Vision Statement

vision“What is the purpose of primary education?” This is a question that has been posed in many lectures and seminars which has made me aware that in this rapidly developing world it is essential to prepare children for the unknown; becoming adaptable, autonomous learners with transferable skills in order to become successful citizens. Why? Because we do not know what these children are going to be when they leave school; as time changes, so do occupations. One thing that is evident is that technology is continuously developing and becoming increasingly popular. Doyle (2002) acknowledges that ICT is used by everyone for a wide range of reasons; it is part of our daily lives with children being in increasing contact with it (Berson and Berson) and playing a fundamental role in shaping a child’s education and development. Potter and Darbyshire (2005) advocate the importance of preparing children with the skills and knowledge they will require to function within an expanding and evolving technological world.

chimney sweep childoffice workersastronaught

 

 

 

 

 

 

As of September 2014 a change was implemented to the Primary National Curriculum; children are now taught ‘Computing’ which was formerly known as ICT. ‘These proposals included one to replace the existing, outdated ICT curriculum with a new computing curriculum with a greater emphasis on computational thinking and practical programming skills, to help England retain a competitive edge in the global digital economy’ (DfE, 2013, p.2).  Poplawska states ‘the discipline of information technology should be given “equal emphasis to computer science”, something she feels the new curriculum’s ‘Computing Programme of Study’ does not do. In order for England’s education system to compete globally it is suggested that the children need to be taught both elements; programming and ICT. However, Grantham recognises that although the subject name has changed, the curriculum content for ICT has not been removed and highlights that ‘the old ‘control’ strand links nicely with a lot of the programming and algorithms objectives!’

Rachael, Jenn and I worked in collaboration to prioritise Our top 3 benefits for using ICT in the classroom: enabling access to the curriculum for minorities, increasing collaboration and communication and enabling publishing and audience. So let me explain exactly what we mean. A range of technological resources such as IWBs, internet access, floor robots, audio recording devices, cameras (just to name a few) can be embedded into any area of curriculum (explored in an earlier post) to make learning more exciting and interactive (ELG PSED – Dispositions and Attitudes); encouraging collaboration and therefore communication too (ELG PSED – Making Relationships; CLL – Communication). Bartlett (2003) advocates the use of ICT suggesting that it is an invaluable resource for encouraging talk amongst the pupils and also states that interactive, online resources can be found to support any subject or topic. Technology can also support children with SEN or those who speak EAL via specialist equipment, appropriate websites or to help the teacher differentiate activities. I have seen ICT used as rewards/sanctions for a child with autism; once the child had earned 5 stars for good behaviour, they were allowed 5 minutes on their choice of computer game. Additionally, some children may not have the opportunity to access ICT outside of the classroom therefore it is a teachers responsibility to provide these opportunities to ensure no children are excluded from these advancements.  Thirdly, technology can enable children publish their work in various forms e.g. video recording, digital books which children are always really proud of (ELG KuW – Exploration and Investigation). Additionally, teachers use ICT for processing assessment information (Haine, 2007) and also publish this for a variety of audiences e.g. staff, parents. Haine also recognises that children who see their teacher using technology will become curious and want to explore it themselves (ELG KuW – Information and Communication Technology). This is also an ideal opportunity to demonstrate how to handle technology appropriately; modelling expected behaviour and responsibilty.

I am a firm believer that technology can be used effectively to enhance children’s learning and also provide experiences that are otherwise impossible, for example: if children are learning about remote places, technology provides the link, enabling children to explore through the use of videos (ELG KuW – A Sense of Place), photographs or even connecting with other children in a different location which is an idea I explored last year. Additionally, using a keyboard to type (ELG PD – Using Tools and Materials) or apps where children use their finger to create letters reinforces phonetic awareness (ELG CLL – Linking sounds and letters) and children will enhance their problem solving skills when learning about algorithms as they will need to debug them if they do not function and fix the error. This is an essential, transferrable skill that children will hopefully relate to in other contexts; finding solutions to problems in order to overcome barriers (ELG CLL – Language for thinking).

