The Reflective Potential of Blogging

I have found a blog an interesting reflective tool. I do think that in the act of writing and the thought process which is required in choosing your words and deciding what you are going to commit to paper (or screen), you do naturally reflect much more deeply on something. However I am not personally keen on having my thoughts and ideas in a public arena and would not usually choose to do so. Not just for protection reasons but also because I do not consider myself an expert in most subjects at the moment or at least not enought to be an authority on them or for my opinions to be particularly worth sharing. However I do think reflective blogging could be a lovely tool for a class because of progression of the blog and the opportunity to keep returning to a subject and track a change in attitudes or knowledge. It is something I would certainly consider incorporating into my classroom practice.

13.06.09

ICT in School

My Reflections on the use of ICT in Schools

Over the last 9 months I have seen lots of ICT used in schools but probably still less than I expected. Sometimes I have felt that the Interactive Whiteboard in particular has been used just for the sake of it, i.e. that I have been used to scribe on but has not had the children interacting with the material in anyway. However I have also seen the Interactive Whiteboard used very effectively especially as mental and oral starters with word or number games in literacy and numeracy lessons. Also active primary has been useful in English lessons for displaying texts up in full view of the class where they can really interrogate them and search for evidence of particular language use. I have also found Active Primary vitally useful in the way that it allows for work to be stored so that it may be accessed in the following lesson and have particularly used it as a tool for planning with the children.

I have come across photography as a useful record of assessment and also as a record for children on school trips or of particular activities so that they can then sequence them or use them as inspiration to write from. I have also used photography myself on a school shape hunt where we captured images of the shapes around the school playing areas.

Another form of ICT I have come across is work on computers themselves where even really young children have had experience of using publishing packages for their work or presenting data. I think this can only be a good thing getting to grips with technology at such a young age.

I have also encountered the logo robots where children programme in instructions to make the robot move in particular directions and turn to specific angles and this has thoroughly captured the imagination of children.

I think there is a definite space for improvement, especially for children using technology as a communications device to hook up with other children across the world or even to use blogging as a way of sharing and reflecting upon their work.

I have also been disappointed to discover how restrictive the Hampshire schools internet is (although I can obviously see a great need for protecting children from dangerous material) there are sights like youtube with videos of an educational nature that could greatly enhance teaching. All in all I will definitely endeavour to incorporate ICT into my teaching and the learning occurring in my classroom and can see that it has a great deal of potential not just as a single subject but as a means to enhance other areas of the curriculum.

13.10.06

Getting to grips with interactive whiteboards

Interactive Whiteboards

In our ICT Session today we experimented with the interactive whiteboard facility. These interactive boards have virtually replaced the traditional whiteboards in the classroom. However from my prior experience they have been utilised to varying degrees in the classroom.

I have encountered some teachers who used fantastic interactive programmes in the teaching of mathematics, for instance using different denominations of coins on the screen for children to count out change, or even in reception as a means of demonstrating the mixing of paints in the making of farmyard pictures. On another occasion I was particularly interested in seeing them used in a year 3 Geography session in a study of the local area where the programme allowed for the creation of a pictorial local village with all the necessary landmarks and important features i.e. roads and river etc which both helped the children to develop an understanding of maps and really partake in creating a mature representation of their area. It is worth considering that perhaps part of the appeal of using ICT for children is to be able to present work in a way that actually is above their years and makes it seem more adult like/professional and therefore purposeful. I have also seen surprisingly young children be perfectly capable of making their own PowerPoint presentations for specific projects or tasks and it did seem that they often took a great sense of pride in this work and immersed themselves more fully in the task.

Other fantastic uses of the interactive whiteboards have been in the teaching of French where I have seen the teacher access online games to help children memorise colours, with images and sound clips to reinforce the meaning and pronunciation. Furthermore I have experienced some fantastic online material be accessed in the teaching of RE where the teacher brought up on the board a slideshow of images of the Christian story of creation and the fall Adam and Eve in the Garden of Eden, all built in Lego bricks and with captions beneath. This was a really light hearted way of teaching the story, with a real way for the children to visualise it in their own kind of media i.e. children’s toys, it actually really connected them with the story and acted as a talking point to examine the images.

