Week 2
I have began designing my website, at the moment it is rather basic but I hope that as I progress through the course it begins to take shape. I have used www.weebly.com which I have found to be really easy to use as generally you just drag the elements you want to include onto your page.
Week 3 - Social Searching
I have continued to update and progress with my website by including other pages such as School Experience, Academic Expertise and ICT Audits and Action Plans.
I have also tried social searching using www.delicious.com. Delicious is a social search engine which allows its user to search the internet and bookmark sites which they have found to be useful. I would normally use a search engine such as Google or Yahoo to find out information on the internet and before now I was not really aware of many other search engines that I could use. Below are the screenshots showing what I did:
I have also tried social searching using www.delicious.com. Delicious is a social search engine which allows its user to search the internet and bookmark sites which they have found to be useful. I would normally use a search engine such as Google or Yahoo to find out information on the internet and before now I was not really aware of many other search engines that I could use. Below are the screenshots showing what I did:
I found social searching using Delicious to be really simple to use and I can see how useful this type of search engine would be to a teacher. It is important that we use good resources in the classroom and because Delicious works on a basis of bookmarking and recommending, it enables teachers to easily identify the good websites.
Week 4 - Interactive Whiteboards & Internet Safety
I received feedback from Alan C about my website and have added this under the page titled ICT audits, action plans and feedback.
Interactive Whiteboards
This week I have also began to learn about how interactive whiteboards (IWB) work and how they can be used in the classroom. I started by looking at the following videos:
Basic Accessibility - http://www.youtube.com/watch?v=0hlgGpVpgWo - this video made me aware of how the IWB can be made accessible to all children in the classroom. For example, if there are children who have a lack of motor skills then they can use their finger or a tennis ball to write on the board. Also, shorter children may struggle to reach the IWB and so they can be given a pointer which enables them to reach and still participate.
IWB Teacher Training - http://www.youtube.com/watch?v=75-7UqTy040 - this video was very useful and demonstrated ways in which the IWB can be used in the classroom. Benefits of using an IWB included the ability to move writing around the board, change the size of writing and add pictures which can then be annotated. It is clear that the IWB can appeal to all learning styles and allow children to become more excited and active in their learning. The important message that I took from this video was that the IWB should not be used too much and to only use it when it makes learning more effective.
Smartboard Software - I downloaded a free trial of Smartboard Software from http://smarttech.com/us/Support/Browse+Support/Download+Software so that I could practise using the tools.
Interactive Whiteboards
This week I have also began to learn about how interactive whiteboards (IWB) work and how they can be used in the classroom. I started by looking at the following videos:
Basic Accessibility - http://www.youtube.com/watch?v=0hlgGpVpgWo - this video made me aware of how the IWB can be made accessible to all children in the classroom. For example, if there are children who have a lack of motor skills then they can use their finger or a tennis ball to write on the board. Also, shorter children may struggle to reach the IWB and so they can be given a pointer which enables them to reach and still participate.
IWB Teacher Training - http://www.youtube.com/watch?v=75-7UqTy040 - this video was very useful and demonstrated ways in which the IWB can be used in the classroom. Benefits of using an IWB included the ability to move writing around the board, change the size of writing and add pictures which can then be annotated. It is clear that the IWB can appeal to all learning styles and allow children to become more excited and active in their learning. The important message that I took from this video was that the IWB should not be used too much and to only use it when it makes learning more effective.
Smartboard Software - I downloaded a free trial of Smartboard Software from http://smarttech.com/us/Support/Browse+Support/Download+Software so that I could practise using the tools.
I found that the basic tools on the Smartboard software were quite simple to use and I can see by practising with the software how useful the IWB can be in the classroom. For example in maths, flipping items would be helpful when teaching symmetry and also the shapes tool is really good as it allows the teacher to have a variety of shapes instantly which are drawn accurately. I have also tried to spend some time practising using a real IWB during lunch times.
Internet Safety
I have also looked at keeping myself and the pupils safe on the internet.
Firstly, I have signed the PGCE Primary ICT Pledge below:
1. To adhere to school policies regarding child protection and E safety.
2. To adhere to the national CEOP guidelines http://www.ceop.police.uk/
3. Not to take images of learners, school or University staff without permission from the school in the case of pupils or the individual in the case of adults.
4. Not to publish, circulate or use for none course related purposes any image or information about a child or professional practitioner encountered as part of the PGCE programme without permission.