hookICT can provide an exciting stimulus to hook children in to learning or to prompt discussion. Siraj-Blatchford and Whitebread (2003) have also found that children find ICT interesting and exciting. To illustrate this I can relate to prior school experience where I used videos on the IWB as a lesson starter or one of my favourites is to get the children to close their eyes whist listening to sound clips as this really gets their imagination working and the discussion afterwards is very high quality as they have been encouraged to think deeply.  Overall, I found the use of technology supported the children to focus on the task, facilitating higher levels of involvement and engagement in the learning (ELG PSED – Dispositions and Attitudes).

It has been recognised that ICT offers many benefits for children’s education, however, it does also pose some problems. The internet provides access to unlimited resources in multimedia forms which children can learn a great deal from. However, Wishart (2004) acknowledges that there are concerns with regards to inappropriate materials online being accessed by children. DeFranco (2011) also identified that children are increasingly putting themselves at risk by posting personal information online. It is vital that children are made aware of online safety (Willard, 2007); I would teach children about this prior to them using the internet. I explored how this could be facilitated in my post about Internet Safety last year. Pitler et. al. (2007) states that by creating a simple set of rules for expected online behaviour and practising these from a young age can prove effective. Wishart et. al. (2007) recommends the use of role play as an effective method for teaching children this concept; posing different scenarios to the children can heighten their awareness and encourage them to think of an appropriate action (ELG CLL – Communication). It is also important to heighten parent’s awareness of internet safety to prevent jeopardising the children’s safety at home. This could be facilitated by sending home newsletters or running internet safety workshops.

This blog post has demonstrated the following Teacher’s Standards:

TS1 – The safety of ICT has been acknowledged and will be practised in schools to enable a stimulating, yet safe, environment to be established.

TS2 – I acknowledged the concept of algorithms and related these to problem solving (de-bugging) which I will encourage children to practise in all areas of learning; encouraging children to reflect on their learning and take a consciencious attitude towards their work.

TS3 – I have demonstrated my understanding of how the ICT-Computing curriculum has changed.

TS4 – It has been mentioned that ICT can stimulate children’s curiosity and make learning exciting; fostering a love of learning.

TS5 – ICT can assist with the differentiation of activities to meet the needs of all children and enable some children to access areas of the curriculum which would otherwise prove difficult.

TS7 – As a teacher I will model how to use technology responsibly and set high expectations for the children.

TS8 – I have developed effective professional relationships with colleagues and discussed our group philosophy for ICT in the early years. I have explored how assessment information can be shared with parents.

TS Part 2 – Teaching children about internet safety and implementing provisions to safeguard the children whilst using the internet.

References:

Bartlett, N. (2003) ‘A picture is worth 1,000 words, for children it’s 1m’, Early Years Educator, 5 (4), pp. ii – viii.

Berson and Berson. http://www.infoagepub.com/products/High-Tech-Tots

DeFranco, J. (2011) Teaching internet security, safety in our classrooms [online] Available from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=cc7ec59e-f558-4b27-bfcd-c999a0145035%40sessionmgr4001&vid=8&hid=4212 [Accessed 10th November 2013].

Department for Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/205921/ICT_to_computing_consultation_report.pdf

Doyle, S. (2002) Applied ICT GCSE. Cheltenham: Nelson Thornes

Grantham. http://swaygrantham.co.uk/computing-not-ict/

Haine, H. (2007) ‘Assessment using ICT’, Early Years Educator, 8 (11), pp. xiv – xvi.

Pitler, H. Hubbell, E. Kuhn, M and Malenoski, K. (2007) Using Technology with Classroom Instruction that Works. Colorado: Research for education and learning.