However on the other hand I have also observed teachers who have not been up to scratch with the functions of their whiteboards and have forgotten the ‘interactive’ part completely, instead using them simply to scribe upon or haphazardly selecting symbols which would have been quicker drawn. Obviously there are times when the whiteboard cannot always be interactive, and needs to be used simply to write down, but as they are designed to bring learning alive and engage the children it seems disappointing not to be using them as a resource as much as possible. I do not believe in ICT being used to tick a box or for the sake of being able to say it has been used, instead it needs to be carefully considered as to what an interactive element will bring to the teaching and learning of the topic.

One of the most useful functions of the Interactive Whiteboard I would suggest is the ability to save work to view again later, just think how much time this must save rather than having to write things up again at a later date as so many lessons return to previous work as a means to help the children progress further and recap previous learning. On my placement I have also been impressed by the way that the Interactive Whiteboard also has a function incorporated like the old projectors where documents can be brought up and displayed on screen, so in the study of a text an image of it can be scanned in an then displayed for all to see and then annotated as a class, the example I saw was in the study of a poem on dragons where the children not only looked at the words and took it in turns to pick out and highlight adjectives but also could have a big bold image on the screen of the dragon from which to inspire them to create their own fantasy dragon. I was surprised by some of the new functions I discovered that the Interactive Whiteboard was capable of. These included actually changing the teachers own handwriting into formal text, there being sound clips within the programmes for a variety of things from the reciting of poems and singing of songs to the pronunciation of words in different languages, the huge amount of clipart available on the whiteboard which could allow for very creative presentation of work and the various functions to hide parts of the screen whilst showing others allowing for all sorts of carefully thought out ways of getting children to analyse and image or text using their ideas on small sections of something to predict what it might be like as a whole. Part of what particularly interests me is the idea that you can design the course of your lesson with the whiteboard, rather than just using straightforward resources or programmes it allows you to dip into multiple media and present in a variety of ways where you can personalise the learning to the needs of your class, unlike the old days of textbook learning. It also seems the epitome of appealing to multiple learning styles as it involves the visual, the auditory and the kinaesthetic.

I took this hands on exploration further by watching some clips on Teachers TV about the interactive whiteboard, a useful clip was www.teachers.tv/video/143 which aims to reassure teachers about technical hitches and become more confident with their use. It interested me because it deals with a lot of the phobias teachers have and some of the misconceptions about them. Another interesting resource I found for teachers investigating the effectiveness of the interactive whiteboards is a blog devoted specifically to the use of them www.whiteboardblog.co.uk/ It is a fascinating blog because it is full to the brim of useful ideas and ways to make the most of this teaching tool and is completely abreast with new developments and new media clips and material to use.

11/11/05

ICT in Ordinary Life a Week of my use of Technology to communicate, for entertainment, to conduct transactions and to find out information

ICT in Ordinary Life

Information communications technology is such a fundamental part of modern life that is it questionable how well we are preparing our children for future life, not just as employees but also as citizens, without devoting a significant proportion of the curriculum to its use. This means not just as subject content but also as a means to deliver teaching material. In this blog I have explored my use of technology over the period of one week, to assess how much a part of life it is. I have deliberately chosen the Christmas week because it is a week which shows how much my home life is affected by technology and a week where social connections are particularly important.

Sunday: I began the day by checking my emails, including the messages to my Ebay account and Facebook social network account, in particular to contact University friends to get their home addresses to send Christmas cards to. In the afternoon I watched the Antiques Roadshow on Television for entertainment and to provide useful knowledge to help with my home business. I used my mobile telephone throughout the day, to reply to messages and to contact my family about plans for Christmas.

Monday: Again day begun with checking my points of contact i.e. emails and phone. Went shopping for last minute Christmas bargains in town, purchased items using my debit card on the chip and pin system. For these transactions I used my internet banking to transfer funds. During my travel to and from town I listened to music on my IPod which makes the journey on public transport a little more pleasant. Again used my phone to contact friends to meet up and discuss purchases made. Watched Star Wars Film with my partner in the evening on dvd.