5. Not to expose pupils to inappropriate materials or details which would allow them access such materials.
6. To always annonomise material included in course related tasks and assignments.
7. Not to give learners any details of personal telephone numbers, Email accounts or access to social networking accounts.
8. Not to engage with learners encountered on the primary PGCE within any form of social networking .
9. To report to an appropriate authority any suspicious or suspected activity encountered which might be considered to be grooming of a young person or a threat to young person.
10. To promote ESafety and responsible use of ICT and web based resources so as to enable young people to interact at an appropriate level.
11. If a school requires you to support homework by Email set up a separate ‘professional account’ for this purpose.
12. If you load sensitive pupil data onto your laptop please ensure that it is encrypted www.truecrypt.org
13. My showcase website will be my own work and will accurately reflect my personal capability in ICT.
I …... the undersigned understand and agree to the terms of this pledge and will act in every way possible in a responsible and professional manner towards the E safety of all individuals encountered on the PGCE.
Signed …A.Gomes………………………………. Date …………30/09/12……………
Week 5 - Facebook Collaboration & Learning Wiki
This week I have worked with my ICT buddy group and created a page on the learning Wiki about phonics. We started by collaborating our information on Facebook and then from here created our Wiki page. The Wiki as a tool is useful as we have been able to add ideas to the same document and read each others contributions without actually being together. I can see how a Wiki may be used in school as it is a great tool for allowing staff to share resources with each other. Also, a class Wiki could be created and then during topic work pupils could add their research to the page and share information/comments.
This is the link to our Phonics page http://mcruniprimarypgce.wikispaces.com/Phonics+2
This is the link to our Phonics page http://mcruniprimarypgce.wikispaces.com/Phonics+2
GPP
Using an Interactive Whiteboard and a Visualiser
Whilst on GPP I have been able to develop my knowledge and understanding of ICT in schools. I experienced using an interactive whiteboard and also a visualiser. The interactive whiteboard was Promethean rather than Smartboard and I found it very easy to use. I found that tools such as the text editor and the camera were very useful. The text editor was great for writing the learning objectives and page numbers clearly on the whiteboard and I could prepare these before the lesson. I used the camera for taking photos of items from pages and then discussing them, such as when writing character descriptions. My classroom had a visualiser and I can see the relevance of this device in a school. It was great to use when reading stories with pictures, showing children's work and also modelling work. Although the highlighting tool on an interactive whiteboard is very helpful, I often found that when using a word document and highlighting key words on the interactive whiteboard if I needed to scroll down the highlighting would then no longer be in the correct place. To overcome this I used the visualiser instead as it allowed the children to still clearly see me highlight a document, however the highlighting could not move when I moved the paper up or down.
I did not have the opportunity to teach ICT as a lesson during GPP as in year 3 ICT was mainly taught using a cross-curricular approach. Still, I tried to incorporate the use of ICT into other lessons so that I had the opportunity to increase my awareness of how ICT can be used in teaching and learning. I have created separate pages which showcase some of the ways in which I used ICT across the curriculum.
I did not have the opportunity to teach ICT as a lesson during GPP as in year 3 ICT was mainly taught using a cross-curricular approach. Still, I tried to incorporate the use of ICT into other lessons so that I had the opportunity to increase my awareness of how ICT can be used in teaching and learning. I have created separate pages which showcase some of the ways in which I used ICT across the curriculum.
February 2012 - Animation
I have watched the videos on BB in order to increase my knowledge of animation. I am now aware of the range of animation techniques such as drawn animation, model animation and computer animation. There are many benefits to using animation, for example creating an animation is a process which involves group work. There will be some children in the group who are artistic and can take charge of drawing the characters, some will be good at performing voices and others will be confident in operating the software or equipment. Therefore, animation provides a great opportunity for children to work together and assume roles.
Animation is a technique which can be used in visual literacy. Visual literacy helps to strengthen understanding of a text and stimulates interest and discussion among children. Animation can help children to understand the structure of a story as they need to be able to break down a narrative to its constituent parts. Also, animation aids children in understanding how the use of music, voices and visual effects can contribute to the setting or even alter a genre.
Reflecting on the videos, I can see that animation can be used across a range of subjects. Animation is more of a performing art rather than a graphic art, this means that children are exploring role play through the use of ICT. Therefore, animation could be used in any area of the curriculum where role play would be appropiate such as in PSHE when tackling a sensitive issue.
I downloaded the software Pivot StickFigure Animation and I have practised using the software. The animation that I made is on a separate page titled Animation Clip. The animation that I produced made me realise that ICT can be used in PE. For example, the children in small groups could create a sequence of moves for the warm up of the PE lesson and then use their clips in the actual PE lessons. I think this would work well as it gives the children freedom and independence in designing their own activites.
