Final Workshop

Smartboard Resource Presentation

Workshop #7 - Tuesday 11th December

This week's lesson marked our final ICT workshop. The task for the lesson was to present our multimedia resource, which was produced as a notebook file and consisted of a series of slides/pages for either the introduction, main part or plenary of the lesson for KS1/2. 

Assignment Brief:

"The assignment for the module will involve designing a multimedia resource (1000 word equivalent) using the Smart Board software ‘Notebook’ which is suitable for use in a Key Stage 1 or 2 classroom to support the teaching and learning of an area of subject knowledge in a National Curriculum foundation subject or science and a reflective blog on what you did throughout the ICT module, what you learned, and how you might apply the ideas in your teaching."

The presentation which I designed was based on a KS2 Science lesson, aimed at Year 4 students, on Teeth and Healthy Eating. The lesson objectives were as follows:

1. To understand the importance of personal health and dental care (Sc1).

2. To know the different types of teeth and the role each tooth (Sc2). 

Introduction to presentation:

I also provided the relevant areas of the National Curriculum which were linked to the lesson (Sc2, 2a, Pos: Unit 3A - QCA). Moreover, I illustrated the success criteria of the lesson ('to say why dental health & a balanced diet are important/to identify the different food groups and different types of teeth'). Also, the cross-curricula links which I highlighed were PSHE (effects of smoking & alcohol on society) and P.E (sports and fitness). The key vocabulary for the lesson were: incisors, canines, premolars, carbohydrates, fats, protein, vitamins, fibre, water & minerals.

Resource Tools:
I explored and adapted several resource tools using the notebook programme throughout my presentation. The tools which I used were as follows:

Erase to Reveal: I used this tool by showing different pictures of the four main types of teeth (incisors, canines, premolars & molars). Then, I asked the question: can you guess the names of the teeth? The erase to reveal tool revealed the correct names for each type of tooth.

Magic Magnifying Glass: I used this tool to reveal answers to the question: what are the 3 main ways of looking after your teeth? I provided hints to each of the answers through only hiding the keywords to each of the answers. 

Click to Reveal: I used this tool to hide the answers to the questions: 'animals that eat only meat are called.../animals that eat only plants are called...' This question related to the teeth in other animals and how they differ, for example, animals that eat meat require sharp teeth, where as animals that only eat plants generally have teeth that are more flat and rounded.

I continued to use a selection of these tools for other slides, such as revealing the 7 main food groups and how many portions of fruit we are recommended to have each day. I also provided a slide at the end titled 'Teacher's Notes', which was a snapshot of what was included in each slide. 

Slide 1: Title page - provides a picture and topic for today's lesson.

Slide 2: Outlines the lesson objectives, success criteria, link to National Curriculum, cross-curricula links and key vocabulary.   

Slide 3: Introduction - briefly explains the importance of maintaining a positive lifestyle and having good personal hygiene.  

Slide 4: Provides an explanation of each type of tooth and what their role is.  

Slide 5: Uses the 'erase to reveal' tool to test children's knowledge on types of teeth. 

Slide 6: Uses the magic magnifying glass tool to display three key ways of looking after your teeth.

Slide 7: Uses the 'click to reveal' tool to introduce teeth in different animals and provides a diagram supporting the tool. 

Slide 8: Lists the seven main food groups using the 'erase to reveal' tool.

Slide 9: Outlines the importance of not smoking or consuming too much alcohol. Uses the magic magnifying glass to reveal 

Slide 10: Describes another way of keeping fit, through sports, and mentions a few sports. Provides illustrations of some different types of sport.    

Slide 11: Offers some concluding comments on why keeping fit and healthy is so important in an individual's life.

As this presentation was peer assessed, the people in my group were asked to comment on my presentation and mark it against a criteria designed to explore whether the lesson has satisfied certain elements. The criteria is provided below: 

1)    Learning Objectives:

Does the presentation help the teaching and learning of the area of the subject chosen?

2)    Does the presentation:

Use appropriate language for the age range stated

Provide for differentiation including needs of EAL children

Address how the children’s knowledge from the activity will be assessed

Include links to relevant websites

3)    Subject knowledge:

Does the use of ICT add something to the learning?

