Week 4: Speaking and Listening in ICT and Digital Media

Another week and another welcome back to my blog!


Today we explored different technologies that can be used in schools and they way in which they can be used to enhance their learning.

ICT provides many opportunities for speaking and listening:

• Through interaction - using technology to communicate
• Collaboration when sharing (which is most of the time) computers
• Using the whiteboard - Having questions to start with which promotes discussion
• Shared talking with the whiteboard - asking children to explain answers on the whiteboard
• Through use of webcams, digital video etc. Extends interactivity and allows for instant feedback!

 

Speaking and Listening

 

Talking tins

Does exactly what it says on the tin

Talking tins allows you to record and playback voice messages, music or sound effects. They and instantaneous and spontaneous way to facilitate thinking. The spoken word can be captured quickly and reviewed through listening rather than reading. It is very inclusive resource as they can be recorded in any language and the activities using this can be altered to suit all levels of activity. Its is a great way to support the development of spoken fluency, listening, building confidence with words and writing skills. They can be used for various purposes throughout the curriculum:

• Interactive talking displays
• Phonics
• Building sentences
• Modern languages
• Talking treasure hunts
• Use them for Role Play
• They are good for PSHE contexts – can children use their listening skills to detect who is speaking?
• Children can be encouraged to record their own voices and this can inform assessments, showing their responses to the modelling of vocabulary or simple grammatical structures.

 

Talking photo album 

 

You can record a separate own voice message for each page using the built in microphone. You can also add music and sound effects to the pictures/photos. This is perfect for: 

• Creating your own story books
• Talking pupil profiles
• presenting projects and science experiments
• A reminder of day trips and events e.g. sports days and plays

Below is a video to show various speaking and listening activities using talking products (including the ones that have been mentioned). 

Podcasts

 

A podcast is very similar to a radio show except it is not broadcast live. It is a recorded show that can be distributed over the internet and can be listened to whenever you can. Such podcasts can vary from general interest entertainment shows or those that focus on particular subjects such as education and music. 

In the classroom, podcasting is a great way for children to share their work and experiences with an audience outside the classroom and is excellent as a way of showcasing their achievements.

Children can benefit from creating a podcast in many different ways:

• Developing literacy skills (writing scripts, setting up interviews etc), allows children to develop and practice their speaking and listening skills, as well as learn ICT skills.
• It is interactive as the audience can be invited to send their comments and give valuable feedback to the children about their work.
• Developing teamwork skills as if children want to make a great show, they have to work well together.  

There are many things children and teachers can put on podcast such as school news, children's work, school songs, interviews with staff members, music (be aware of copyright) and regional/international news (again, be aware of copyright").
 

Digital Camera

 

We got the chance to to take pictures and create a story through digital imaging and music using a programme called photostory 3. Photostory can be used in many ways in the classroom is a useful for children who find writing difficult such as EAL children. 

 

 Below is an example of a child using photostory to talk about penguins: 

 It's very powerful! If i had the time today, i would definitely have created something like this :S



I will need to ensure that I use some of these talking products to help support cross curricular work and ensure that children utilise them to their full potential. The products provide SEN and EAL children with the opportunity to experiment with talk- based learning, and they also encourage communication through speech.


Until next week!
 

Week 3: Toys, Toys, Toys, Digital Media & Computer Control

Arghhh, I can't believe we're in week 4 already but at the same time, i'm getting used to this blogging business.

In the workshop today, we looked at computer control and digital media and how they both can be incorporated into the classroom. It really is a great way to include each child!

What is computer control?

Computer control is essentially programming a computer to do a job. A set of instructions are programmed into a machine which causes it to operate in predetermined manner. 
 There are many computer controlled objects both inside the home such as microwaves, ovens, digital alarm clocks, sky+, central heating and washing machines, and outside the home such as traffic lights, central locking, CCTV cameras, lifts and barcode scanners.

Why is it better for computers to control than humans?

• Never get tired
• Never lose concentration
• Doesn't make mistakes (but when it does, it more to do with human error)
• Can repeat same instructions over again in exactly the same way
• Are cheaper to employ than humans

We then had a chance to experiment, look at the features of different programmable toys and discuss how they can be used effectively to enhance learning for children in the classroom . The toys included:

• Beebot (my favourite which i will analyse) 

• Pixie

• Data Logger - measures light, temperature and sound

• Electronic microscope - can you guess what i was looking at?

The Beebot in action!



