A report by BECTA ICT research on the previous research done on the use of interactive whiteboards in schools lists the main uses of an interactive whiteboard as 'using web based resources in whoel class teaching, showing video clips to help explain concepts, demonstrating a new piece of software, presenting students work to the rest of the class, creating digital flipcharts, manipulating text and practising handwriting, saving notes written on the board for future use and quick and seamless revision.'
All these uses clearly recommend their inclusion in primary classrooms and when used properly they can both enhance and provide a focal point fo learning, increasing student involvement, teacher versatility and overall efficiency. However there are undoubtedly examples of whiteboards being used badly, as old wipe down boards, as a tool simply to project presentations or actually being ignored altogether. There also needs to be the technical support on side to fix any problems with them and provide training in their correct use if their implementation is fulfill its possible potential. Teachers have to be shown how to use them and how to integrate them into their lessons fully before their use becomes second nature and the full extent of their technical abilities and uses can be exploited.
Link to BECTA ICT article
http://www.pgce.soton.ac.uk/ict/NewPGCE/PDFs/wtrs_whiteboards.pdf
Monday, 17 November 2008
Use of ICT in serial placement school
I recently spent a week in a school in order to complete my serial placement. During the course of this placement the year two class I was with used ICT minimally in a hands on sense, although it was drawn on a lot by the teacher as a tool for teaching and presenting information.
The main form in which ICT was used in this classroom was through the Interactive Whiteboard whihc the teacher used to present lessons, play film resources and other interactive activites such as annotating pieces or writing paragraphs. The hands on aspect of this whiteboard use was however all undertaken by the class teacher, and although the interactive nature of the whiteboard and the activities held the childrens attention - particualrly the film clips, it would have been nice to see them operating more themselves and taking more ownership of the ICT usage. The only hands on experience on the computers the children had in the week was word processing a story they had written, taking turns to use a limtied number of availiable laptops.
Other forms of ICT availiable in the schoool included the internet, a Wii console and a digital camera. The camera was used in one drama lesson to document the childrens work, but this was operated only by two children as a reward for good behaviour, meaning the rest of the class again simply watched its use and viewed the products. The Wii and the internet stations - two computers in the classroom were only used by the after school clubs and during earned priveledge time.
It seemed the ICT resources availiable in this school were of a good standard, but needed to be used more commonly by the children themselves, not just as a treat but as a regular part of their education.
The main form in which ICT was used in this classroom was through the Interactive Whiteboard whihc the teacher used to present lessons, play film resources and other interactive activites such as annotating pieces or writing paragraphs. The hands on aspect of this whiteboard use was however all undertaken by the class teacher, and although the interactive nature of the whiteboard and the activities held the childrens attention - particualrly the film clips, it would have been nice to see them operating more themselves and taking more ownership of the ICT usage. The only hands on experience on the computers the children had in the week was word processing a story they had written, taking turns to use a limtied number of availiable laptops.
Other forms of ICT availiable in the schoool included the internet, a Wii console and a digital camera. The camera was used in one drama lesson to document the childrens work, but this was operated only by two children as a reward for good behaviour, meaning the rest of the class again simply watched its use and viewed the products. The Wii and the internet stations - two computers in the classroom were only used by the after school clubs and during earned priveledge time.
It seemed the ICT resources availiable in this school were of a good standard, but needed to be used more commonly by the children themselves, not just as a treat but as a regular part of their education.
Monday, 3 November 2008
'Blogs, reflective practice and student centered learning' by Russell Beale
In this study Russell Beale investigates the value of Blogs in terms of them encouraging reflective practice, and finds them to have encouraged student involvement and satisfaction. With their links to other relevant sites, discussion opportunities and now more simple set up, teachers are coming to use blogs more and more. The school i am currently placed in for my serial week experience is in the process of setting up class blogs, to allow children to engage more practically in their learning and also to allow parents more access to information regarding what their child gets up to at school. Parents and children will be able to see and be involved in project work, digital photos of activities and future planned events.
