Handheld Learning

Last week we had chidlren from a primary 6 class in to look at some handheld ways of learning. We decided to do a treasure hunt around the campus of the university and get teh children to collect clues to the next destination as they went. We asked the children to use the iPod touch, iPhone and iPad to take photos and videos during the treasure hunt. We then used this to get the children to create an iBook on teh iPad afterwards, telling the story of their hunt around the campus. This meant the children were using QR codes to look for clues around the campus and then using what they had found to create something on a handheld device.

Example of iBook Creator

I found this useful as it allowed me to see how motivated the children can become over learning. The group were very enthusiastic about the treasure hunt and every children tried their hardest to complete the task set. At the end of the input, we asked the children to feedback using PollEverywhere.com which enabled each child to feedback and gave us an overview of the success of the day. I thought this was useful for each child to have a handheld device and use this to self-assess their learning for the input.

My only concern about the task was the reality of this sort of lesson in classrooms over Scotland. I believe that it will be a while yet before handheld devices are available in all classrooms for every child to engage with. Also, technical difficulties made for some learning experiences. There were a few apps that would not download whilst I was working with a child and this meant time was wasted trying to sort this problem. Therefore, the iBook was not fully created. The children only had time to make about half of the book with their experience of the day.

I have taken some of the experiences of the children and put these into QR codes:

My Views on the Future of Technology

Last week we were thinking about the advances in technology and came to the conclusion that most of these advances will be by Apple. I liked iTeach's approach to this discovery:
                                   "The futures bright, the futures.....Apple?"

This appears to be the case! Looking at modern technology in this present day, it seems that every second person owns an iPod, iPhone or iPad. I do believe that Apple have excellent products and create fast, efficient technology. However, I do not appreciate the need for some of the products that are being spoke of for creation.

Some examples:

iRead

• iRead - There is talk of creating an Apple book, in some ways like a kindle. This looks like a nice, neat product which would be fast and work in excellent ways. In my opinion, there is no need for this to be created. Kindles are very popular, and work great! Also, books can be read on iPods, iPhones and iPads in a similar way. If this did come about, you would not see me queuing to buy one.



iDesk

• iDesk - This looks extremely well organised and a great way to stay on top of tasks. I believe this would help a lot of teachers. On the other hand, a lot of pupils' work will be paper based and therefore will clog up the desk anyway. I would be interested in using one of these in order to aid organisation in the primary classroom but for now, I can organise myself!

iCal Watch

• iCal watch - This is one piece of future technology I would like to see! I think this is a great idea and would aid teachers, setting reminders and tracking the pace of lessons. During my last school experience placement, there was one pupil who needed medication at particular times during the day. It was difficult for the pupil and the teacher to always remember about this and therefore a piece of technology such as the iCal watch would be useful in this situation. This would allow the teacher to get on with lessons and the pupil could wear the watch. Also, the teacher could wear the watch and set a reminder for the pupil.

To conclude, I do believe most of the future ideas for Apple are quite good. However, I cannot see any real efficient use in the current primary classroom setting for these. In my own opinion, these would be nice things to have, but I believe money could be better spent to aid learning and take children's learning experiences forward.





Games Based Learning (GBL) in the Classroom

This week, we had pupils (primary 6) from a nearby primary school in at the university, trying out some activities we had created for them using games. After reflecting on the effectiveness of using games consoles in the classroom, we started to think about the learning opportunities different games could provide for children. It was important for us to try out a few of the games and assess what sort of curricular links could be made. As a group, we enjoyed Mario and Sonic Olympic Games and believed this would be relevant to the children, considering the Olympics 2012 is being held in London this summer. The game was from the Bejing Olympics in 2008, however the athletic content within the game was relevant.

We decided to use the game as a stimulus and to help create a context for learning. We chose to use Digi-Blu cameras and get the children to create their own animations of Mario and Sonic at the Olympics.

Digi-Blu camera

Attatched is the lesson plan for the activity. There were 3 groups of children, each with 30 minutes allocated to our activity.



