Interactive Technologies In Teaching And Learning 2

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    Notes on slide 1

    BandaLaminatorComputerWhiteboardexpressions

    However- this year- we’ve found expression. Last year I was sitting where you were. Since then Been using it for a year, in a limited way- can’t afford in all rooms, yet, but the potential it has shown over the last year is immense the things it can do which are hard or impossible to do in other ways can’t be overlooked- - So- I’m Not an expert on the technology yet, but will Describe the year- good, bad, brilliant of Interactive technologies- the questions we have been asking ourselves as educators, cant promise solutions, but I can certainly show you opportunities.

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    Interactive Technologies In Teaching And Learning 2 - Presentation Transcript

    1. Alison Lydon
      The Role of Interactive Technologies in Teaching
      and Learning
    2. Me
      • Head of ICT
      • Been in education for 15 years
      • Have seen a great increase in technologies over these years
    3. Why I love Interactive Whiteboards
      • Fun
      • Visual
      • Engages pupils
      • Personalised learning
      • Different learning styles
      • Enthuses teachers
      • Reduce workload
      • INTERACTIVE
      The learning should drive the technology, the craft of teaching is vital
    4. Interactivity…some thoughts…
      • Manipulate text in new ways; (highlight, change colour, magically reveal) Use the pen on maps, images etc.
      • Move/drag objects, edit and add objects to the page whilst teaching.
      • Make the most of the infinite pages and space- hang text and images off the side of the page to avoid
      cluttering the space, enjoy revisiting the pages in any order you want to.
      • Use layers to show, hide and reveal answers to engage the pupils and save time.
      • Add media such as images, sound effects, video etc to excite, motivate, encourage thoughts and feelings
      • Link to web sites, to enrich the pupil experience
      • Link to worksheets and presentations for enrichment, support or extension activities,
      • Capture pupil attention and maintain focus with tools such as the spotlight, camera, revealer.
      • Display and explore clear, accurate diagrams; label, resize etc explore detail with the magnifying glass.
      • Model abstract ideas- rotation of shapes, perspective, time zones, capturing sections of video, short
      episodes of animation or video.
      • Use tools such as the ruler, protractor, calculator, fraction generator to demonstrate skills, and
      demonstrate concepts
      • Use colours and backgrounds to help dyslexic readers, or to engage the audience.
      • Collaborative with pupils to make lists, poems, answers which they have shared ownership of.
    5. Last year I found a new tool to develop the use of the IWB even further.
      ActivExpressions
    6. How to use ActivExpressions
    7. My Journey
      From SLF 2008 to SLF 2009
      Bought Expressions
      Trialled with chemistry dept
    8. April 2009- Primary 4
      I wanted to see
      • Could Primary 4 children cope with texting
      • How noise, concentration and motivation levels were affected
      • If the devices were versatile
      • How easily teachers could use the equipment
      • How teachers could use ActivExpressions for assessment
    9. Introducing Expressions
      I used a variety of questions to allow children to experience answering in different ways.
      Flipchart Downloaded from Promethean Planet
    10. Introducing the equipment
      Introduced to all children at an activity day.
      30 minute session with a class at a time
      Thanks Janice!
    11. In the classroom
      Main areas I chose to work on
      • Language work
      • Environmental Studies
      • Maths
      • Other
    12. Language work- some examples
      • Check factual recall
      • multiple choice answers
      • closed question right or wrong
    13. Language work… send me your adjective.
      • Ad hoc question
      • easy integration
      • Texted answers
      • Answers from everyone
      • Used answers on the board
    14. Our answers moved about a bit…
    15. What makes a friend? Send me words about ‘James’. Print to take home.
      • Ad hoc question
      • Easy integration
      • Texted answers
      • Answers from everyone
      • Displayed answers on the board
    16. Environmental Studies- ideas
      • Input from everyone
      • Variety of questions
      • Use a question when I want to
      • Make a question when I want to
    17. Multiple choice
      Environmental Studies
    18. Environmental Studies
      Check factual recall,
      Use the camera tool to grab parts from web pages to make question
    19. Put items in order- great for generating discussion
    20. Environmental Studies
    21. Environmental Studies
      • groups and individuals
      • Quizzes as a team
    22. Working together is just as important as working alone, complete concentration and co-operation.
    23. Data collection- One question but…
    24. …a variety of answers, mostly right!
      • I can examine the variety of answers
      Is spelling or the correct answer more important?
    25. I can examine the variety of answers and who gave the answers (and how long they took).
    26. And how long they took…
      What a variety of times!
    27. Summary table of results
      • Other ways of looking at the data
    28. Children enjoy being right.. Can you tell from the yell?
    29. Environmental Studies
      Examining the answers with children, Did you get it right?
      • How did you compare to the rest of the class?
      Check factual recall,
    30. How we used Data in the class.
      Makes Learning intentions come to life more- this is what I wanted to teach you- this is how far along the line we are
      Use data for formative and summative assessment
      • Assess and give immediate feedback
      • Less time spent assessing, more time teaching
      • Motivate students to become actively involved
      • Close the feedback loop by letting them know what I learned from the assessments and what difference that information will make.
      • More focus on what my aims were, WALT.
    31. Maths
      Immediate feedback to check concepts are being learnt.
      Pace the lesson according to the answers
    32. Grab flipcharts with questions from Promethean Planet…
    33. Confidence levels
      • Check confidence levels
      • Help children develop self awareness of abilities
    34. Enhancing mental maths
      Use websites with flash games. Use the screen recorder to capture and use time and again
    35. Maths
      Examine answers together.
      Who got it right. What strategies did you use?
    36. Maths
      Shall I hide or reveal the correct answer?
    37. Ease of use - pupil
      Children needed fewer instructions than I thought and were better at texting
    38. Ease of use- teacher
      Launch of Inspire made a big difference-
      • One piece of software to create and edit and questions
      • Much easier to set up devices
      • All in one place
      • Hub- registered handsets once.
      • Put numbers on the back and named the device the same (use labels, not pen)
      • Quick to give out- easy to keep tabs on who had what.
    39. Disappointments
      • Pace of lesson can be a bit slow whilst we wait for some children to answer
      • No personalization- same question for the whole class
      • Copying others
    40. Self paced learning
      • Questions programmed into the software- make my own or use generator
      • Questions sent to handsets
      • Can randomise
      • Can set targets to meet to move to the next level
      • Can see progress as it happens
      • Can see how long each pupil takes to answer each question
      • Can export scores to excel
      • Can see success rate of each question
    41. Self Paced Learning- complete concentration! (well almost)
    42. Results- (aka the marking, done whilst the children are working in class)
    43. Some of what we learnt these last 3 months
      • I used the handsets with numbers and a pre-labelled sheet
      • Children did not need instructions in the same format as staff
      • Start small
      • Think of the purpose of the question and the data you want to collect.
      • Does the question need setting up? Will you show or hide answers?
      • Be prepared for some initial noise
      • Use of the timer focused the answering- much quieter!
      • Fantastic for discussing answers
      • Children loved using it and did not mind the assessment
    44. Engaging
      Challenging
      Motivating
      Fun
    45. Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times. Richard Leblanc, 1998
      http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/topten.htm
    46. Places for more info
    SlideShare Zeitgeist 2009

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