Poplawska, J. http://www.computing.co.uk/ctg/news/2280243/new-ict-curriculum-too-focused-on-development-side-of-computing-says-corporate-it-forum

Potter, F and Darbyshire, C. (2005) Understanding and teaching the ICT National Curriculum. London: David Fulton Publishers

Siraj-Blatchford, J. and Whitebread, D. (2003) Supporting ICT in the Early Years. Maidenhead: Open University Press

Willard, N. (2007) Cyber-safe kids, cyber-savvy teens: Helping young children learn to use the internet safely and responsibly. San Francisco: Jossey-Bass

Wishart, J. (2004) Internet safety in emerging educational contexts.  Computers and education. 43 (1), 193-204.

Wishart, J. Oades, C and Morris, M. (2007) using online role play to teach internet safety awareness. Computers and education. 48 (1), 460-473.

Subscription Software and Assessment Tools

This was our final session of ICT and we spent the first half of the session exploring software that requires subscription, including EducationCity and HelpKidzLearn for which we have received log in details for to provide access beyond our time studying at the University of Northampton.

Education City is simply organised into subject areas, key stages and year groups which makes it easy to navigate. I spent a bit of time exploring the English area of F2 and finding out that it provides tools for a number of popular phonics schemes (Letters and Sounds, Jolly Phonics and Read Write Inc.) was really useful. There are also lots of tools for popular learning themes which can be accessed on PC mode or IWB mode. This website is really useful; I would use aspects of it during the main teaching, maybe as starters or plenaries but also on the classroom PCs for children to access independently.

Help Kidz Learn offers a range of activities for the Early Years including creative, games and stories. All of these have the option to be controlled by a mouse or a ‘switch’ which is a tool for children with physical impairment who cannot control a mouse. All of the resources are very simple and easy to use offering visually attractive pictures or videos along with accompanying sound and text to read along to which reinforces children’s literacy skills (ELG CLL; Creative Development). I feel that these resources only offer a limited outcome due to the simplicity and therefore I wouldn’t use them for teaching an actual lesson but I think they are ideal for continuous provision for the children to explore independently. Here is an example of one of the creative activities ‘Make a Scarecrow’ (ELG Creative Development; Physical Development; KuW; PSED):

Make a scarecrowhelp kidz learn Create a Scarecrow

Assessment:

Assessment needs to capture children’s learning; making it visible and enable it to be shared.  It should also make it clear where the children are in their learning and also show where it is leading to. There are many assessment tools which automatically structure the information captured i.e. photographs of children learning will be stored against the correct the child in the relevant area of development.

2Build a Profile is an app that allows teachers to gather observations on the go which, in turn, ‘improves the quality and consistency of formative assessment, while also saving educators hours of record keeping time.’ There are two versions available; one for the EYFS and the other for Primary. Although this used to be a free app, there is now a subscription fee.

Assessment Tool
Assessment Tool

Evernote is another tool that digitises formative assessment. One KS1 teacher has shared how they have used Evernote over the past year, I found this really interesting, especially as they are a practicing user of the tool; not just trying to sell the product. Evernote allows users to collect evidence in many multi media formats such as photographs, audio recordings, hand-written annotations and text either individually or combined. Children can even annotate their own work (ELG CLL), or make an audio recording (ELG Creative Development) which is a great advantage for emergent writers, EAL or SEN.  Another benefit for children being able to annotate their own work is the fact that teachers may interpret their work incorrectly so this provides the opportunity for children to explain exactly how they intend it to be portrayed. Traditional methods of collating evidence does not capture this richness of a child’s work. Electronic portfolios are created for each child to assist the teacher with organising their data; individual pieces of evidence are stored as notes which are stored in notebooks and notebooks are filed in stacks. Tagging notes allows evidence to be located really easily; each piece of evidence can be tagged upon input with key words e.g. the child’s name, area of development (e.g. literacy) and the skill being used (full stops and capital letters) and then when a piece of evidence needs location you can simply search for these key words to find the work. The teacher (Anon.) summarises her post by stating: ‘Evernote is a hugely adaptable app that has become an important part of my pedagogical toolkit.’

