Week 6 - M Learning and Simulations

As mentioned in my previous blog, there is a huge potential for learning through the exploration of computer based games and this week we investigate this further.

A generation of children are hooked on Nintendo DS and Wii but surely there's no place for it in the classroom?
Presented in the right way, there can be!

Nintendogs                                               

This game could be a way of introducing the concept of "variation" at Key Stage 1 with Science. The children could identify similarities and differences between various breeds of dogs through caring for them.

Professor Layton

This is a great game to utilise at Key Stage 2 in Literacy. Various characters are introduced in this game and the children can research these characters and write about them. An example would be creating a ransom poster and identifying key traits that could be included.

Endless Ocean

A great discovery game that could be used at Key Stage 1 in terms of describing the various similarities and differences of fish that are found under the ocean.

Tim Rylands - MYST and games based learning

Tim Rylands truly believes in the value of games based software, such as MYST, at Primary level and how it really can be brought into every classroom at every level. Check out this video below of a short interview with Tim Rylands:

http://getideas.org/getinsight/video-games-for-learning-a-conversation-with-tim-rylands/

Games such as MYST (displaying virtual moving images) could be used in the classroom to fuel the imagination of children before writing a creative piece in Literacy.

Simulation Programs

The aim is to challenge the children and provoke logical thinking and questioning with each other, through the playing of games. Kent ICT have various simulation games on their website which engage children in these skills; check out their link below:

http://www.kenttrustweb.org.uk/kentict/kentict_theme_home.cfm

I experimented with poissonrouge.com at Year 1 and discovered various cartoon fantasy worlds. There are no instructions on the site which means the children make their own decisions on how and where they wish to navigate. This is a fantastic interactive world where there are lots of opportunities to logically work out patterns and to question what might happen next; transferable skills that could be used in Numeracy when problem solving.

M Learning

This is achieved through the use of pocket sized computers which children can carry around with them e.g. mobile phones. An innovative way that M learning was used with Year 5 and 6 children involved children creating an advertising campaign for an imaginary tour bus business. This culminated with children visiting the centre of London and asking tourists whether they would be prepared to pay for their tour bus service based on the advertising campaign they were shown on their mobile phones. Once again an excellent example of technology inspiring creativity!

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! 

Week 1 - An Introduction to ICT

The arrival of Web 2.0 has brought with it a new generation of "up-loaders" and "writers" , and a definite shift from finding information on the internet to creating your own information on the internet and sharing it with the on-line "social community".

So how does this translate into Primary Schools?

Technology in the primary classroom seems the way forward and with it brings endless possibilities. But is this at the expense of real-life experiences? Would we be depriving children of key reading and writing skills through the use of ICT?

Well the answer is no.

ICT should be used as a tool for enhancing a child's learning and not as a replacement for traditional methods of reading and writing - both should run parallel to each other. As children become more technologically savvy, it makes sense to bring their technological expertise into the classroom and use this as a springboard for learning.

Click on the link below to see how children at The Downs CE school in Kent, have used podcasting to invent and inspire, but are still learning every step of the way!

 http://www.downs.kent.sch.uk/podcast/?pid=10&type=podcast title=The+Downs+FM+%28Podcast%29


With new opportunities come potential hazards and so the issue of e-safety needs to be addressed. Serious concerns can arise through the use of the internet including: cyber bullying, identity theft and interception of passwords. There are many web-sites that tackle this issue well and outline key safety points that children/ parents and teachers need to be aware of.

KidSmart outlines 5 key issues concerning e-safety:

http://www.kidsmart.org.uk/beingsmart/