Is it relevant to the rest of the lesson?

Demonstrate knowledge and skills of computing and ICT

Evidence of subject knowledge in the chosen curriculum area

4)    Is the presentation

Visually appealing

Imaginative

Interactive

Informative and stimulating

An effective use of the program

An effective use of resources

I received both positive and negative feedback. My peers in the group felt that my presentation was very well-presented, organised and engaging. It also illustrated the topic well, using a variety of different resources. However, I could have improved my using videos to help engage the children, as well as using text. 

Reflections on ICT and the presentation: 

• Having conducted a presentation using the smartboard programme, I believe that the resources available are very beneficial to teachers, as it offers a different element to what children are usually used to. It also provides an engaging way of interacting with children, which would help support learning. 
• I felt that it was very easy to learn how to use the resources. Therefore, this is most certainly something I will look to include during my SBT1 experience. 

Educational, Simulation and Adventure Games

Educational, Simulation and Adventure Games

Workshop #6 - Tuesday 4th December

In this week's workshop, we explored the ever-increasing popularity of educational games in primary schools. We noticed the flexible and versatile nature of educational games, and how they can be adapted across the curriculum. We also examined the positive response these can have on pupil's, who generally react enthusiastically to the use of educational, simulation and adventure games in school.

The first game we investigated was called Kodu Game Lab. This game allowed children to instruct a 'kodu' character to conduct various different activities, on a wide range of levels and 'worlds'. The two particular worlds which I explored were 'Shooting Fish', whereby you add a kodu and program him to shoot fish in order to score points, and 'Mars Rover: Discovery', which involved a mission to search out sedimentary rocks and drill them to score big points. You were able to choose the route for the kodu, had to avoid hazards and explore the terrain. The challenge involved attempting to gain the highest score within a time limit of 90 seconds. 

Screen shots of these two games are provided below:

The next game we explored was the 'Dance to Advance' programme. The activity allowed individuals to copy dance moves on the screen to a dance mat or keyboard. Animal sounds were available to add to specific games/tasks. In addition, educational aspects were provided to allow you to come up with specific questions and provide answers, both in the form of pictures or words, on certain subjects. Below are two examples that I came up with:

The second one I created made a cross-curricula link to RE, whereby I posed the question 'Which religion is associated to each of the keywords/symbols?' The challenge was to provide the correct answer to each question which came up by matching and associating the words with descriptions. The questions and answers were as follows:

• The Star of David - Judaism
• The Five Ks - Sikhism
• The Moon and Star - Islam
• Diwali (Festival of Light) - Hinduism
• Nirvana - Buddhism
• The Lion - Rastafarianism
• Non-Believers - Atheism

We then explored the adventure-quest game called 'Myst'. We watch a video on Youtube displaying and allowing children to describe different scenaries. We then played the 'Machinarium' game. This was extremely useful as it made several different links to transferable skills:

• Rollercoaster game - teaches children about forces
• Problem solving
• Use of imagination
• Persistence
• Communication
• Reasoning
• Logical thinking
• Collaborative work
• Enquiry

Exploring Computer Programming

Computer Programming

Workshop #5 - Tuesday 27th November

After experiencing a week off from university for 'directed task week', we returned to ICT this Tuesday to explore computer programming, modelling and various other aspects related to computer programmes. 

Firstly, we investigated 'computer modelling', which relates to the idea of simulation, such as architecture and computer games.

The first programme we explored was called: My Modelling Tool Kit (1). This programme can be used to create various different identities and items, such as a cake, creature, character or teddy bear. The Modelling Tool Kit allowed you to change the shape of each item, the colour, decorate it, and add other features, for example, if you were making a cake, you could add candles to the cake. It was a very simple and easy programme to use and navigate.

The second programme we looked at was called: Tizzy's First Tool. This programme was very straightward and included features such as write, paint, publish, move, chart, decide and present.

