Computer Programming Continued...

Hello all! Unfortunately, this weeks entry will be the last as this weeks session was the final session of ICT!  This week we continued to look at Computer Programming.  We talked about Simulations, Modelling and M learning.

Simulations

Computer simulations allow us to give children experiences in the classroom, and they may represent real or imaginary situations.  Simulations are useful when the real life versions are dangerous, expensive, or take too long to use in the classroom.  Simulations can be used by children to explore and predict.  A good website that provides some simulation games for children is http://www.kenttrustweb.org.uk/kentict/kentict_soft_simul.cfm

An example of computer simulation is the game 'Myst'.  Myst has famously been used by teacher Tim Rylands during Literacy lessons to provoke creativity in the children's writing.  Check out the video of Myst being used in the classroom- well worth a watch!

Modelling

Computer modelling is when you use a simulation to 'model' situations.  These children can use the computer to change things in the simulation, which will have an affect on the outcome.  Ideally the simulation would be something that is familiar to the children, or which they will have ideas about.  For example, a simulation of growing plants after children have done an experiment into growing conditions for plants. 

M Learning

M Learning stands for 'mobile learning' and refers to learning with mobile devices (e.g. notebooks, mobile phones, tablets). This means that the learner can learn from a variety of locations.  M Learning is an active process, everyone can share content making feedback easy and instant.  Hand-held devices are great for using outside with children: children can identify specimens and record activities and the weather will not affect them, as it might with paper and books.

Other Useful Interactive ICT Websites and Downloads for Children:

-Voki: www.voki.com
allows children to create speaking avatars

-Microsoft Kodu: http://www.microsoft.com/en-us/download/details.aspx?id=10056
new visual programming language made for creating games

-Wordle: www.wordle.net
generate 'word clouds' from text. The clouds give greater prominence to words that appear more frequently in the source text.  Would be great for topic word banks! 

Thank you all (or anyone) for reading! I hope it has been useful to some of you :)  Good luck in your teaching careers!

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!) :-)

Using the Interactive Whiteboard

The Interactive Whiteboards (IWBs) we use in school are either Smart boards, or Promethean boards (also known as Active Primary Boards).  IWBs have great potential in schools, providing a vast bank of resources that can be used an alternative to virtually every other classroom resource: blackboards, flipcharts, OHP, maps, pictures, number lines, 'big books', calculators etc.  However, it should be noted that IWBs should not be used to replace all of these resources.  Children still need to see and experience  the 'real thing.'
Considerations using Interactive Whiteboards include: text visibility (try to use font size 20 and above); positioning- children need the board to be at the right height for access and interaction with what is on the board (recommendations for height from the ground: 50cm for foundation stage, 70cm for KS1, 90cm for KS@); light (turn off lights in front of the board for better visibility).
Benefits of using Interactive Whiteboards include: it can be accessed by all children; develops discussion skills by having stimulus on the board (e.g. images, questions, video etc.); develops digital literacy skills; develops ICT skills; allows teachers to create customised learning objects from a range of existing resources, and adapt these to the needs of those in the class; studies have found that the use of IWBs does raise student achievement (Marzano and Haystead, 'Evaluation Study of the Effects of Promethean ActivClassroom on Student Achievement).
Resources and lesson ideas for the Smart board can be found at smart exchange (http://exchange.smarttech.com/#tab=0), and for Promethean board at promethean planet (http://www.prometheanplanet.com/en-gb/).
Other useful websites include:

http://www.smarttech.com/us/Resources/Training/Training+Search

http://www.kenttrustweb.org.uk/kentict/kentict_iwb_home.cfm

http://www.thegrid.org.uk/learning/ict/technologies/whiteboards/index.shtml #resources

http://www.tlfe.org.uk/interactivelighthouse www.tes.co.uk ­ Resources

http://www.fairfieldschools.org/Rogerludlowe/crogerludlowe03/ Smartboard/ smartboard_tips.htm

NB-Smart board and Promethean board are interchangeable- you can import work from Smart board to Promethean board and vice versa.

In this ICT session we explored using smart boards: setting the background, importing pictures, hyperlinking to the internet, and how to hide and reveal text.

How to hide and reveal text (rub and reveal)...

Make sure your text is 'locked' into place, and then simply colour over the text you want to hide using the same colour as your background. Erase to reveal. Unfortunately my sentence wasn't very academic! But you could do this in the classroom during literacy or maths, for example with building up sentences, or revealing numbers within sums.


How to hide and reveal the screen...

Here we can use the whiteboard symbol on the top bar, or right click on the smartboard symbol at the bottom of the screen to access 'spotlight'.


Using the magic pen to make text disappear (sorry about the giggling!)...

Select the 'magic pen' from the range of pens to make your writing disappear!

How to hide and reveal text using shapes...

Simply insert the shapes or pictures you want to use to cover the text.  Type the text or numbers you want to be hidden, and then revealed.  Right click the objects and select 'order', then 'bring to the front' in order to cover text.

I hope this helped some of you! I'll be back next week to talk about a range of ICT equipment we can use to support teaching, including digital cameras, data loggers and more!

First blog...hello and welcome!

Hello and Welcome to my Blog!  My name is Becky and I have recently returned to University to embark on a PGCE in Primary Education. As the title suggests, this will be a blog about how to use ICT in Primary Schools across the National Curriculum.  This is the first blog I have ever written so bear with me…


What is Web 2.0?
The term Web 2.0 was coined in 1999 to describe ‘a second generation of the World Wide Web that is focused on the ability for people to collaborate and share information online.’ (http://www.webopedia.com/TERM/W/Web_2_point_0.html)
This concept has lead to the development of social networking sites, wikis and blogs.  Some of these applications will be useful for use in the Primary School, such as blogging.  Blogging lets children create, and teachers can use sites such as  http://kidblog.org/home/, or http://www.edmodo.com/. However e-safety is key….

E-safety
E-safety refers to electronic safety of children, young people, and adults.  The key issues are: filtering, cyber bullying and illegal content.  Within the primary school all adults have a ‘duty of care’ with regards to e-safety.  There are many useful websites to inform parents and children about e-safety. These are some of them:
Think U Know: www.thinkuknow.co.uk
Childnet: www.childnet.com
Kidsmart: www.kidsmart.org.uk
Orange Education: www1.orange.co.uk/education
Safe: www.safesocialnetworking.org
CEOP (Child Exploitation and Online Protection Centre): www.ceop.police.uk
Click Clever Click Safe Campaign: http://clickcleverclicksafe.direct.gov.uk
Digizen: www.digizen.org.uk

Time to go now… I will be back next week with exciting information (hopefully) about interactive whiteboards!