An alternative digital tool that creates online learning profiles is called Tapestry which appears to work very similarly to Evernote, however, I have never experienced working with either. TapestryTapestry allows teachers to link evidence of learning to statements out of the EYFS profile which is a time efficient method of storing observations whilst giving it a professional appearance.

Learning Journals have become increasingly popular, providing early years settings with a method of recording each child’s development which in turn provides a talking point for keeping parents informed about their child’s learning; helping to establish and maintain effective teacher-parent partnerships. Traditionally these records have been collated in folders consisting of photographs, samples of work and post-it note style observations which in the end create a treasured memoir that parents can keep when their child leaves the EYFS.

Having considered a variety of methods in which teachers record their assessments, digital methods do appeal to me more as they seem more organised, professional and consistent in appearance. However, I do acknowledge that there is an associated fee for purchasing these tools and staff will also need time to be trained in order to use them effectively. Additionally, some parents would argue that they like to receive a hard copy of their child’s journey as I previously referred to the physical versions as ‘treasured memoirs’. To overcome this argument I think it is a good idea to use digital tools whilst printing selected evidence to produce a keep-sake for parents.

This session has supported me to demonstrate the following Teacher’s Standards:

TS2 – Using assessment tools to be accountable for pupil’s attainment, progress and outcomes.

TS5 – I have been made aware of ‘switches’ and iGaze to provide access to technology for children with physical impairments and also become familiar with Helpkidzlearn which is ideal for emergent learners or SENs pupils which contributes towards differentiation.

TS8 – I have considered the views of parents with regard to the child’s learning profile.

TS Part 2 – Children’s observations and assessments should be stored securely as this is personal data. Digital tools should have access restrictions.

TSP2 – I acknowledge that assessment data is personal and sensitive information that is highly confidential and should therefore be stored in an appropriate place and made only shared with the necessary persons.

 

 

 

Creative Computing

Session 3 was about the Computing curriculum which is extremely important as this is a new area of the National Curriculum; only implemented in September 2014. I was disappointed to have been ill for this session and therefore will endeavour to use the resources available to teach myself about Computing and explore various ways in which it can be taught to Early Years and KS1 children.
Integrating Computer Science into the Curriculum
Early Years practitioners should introduce computing skills to children during the Early Years, this will provide them with the necessary skills for them to build on once they reach KS1. To encourage computational thinking in the Early Years children should be provided with resources in which they can sort and opportunities for planning the sequence in order to do something. These kind of activities are teaching children about computing without actually using a computer. This is often referred to as ‘unplugged learning’. Such activities could include: sorting shapes (ELG Mathematical Development; Creative Development), colours, animals or asking children to sequence a set of simple instructions e.g. making a sand castle, building a bridge, making a model – the children could then take turns at ‘programming’ each other to carry out a task. Another important addition to this is to provide time for peer review and feedback (ELG CLL).

Children should also have open ended opportunities for problem solving as this enables children to engage in higher order thinking. There are activities within all areas of the curriculum which can facilitate this, e.g: setting up obstacle courses in the outdoor provision to cross imaginary swamps and rivers (ELG PD), using Lego or bricks to build bridges for toy cars to fit through, using story props (or even making their own) to sequence familiar stories, making a pattern with beads on strings (ELG Mathematical Development) just to list a few ideas. These activities could be made more challenging by setting specific requirements or limiting the resources.

