Week 7: Modelling and Simulations

Modelling enables children to explore software and decide 'what happens if..'. Modelling allows us to test out a range of ideas and scenarios before committing to carrying it out in real life. We can also try out a range of alternative actions and use the results to formulate and test generalisations. This is particularly useful when something would be too dangerous to carry out in the real world such as aeroplane simulator.

Simulation and adventure games allow children the chance to explore possibilities and try out different solutions within a test environment; these include the virtual reality type scenarios that are becoming more available. As this article states, computer games can help motivate pupils and develop their skills and knowledge across the curriculum.

If we consider such people as aircraft designers use the ‘outside world’ modelling software, architects, accountants, mathematicians and astronomers also use such applications to explore and make accurate predictions in complex or dangerous situations use models. Children should use simulations to make and explore predictions and to identify patterns and relationships. These kinds of games helps children learn within Mathematics as it relates to patterns. According to Jesson et al (2012, p12), "simulation programs enable risk taking without disaster or time wasting." He highlights an example in which children can experiment with the conditions plants need to grow, without harming the plant and having to wait for the plant to grow.

Foundation Stage Curriculum

Modelling and simulations in Computing can be linked to several areas of the foundation stage curriculum:

Having their own ideas

• Thinking of ideas
• Finding ways to solve problems
• Finding new ways to do things

Making links

• Making links and noticing patterns in their experience
• Making predictions
• Testing their ideas
• Developing ideas of grouping, sequences, cause and effect

Choosing ways to do things

• Planning, making decisions about how to approach a task, solve a problem and reach a goal
• Checking how well their activities are going
• Changing strategy as needed.

Are all simulation programs suitable?

When choosing a program to use, you must consider the following...

• Was the simulation program realistic?
• Does the simulation represent a real life or fantasy situation?
• How realistic is it?
• Did the same things always happen - was there a pattern?
• What are the variables, can you think of any others which might make the simulation more accurate?
• Was there more than one solution to the problem?
• What were the good points/bad points?
• What did you find out?

     • Reviewing how well the approach worked

PURPLE MASH is a useful program that is accessible for children in the primary years. They can explore simulation and modelling through 2DIY and 2Simulate.

You can find an example of an on-line simulation game for children here.

Fantastic Contraption is an on-line simulation program in which children have to build contraptions to get from one point to a destination. They go through different levels which get progressively more difficult.

Further Reading

Jesson, J & Peacock G (2012) The Really Useful ICT Book : A practical guide to using technology across the primary curriculum. Oxon: Routledge.

Week 6: Logo's (Control and Modelling)

Control and modelling in the classroom involves teaching children to program objects to produce a desired outcome. This usually involves giving the computer a set of instructions such as forward, back, right and left in order to move an object across the screen.

Children benefit from this type of learning as it enables them to think about processes - what they are doing and why they are doing it. In lessons taught on control and modelling, it should be emphasised that the process of creating your product is more important than the finished product. This may ease the pressure of producing a perfected finished product, allowing children to explore more freely and confidently.

Control and modelling has strong cross-curricular links with Mathematics. Pupils will be dealing with angles when controlling an object to move right or left.

MSW LOGO

MSW Logo is a program that uses simple commands to move objects (often a screen turtle) on-screen. Commands such as forward, back and turn can be repeated with variations to produce complex and beautiful patterns.

Making complex patterns by programming a turtle may seem daunting to young children. However, MSW Logo makes doing this simple and fun, leaving children amazed at what they can accomplish through entering simple commands. This programme is particularly useful as it keeps a record of all of the commands you enter. If children are using this, they can see and refer back to the commands they have input.

We used our programming skills to practise controlling Unit the Robot.You can have a go yourself here! This is a helpful website which can be easily accessed by children at home as they do not have to download any software. Therefore, the learning is not restricted to just the classroom!

These useful websites give ideas on how MSW LOGO can be used in the classroom:

http://mckoss.com/logo/

http://www.primaryresources.co.uk/ict/ict4.htm

https://sites.google.com/a/stjohnsapps.co.uk/ict-planning/control-logo-and-sensors-1

http://ideastoinspire.co.uk/presentations/ictcontrolandmodelling.htm?iframe=true&width=720&height=579

Week 3: Multimedia in the classroom

Multimedia software is a range of ICT that uses more than one software including; text, sound, picture, animation and video. Multimedia tools can be used for professional use by the teacher to enhance learning, or by the learners to develop their computing skills and learn about the potential of ICT. In this lesson, we particularly focused on the use of PowerPoint in the classroom, touching upon how other applications such as Clicker 6, Photostory and 2create a story can also be used within a FS or KS1 classroom.

