Computer Programming

In this weeks session we looked at computer programming in the primary school.  Children can engage with programming from the Foundation Stage, through to Year 6. It is important for children to experience programming from a young age, and for this to progress throughout primary school.

2go

 In the Early Years setting children are learning about cause and effect, making things happen.  A good example for exploring this is the software 'Target and Touch' from inclusive technology. Target and Touch is designed to help children learn to use a touch screen, and is an ideal introduction to early ICT.  The software uses patterns and music on colourful grids to demonstrate cause and effect.  For KS1 children, an example is the 2simple software '2go' which is great for teaching children the basics of control programming.  The software allows children to explore directions, which would be great to build on work I talked about in the last post- using beebots or floor turtles.
 
2Do-It-Yourself is a good one, as it goes from Foundation Stage to Year 6.  On it you can create activities, games, puzzles and quizzes.  By Year 6 the children can make levelled games, which you can open in smart notebook for the children to play.

Any of the 2simple software can be found at www.2simple.com


When modelling in ICT we need to get children to think about 'What happens if...' For example, if we are programming a probot, or using software such as LOGO, and we say what will happen if we enter forward 5, right 90 and we repeat it 4 times.  Children will start to make predictions and test things out.  In todays session we looked at programming using MSW Logo and scratch.

Logo


Logo is a computer programming language commonly used in education.  You enter commands which direct a 'pen' and so draws a line.  By entering these commands, the children can make shapes, or repeated patterns.  Children will need to think about what commands to enter in order to draw the shape they want, and then test this out.  The idea behind logo is that it can be used by novices, but also meets the needs of those who are more advanced.  Logo would be great for using in numeracy: logo commands could be introduced to pupils as they learn how to construct simple shapes.  They could then investigate the rules for drawing any regular polygons, and think about angles.  MSW Logo can be downloaded for free at http://mswlogo.en.softonic.com/ and ideas for using the software can be found at http://www.kenttrustweb.org.uk/kentict/kentict_ct_logo.cfm

Screen Shot of Logo

Scratch

Scratch is great for beginners.  The software allows you to programme the character, or 'sprite', to move in different directions, to turn, to make sounds etc.  The left part of the screen has scripts (e.g. 'move___steps forward', 'turn____degrees') making it simple for the user to programme the sprite.  These scripts, or 'blocks' are organized into eight groups: movement, looks, sound, pen, control, sensing, operators, and variables. Different kinds of blocks have different colors and shapes.  Scratch, like Logo, is great for allowing children to plan, test and modify a sequence of instructions.

Screen Shot of Scratch

 That's it for this week...next week, more computer programming!

Using ICT for speaking and listening

This week we looked at using ICT to allow for opportunities for speaking and listening.  The use of audio and video supports sustained talking, extends interactivity and allows for instant feedback and reflection on what has been said.

Examples of audio recording devices that can be used in school include the Easi-Speak;Talking Tins; Talk Time Cards; and talking photo albums.  Both of these are simple methods of recording audio.  These are simple methods of recording which will help to develop children's listening skills.  These would be great across the curriculum: for phonics; storytelling; numeracy (e.g. recording number facts); speech and language work; podcasts.

The Easi-Speak looks like a microphone and can record up to 4 hours of audio.  You can record multiple clips, which will come up on your computer when you connect the Easi-Speak and these can be labelled and kept on file to be played back to the children. You could also attach these audio clips to Smart Notebook.  You can find these at www.tts-group.co.uk

The Talking Tins record brief snapshots of speech.  The spoken word can be captured quickly, and reviewed by listening.  You can get ones that record 10 seconds, or ones that record 40 seconds from www.talkingproducts.com


The Talk Time Cards are a white-board with an in-built chip which allows the children to draw or write, and combine this with audio.  These would be great for phonics, number bonding activities, or for creating storyboards.  You can buy these from www.taglearning.com

Talking photo albums are perfect for children to create their own personal story books, with a recording time of 200 minutes.  You can record a separate voice message on each page, and add voice, music or sound effects.  You can get these at www.talkingproducts.com

Podcasting

What is Podcasting and what are the benefits for children?
We also talked about the value of podcasting.  Podcasting is like a radio broadcast, but instead of being live, it is recorded and then distributed on the internet.  Podcasting is a brilliant way for children to share their work and experiences with an audience, whilst developing their speaking and listening skills. The benefits are that the children develop: ICT skills; literacy skills (e.g. writing scripts, setting up interviews); skills in working as a team (when working on a podcast as a group).  Also, the audience may provide feedback for the children's work, making the process interactive. 