Additionally, there are plenty of online activities to also support computational thinking, such as these sorting activities:

Sorting Game

Living or Non living
 
 
 
 
There are also programmable toys available to aid children’s computational thinking. Beebots are recommended for Early Years, I have seen these used during school experience and children enjoy using them whilst learning how to program a toy to get from A to B; gaining the basic skills required for computer programming. Children have to press the arrows in order to make the Beebot move. The Roamer is more advanced, children can make the roamer move by pressing the  forward arrow, a number, then ‘go’ (ELG KuW – ICT). To change the direction of the roamer an arrow key must be pressed followed by the amount of degrees to be turned. As children require knowledge of degrees/angles the Roamer will be suitable for older children; later KS1 into KS2.
Beebot
 
What does ‘Computing’ look like at KS1?
The National Curriculum states that ‘pupils should be taught to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.’ (DfE, 2013, p.179). The first implication that comes to mind is “what the heck does this actually mean?” … “What’s an algorithm?” Let’s find out…
An algorithm is a set of instructions for solving some problems step by step, typically used by computers but people can also use them too. This video explains what algorithms are in a simple way:

Having watched this video and gained clarity as to what algorithms are I am now beginning to understand what is expected of the aforementioned element of the NC; 1) children need to gain an understanding of what an algorithm is. 2) Children need to understand how algorithms are used on digital devices. Ok, so… how are they going to learn this? Firstly, I think it is important for children to learn how explicit the instructions need to be which is portrayed in Philip Bagge’s video:

This task of programming somebody to make a jam sandwich requires clear articulation of instructions, the ability to sequence tasks in the correct order and to pay attention to the smallest of details. Using such a concrete example of what an algorithm is will provide the children with a memory they can refer to when using computer devices; especially if their algorithm is not performing as expected, hopefully they will have gained the skill to re-check the instructions and figure out what is not explicit enough for the computer to follow. Finally, 3) the children should have the opportunity to apply their knowledge and skill of algorithms to program a devise to make it perform a task by following their set of instructions. How can we facilitate this?

Programming in the Early Years and KS1

There is a wide range of resources available on the internet for use on PCs and tablets to support the teaching of programming to young children. I will now explore a variety of these and share my reflections.

Programming and Control:

Cheese Sniffer requires the user to plan the least amount of steps that the mouse will have to take to eat a piece of cheese. The maximum amount of steps is given and once these have been used the game moves over to the other mouse; a two player game (ELG PD – Using tools and materials). Children will develop their spacial awareness skills in order to predict how many moves are required to get to the cheese (ELG Mathematical Development – Shape, space and measure).

Cheese Sniffer

Compass Points and Simple Grid References requires children to use compass points and grid references to plan a route around the islands. There are many ways in which the teacher could support children’s programming skills through the use of this game e.g. provide a starting point and a set of instructions to follow – see if the children end up at the correct grid reference, ask the children to compose a set of instructions and swap with their partner – did they end up in the correct grid reference? (ELG – Mathematical Development) If using grid references this would be aimed at older children, but the idea of planning a route could be used by KS1. Teachers should ensure that children recognise that the same language is used when programming something on the computer as it is when programming a floor robot (e.g. Beebot or Roamer). However, some computer programs will leave a line to show the route taken but not all do and neither will a floor robot.

Rowing Boat

Children can also be supported to sequence events through computer based activities such as those available on http://www.iboard.co.uk/teacher/jlisaw8/1. These will also assist children with science topics such as lifecycles, living and non-living and habitats. These give you the option to print the children’s work too which is a good assessment tool and provides evidence of the child’s learning.

Sequencing Games

ipad apps for programming:

Daisy the DinoDaisy the Dinosaur is a free app that offers a ‘free play’ mode or ‘challenge’ mode. The free play mode lists a selection of commands which can be selected in any order and dragged into the ‘program’ box, or out again if you change your mind; a good opportunity to explore the effect of commands. By pressing ‘play’ you can watch the dinosaur perform your commands. It also highlights the commands in order as the dinosaur performs them which will help children to link the command to the movement and also assist to identify errors in programming. The ‘Challenge’ mode provides a problem e.g. ‘Try figuring out how to move Daisy so that she stops in the centre of the star’. This requires children to have the ability to read unless supported by an adult. Once the challenge has been attempted (not necessarily correctly) it provides written feedback and moves on to another challenge. This supports another element of the KS1 NC in Computing: ‘create and debug simple programs’ (DfE, 2013).

