Week 8: Presentation of ICT resources.

Reflections

Well here we are at my final blog! I can honestly say I learnt a lot from my ICT classes and how I could implement this knowledge into my teaching.


Today in our ICT workshop, we worked in groups of three to present our ICT resources. We were each giving a criteria sheet to fill in about the other person's resource and our own reflection sheet to evaluate on how we felt our own presentations went. On the criteria sheet, we had to comment on each others learning objectives for our resource, if the presentation would help a child to understand the learning objectives and how the presenter justified the use of ICT to meet the objectives. During the presentations, each presenter discussed the appropriate language for the age range stated, how their resource provided differentiation and on how the children’s knowledge from the activity would be assessed. We were also asked to provide evidence on subject knowledge, on whether the use of ICT enhanced the learning and how it linked to the National Curriculum. We also had to comment on the presentation's visual and interactive impact and on whether it was well structured, clear and concise.

From watching my peers presentations, I gained an insight into different ways in which I could use the resources that are available on the smart notebook in my lessons.Some of their ideas I felt would be very useful and effective in helping to develop children's learning and knowledge of a subject. I feel I would use some of my peers ideas in their presentations in my own teaching.


In addition we had to reflect on your own presentation against the criteria, drawing on our peers feedback. I felt my presentation went extremely well, as I received very positive feedback. Some of the strenghts of my resource that were commented upon, were that it was a fun way of developing knowledge and assessing childrens learning on the parts of the plant. It was commented that the resource was very child-friendly, interactive, well structured and visually appealing. One development of the resource was that it could include a slide explaning the independent activity.


In my own teaching, I will look to use many of the resources in which we have covered in the lessons, including the interactive whiteboards, digital equipment and computer based learning games like the Dance to Advance and Scratch. I feel all this resources can be cooperating into any subject and provide a stimulating and motivating way of supporting particular children's needs and learning.

Thank you for following my blogs. I hope you enjoyed them!

Week 7: M-Learning, Stimulation/Programming Playful learning

Hello again and welcome to Week 7 of my blog!

Today in our ICT workshop we looked at definitions of M-learning (mobile learning). One definitions of m-learning comes from the eLearning Guild (2002) who defined it as:

'Any activity that allows individuals to be more productive when consuming, interacting with, or creating information, mediated through a compact digital portable device that the individual carries on a regular basis, has reliable connectivity, and fits in a pocket or purse'. 

(https://sites.google.com/a/adlnet.gov/mobile learning-guide/basics)

M-learning can provide students with accessible resources wherever they are, strong search capabilities, rich interaction, support for effective learning, and performance-based assessment. It can be used for a wide range of subjects, helping children to learn maths, english, science, history etc. During the workshop we looked at a video on how one school is using the ipod touch, to enhance and support pupils learning. The ipod touches were givin to a class of 8 year olds, who used the ipod touch in all subjects.

We also explored game based learning in the primary school. We looked at interactive games with an educational value, that could be used in the classroom and created our own. Some examples included:

• Wordie
• Dance to Advance
• Vodki
• 2 do it yourself
• Scratch
• Kodu

Wordie

Wordie is a useful way of doing mind mapping with children at primary school. It is a programme for generating 'word clouds' from words you provide. The clouds give greater prominence to words that appear more frequently in the source text. When using wordie in the classroom children can experiment with different fonts, layouts, and color schemes. The images children create  can be used for various purposes. They can be saved, printed out, and put on Wordle gallery to share with friends. In our ICT workshop we were given time to create our own wordle.

Dance to advance

Dance to Advance is an and easy-to-use dance mat activity software for math, ELA, science and other subjects, making learning interesting and engaging. The programme promotes visual, kinesthetic, and auditory learning. It is an ideal way to challenge and test student's knowledge. It  is an ideal way to challenge and test students' knowledge, while simultaneously supporting the importance of physical activity. Teachers can use this software to create, edit, and customize your own dance mat activities on any subject or topic .The software is great for students with english as an additional language by promoting  listening, speaking, reading and writing on their feet throughout a range of highly interactive activities. The programme allows children to personalize their learning experience by selecting from a range of characters, music and background scenes. Below is an example of a dance to advance activity which I created. The purpose of the activity is to help children learn their six times tables.