EVALUATION OF LESSON

• I felt the lesson idea was really well thought out. The aim of the lesson was to get the children involved in animation and engaging them with the experiences and outcomes of Curriciulum for Excellence (CfE) for ICT. All of the children involved had a chance to use the Digi-Blu camera and the equipment on the laptop to aid the animation making. Every child also had a chance to play the game and talk to others about what they were doing.
• The feedback from the children was mainly positive. Some of the children felt the game was 'unfair'. However, this was only an indication of the results in terms of the winning/losing team. Almoat all of the children agreed that the game helped them to make the movie as it placed their learning into a context. Some children felt that using the game as an indication of how far to move the plasticine figures helped, and made it more relevant. Whilst talking to the children, they expressed to me that they would enjoy more GBL in the classroom and they felt that it could help them with activities such as writing.

• 

  The board (where the game was played)

  
  

  

  Olympic Rings

  
  

  

  The track the children used for their animations

  Personally, I believe that the children were all very motivated by the game. Every child wanted to get involved and receive support and encouragement from their peers. The children used what they had witnessed in the game to help them create the animation and place this in a context. Many of the children had experience of using the Wii. However, the few that had not were able to grasp the gaming technique very quickly and participate equally.

A few of the games mentioned by the children that they would like to see in schools:

• Piggy Panic
• Crazy Cabinet
• Need for Speed
• FIFA

Transitions - using ICT to enhance this

Going from primary 7 into secondary school can be a daunting experience for the majority of pupils today. When children reach secondary school, it is believed that "Previous attatinment is usually underestimated, with the result that new pupils may become bored and demoivated" Pollard (2008, p. 137). During the input today, based on research with Guitar Hero, I reflected on how the use of games based learning and ICT could enhance a child's experience.

The reseach was based on cluster groups who came together in June 2010 and were put into groups. Theese groups included children from different primary school and support was given by different teachers. The pupils had to work together as a 'band' on Guitar Hero and compete against the other groups. This meant that the children were put into a situation and had to problem solve and figure things out together. The children had to chose roles, for example; a singer, a guitarist, a drummer, a bang manager. This meant that they were recognising their own strengths and evaluating others, whilst getting to know one another. This also involves the priniple of personalisation and choice from Curriculum for Excellence. 
"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" Scottish Government (undated, no page given).

• The children were able to look at their own talents and draw from their strengths to help them chose a suitable role in the group.
• The children were taking on responsibility for a particular role and therefore had a duty within the group to take on.
• Starting these experiences in the primary school, taking them into secondary school and hopefully moving on with the skills learned during their school career and later life.

 The project gave the children something to talk about which meant a common interest was shared and they were able to converse with one another more comfortably, rather than this not being the case.

Guitar Hero was used throughout primary 7 and S1 as a context for learning which provided continuity for the children. The Scottish Government (undated, no page given) stated that "each stage should build upon earlier knowledge and achievements. Children should be able to progress at a rate which meets their needs and aptitudes". The context enabled this and the children could continue what they started in primary school in secondary. This also meant that children were not faced with the unknown in secondary school and could feel confident in their ability. Secondary teachers used Guitar Hero as a focus and discussion point through lessons which helped to build on positive aspects and negative aspects of the children's experience. This meant the research could be monitored.

Allowing the children to visit the secondary school with their bandmates meant children were familiar with the different settings of a high school. This also gave them some self-worth and confidence with their surroundings.

To conclude, I feel using games based learning as a tool for easing transitions from primary 7 into secondary school is extremely effective and helpful for children. It allows them to focus on the learning, more so than the transition itself. It also helps to build stronger relationships in the secondary classroom, between peers and pupils and teachers. The chidlren have a chance to participate and be equal in a task, building on their strong/weak points and collaborating with others.


References
Pollard. A, (2008) Reflective Teaching. 3rd Ed. London: Continuum.