Kodable is another free app which is child friendly and provides children with an introduction to programming. Further apps to explore include Move the Turtle, Toca Boca Builder, Cato’s Hike, Hopscotch, Beebot and Scratch Junior.

Furthermore…

Children should also be taught to ‘recognise common uses of information technology beyond school’ (DfE, 2013). Teachers can support children to think about the things that are used to control things such as: TV remotes, dials on kitchen appliances (microwaves, cookers, washing machines), keypads on mobiles and tablets. Children could have the opportunity to see such items in use e.g. during a cooking session the teacher could show the children how they are operating the cooker/microwave, and toy versions of these items can be used in the role play area (ELG CLL; KuW).

Reflection:

I have realised that the ‘Computing’ curriculum is beneficial to children in their learning across the whole curriculum: it teaches them how to use ‘talk’ productively; develops their problem solving skills; enabled them to work in collaboration with their peers, building on their social skills; and also promoted independence. I have enjoyed learning about the requirements of the KS1 Computing Curriculum and have gained a comprehensive understanding of how to implement it effectively and now I am looking forward to putting it into practice!

This post has demonstrated the following Teacher’s Standards:

TS1 – I have provided examples of how activities can be extended (differentiation) to challenge pupils of all abilities.

TS2 – I believe that when children are creating algorithms and they have to debug any problems this will demonstrate a conscientious attitude towards their work as they will be encouraged to keep trying until it is correct.

TS3 – I believe this post demonstrates my ability to gain a coherent understanding of the curriculum subjects which will be a continuous part of my role role as a teacher.

TS5 – I have identified which activities would be suitable for EYFS/Y1/Y2 children which could be used to support differentiation.

TS3 and TS8 – I have engaged in a depth of research to broaden my knowledge about the Computing Curriculum.

Mobile devices in the classroom

During session 2 we explored the uses of apps that can be used in the classroom. There are many apps that are suitable for educational purposes; they can explicitly teach elements of the Computing curriculum, or be integrated into other curriculum subjects. As an Early Years teacher I am passionate about promoting collaborative learning by providing children with social opportunities (ELG PSED – Making Relationships; CLL). I have seen children working in pairs on PC’s; taking turns to hold the mouse, use the keyboard, swapping seats etc. Sharing an ipad removes these issues as the touch screen allows both children to engage at the same time; enhancing their social skills. Additionally, apps allow: media to be used flexibly, learning to be customised, SEN and EAL learners to access areas of the curriculum that would otherwise be inaccessible i.e. listen to stories when they cannot read (ELG CLL – Language for Communication) and also engage in visual activities. Children will also enjoy the independence; taking control of their own learning by choosing their own apps to explore. However, I do believe it is important for the children to know the purpose of what they are doing; an adult may have already modelled how to use the app (ELG KuW – Exploration and Investigation; PD – Using tools and materials) and explained the links to the children’s learning, or facilitating their experience on the ipad to make it purposeful.

collaborative learning
collaborative learning

Exploration of the Apps

thinglinkThinglink is a wonderful app (and is also available for use on PCs: https://www.thinglink.com/) as it enables you to bring pictures to life by making them interactive; making information visual and accessible. Notes, music and videos can be added to a still image (ELG CD – Music; CLL Reading). This is a completely free app and is very easy to use. You simply choose an image (from the sample, or your camera roll) and add interactive tags by tapping the image. The interactive tags can be photographs or videos from your camera roll, YouTube videos or text including web links. Children could create their own Thinglinks to display their own knowledge; taking their own photographs or videos and adding labels (ELG KuW; PD; CD). Teachers could use these for a variety of purposes: to introduce a new topic, during main teaching, left out on the IWB for children to freely access which would also enable children to use the IWB pens to write free hand onto the image as opposed to having to type. I tried Thinglink out with the Topic idea of The Hungry Caterpillar in mind. I took a photo using the ipad and made this interactive by putting on prompt questions which may be used during story writing, and I also attached some videos: The Hungry Caterpillar story and a video of a caterpillar hatching and another of a caterpillar turning into a butterfly. This app could be used across the whole curriculum e.g. interactive information about different countries, cultures, food, animals, traditions, history, problem solving. I think what is missing from this app is the ability to draw your own pictures, however, used on an IWB this can be achieved! I have shared this resource on the ResourceBank.