Power Point



As a trainee teacher, I was made aware of some of the limitations that may arise from using PowerPoint in the classroom to aid teaching. When designing a PowerPoint presentation, it is important to use a wide range of the software available on PowerPoint. If the whole presentation is text, the children may loose interest as this type of PowerPoint can be boring for younger children. I will use this to reinforce my teaching by ensuring that any presentation I do will have a range of software such as pictures, animation, video etc. to ensure the children are fully engaged throughout the lesson or activity. On the other hand, PowerPoint can be useful for teachers to prompt their teaching, with images or a small amount of text. It can also be beneficial for EAL and visual learners, as it can provide them with visual and interactive aids. According to Leask et al (2000), "pupils of all abilities can find something in it that they can do really well, and the software they produce is high status, long lasting and very satisfying."

We were shown an example of how PowerPoint can be used to produce an interactive and fun activity for children. The PowerPoint was called 'Historical Detectives'. 

This was a particularly good resource as it provided children with pictures as clues, and encourages them to use their imagination with a set goal in mind. ICT can be used to  Our task was to design a PowerPoint presentation about the environment using different tools available including; images, text, buttons, animation and action settings. I was not aware of how to use the action settings previously, however, I discovered this to be an interesting and useful tool that can be used in my future teaching. This tool allows you to skip back a few slides or forward a few slides by clicking on the button. I implemented this tool to reinforce my learning intentions. I placed these at the beginning of my PowerPoint, but I also wanted to refer back to them at the end of the lesson to ensure that they had been met. By using the action button, I was able to skip back to them without having to go back through each slide. This illustrates how multimedia does not have to present information in a linear manner.

Clicker 6

Children's use of multimedia is essential in developing key skills across the curriculum. We were shown how Clicker 6, 2create a story and photostory can be used to re-create stories. We re-told a fairy tale using Clicker 6. Clicker 6 helps to boost children's writing independence with an intelligent word predictor. This allows children to explore freely with words and will encourage them to use different vocabulary, enhancing their knowledge and understanding in literacy. Clicker 6 can be used to benefit those with learning difficulties as clicker's multi-sensory approach of using words, pictures and sounds keeps learners interested and motivated, and enables them to achieve success. It reads the text back to them so they know how it sounds. You can download software and read some of the benefits to using Clicker 6 here.

The National Curriculum (1999) states that children should be taught to:

• Find and select information
• create, manipulate and process information
• collaborate, communicate and share information
• refine and improve their work.

All of these aims are covered in the design of a PowerPoint presentation.

The resources we used in today's lesson proved extremely useful in both helping me to understand how multimedia can be used to enhance my teaching, but more importantly, how it can benefit the learners. The learners will benefit from it as it provides a means of communication other than text. It is interactive and children are able to be involved in the process of design, as well as having a finished product that is long lasting. 

Further Reading

Leask, M, Meadows, J (2000) Teaching and learning with ICT in the primary school: Routledge Falmer. Ch 9.

Department for Education and Employment (1999) The National Curriculum Handbook for primary teachers in England. London: Department for Education and Employment & Qualifications and Curriculum Authority.

Week 2: Interactive Whiteboard (IWB)

Interactive Whiteboards (IWB) in the classroom are a useful tool which can enhance teaching and children's learning. IWB technology typically combines a projector with software and computer technology to produce enlarged and interactive images, animations and text for the purposes of teaching and learning. IWB technology has been described as a computer connected to a data projector which projects images onto a touch or pen-sensitive screen (BECTA, 2004; Bell, 2002; Kennewell & Higgins, 2007; Roberts, 2007). Using IWB's in the classroom can range from teacher use in a presentational style, or pupil use in a interactive and collaborative way. IWB's can be used to teach pupils all subjects across the National Curriculum. There are many benefits to using IWB's in the classroom including;

• discussion skills
• developing literacy skills
• developing computing skills
• combined education with entertainment
• developing thinking skills by displaying key questions and providing thought-provoking stimulus
• helps SEN and EAL pupil's to engage through visual and interactive learning.

