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Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
Technowellies Powerpoint
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Technowellies Powerpoint

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presentation delivered at #SLF09

presentation delivered at #SLF09

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  • Use away, happy someone finds it interesting, relevant and fun!
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  • Only just been pointed to this presentation and I love it! Would you mind me using the welly-cam image for a presentation I'm doing for a outdoor learning conference? I hope this is ok!
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  • Me- ICT teacher and advisor in my school. Also love the outdoors- having2 very active small children. I want to describe my journey. Last year I visited SLF. And came away with a seed of an idea- one which over the last year has grown and certainly born fruit.
  • Came away with three themes
  • • develop a considered understanding of the role and impact of technologies in changing and influencing societies • contribute to building a better world by taking responsible, ethical actions to improve their lives, the lives of others and the environment • gain the confidence and skills to embrace and use technologies now and in the future, at home, at work and in the wider community • become informed consumers and producers who have an appreciation of the merits and impacts of products and services be capable of making reasoned choices relating to the environment, sustainable development and ethical, economic and cultural issues • broaden their understanding of the role that information and communications technology (ICT) has in Scotland and in the global community • experience work-related learning, and establish firm foundations for lifelong learning and, for some, specialised study and careers.
  • In the end I found two which seemed to suit. The ‘flip’ and the helmet cam. To test them I strapped the helmet cam onto a welly and gave the other to a child to hold.
  • With new more portable ICT equipment aimed at younger children, taking equipment outside is more viable than every before. Our ICT ethos at school is all about allowing experimentation to take place and confidence to develop. Active learning has a huge role to play in the acquisition of concepts, not just in the Early Years, and here was an opportunity to allow children to understand more about the seasons whilst using lots of ICT equipment for real reasons. The ICT skills can later be transferred and applied in different learning contexts.
  • Me- ICT teacher and advisor in my school. Also love the outdoors- having2 very active small children. I want to describe my journey. Last year I visited SLF. And came away with a seed of an idea- one which over the last year has grown and certainly born fruit.
  • Transcript