This post demonstrates the following Teacher’s Standards:

TS1 – These ideas would help to foster the development of a stimulating environment.

TS2 – Encouraging collaborative learning demonstrates my awareness of social constructivism.

TS8 – I have gained further knowledge about how to embed ICT into the curriculum; the resources available and how these can be used effectively.

 

 

Inspirational Storytelling

Our first session of ICT in our final year began by exploring how physical objects, art and the world outdoors can be used to make storytelling fun and interactive which will keep children interested, excited and motivated (ELG PSED – Dispositions and attitudes). As a whole class we were briefed about a range of presentation tools that are available as apps and online that can support storytelling, such as: felt board, green screening and digital comic strips. Such media allows children to be creative and enhance their learning (ELG PD – Exploring Media and Materials). I loved the simple but effective idea of using everyday materials and a light-box to tell a story! Tissue paper and coloured beads were used to create an under the sea setting for a seahorse character. Children could capture their story on an ipad in video form or through the use of photographs imported into an app and a voiceover could be recorded afterwards  (ELG CD – Responding to experiences and communicating ideas).

Then it was our turn! Jenn and I worked together, using the story The Three Little Pigs as an idea to work with and adapt we considered a number of different apps that could be used to make a digital story. To help me with the planning I recorded my ideas using Popplet:

 

We agreed to try some apps that we hadn’t used before to extend our experiences using technology. I decided to use the Tellagami App to tell the story from the point of view of the farmer:

Tellagami was easy to use by choosing a character, customising them, choosing a background and then being able to record your voice to tell the story (ELG CLL – Communication, Language for Communication and Language for Thinking). Although, there were a number of disadvantages, such as: there were only two characters to choose from, limited customization of the characters, you could not import your own characters or backgrounds and recording the voice-over was limited to 30 seconds, alternatively you could type in what you want the character to say. However, it would be easy for children to use and I believe they would enjoy watching their Avatar creations.

Jenn chose the Morfo app which was also easy to use. She took a photograph of the toy pig and recorded herself telling the story from the viewpoint of this character. Below is the finished Morfo:

The advantages of using Morfo with children is that it is simple to use and you can use your own character by taking a photograph e.g. we used a toy pig which the app ‘morphed’. This app also allows you to record your voice, and also morphs your voice; advantageous for children who are shy and lack in confidence if they do now feel comfortable with the rest of the class being able to recognise their own voice.

Reflection:

For both of the apps we found that the longest clip you could record was 30 seconds which restricts the length of the story. However, there are apps available that enable flexible use of media. This could provide a great opportunity for children to work in pairs to create a short clip each and then import all of this into another app, such as iMovie, to generate a digital story that the whole class has contributed to.

Further reading that I have engaged in:

https://plus.google.com/communities/107890964604257908116 – my comments have been posted.

The chapter ‘Computing and Digital Literacy’ consolidated my understanding of the importance and benefits of using ICT effectively in a classroom. The chapter discusses the new computing curriculum and suggests its benefits: provides a stimulus as it is exciting and therefore will engage and motivate learners, it enables ideas to be linked, it can personalise learning and contribute to differentiation and capture children’s learning in a variety of ways which in turn enabled them to self-reflect.

Caldwell, H. and Honeyford, G. (2014) Computing and Digital Literacy. In: Dawes, L. and Smith, P. (ed.) Subject Teaching in Primary Education. London: Sage. Pp.43-64.

This post has demonstrated the following Teacher’s Standards:

TS8 – working in collaboration with a colleague/developing effective professional relationships and enhancing my own skills and knowledge to improve my teaching.