdf?DDD29+ded4ss+d67a9y 

When using the IWB several issues need to be considered:-

Height: IWB need to be positioned at the appropriate height level - for dual touch IWB's this is 50cm (foundation stage), 70cm (KS1) and 90cm (KS2).
Text: Font size should be 20 or above for clear visibility
Colour: Dark background colours are great for images but pale background colours are best for text. Important to consider dyslexic pupils who may struggle with black on white text.
Positioning: the teacher should physically be able to stand on either side of the IWB, and children should never be told to stand directly infront of the IWB due to the possibility of headaches.
Light: lighting should be switched off or blinds down for clarity.
Interactive: Children need to be involved in the lesson by touching the IWB, for example by solving puzzles.

The short video I've made below, displays an idea that could be used at foundation stage for identifying shapes - take a look!