Thursday 31 March 2011
Sensation
Sharon took our class on a trip to sensation where we had to set up a trail using QR codes and iPhones. The science elective followed the codes with our help however I found that the task was manageable enough to follow without too much previous ICT knowledge. I liked this as it gave the ICT group a chance to play and proved achievable for every member of the group. If this activity was used with a class this would provide a sense of achievement and motivation to continue the task. It meets the Curriculum for Excellence principle of Challenge and Enjoyment and enhances the learning of particular scientific knowledge. Instead of superficial play at each station pupil's would receive a deeper learning experience. I would use this with a class as it is quick and easy to create and can also be differentiated by age and/or ability.
Nintendo DS
During the module Colette gave us an input on games based learning using consoles. I enjoyed the consoles but I found some of the games annoying (as usual). The game I was unsure about was Professor Layton as it was logical and challenging but too slow paced for my liking. I played a gardening game which I found boring and less engaging than the virtual worlds for the iPad. I played another game similar to Brain Academy which I liked as it was word puzzles and had activities where it was possible to beat my score however there was only a limited amount of progress which could be made per day which could be frustrating for children. My least favorite game was Artemis Fowl which I found was just a book series. This wasn't engaging as a game however I feel the novelty of the console could engage pupils and spark interest for reading. Overall I feel that the consoles are useful in education but think that iPads can provide the same learning experience.
Monday 14 March 2011
Promethean Training
'Interactive whiteboards enable improved delivery and pacing, whole-class teaching, interaction and discussion, and relate to increased motivation for both teachers and pupils.' (Passey et al., 2004 cited Hall 2010)
This is a statement I believe to be very much true after the training I received for the Promethean interactive whiteboards today. Similar to the Smartboards, the Promethean boards use many of the same method to make simple learning more engaging. For example, the different revelation methods during activities and the camera tools were alike in both programs. I think this is a positive thing as the skills learned in one can be easily transferred to another. In my opinion I prefer the Promethean as it is what I myself was taught on and have used in my own teaching practice.
I think that undertaking the tutorials online was easy but remembering the skills learned in them was hard as without the software on my laptop I didn't have the hands on experience. Learning with the program today was a lot easier and will stick in my mind better than before. This probably implies that I am a kinaesthetic learner rather than a visual learner. The pupils in my future classes may learn better using the board in a hands on way as well which is why a lot of the activities that can be created are perfect for pupils use as a class.
This is a statement I believe to be very much true after the training I received for the Promethean interactive whiteboards today. Similar to the Smartboards, the Promethean boards use many of the same method to make simple learning more engaging. For example, the different revelation methods during activities and the camera tools were alike in both programs. I think this is a positive thing as the skills learned in one can be easily transferred to another. In my opinion I prefer the Promethean as it is what I myself was taught on and have used in my own teaching practice.
I think that undertaking the tutorials online was easy but remembering the skills learned in them was hard as without the software on my laptop I didn't have the hands on experience. Learning with the program today was a lot easier and will stick in my mind better than before. This probably implies that I am a kinaesthetic learner rather than a visual learner. The pupils in my future classes may learn better using the board in a hands on way as well which is why a lot of the activities that can be created are perfect for pupils use as a class.
A Week in Nursery
The nursery pre-visit week which was undertaken recently was very interesting and enjoyable for me. I found the the worries of placing theory and practical issues together were not so apparent in practice. I found that, on discussion with other students and through my own experience, the more important factors of the week were settling into the nursery team and interacting with the children. I found that I was able to do this and still use theory to compare with observations I made of how the nursery was run. I found myself more interested in how the nursery works, sitting in on a meeting helped me really see how to team gelled and how I could learn from their own reflective approach. I feel that I have been very fortunate to be placed in the nursery I am in as there are very strong bonds between the staff however they are welcoming and helpful to me as well. As I continue to research and experience life in the nursery I feel I will learn a lot about using theory to support practice.
When I was in the nursery I kept an eye out for the different ICT tools used. There were the obvious such as computers and televisions (also a digital microscope which was unused as far as I could see) but there were also resources such as toy cash registers, telephones and calculators.