The third programme was an online website called: Purple Mash (http://www.purplemash.com). This programme is an award-winning resource from 2Simple Software. It included creative tools such as 2Paint, 2Publish, 2Design and Make, 2DIY 3D and 2Count, etc. The website allowed you to choose a specific theme, such as aliens, dinosaurs, the environment, etc. It also included maths games, such as ones involving number bonds ('bond bubbles'), games practicing your dividing skills ('divivers'), as well as many others to do with sequencing and patterns. The website also enabled you to design and create your own games, such as maze games. 

One of the best features of the Purple Mash website was a feature called 'Simple City'. This allowed you to visit different places to explore such as cafes, garden centres, farms and the doctors. These different settings all included scenarios. For example, one involved directing a child who was locked out of a house. We were allowed to control the child's actions to help them. Other features involved creating posters. I designed one promoting anti-bullying. 

Finally, we explored 'progression in programming', which concerned the process of creating and making games. Here, we focused on Papert's Philosophy of learning through technology. This is further explained below: 

According to Papert, we are entering the "age of learning" during which time the "competitive ability is the ability to learn". It is the revolution in technology that has simultaneously brought about the need for improvements in learning as well as providing the opportunity to improve "learning environments". New technologies will enhance learning particularly for children through "the creation of personal media capable of supporting a wide range of intellectual styles". (The Children's Machine)

We then explored MSW Logo Screen, which was a bit harder to navigate as it involved giving commands and directions to the computer, in order to apply. 

Located below is a screen shot of an example of some regular quadrilaterals I drew using MSW Logo. You have to provide commands in order to draw lines. The codes are as follows:

- FD = Forward

- BK = Back

- RT = Right

- LT = Left

- PU = Pen Up

- PD = Pen Down

- PE = Pen Erase

- CT = Clear Text

Then, you provide a specific amount after the command to direct the amount of degrees you wish to turn. For example, RT 90 = Right Turn 90 degrees.

I believe that this is a very good tool to use in the classroom as it develops the following skills: 

• Spatial awareness
• Angles
• Directions
• Drawing Shapes
• Knowledge of Polygons

Therefore, this programme can be incorporated for a number of cross-curricula links: it can develop children's ICT skills, mathematical skills as well as transferable skills, including the ability to think logically and to reason. 

The final programme we looked at was the Scratch document. This allowed you to instruct a character to execute a number of actions, such as to move, turn or glide. In addition, you can get the character to communicate through making sounds or using speech bubbles. Sound effects include animal sounds, music loops, instrumentals and vocals. Moreover, you can also add a scenic background and add different characters and import them from a selection of categories, including animals, fantasy, letters and people. 

Below: Screenshot of Scratch document and MSW Logo Screen

How does ICT allow greater speaking & listening skills?

ICT - Speaking and Listening

Workshop #4 - Tuesday 13th November

We began by learning how ICT benefits speaking and listening within a classroom environment. We spoke about the use of interactive whiteboards, media (for example, through watching and listening to things), audio books (such as, learning a new language) and through transportable devices, such as mp3/mp4s. We then considered why these equipments are beneficial in learning. This is because they can be used for a variety of different purposes, such as for school trips and storybooks to aid teachers during lessons.

Talking photo albums: We explored this device, which supports speaking and listening on the literacy framework. The talking photo albums provide a particular focus on:

- Photo sequences

- Presentations

- Hiding and revealing pictures.

Talk time cards: This device contains a limited recording time and keeps pupils focused on talk. It also ensures they record what is really needed. 

Talking tins: This device is especially useful for:

- Recording and playing back short instructions or word sounds.

- Developing speaking and listening skills.

- Using teacher recording sounds and instructions to encourage investigative work.

Podcast are video blogs which can be downloaded from the internet. Schools use radio podcasts to communicate particular content/material.

Finally, we explored the role of digital cameras and video recording, which can be a useful resource in the classroom. It is important to remember that children live in a multimedia world and appreciate variety in their learning environment. They take audio visual information and the internet for granted, almost. In addition, when learning, they children tend to react more positively to a mixture of text, still images, sound and video, which appeals to all types of learners (visual, auditory and kinesthetic). Children tend to find these activities more interesting, in comparison to 'chalk and talk' style lessons.

