In this post I want to reflect on a range of issues explored in our University sessions from this and last year. In an earlier post I discussed the fact that I explored the use of iPads to create films in Year 2. This was done as part of my second year ICT assignment and I will re-synthesis my ideas from this to support this blog post.
The poster gives an example of how ICT can be used to make films to support teaching in History (click the image to download it). The approach incorporated a variety of different apps to help children engage in the filming from conceptualisation through making to releasing to the public. The use of film is pertinent in history because it helps to enhance children’s historical understanding through developing their communication skills.
Due to the immense benefits of film to the History curriculum, the poster does not specify a particular topic. This is to emphasise that it could be used to support work across Key Stage 2. Furthermore, the History national curriculum does not prescribe fixed topics for certain year groups and this means that it would limit the benefits of the poster for teachers if it was restricted to one fictional example (DFEE and QCA, 1999). As such, the poster has been made open-ended to allow teachers to adapt the poster to their own requirements and topic.
The open-ended approach is furthered by the fact that there are no instructions on how to use the apps on the poster. This is because I wanted to encourage teachers to experiment with the apps themselves and come up with their own creative ways to use them, instead of prescribing a set process. Additionally, apps constantly change and this could mean that my instructions could have a limited shelf-life due to a change to how the app is organised.
From creating this blog in ICT sessions this year I have come to see the importance of the final stage of the sequence – publishing it for others to see. I have commented elsewhere about the benefits of sharing resources online and I really think this is an important thing to do.
Undertaking a project such as this requires the teacher to have confidence in the children’s ability to use different types of technology. Green and Hannon (2007) state that developing children’s ability to use these types of technology is vital and that adults need to have more confidence in children’s ability.
This reminds me of a feature film that was written, filmed and produced by a group of sixth-form students. The producer, Nathan Craig, said that the support of the college’s Film Department helped to support the process. This was an out of school project, with a budget bigger than any primary school could provide for filming (although we are talking £3000 here – itself not a vast sum in the film industry).
The film is called “Strings” and you can watch the trailer here:
The success of the film can be partially attributed to social networking sites, especially Twitter. The cast and crew tweeted the premiere of the film in the month leading up to its release at the Raindance Film Festival. This helped to contribute to tickets selling out for the screening.
The festival itself benefited from social media within a wider context, with Elliot Grove (Founder and organiser of Raindance) stating that social networking site impressions were reaching about a million daily, with admissions up 33%. For further insight into Raindance you can watch the awards ceremony here:
There are two points that I want to take away from this example and the overall post. Firstly, social networking can be an amazing way to promote ideas with the wider world (of course they only spread if they are good)! Secondly, ICT is a bit like a pen. It takes practise to learn how to use it and is annoying when it breaks. But when it does work the possibilities are as limited as one’s own imagination.
And finally, the success of this film could mark the start of my acting career… 😛
DFEE and QCA (1999) The National Curriculum Handbook for Primary Teachers in England. London: HMSO.
Green, H. and Hannon, C. (2007) Their Space: Education for a digital generation. London: Demos.
Hoodless, P. (2008) Teaching History in Primary Schools. Exeter: Learning Matters.