 How I would apply this in my teaching

As a teacher, I would use some of these programmes in the classroom. Some of the software proved to integrate inclusion within the classroom. For example, the learning programme '2 do it yourself', included different level games from simple to more complicated games. This means that children can work at their own level. The use of a microphone, in some of the games we looked at, would be very suitable and effective for children with any educational need. As well as fostering creativity, all the games promote thinking and strategy skills. According to Higgins (2003), use of computer games like these mentioned above, can enhance Children’s learning, particularly in Maths. I feel I would defiantly use these games for a range of subjects including maths, geography etc.

Further information:

http://www.m-learning.org/knowledge-centre/whatismlearning

http://www.eduworks.com/Documents/Publications/Mobile_Learning_Handheld_Classroom.pdf

http://www.rmeducation.com/us/shops/rmusa/Product.aspx?cref=PD1645897

http://www.wordle.net/

Week 6: Speaking and Listening in ICT

Welcome to Week 6 of my blog!

In our workshop today we continued from last week exploring digital equipment that can be used in the classroom to support children's learning. In small groups we were giving activities which involved making our own podcasts, photostories and digital videos. We reflected on how we could use this equipment to stimulate, motivate and enhance children's learning in the classroom. 

Podcasting 

A podcast is seen to be similar to a radio show. A podcast is recorded and then can be distributed over the internet, so that you can listen to it at any time. There are thousands of podcasts available, ranging from general interest entertainment shows to those with specific topics. Podcasting can be used within the classrooom, allowing children to share their work and experiences with a potentially huge audience over the Internet.  Podcasting is an excellent way of showing pupil's achievements on the internet and can be used as a cross curriculum link to many subjects.

Children can benefit from making a podcast as:

• It gives them a potential audience of thousands for their work.
• It's helps to develope literacy skills (writing scripts, setting up interviews etc), allowing children to practise their speaking and listening skills, aswell as their ICT skills.
• It allows them to be creative.
• Podcasts can be interactive, and children can get feedback from their work. An audience can be invited to send their comments.
•  Making podcasts can also be great for developing team-working skills.

Podcasting can be used in the classroom to:

• Report children's work - children have the opportunity to share their work. Teachers can get pupils to record their own stories, record reports about an activity they've tried at school or to reflect any school experiences.
• Record interviews - with members of staff, children, members of the community, and visitors to school.
• Record Music - children can pocasting to record school songs.

In our workshop today we recording our own podcast in small groups, reflecting on our first day of school experience on our day link visits.


( http://www.podiumpodcasting.com/~184726/mdx/ThomasNinaLi071111093941/rss.xml)

Photostory

Photostory allows users to create a visual story from their digital photos. The images can be displayed in chronological order at a constant rate. In the context of video these images are called frames.  Photostory can be used to introduce new material to help pupils learn to conduct research, synthesize large amounts of content and gain expertise in the use of digital communication and authoring tools. It also can help students organize these ideas as they learn to create stories for an audience, and to present their ideas in an unique and meaningful way.

Some ideas on how to use photostory in schools:

• To record fun day memories and school year events
• To record interviews
• Book reviews
• Practise reading skills
• Record Field trips
• Story map

An example of a photostory we created in class:

How I will apply this to my teaching

According to Johnson & Mynott (2009)  the main benefits of talking products and recording devices like these mentioned  above, are that they instantaneously and spontaneously facilitate thinking. In my teaching I would look to use some of the equipment above. I feel that for children struggling to become independent readers and EAL students, these products  would be particularly beneficial in supporting their learning and development. I feel the equipment could be used across a range of cross curricular activities within the class.

Further information:

Johnson, L & Mynott, E (2009) Talking Tins Activity Book (Volume 1) – Practical Speaking & Listening Activities Educational Development Service, London.
http://www.teachingideas.co.uk/ict/podcasting.htm.

http://21stcenturyteaching.pbworks.com/w/page/833439/Ideas%20for%20Photostory%203%20Projects

                                                      

                                                              See you next week!