You can learn all about the advantages of using an IWB in the classroom by visiting this useful website: https://k12teacherstaffdevelopment.com/tlb/using-smart-boards-in-the-classroom/.

We learnt that the teacher's role in successful learning through the use of IWB's in the classroom is extremely significant. It is what the teacher does with the resources available to them which will enable children to gain the full benefits of the IWB.

There are some factors that need to be considered when using IWB's with children such as;

• height and positioning - ensuring that all pupils can access and interact with it
• visibility of text - ensuring pupils can easily read any information
• light - ensuring children can clearly see the IWB.

This website highlights some of the pro's and limitations that teachers may come across when using IWB's in the classroom:

http://ascilite.org.au/ajet/ajet26/northcote.html

SMART notebook

We looked at various resources available on the programme SMART notebook. There are different ways in which the children can be taught through this programme. These tools include; erase to reveal, adding animation to shapes, de-constructing images using the camera, layering, comparing pictures using the magic pen and spotlight and still shots from a video clip. Each group was asked to present to the rest of the class how to apply one of the above tools to help children's learning. 

We created a SMART notebook resource based on still shots from a video clip. We found an educational clip about E-Safety on YouTube. We used the photo tool to take snap shots of significant parts of the video and put this onto a slide on notebook. We used these images to prompt questions about E-Safety that pupils can interact with and will provide starting points for discussion around the issue. I found the erase to reveal tool particularly engaging. One of the groups used this tool to hide and reveal words to a nursery rhyme. Children would find this task engaging and interesting as the children would sing the song, then revealing the correct missing words to see if they were right. The SMART notebook has proved extremely useful in children's learning, as long as teachers use this resource in an engaging and interactive way.

Further Reading

BECTA (2004). Getting the most from your interactive whiteboard: A guide for secondary schools. Coventry, UK: British Educational Communications and Technology Agency. [verified 12 Jun 2010]

Week 1: e-Safety

Welcome to Week 1 of my blog!

Web 2.0 - what is it all about?




Web 2.0 is the second stage of development of the Internet, characterized especially by the change from static web pages to dynamic or user-generated content and the growth of social networking. It provides children with the opportunity to reach audiences, use collaborate tools and develop and enrich on line content.

We looked at blogging as a particular form of reaching an audience. There are many advantages to introducing blogging to children in schools which include:

• promotion of communication skills 
• development of writing skills, promoting writing with greater accuracy 
• gives children a voice 
• easily and instantly accessible 
• can be used across all subjects in the primary National Curriculum. 

e-Safety

The School’s e-Safety Policy reflects the importance it places on the safe use of information systems and electronic communications.

e-Safety encompasses not only Internet technologies but also electronic communications via mobile phones, games consoles and wireless technology. It highlights the need to educate children and young people about the benefits, risks and responsibilities of using information technology.




The video we watched in the lesson highlighted some potential risks of blogging in schools. Their had safety measures in place to ensure that the children where protected from potential dangers blogging could cause, such as:

• children were made aware of what they can and can not post on their blogs; for example, no clues to where they live 
• protection screen in place to ensure no inappropriate information is published 
• no personal messages to other pupils. 

This school, in particular, highlighted that due to the pupils not being able to comment on others blogs was a limitation as it does not allow the children to interact with each other. This would be a good way of children evaluating and responding to others work. The school is looking at ways in which this can be done securely and safely to allow children to do this.

e-Safety measurements are enforced through a variety of websites which provide information, accessible to all ages, about the potential dangers of instant messengers, mobiles, email and computer games.

There are also helplines for children who feel that they may have been affected by any issues e-Safety has raised, such as Childline.

http://www.chatdanger.com/messenger/

I found this website particularly useful in educating about the dangers of the internet as it tells real-life stories of those that have been affected by miss-use of the internet.

It is important for schools to identify vulnerable groups to inappropriate internet contact. Those that feel socially isolated may be most at risk. Click here for more information about vulnerable groups. There may also be a danger of accidental contact with inappropriate websites or images through search engines. Good planning and preparation is critical in ensuring a safe starting point for the development of web searching skills. Tasks can be planned by teachers that do not require and internet-wide search engine that may bring up some inappropriate content.

You can find an example of considerations, guidance and risk assessment with regards to using social media in schools at this website: http://mdx.mrooms.net/pluginfile.php/90857/mod_resource/content/1/87DA16B8d01.pdf.
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