Animation is a technique which can be used in visual literacy. Visual literacy helps to strengthen understanding of a text and stimulates interest and discussion among children. Animation can help children to understand the structure of a story as they need to be able to break down a narrative to its constituent parts. Also, animation aids children in understanding how the use of music, voices and visual effects can contribute to the setting or even alter a genre.
Reflecting on the videos, I can see that animation can be used across a range of subjects. Animation is more of a performing art rather than a graphic art, this means that children are exploring role play through the use of ICT. Therefore, animation could be used in any area of the curriculum where role play would be appropiate such as in PSHE when tackling a sensitive issue.
I downloaded the software Pivot StickFigure Animation and I have practised using the software. The animation that I made is on a separate page titled Animation Clip. The animation that I produced made me realise that ICT can be used in PE. For example, the children in small groups could create a sequence of moves for the warm up of the PE lesson and then use their clips in the actual PE lessons. I think this would work well as it gives the children freedom and independence in designing their own activites.
March 2012
Recording Software
I looked at the Hertfordshire Grid for Learning website (http://www.thegrid.org.uk/learning/ict/technologies/radio/index.shtml) to increase my understanding of how recording software can be used in schools and its benefits. Recording software can be used to create radio stations on a large scale such as a school station or smaller class stations. School radio stations provide an exciting and engaging extra-curricular activity for the children and also a way for staff and children to communicate.
I downloaded the software Audacity and practised recording sounds. Reflecting on using the software, it was very easy to use and I can see the value of using such software in school. Using recording software develops children's speaking and listening skills as well as there writing skills. For example, in groups children could write stories and then read them whilst being recorded, the stories could then be used in assembly or during wet play times. The software could also be used in music lessons. For instance, the children could create jingles or they could use instruments and objects to create a rhythm. Recording software can give pupils self-assessment opportunities, for example the children could record themselves reading a text and then play it back to assess their fluency and expression.
Podcasting can be very useful to children's learning. For example, during topic work children could be asked to research particular aspects for homework and then they could record their information in school. This could then be put onto the class' section of the school website or learning platform, and all the children could access the information. Moreover, the teacher could add recordings to the platform giving the children extra information or activities to do at home.
I downloaded the software Audacity and practised recording sounds. Reflecting on using the software, it was very easy to use and I can see the value of using such software in school. Using recording software develops children's speaking and listening skills as well as there writing skills. For example, in groups children could write stories and then read them whilst being recorded, the stories could then be used in assembly or during wet play times. The software could also be used in music lessons. For instance, the children could create jingles or they could use instruments and objects to create a rhythm. Recording software can give pupils self-assessment opportunities, for example the children could record themselves reading a text and then play it back to assess their fluency and expression.
Podcasting can be very useful to children's learning. For example, during topic work children could be asked to research particular aspects for homework and then they could record their information in school. This could then be put onto the class' section of the school website or learning platform, and all the children could access the information. Moreover, the teacher could add recordings to the platform giving the children extra information or activities to do at home.
Espresso
I have spent time navigating my way around Espresso and can see that it is a great educational resource. There is a wide range of teaching material for all year groups as well as planning ideas for teachers. I found the news module particularly interesting and think that children would benefit from exposure to real current affairs. When reflecting on ways I could use this resource, I thought that the news module could be used as a stimulus for writing or even as part of the morning routine. The site contains a lot of material based in a real life context, this is effective as it will help children to see their learning as purposeful. I look forward to using Espresso during FPP.
Dataloggers
I watched the video about dataloggers on BB and this has given me an understanding of how they can be used in the classroom and the benefits of using the device. Dataloggers are commonly used in science and are used to measure temperature, light and sound. Reflecting on what I saw on the video, I think that dataloggers can benefit science investigations as they allow children to collect data in situations that they might not be able to normally. For example, pupils would be able to gather data during the night as the datalogger contains a timer and recording software. Additionally, the datalogger enables children to conduct experiments over time or in different situations without having to set up and carry equipment around the school.
Video Conferencing
I experienced a video conferencing at university when we watched a year 6 science lesson taught live at a school. This experience was valuable and I took from it a lot of ideas about how to teach science and also other teaching strategies such as 'numbered heads'. This experience enabled me to see how beneficial the use of video conferencing can be in school. For example, children could link with schools abroad and observe their classroom environment whilst asking questions to the pupils.