    • 1. Technowellies - Using ICT and Active Learning to Transform the Wellywalk into a 21st Century Activity Alison Lydon
    • 2. Alison Lydon
      • Head of ICT at the Mary Erskine and Stewart’s Melville Junior School
      • Mum
      • My Journey
    • 3. Scottish Learning Festival 2008 We learn by doing. Research shows that active learning is much better recalled, enjoyed and understood. Active methods require us to 'make our own meaning' , that is, develop our own conceptualisations of what we are learning. During this process we physically make neural connections in our brain, the process we call learning.
    • 4.  
    • 5. Welly Walks
      • Short- so much to take in
      • Children are very excited- so focusing on information whilst being outside can be hard
      • Can be hard for children to hear the adult.
      • You don’t always know what you will find.
      • Hard to consolidate some aspects- once its over it’s over!
      • Weather dependant
    • 6. Technowellies Curriculum for Excellence
    • 7.  
    • 8. Developing the welly walk
      • I decided on 2 main areas to extend our welly walks:
        • recording thoughts and moments whilst on the walk using a variety of ICT.
        • Revisiting the welly walk back in the classroom.
    • 9. Keep it simple and grow
    • 10.  
    • 11. Testing video cameras
      • The need for quick and easy video to put immediately onto You-tube and other web spaces has revolutionised cameras.
        • Easy to use
        • Lightweight
        • Robust
        • Easy to transfer video
    • 12. Headcam vs Flip
      • The helmet camera
      • the footage was far too jumpy
      • Kept going to sleep
      • Couldn’t see if it was on or off
      • It was a good size for their hand
      • It was used in similar way to digital cameras
      • Easy to pass around
      • Pocket cam
    • 13. Back in the classroom
      • Practicalities-Video Cameras
      • The flip camera plugs straight into a USB port to watch (great for IWBs)
      • Sound picked up well
    • 14. Watching the video
      • When watching the video the children were really engaged.
      • Looked again at the natural objects the teacher had shown them during their trip.
      • By being able to pause the video, the teacher could extend, reinforce and question their learning.
      • They were able to discuss things which they were too busy to stop and talk about. – more focused discussion.
      • Items collected could be examined in more detail,
      • It could be shown again after the next welly walk to discuss similarities and differences about seasons, etc.
    • 15.  
    • 16. Other ICT Equipment
    • 17. Digital cameras
    • 18. Digital cameras
      • The children took it in turns to record welly walk moments using the digital cameras
      • It allowed items to be recorded but not moved- e.g. fungus
      • It allowed children to record what they thought was important which could be analysed by the teacher later
      • It allowed children hands on experience of using equipment
      • It encouraged discussion with others- why have you chosen that? What makes that special? Tell me about your choice…
    • 19. Children took photographs of items which they found interesting .
    • 20. Photographs of teacher chosen objects
    • 21.  
    • 22.  
    • 23. Easiscope Microscopes
    • 24. Microscopes
      • More in-depth observation
      • Some extension of vocabulary (some children needed support with this)
      • Excellent questions from the children
    • 25. Easi-scope
      • Use of the Easi-scope is being investigated by Primary 2 staff, in readiness for mini-beasts and senses. We hope…
        • children will investigate their world up close
        • will develop more specific language related to the objects
        • will develop a greater understanding of the similarities and differences between objects.
    • 26. Chatterbox
      • The children recorded description of their pictures into chatterbox.
      • They had to decide on the important part of their photo
      • They had to record in clear voices
      • They could listen to the thoughts of others over and over again.
      • New vocabulary could be introduced.
    • 27. Allowed children to make and interact with a display Worked well with objects as well as photographs Allowed children to focus on important aspects of the photo/object Parents and other classes could interact with the display. Chatterbox
    • 28. Talking postcards
      • Children attached pictures or photos to their postcard and then recorded their 10 second message.
      • Messages could be accessed by children at any time
      • Parents and siblings enjoyed listening
      • Writing or reading skills were not needed for ideas to be shared.
      • Postcards are portable
      • New vocabulary could be introduced
      • Clear diction was encouraged
      • Talking postcards need to be at a child friendly height
    • 29. Talking postcards
    • 30.  
    • 31. Google Earth
    • 32. Interactive whiteboards
      • Interactive whiteboards allow you to show what you want, when you want to, to a class or group.
      • Pictures, video, PowerPoint stories, microscope images, internet activities, google earth… all at you fingertips and large enough for all to see.
      • Children can collaborate more easily on group activities
      • A large page is very inviting for many children
    • 33. Technowelly successes
      • Children
      • Our children loved playing an even more active role in their walks
      • First-hand, real-life experiences
      • They enjoyed the challenge of using new technology to record their findings
    • 34. Technowelly successes
      • Attention was concentrated on outside learning for longer periods of time
      • Staff noticed children were motivated to attempt other less favourite activities e.g. drawing…plastic insects, recording
      • Were able to explore items in more detail and present our findings to the class.
      • Increased observation skills leading to increased vocabulary
    • 35. What did I learn?
      • The need for children to have lots of hands on experience.
      • Technology must be robust enough and easy enough to use. Can you maintain it? batteries, SD cards …
      • Technology should be time efficient, if it takes too long to do, is it really worth it?
      • Make the best use of what you have. It’s not how much you have, but how you use it. It should be FUN!
      • Technology is only as good as the teacher, so make sure your learning aims are in place first.
    • 36. Next stage
      • Developed the good points with mini-beasts
      • Mini-beast PowerPoint
    • 37.  
    • 38.  
    • 39.  
    • 40.  
    • 41.
      • Thank you for listening.
    • 42. Using our outside spaces at school Why outside? “ A Curriculum for Excellence recognises that learning is embedded in experience. By taking learning outdoors we remove the barriers that the traditional classroom can put up between young people and first-hand, real-life experiences. Outdoor learning is hands-on and direct, and the knowledge that pupils gain from it is real, first-hand and unforgettable.” http://www.ltscotland.org.uk/takinglearningoutdoors/about/about.asp
    • 43. Technologies Curriculum for Excellence
      • I enjoy playing with and exploring technologies to discover what they can do and how they can help us. TCH 001A
      • Within real and imaginary settings, I am developing my practical skills as I select and work with a range materials, tools and software. TCH 003C
      • Throughout my learning, I share my thoughts with others to help further develop ideas and solve problems. TCH 005D
      • I enjoy exploring and using technologies to communicate with others within and beyond my place of learning. TCH 007F
      • I capture and present my world and experiences by taking photographs, or recording sound and moving images. TCH 008G
      • As I play and learn, I am gaining confidence whilst using computer technology and can use my skills in new and different situations. TCH 011K
    • 44.
      • Science Curriculum for Excellence
      • I have observed living things around me over a period of time and recorded information on them. I can demonstrate my curiosity about living things and their environment. SCN 002B

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