However some teachers do have understandable reservations regarding the use of blogs as a replacement for newsletters and as an interactive learning space. Many of these fears seem to center around the teachers desire for a clear work life balance, and the worry that blogs will take up much more of their time outside of school. The issue of whether all pupils would be able to access the blogs was also of concern, as they needed to take account of the fact that some children and parents did not have access to the Internet or a computer at home.Therefore these pupils would not be included in the venture unless the teacher provided times after school or in breaks for them to use school equipment, or managed to persuade the parents to take the time to get their children to a public access area such as the local library or Internet cafe.
These concerns are understandable, particularly from an inclusion perspective, however I do believe the criticism that it would take up more time is probably invalid. It may be that blogging initially takes more time but i do think this would then decrease with practise and as the site begame more establish and links etc were formed. It certainly seems to be that teachers need to move forward to incorporate the rapidly changing world if they are to enable their students to take part in a futuristic workforce. Issues of inclusion will decrease as technology comes down in price and untill that time the internet is widely availiable in arenas outside the home and the effort needed to access it will reap benefits.
Link to Beale Article;
http://www.pgce.soton.ac.uk/ict/NewPGCE/PDFs/Blogs%20reflective%20prac%20student%20centred%20learn.pdf
However some teachers do have understandable reservations regarding the use of blogs as a replacement for newsletters and as an interactive learning space. Many of these fears seem to center around the teachers desire for a clear work life balance, and the worry that blogs will take up much more of their time outside of school. The issue of whether all pupils would be able to access the blogs was also of concern, as they needed to take account of the fact that some children and parents did not have access to the Internet or a computer at home.Therefore these pupils would not be included in the venture unless the teacher provided times after school or in breaks for them to use school equipment, or managed to persuade the parents to take the time to get their children to a public access area such as the local library or Internet cafe.
These concerns are understandable, particularly from an inclusion perspective, however I do believe the criticism that it would take up more time is probably invalid. It may be that blogging initially takes more time but i do think this would then decrease with practise and as the site begame more establish and links etc were formed. It certainly seems to be that teachers need to move forward to incorporate the rapidly changing world if they are to enable their students to take part in a futuristic workforce. Issues of inclusion will decrease as technology comes down in price and untill that time the internet is widely availiable in arenas outside the home and the effort needed to access it will reap benefits.
Link to Beale Article;
http://www.pgce.soton.ac.uk/ict/NewPGCE/PDFs/Blogs%20reflective%20prac%20student%20centred%20learn.pdf
"In class I have to power down", Putnam Guardian Article
This article from the Guardian is detailing the results of the next generation haveing been raised in the digital age. The fact that children are now brought up with computer games, the internet, mobile phones, instant messaging and other forms of social networking and online databases means that they are finding ICT in schools much to simplistic and the other lessons themselves not interactive enough.
At home children can investigate their world through the medium of ICT and the main thrust of this article is the attempt to make educators realise what a missed opportunity it would be, if we as teachers, were not to tap into this. The internet and ICT can provide invaluable resources and act as a source of creativity and vitality in all areas of the curriculum. ICT can help give children ownership over their own learning, through research, discussion boards and blogs and most importantly it sparks their interest and provides them with information in the medium and at the speed to which they have become accustomed and will have to use in the workplace in the future.
The link to this insightful article is posted below
http://www.guardian.co.uk/education/2007/may/08/elearning.schools
At home children can investigate their world through the medium of ICT and the main thrust of this article is the attempt to make educators realise what a missed opportunity it would be, if we as teachers, were not to tap into this. The internet and ICT can provide invaluable resources and act as a source of creativity and vitality in all areas of the curriculum. ICT can help give children ownership over their own learning, through research, discussion boards and blogs and most importantly it sparks their interest and provides them with information in the medium and at the speed to which they have become accustomed and will have to use in the workplace in the future.
The link to this insightful article is posted below
http://www.guardian.co.uk/education/2007/may/08/elearning.schools
Monday, 27 October 2008
Reflections on Prensky Articles
In his two articles on Digital Immigrants and Digital Natives, Marc Prensky discusses how students today live in a radically different tecnological world, and as such learch in different ways and even have different brain structures.