Control and Monitoring Technology

Control and Monitoring Technology

Workshop #3 - Tuesday 6th November

During workshop 3, we explored the increasing use of computer control in today's society and how it is beginning to have a greater role and influence in our lives. 

We began by examining a general definition of what computer control actually is. We concluded that computer control refers to when a set of instructions have been programmed into a machine, in order to produce a predetermined action. An example of this is setting an alarm.

After this, we explored the concept of computer monitoring. This relates to when a specific measuring tool is used to record information about environmental changes over a period of time. The tool which we experimented with was called a 'data logger'. This device is designed to record sound levels, temperature and light, and therefore has a number of different purposes within society.

We also examined the role of a flexiscope. This is a digital microscope which works through a USB connected to a computer/laptop. A flexiscope allows you to take a number of photos of objects that are placed underneath the lens. 

The Role of Whiteboards in ICT

Interactive Whiteboards: Comments and Review

Workshop #2 - Tuesday 30th October

During today's lesson, we explored the role and purpose of interactive whiteboards in primary schools and how they can be an immense help when teaching. At first, the teacher gave us a short talk on whiteboards and how to find/open the software we use to create them (Smart boards). We had a look at the different things we can do on the smartboards, including searching for and posting pictures associated with many subjects. Then, we watched an interesting video called 'Magic in the Classroom'. The general impression that the video successfully portrayed was that, with the aid of interactive whiteboards, the possibilities are endless, with regards to what can be achieved during a lesson.

Once we had all discussed the importance conveyed from the video, our teacher separated us into small groups to investigate and experience completing different tasks and activities using the Smart board programme. My group explored a device which allowed teachers to cover up and erase particular phrases or answers, and reveal them when required. This allowed students to think about the questions and cooperate with the rest of the class. We then presented how to complete each task to the rest of the class, with each group demonstrating efficiently how each activity works. The groups were organised as follows:

- Group 1: Magic Tunnel
- Group 2: Magnifying Glass
- Group 3: Checker Tool
- Group 4: Click to Reveal
- Group 5: Erase to Reveal
- Group 6: Random Generator
- Group 7: Pull Tabs
- Group 8: Balloon Pop Tool

Today's workshop class allowed me to gain a firm and clear understanding into how Smart boards can be used for all types of subjects across the curriculum. I genuinely believe that I have enhanced my knowledge and confidence with using such creative tools. This is extremely beneficial for me, as the mechanisms of a smart board are very useful as a tool for teaching and educating pupils. This is because it effectively appeals to all types of learners - pupils who benefit from visual, kinesthetic or auditory learning styles. 

My PGCE Primary Experience

The PGCE ICT Module: Reflections and Thoughts

Workshop #1 - Tuesday 23rd October

As the month of October 2012 draws to a close and with winter fast approaching, I have completed my first ICT workshop and feel well-suited to comment and reflect on the little yet significant steps taken on the PGCE Primary programme so far. 

My initial thoughts are that this academic year has the potential to be the toughest I have ever endured. This is due to the demanding and intense nature of the timetable, workload and material. 

Our first ICT workshop related to blogging and how it can be used as an important device in education. We learnt about how schools have developed their technology to enable students to blog about their interests in and out of school, and how they can research and present information using different methods. 

Blogging can be seen as a way of schools keeping up-to-date with the growth and rise of social networking websites in today's world. As a result of the recent advances and successes of sites such as Facebook and Twitter, which specialise in allowing people to connect and share information and photos with others, the amount and popularity of blogging has also increased. Therefore, it is both relevant and pleasing to see schools incorporate this into the ICT curriculum. 

However, like most online phenomenons, blogging has its dangers and it is significantly important that schools are aware of these and protect children from them. Not only can pupils accidently publish confidential information, but they can also connect with strangers. It is critical that schools educate pupils on e-safety and the harm using the internet and blogging can create, such as viruses and fraud, for example. It is therefore, great to see schools doing their best in providing awareness and insight into e-safety and how pupils can prevent the dangers of the internet.

Thank you for reading and I hope you have found this blog useful. I would appreciate any feedback, both positive or negative.