At first I would not have considered these to fall under the category of ICT, rather number as Brenda has mentioned, however Hall (2010) states in The ICT Handbook for Primary Teachers that as, 'play is the means by which young children make sense of their world,' it is then the teachers role to,'raise children's awareness of technology in the world around them and create safe settings which model a range of real world scenarios.' p.99.
According to Hall, using everyday items such as the battery operated toys in nurseries helps the children with the following;
This list points out how through playing, the children are already picking up essential ICT skills and knowledge.
When I was in the nursery I kept an eye out for the different ICT tools used. There were the obvious such as computers and televisions (also a digital microscope which was unused as far as I could see) but there were also resources such as toy cash registers, telephones and calculators.
At first I would not have considered these to fall under the category of ICT, rather number as Brenda has mentioned, however Hall (2010) states in The ICT Handbook for Primary Teachers that as, 'play is the means by which young children make sense of their world,' it is then the teachers role to,'raise children's awareness of technology in the world around them and create safe settings which model a range of real world scenarios.' p.99.
According to Hall, using everyday items such as the battery operated toys in nurseries helps the children with the following;
- develop and interest in ICT equipment and apparatus
- identify and explore everyday uses of information technology in a meaningful context
- talk about uses for ICT in their own lives and represent experiences through role-play
- understand how to operate simple equipment and perform simple functions independently
- turn to appropriate equipment in their play in order to communicate information
- be aware of the dangers associated with some equipment, such as electrical switches, and of the need to work within simple safety guidelines
- use correct technical vocabulary
This list points out how through playing, the children are already picking up essential ICT skills and knowledge.
Collaborative PowerPoint
In the last week the class engaged in a collaborative PowerPoint in google docs.
I found this activity very useful as we were building on our ideas from the games based learning input and presenting them in a PowerPoint format. This would be beneficial to children as they would and improve their skills in this program. The fact that the activity was in a google doc was very helpful as each member of our group could have their own computer and contribute to specific slides, this eliminates the annoyance of crowding around a computer to work together which creates a difficult situation.
The result of each person contributing from their own computer is that teamwork is made much easier than it had previously been.
I think that as well as building on previous ICT skills, using the google doc PowerPoint enables the Health and Wellbeing outcomes;
I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.
I found this activity very useful as we were building on our ideas from the games based learning input and presenting them in a PowerPoint format. This would be beneficial to children as they would and improve their skills in this program. The fact that the activity was in a google doc was very helpful as each member of our group could have their own computer and contribute to specific slides, this eliminates the annoyance of crowding around a computer to work together which creates a difficult situation.
The result of each person contributing from their own computer is that teamwork is made much easier than it had previously been.
I think that as well as building on previous ICT skills, using the google doc PowerPoint enables the Health and Wellbeing outcomes;
I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.
*Responsibility of all
I value the opportunities I am given to make friends and be part of a group in a range of situations.
*Responsibility of all
Crazy Talk
As I extend and enhance my knowledge of features of various types of software, including those which help find, organise, manage and access information, I can apply what I learn in different situations.
Blackbeard introduced a task for finding adjectives and verbs.
I feel both could be improved by using the microphones to use our own or others' voices instead of typing.
This Curriculum for Excellence outcome represents what I have learned whilst using the Crazy Talk program. I feel that learning the new software and putting it into practice with the tasks we were given would help me in my future practice not only with the patience I am slowly gaining throughout the module but also as an opening stimulus for future lessons.
We made two talking characters, one relating to our wiki and the other for introducing a writing task. These served two different functions. The character for our wiki was giving extra information on what has already been written whereas the character of 'Blackbeard' which introduced the writing task had the potential to be the beginning of a context. It could be expanded in a number of ways across the curriculum, much like the games based learning activities from previous inputs.
We used Kelly Holmes for our wiki as the theme is Healthy Lifestyle.
Blackbeard introduced a task for finding adjectives and verbs.
I feel both could be improved by using the microphones to use our own or others' voices instead of typing.
Eilidh on Holiday
Our bear has arrived in Germany and through the blog we have seen her arrive and settle in to her new home, we are the only group left without a bear being sent to us as the students in the university we are paired with have not began their term yet. It's exciting seeing everybody else receive their bear so I can't wait to meet ours and take him/her into nursery.