'Digital Natives', as he calls this new generation of young people, are born into a world of instant access to information, through email, the internet, online encyclopedias, mobile phones and social networking sites. As a result they think different;ly to those born before such a leap in technology and the education system must reflect this. For these young people to be challenged education must interact with them on their wavelength, be that through whole class learning spoaces, research projects or discussion boards for topics. Digital imagery, films and discussion must all be employed to make learning exciting but also funcitonal in this technological age.
Those born before this technological world are known by Prensky as Digital Immigrants. Such Immigrants may well become involved in the technological world but will always retain to some degree a link and certain fondess for the past. Classic examples of this given by Prensky include printing out emails or calling people into your office to show them an interesting website rather than just sending around the URL.
Prensky certainly seems to have surmised the present state of technological integration amongst the different social groups and generations. As he acknowledeges, some people hide their immigrant status better than others and this shows in the ever increasing ICT literate band of society. As teachers i feel it is vital that we acknowledge the way technology is moving, and the fact that we need to prepare our students to work in such a world and be stimulated in their learning. This can be achieved through a blended approach, incorporating ICT wherever possible into the curriculm and using it to expand and enrich educational experiences.
Links to the Prensky articles themselves are availiable on the below website
http://www.pgce.soton.ac.uk/ict/NewPGCE/AcademicArticles.htm
'Digital Natives', as he calls this new generation of young people, are born into a world of instant access to information, through email, the internet, online encyclopedias, mobile phones and social networking sites. As a result they think different;ly to those born before such a leap in technology and the education system must reflect this. For these young people to be challenged education must interact with them on their wavelength, be that through whole class learning spoaces, research projects or discussion boards for topics. Digital imagery, films and discussion must all be employed to make learning exciting but also funcitonal in this technological age.
Those born before this technological world are known by Prensky as Digital Immigrants. Such Immigrants may well become involved in the technological world but will always retain to some degree a link and certain fondess for the past. Classic examples of this given by Prensky include printing out emails or calling people into your office to show them an interesting website rather than just sending around the URL.
Prensky certainly seems to have surmised the present state of technological integration amongst the different social groups and generations. As he acknowledeges, some people hide their immigrant status better than others and this shows in the ever increasing ICT literate band of society. As teachers i feel it is vital that we acknowledge the way technology is moving, and the fact that we need to prepare our students to work in such a world and be stimulated in their learning. This can be achieved through a blended approach, incorporating ICT wherever possible into the curriculm and using it to expand and enrich educational experiences.
Links to the Prensky articles themselves are availiable on the below website
http://www.pgce.soton.ac.uk/ict/NewPGCE/AcademicArticles.htm
As a class we have learned how to upload photos onto blog. In a classroom setting this would be a valuable way of enhancing learning, through visual sources relating to topics, and is also an excellent tool to personalise a web space for a class. If a class feels a shared ownership the learnign space, they are more likely to get involved adn be excited about the project, no doubt learning without realising they are doing so.
Monday, 20 October 2008
I have posted the link to the primary ICT website, for those interested in the ICT element of the PGCE course. http://www.pgce.soton.ac.uk/ict/NewPGCE/Intro/Int.htm
The value in doing this was to iluustrate how easy it is to create links to relevant information, especially if I were to create a blog for children in my class. This kind of page would allow them to easily access information I have picked out for them, as well as searching for their own and posting anything they would find interesting.
The value in doing this was to iluustrate how easy it is to create links to relevant information, especially if I were to create a blog for children in my class. This kind of page would allow them to easily access information I have picked out for them, as well as searching for their own and posting anything they would find interesting.
Creation of Primary PGCE blog
I am mildly amazed that technologically inept as I am I have manged to create my own blog page for my primary PGCE ICT course. This is designed to allow me to reflect on what I am learning with regards the role of ICT in primary education and expanding my own abilities in ICT.
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