Tuesday: This was my partner’s brothers birthday and we were having a party at our house. Again the mobile phone was essential in organising guests and also had created an events page on Facebook. In the evening we had a live dj playing music and also had karaoke on the Playstation in the lounge.

Wednesday: Christmas Eve. I contacted family to make plans for getting together. Watched Christmas films and television at my partners family’s house. During the afternoon I played on my partners Mum’s Nintendo DS the Brain Training game for entertainment but also to keep my brain ticking over the time off of work.

Thursday: Christmas Day. The main use of technology today was for communications with friends and loved ones. In particular we had arranged a Skype conversation with my cousins, Auntie and Uncle who live in New Zealand, to wish them happy season’s greetings and to cheer up my Grandmother who misses the family very much. This is a fundamental way of keeping in touch with them when they are so far away and in particular to actually see how the children are and their achievements, it is something we generally reserve for special occasions but is excellent because it is free to communicate unlike the ordinary phone landlines.

Friday: Again used the phone to contact family and friends. I checked my Ebay account as I was selling items online and has specifically chosen for them to come off on Boxing day as I thought people would be relaxing and recovering and use the internet. I went on to pay and print off postage labels via paypal for items to send in the post. I checked my internet banking online to get ready for my direct debits coming out. I also enjoyed some more family Christmas entertainment on the television.

Saturday: I was attending a carboot sale so I checked the early morning weather on the television and online on the BBC weather page. I also used the mobile to arrange a meeting time with my Mum. After the carboot sale I did my supermarket shop, I personally shop and pay at the tills with a cashier but due to my study of technology I noticed that other shoppers use the fast track scanners to scan the barcodes of their items as they go around the store and also some customers pay at self service tills for speed of service.

This week of monitoring my own use of ICT has really made conscious of all the uses of informations and communications technology which occur on both a daily basis to help in the functioning of ordinary life and on special occasions. I was particularly interested in the way just how essential technology has become in the communications we have with our friends and family and maintaining these connections over long distances such as my relationships with University friends and with family abroad in this globalised world. This is important to consider in my own teaching practice because the children I encounter in the classroom will be also frequently interacting with technology and it will shape their everyday lives, perhaps to a slightly lesser extent but nonetheless it will be a significant presence. One of the particularly interesting things I have considered is that some of the adult uses of ICT can actually be adapted for children to provide them with an experience preparing them for later life. I conduct quite a lot of business on Ebay for instance as my student job, this could perhaps be adapted for children in a class entrepreneurial project where they have the experience of marketing items online and dealing with customers, in a very controlled way. Or equally the Skype telecommunication could be used as a means to connect to another class across the world and a route into studying their culture.

Impact of ICT Reflections

Impact of ICT Reflections

The text emphasises the collaborative potential of ICT such as classes taking digital photographs or videos to record event. I think this is actually one of the most interesting areas of developing technologies, the way they draw people closer together, be it through networking, gaming or in this example the shared experience of recording.

The paper picks up on the idea I had about ICT and personalised learning. It presents quite a thought provoking debate suggesting that it could change the whole pupil teacher relationship as children gain more freedom and autonomy. I guess the idea here is that children will learn to educate themselves through accessing particular resources. However teaching is not about control or dictating for authority’s sake it is about finding what is best for the needs of each individual and I do think ICT is a great tool with which to do so. Surely it can only be a good thing is we can equip children with the knowledge of how to become autonomous learners.

Learning styles are picked up upon in the article as being a growing area in the research of ICT theory. It states that learning styles can ‘provide a pointer to the probability of a tendency towards one or another kind of learning experience or instructional style’ but emphasises that it should not be used to determine who will be suited to a particular discipline. This seems very true, however as I previously mentioned, I would go so far as to say that whilst many children will be able to interact and connect with ICT on some levels, It could be perceived as the new multiple intelligence itself as some children will have a natural disposition to it and will excel in that area. Afterall if some people are believed to have a persuasion towards the natural world and its cycles and patterns; then surely others could have an affinity with what is man made and at a pace dictated by humans, and has its own patterns and encoded language.