BeeBots are programmable floor robots that are easy to use and are an excellent introduction to control technology and really is about learning, practicing and understanding:

• cause and effect
• directionality
• sequencing
• spatial awareness
• knowledge & understanding

The beebot can engage practical learning in many cross curricular areas:

• Maths - shape, position and movement, angle, measurement & problem solving. for example, around the use of number lines, and to begin seeing the forward movement of the turtle as addition and the backward movement as subtraction.
•  Art - children can make their own mats overlays. This can be linked to the creative curriculum.
• Science - the in which it moves and operates e.g. the forces and energy
• English - How to communicate directions. Also, there are many mats such as the CVC mat where children can make matching pairs and finding the rhyme, final or initial sound by directing Bee-Bot to the corresponding image. Geography - Directions and co-ordinates (using a treasure island mat)  
  
• ICT - The technology and programming aspect.
   

However it is important to differentiate and extend the learning using the beebot, for example, those who have completed the task of following simple programming instructions can be challenged to write their own programming instructions.

I think that introducing children to such technology to young children is fantastic for educational purposes. The more interactive the better! It is also great for SEN children who could use it to "develop one, two and three stage sequences using a variety of activity mats" Sue Woodgate – Head of SSSEN – Buxton Area Education Office.

Even though, this was not discussed in the session today, roamers can help early learners with basic reading, spelling and arithmetic, help struggling students and challenge the gifted and talented. It is particularly good with children with SEN.

It is important that demonstrations are involved to make sure that all children have an understanding of how it works and what the objectives of the activity will be. Having children work in groups makes it more fun and provides the opportunity for them to demonstrate their communication skills. A problem that could occur is the lack of space for children to work in but once a comfortable, spatial environment has been identified, we are all good to go!

Week 2: Exploring the Interactive Whiteboard Smart Notebook

When i entered a primary school last year for the first time in over ten years, the first thing i saw in the classroom was the interactive whiteboard (IWB). It was something that i looked at but it was also something that i didn't touch during my time there (as it was always in use!) but i had the chance to explore it all today.

"An electronic virtual whiteboard is an excellent presentational
device. It can be used as an alternative to virtually every other
classroom resource, traditional and modern...... . However, the
virtual electronic whiteboard has the potential to do much more – to go beyond display, providing a tool for interactive teaching and learning."
BECTA 2006, Teaching Interactively with Electronic Whiteboards in the Primary Phase.

There were so many features i got to try out including, dragging objects around the screen freely and even though it doesn't sound exciting, it forms much of the interactive experience. I also got to use various virtual pens, highlighting, tools for magnifying on pictures and easy to access large collections of images, backgrounds and interactive tools.

The following video shows the exciting possibilities that IWBs can contribute to teaching and learning in the classroom:

There are many benefits of using the IWB for both the children and the teacher:

• Develop Communication and collaboration between children
• Presentation of children's thoughts clearly and attractively
• Whole class access to a variety of resources, moving graphics, large scale image
• Tactile learners can benefit from touching the board, audio learners can have class discussion, visual learners can see what happens as it develops on the board. Useful for SEN and EAL children
• Previous work can be retrieved to revisit, revise, adapt and consolidate
• Teaching ICT skills
• Being able to respond to individual needs through immediate manipulation



However, there are also considerations that need to be taken into account:

• Back up plan? 
• Height of IWB? Can the children reach?
• Can everyone see it?
• Light affecting visibility?
• Text visibility?
• Positioning?
• Is it interactive?

The link below looks at it's effectiveness in the classroom
http://connectingbhseg.wikispaces.com/file/view/Interactive+or+just+whiteboards.pdf

We then went on to look at the different ways in which the answers to questions can be hidden and revealed. They were all very interactive and included "tapping" to pop the balloon, "dragging" the answer out of the magic tunnel and "dragging" the suggested answer to the answer box to find out if it was correct. They were all very simple to design and but also very exciting to try out once it was completed!

When i start teaching, i will need to ensure that i am familiar with the IWB features and provide resources that stimulate each child. Such resources are endless. The IWB should be used to in all areas of the curriculum interactively but the IWB however is not about entertaining children. It should be an exciting way of learning. It is very powerful learning!


A great website to for resources below
http://exchange.smarttech.com/#tab=0



E-Safety in the Classroom

    It is very important that everyone, both adults and children know how to stay safe online 

1.    Who is responsible for eSafety in schools and what are the key issues?

All staff are responsible but the best practice is when children are helped to assess the risk of sites so that they are adopting safe practice when working without supervision. Key issues include; pupil safety, sharing too much information online which compromises their security and others, not sharing passwords.

http://www.ofsted.gov.uk/news/students-safest-using-internet-when-they-are-trusted-manage-their-own-risk

2.    How are parents and carers informed about eSafety?  Where can parents find out about health and safety issues regarding their children’s use of the internet?