How do I make a Podcast?
To make a podcast you need a computer, and a recording device (e.g. Easi-Speak).  You will also need recording software, such as Audacity (http://audacity.sourceforge.net/).  Audacity is free and allows you to record audio and export it as an mp3 file. 

What can I put in a Podcast?

• school news- an innovative way to let the parents know the latest school news!
• children's work- have children record their stories written in literacy, or reflect on activities done in school.
• national or international news
• interviews by children with their peers, staff, or members of the community

Examples of primary podcast can be found at www.downsfm.com

Make sure to remember e-safety! Remind children not to reveal personal information.

That's it from me this week :-) I will be back next time to talk about computer programming!

Control and Monitoring

What is computer control?

Computer control is when instructions are programmed into a device, which makes it operate in a predetermined way.  Examples of this in everyday life include microwaves, burglar alarms, traffic lights and CCTV cameras.  We use computers to control things because they can repeat the same instruction in the same way multiple times, they never get tired or make mistakes, and they are cheaper to employ than humans!

 

In this session we looked at an example of computer control: programmable toys. Specifically Beebots.  Beebots are great for younger children to explore movement and develops directional language (forward, turn, left, right, backwards).  The Beebots have four arrows which allow you to program a set of directional instructions.  The Beebots could be used on a map, a grid of shapes or numbers, or a grid of letters.  This would allow for cross-curricular links to literacy (by asking the children to program directions which will land the Beebot on letters to spell out a word), or maths (by asking the children to program directions which will land on certain numbers or shapes), and geography (by asking the children to program the Beebot to take a route on a map/plan).  You could also attach a pen to the Beebot and ask children to draw different shapes.  A square for an easy task, and a triangle for a challenge!  The video below shows programming a Beebot to reach the letter i:

Other programmable toys include: Roamers, Pixies and Pips.  Information on these and the Beebot can be found at the following websites:

Pixie- www.swallow.co.uk/contents/pixie.htm
Pip- www.swallow.co.uk/pip/pip1.htm
Roamer- www.valiant-technology.com/uk/pages/corphome.php
Beebot- www.beebot.co.uk

 What is computer monitoring?

Computer monitoring involves the use of sensors to record information about the environment, and to provide feedback for a control system.  In this session we looked at dataloggers.


Dataloggers monitor light, sound and temperature.  You can also attach a heat sensor to a datalogger to measure the temperature of a specific object or material.  The resulting information can be examined in tables/graphs.  The data logger could be used in scientific investigations, for example when growing plants (measuring light), or to answer questions about the environment, for example 'At what time is the playground the loudest?'



 We also looked at digital microscopes, and their uses within school.  The microscope is linked up to the computer and an image of what the microscope is pointing at is brought up on screen.  This is great for science if you wanted to have a closer look at materials, minibeasts, or how part of a plant or a piece of food has deteriorated over time.  This would also be useful in Design and Technology for looking at the structure of materials, and may even be used for stop-frame animation (the microscope is able to take still images too).  From a teachers point of view it would be useful for showing children's work on the board.

Digital Microscope linked up to the computer

Image projected on screen

Control and Monitoring in the National Curriculum

In Key Stage 1, children are to be taught 'how to plan and give instructions to make things happen (for example, programming a floor turtle, placing instructions in the right order)' (2c)  and in Key Stage 2 'how to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them (for example, monitoring changes in temperature, detecting light levels and turning on a light) (2b).

(NC: 1999)

Thanks for reading! I will be back next week to talk about using ICT to support speaking and listening (podcasts, webcams and more!) :-)