However I feel that this activity could benefit any age group in primary school. I feel that the bear blog activity not only builds pupils' ICT skills but by linking to another country enables the learning in social studies, particularly the outcome;
By comparing the lifestyle and culture of citizens in another country with those of Scotland, I can discuss the similarities and differences.
However I feel that this activity could benefit any age group in primary school. I feel that the bear blog activity not only builds pupils' ICT skills but by linking to another country enables the learning in social studies, particularly the outcome;
By comparing the lifestyle and culture of citizens in another country with those of Scotland, I can discuss the similarities and differences.
SOC 2-19a
This links into our task for Voices of the World from February. We have recently seen the responses and I feel a sense of achievement in the fact that we have created something and people from across the world have replied. I loved to hear that the voices had been recorded rather than typed like ours and feel that if a class did this activity they would feel proud of their work.
It is a good way of learning language whilst linking into social studies and creating a deeper learning experience.
This links into our task for Voices of the World from February. We have recently seen the responses and I feel a sense of achievement in the fact that we have created something and people from across the world have replied. I loved to hear that the voices had been recorded rather than typed like ours and feel that if a class did this activity they would feel proud of their work.
It is a good way of learning language whilst linking into social studies and creating a deeper learning experience.
Games Based Learning
During the module we have experienced tools which could implement games based learning within the curriculum. Guitar Hero, Samba and the Wii bike all use interactive technology to enhance learning. We then concentrated on the guitar hero in a group, discussed and recorded in a google doc how we could use this as a context throughout the curriculum. I liked the idea of using it as a tool for engagement and building the subject areas around a band/character the pupils can design.
I feel that my first impressions of games based learning were that it may be fun but failed to see the real educational benefit pupil's would get from the game itself. Throughout the input I realised that I needed to look past the immediate short term benefits of the game e.g hand eye co-ordination and look further.
Guitar Hero in the classroom is not specific to music teaching, it can be expanded to every subject area, creating a gig, selling tickets, pricing venues, designing logos, etc are all related to the starting point of the game. I realised this, not only when we were making our google doc and discussing how we could use this in the classroom but also when I was playing the game, I was engaged immediately as the pupils would also be, I wanted to pick the outfit and guitar for my character and choose my favourite song, I realised that if pupils were making these elements of the game themselves whilst designing costumes and writing songs the level of engagement would increase rapidly.
An interesting question raised by Sharon is how often would the game be played. I felt that it would need to be the introduction but could be used throughout for inspiration or to maintain enthusiasm for the project.
I feel that the stimulus of this particular games based learning tool meets the Curriculum for Excellence principles of Challenge and Enjoyment, Personalisation and Choice and Coherence.
I feel that the game is engaging for the pupils the activities created from the different areas of the curriculum provide scope for appropriate challenge and a sense of achievement in the final product
.
Challenge and enjoyment
'Children and young people should find their learning challenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all.
At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential. They should be active in their learning and have opportunities to develop and demonstrate their creativity. There should be support to enable children and young people to sustain their effort.'
The fact that pupils can create their own style in every aspect of the project from their character to the song they play creates massive opportunities for personalisation and choice and pupil's will feel a sense of ownership in their work.
Personalisation and choice
'The curriculum should respond to individual needs and support particular aptitudes and talents. It should give each child and young person increasing opportunities for exercising responsible personal choice as they move through their school career.
Once they have achieved suitable levels of attainment across a wide range of areas of learning, the choice should become as open as possible. There should be safeguards to ensure that choices are soundly based and lead to successful outcomes.'
The project is drawing in many aspects of the curriculum and linking pupil's experiences together simply using the one stimulus.
Coherence
'Taken as a whole, children and young people's learning activities should combine to form a coherent experience. There should be clear links between the different aspects of children and young people's learning, including opportunities for extended activities which draw different strands of learning together.'
Another example of games based learning is the Sony PSP which provides support as well as stimulus for learning.
I feel that my first impressions of games based learning were that it may be fun but failed to see the real educational benefit pupil's would get from the game itself. Throughout the input I realised that I needed to look past the immediate short term benefits of the game e.g hand eye co-ordination and look further.