Scottish Government. (undated). Principles for Curriculum Design: Understanding the Curriculum. Available at http://www.ltscotland.org.uk/understandingthecurriculum/howisthecurriculumstructured/principles/index.asp [accessed 06.02.12]

MIE - Fife Council

I found the input from Fife Council very useful, in terms of thinking about Moving Image Education. Also, living in Fife and having my placements there, meant the input was especially helpful as I was able to see what was available to me whilst on teaching practice. The session opened my eyes as to ways MIE could be used in the classroom with children throughout the whole primary. For example, using the Skoog in the lower primary to enhance music lessons (http://www.skoogmusic.com/skoog/why) and using the software, Sequel, with upper primary children to enhance their musical capabilities. I found the Skoog a useful thing for nursery children also, as it is quite a sensory piece fo software, allowing the children to freely explore the sounds by touching the Skoog.



A skoog


In particular, I enjoyed the software Pivot. Whilst on placements 1SE1 and 2SE1, I seen primary 5 and primary 7 children using this and how motivating this was for them. At the time, I was not fully aware of the educational potential using this software could have on the children. However, what was clear was that the children were extremely motivated and engaged in what they were doing. Most of the children would chose to work on animations in their 'Golden Time' (free time rewarded for good behaviour). The input from Fife Council gave me a greater understanding of how this could be used in the classroom. For example, whilst reading a class novel, groups of children could do small animations of the key points in the novel. This would be a memorable experience, helping the learning to embed.

An example

I also found the music software Sequel very good! I believe using this in a primary classroom would help children to relate their learning about music to everyday life, allowing them to see how music tracks are created. This may also help chidlren to appreicate the vast range of instruments and the difference in different sounds. The software was very easy to use and I especially liked how it suited educational purposes well (for example, displaying photos of the instruments and having a clear layout).

Overall, the input was very interesting and allowed me to think about ways that animation, music learning through ICT and games based learning (GBL) could be put into practice. I also seen the high educational value these experiences could have on children by trying out the software myself and talking to my peers about this.

Moving Image Education

“Children experience moving images from earliest childhood. Cartoons, films, adverts, and all moving image media are very carefully constructed to tell stories and provoke feelings. They are a huge part of our culture.” Creative Scotland (2009, no page).

I support this quote as I feel moving image education is a  great way of motivating children and encouraging them to take their learning further than just typical classroom activities (for example; reading, writing and number work). Moving image education can transform the way children learn and think of school life.

Whilst looking online, I found a great website that is suited to the Curriculum for Excellence, therefore it is relevant to me.
http://www.movingimageeducation.org/

It is beleived that a good understanding of media literacy promotes children developing creative minds, critical thinking and cultural knowledge

Social Media Tools and Working as a Community of Practice

In today's input, we were thinking about social media tools and how these can be asynchronous or synchronous. Personally, I believe both of these are relevant for use in a primary classroom environment. Asynchronised communication tools are useful for both participants, as it means there can be a source of contact at any time. The disadvantage of this may be that responses may be slow. This would be an effective way for pupils to peer assess each other’s work. For example, one child may post a piece of writing or a view on a topic and other children commenting in their own time. This type of social media tools can be effective for allowing children to share their learning experiences with parents, other schools and each other. However, synchronised social media tools are useful in the way that the communicators can easily respond to one another instantly and this provides the participants with the information they require in an efficient, fast way. I feel this would be a good way for children to work collaboratively within a classroom setting. It would be useful if one group were working and the rest of the class were getting on with a piece of work. Using synchronised social media tools would allow the children to communicate on a quiet level and not disturb others. It is also useful for them to instantly share ideas/pictures/photos with one another.

“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” Wenger (2006, no page given). During the module ‘Working Together to Achieve Social Justice’, we looked at this closely and what it meant to be a community of practice. I also found Belbin’s roles an important part of today’s input.

Having looked at these before, it was interesting to look at our BEd (Breaking Everything Digital) group and think about our roles within it. Personally, I feel I am an implementer as I enjoy planning the workload and organising meetings to get task done effectively. I believe that I think logically which helps me with this role. I also think I am able to ensure people are on task and motivated to do well. Belbin defines this role as the one who proposes a functional plan/approach and strives to achieve it as proficiently as possible (Belbin, undated).

References

Belbin, M. (undated). Belbin Team Role Theory.

Available at http://www.belbin.com/rte.asp?id=8 [accessed 16.01.12]

Wenger, E. (2006). Communities of Practice. Available at http://www.ewenger.com/theory/ [accessed 16.01.12]