Reflections on the Annual Report of Her Majesty’s Inspectorate into ICT in the Primary Classroom

Reflections on the Annual Report of Her Majesty’s Inspectorate into ICT in the Primary Classroom

Today I am considering the Ofsted report on ICT in schools.

The report which is now a couple of years old suggests the use of ICT is getting better but there is still room for improvement.

It states that the use of ICT is most successful where the teachers make links between it and other curriculum areas. In fact it even goes so far as to praise schools where ICT use in other subjects is more interesting and exciting that the timetabled ICT lessons. It condemns ICT lessons which ‘exist in a vacuum and do not help them grow as learners’ because it suggests that it is a tool which can enrich all areas. The idea must be that IT is not a subject in isolation but compliments learning almost everywhere.

For me there key word seems to be adaption, creating the idea of ICT being a tool to meet their own needs. Words like ‘assimilate’, ‘help’ and ‘enhance’ suggest an element of support but also negotiation, where the technology called upon assists them but never represents the work in its entirely, moreover it has to be moulded for their own purpose as a means to an end and not an end in itself. I identify with this perspective quite strongly because my educational philosophy is based on the idea of learners all having different needs and baggage and everyone being individual and benefiting from differing approaches. I like the idea of learners developing an awareness of what suits them and having the freedom to choose external resources to compliment and aid their work. Informations communications technology is such a brilliant tool for learning because it encompasses so many different devices which record and express information from phones, to digital cameras, to programmes for data handling and presentation and online encyclopedias. Working with something which makes the end result of their efforts seem so much more proffesionally presented is also going to make children take more pride in the ownership of their work.

Amusingly the document speaks of children’s ‘ICT diet’ which seems a bit of a strange term, however thinking about it this does express the idea of an intake of experiences which I guess following the analogy could either be nutritious or unproductive. Furthermore it speaks of the need for a ‘balanced’ diet which promotes the idea of moderate intake in all areas of the curriculum.

My Reflections on the use of ICT in education today

My Reflections on the use of ICT in education today

The article I have been reading this week concerns the idea of there being a gap between home and school and discusses the need to bridge it. This is an interesting notion of a space or void resulting from differing experiences of technology, the home experience being rich and diverse and the school one stagnant and prescribed.

Controversially, the writer considers the use of new technologies to be perfecting much more sophisticated and relevant skills for the ‘knowledge economy’ than the ones taught at school. This maybe an extreme view but it probably has some truth in it.

Again this article mentions the printing press and recorded word as a technological development of just as great a significance in the past. It urges us to view digital technology in much the same way

The article urges educators to embrace the kinds of technology children are using day in day out in their home lives. Examples I consider significant in popular culture are consoles like the Nintendo Wii where the player physically moves to create movement on screen in particular to emulate the moves in sports such as tennis or bowling, or the Brain Training Games of the Nintendo DS with the emphasis on value of number or spellings. Also there are the Internet sites such as YouTube which have a real culture of their own, a community based around sharing entertainment clips.

I guess a teacher who embraces technology and uses it to its potential would be one who really gets to grips with the programmes and devices children regularly use and try and involve them in the delivery of the curriculum, either by using the actual device as part of the teaching or the concept behind a device. Actual use of the programmes or devices would be in an English lesson writing a Wiki about the central topic, or creating a dramatic interpretation of a text to go on YouTube. Perhaps in a business and enterprise lesson or maybe even maths children could start a class Ebay account and experience marketing, buying, selling and percentages. Non direct use involving the concept of ICT would be for instance in maths lessons children could design number problems for a DS Brain Training Game or the equivalent in literacy, in design technology they could design and create packaging for a computer game or mobile telephone. Perhaps it is going a little to far but children could be allowed to use dance mats and Wii Fitness in physical education. Or Guitar Hero or Singstar in music. These seem extreme examples but really if they help children engage with the wider subject then why not draw them in by a media they recognise and enjoy!

There seem almost limitless oppertunities for involving informations and communications technology in the teaching of the whole curiculum whether by actually using the devices themselves or the concept of them to motivate young people.