Guitar Hero in the classroom is not specific to music teaching, it can be expanded to every subject area, creating a gig, selling tickets, pricing venues, designing logos, etc are all related to the starting point of the game. I realised this, not only when we were making our google doc and discussing how we could use this in the classroom but also when I was playing the game, I was engaged immediately as the pupils would also be, I wanted to pick the outfit and guitar for my character and choose my favourite song, I realised that if pupils were making these elements of the game themselves whilst designing costumes and writing songs the level of engagement would increase rapidly.
An interesting question raised by Sharon is how often would the game be played. I felt that it would need to be the introduction but could be used throughout for inspiration or to maintain enthusiasm for the project.
I feel that the stimulus of this particular games based learning tool meets the Curriculum for Excellence principles of Challenge and Enjoyment, Personalisation and Choice and Coherence.
I feel that the game is engaging for the pupils the activities created from the different areas of the curriculum provide scope for appropriate challenge and a sense of achievement in the final product
.
Challenge and enjoyment
'Children and young people should find their learning challenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all.
At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential. They should be active in their learning and have opportunities to develop and demonstrate their creativity. There should be support to enable children and young people to sustain their effort.'
The fact that pupils can create their own style in every aspect of the project from their character to the song they play creates massive opportunities for personalisation and choice and pupil's will feel a sense of ownership in their work.
Personalisation and choice
'The curriculum should respond to individual needs and support particular aptitudes and talents. It should give each child and young person increasing opportunities for exercising responsible personal choice as they move through their school career.
Once they have achieved suitable levels of attainment across a wide range of areas of learning, the choice should become as open as possible. There should be safeguards to ensure that choices are soundly based and lead to successful outcomes.'
The project is drawing in many aspects of the curriculum and linking pupil's experiences together simply using the one stimulus.
Coherence
'Taken as a whole, children and young people's learning activities should combine to form a coherent experience. There should be clear links between the different aspects of children and young people's learning, including opportunities for extended activities which draw different strands of learning together.'
Another example of games based learning is the Sony PSP which provides support as well as stimulus for learning.
Monday 7 March 2011
Wikis
Our class was recently given an input to complete our wikispaces in groups. This input was the most surprising to me so far within the elective. This was because my usual state of frustration wasn't the case as I found the task somewhat tedious however not difficult. It was in fact the rest of the class who were becoming frustrated and it was unusual for me to see the opposite of what usually goes on in ICT. The fact this happens makes me wonder whether it was just my mood that day or whether the task was more suited to my style of learning. This makes me think about the challenges of teaching any subject in any age group in any school as pupils would need to find something they can co-operate with and the differences among children mean that they will find different things to co-operate with. The teacher's job is to assist and encourage the engagement in a certain aspect of the child's education. Helping each child find what works for them could prove difficult but rewarding in my career.
The wikispaces themselves were fine in my opinion, although there were some problems with images and the main cause of annoyance was the fact that moving the pictures around while editing did not result in the same position on the wikispace. Also, some pictures did not show up after editing and only using public domain images was limiting. Overall, I found making the wiki simple and I do think that it is a good resource for classrooms as it is a more engaging method of displaying information than handing out fact sheets or booklets.
Furthering classroom use by making class run wikis could benefit pupils' learning experience, however I feel I would need experience through trial and error with a class of my own to feel confident in this.
Richardson (2006) explains that, 'In using wikis, students are not only learning how to publish content; they are also learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance, and more. In essence, students begin to teach each other.' (p.65)
I feel that this statement is just as it is the process I have been through working on my wiki and working in my group/pair in general.
The wikispaces themselves were fine in my opinion, although there were some problems with images and the main cause of annoyance was the fact that moving the pictures around while editing did not result in the same position on the wikispace. Also, some pictures did not show up after editing and only using public domain images was limiting. Overall, I found making the wiki simple and I do think that it is a good resource for classrooms as it is a more engaging method of displaying information than handing out fact sheets or booklets.
Furthering classroom use by making class run wikis could benefit pupils' learning experience, however I feel I would need experience through trial and error with a class of my own to feel confident in this.
Richardson (2006) explains that, 'In using wikis, students are not only learning how to publish content; they are also learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance, and more. In essence, students begin to teach each other.' (p.65)
I feel that this statement is just as it is the process I have been through working on my wiki and working in my group/pair in general.
Subscribe to:
Posts (Atom)