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.

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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 ‘These proposals included one to replace the existing, outdated ICT curriculum with a new computing curriculum with a greater emphasis on computational thinking and practical programming skills, to help England retain a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.

Digital ‘I Spy’ Book

Haiku Deck is free app for the ipad that I was intrigued to explore to see if it would be suitable for use with children and to find out exactly what it has to offer. Here is the production of my initial exploration:

I love the fact that it is extremely simple to use but allowing you to customize your project by altering themes, text formats, backgrounds and layouts. Images can be imported from the web or from your gallery/camera roll, charts and graphs can be created and notes can be made public or private. The only drawback I found was that imported images are automatically used as backgrounds; you cannot insert smaller pictures to accompany parts of the text. However, I would still use this app in the classroom and will now attempt to create a resource suitable for EYFS/KS1.

Firstly, I chose a theme for my book – Pirates. I collected a selection of lego characters, jewels and skulls as I believe these relate to young children’s interests, especially boys. Using the ipad I took photographs of one set of objects (Lego characters) and put this image onto a page in the app along with some accompanying text. Then, I added another page on the app and inserted a second image containing the Lego characters and some jewels along with further text. The third page contained a third group of objects; skulls, mixed amongst the Lego characters and jewels along with some more text. You can add as many pages as you like!

Thinking about it, this would actually be a lovely way of producing a Learning Journey for each child in the class as you can keep updating it as often as required.

Using Haiku Deck to create an ‘I Spy’ ebook on an iPad was an enjoyable activity; it can be used to create resources for use with children, or could even be used by children for them to produce their own work. Children will benefit from such a creation as it encourages visual discrimination and aids counting skills, however, this app could be used to create an eBook or slide show about any topic – the content is easy to add! This app would be ideal to use with the children as it is really simple to use and they could create books about the topic they are currently learning about, or to summarise a topic which would provide excellent summative assessment evidence.