Most schools have eSafety policies and acceptable use policies in place which are often set out on sections of the school website. Schools may also invite parents to school and run informative sessions on eSafety.

http://www.childnet.com/

https://www.thinkuknow.co.uk/parents/

3.    What are the rules about photos of children on a school website?

Images of children must not be displayed in a public place without parental consent.  Images of children in suitable dress should be used. When possible, have photos that include groups of children.  Images will not be labeled with their name.

http://www.theschoolwebsite.com/healthandsafety.html

4.    How long should you allow a child to work on a pc (in health and safety terms!)

There is no specific rule for this but given the nature of the typical school day, it is unlikely that children will be working on a pc for any extended period of time. As they know the children, it is also in the teacher’s discretion.

There are some great online resources to teach and inform children how to stay safe online -

DigiDuck's Big Decision is a great e-book to use with the children as it informs them to think carefully before posting online.

Netsmartzkids is a great website to teach children about staying safe online

‘Digital Identity’ (DI) is a term to describe the persona an individual presents across all the digital communities in which he or she is represented.

What would someone who searches the Web for you find?  If someone searched for me using find people, there would be no results.  When using Google, there were 516 results, none of which related to me.

·    Does it reflect the image of yourself you want to portray? As far as I am aware, I do not have a digital identity and I am pleased with this as I don’t want people I don’t know finding out about me online.

·    If there is something about you on the Web, how would you find out about it? Using google if my name is used and perhaps with other details. If nothing comes up, then unfortunately I probably wouldn’t be able to find out.

·    What does it say about somebody if they have no Web presence in today’s world? They are a very private person whose presence may be invisible or they do not use the internet often to socially interact.

·     If you are responsible for others, e.g. a parent, mentee, partner in the field, or carer, are there any extra precautions you should take? If you do mention them online or publish photos, ask for their consent but best to keep details about others private.

·     Are you responsible for encouraging others to have a digital identity? When I become a teacher, yes in terms of children using the internet in the classroom.

·     If so, what are the things you should tell them about their digital identity. To be careful with regards to the information they put on the internet and how the internet is accessible to everyone. It is in their control.

·     What ethical standards should be considered?

            To be aware of moral dilemmas and the law.

Week 1: The Big Introduction to the Ever Expanding ICT

If there was one thing that has changed the most since i was in primary school, it would be the use of ICT in the classroom. From having one computer per classroom,that was hardly ever used, except to play games, today, i entered the world......a new generation........ of ICT where opportunities for its use were galore.  

How Web 2.0 are you?

The first session was an introduction to web 2.0. So what is web 2.0? When i first heard it, it sounded like some sort of software. I did not even realise i was utilising web 2.0 until i was told that: 

were all a part of it! Perhaps, it can be seen as social software as web 2.0 provides a platform where all things happen.It is a social and technological revolution! It is very similar to social networking in terms of interacting with others and building relationships online however web 2.0 offers platforms such as blogging, incorporating multimedia materials and audio and video sharing! Having been introduced to del.icio.us and crazy talk, i will definitely be using them!

Users can quickly find what they're looking for, access it at any time, link with like minded individuals and sites to create a very powerful network for sharing ideas and influencing opinion. It is also all for free!

Web 2.0 can transform the classroom and provide opportunities for personalised learning. Skype is a great way for children to meet other children from other schools around the world and bring in guest speakers. Podcasts can also be a great tool for enhancing learning and teaching processes within and outside the school. it can be dowloaded from a website (a reliable source) or a recording can be done by the teacher. The children themselves can also get involved, creating a podcast for topics they have learnt. It promotes collaboration and communication with a wider audience (will have to make sure that the school's poilcy includes educational podcasting first!).

It is also important to understand the limitations and implications of web 2.0. Yes it is interactive and relevant today but it is also inaccurate, whether it's information that is portrayed as being the truth to pictures that are edited. Teachers need to make sure that children are aware of this and taught how to be safe online. 

Little BIG Voice

I'm currently in my session learning all about blogging! If it wasn't for this opportunity, i would not have considered blogging.  

It is one of the best ways to communicate as everyone is given the same platform to express themselves and so it is great tool for children. They are able to learn/gain/improve on skills sometimes without even realising it - sharing, literacy, ownership, collaboration, discussion, interaction, motivation, participation, engagement, excitement, conversation, creativity, critical thinking and reflection, all of which are useful for their digital futures! Blogs can also be fantastic for EAL children in supporting them with forming sentences. 

With blogging comes rules and children need to made aware of what they can and can't publish. NO surnames, NO location, NO contact information, NO sharing of personal information.


Until next week!