Interactive Technologies In Teaching And Learning 2

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  • 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.
  • Interactive Technologies In Teaching And Learning 2

    1. 1. Alison Lydon<br />The Role of Interactive Technologies in Teaching <br /> and Learning<br />
    2. 2. Me<br /><ul><li>Head of ICT
    3. 3. Been in education for 15 years
    4. 4. Have seen a great increase in technologies over these years</li></li></ul><li>Why I love Interactive Whiteboards<br /><ul><li>Fun
    5. 5. Visual
    6. 6. Engages pupils
    7. 7. Personalised learning
    8. 8. Different learning styles
    9. 9. Enthuses teachers
    10. 10. Reduce workload
    11. 11. INTERACTIVE</li></ul>The learning should drive the technology, the craft of teaching is vital<br />
    12. 12. Interactivity…some thoughts…<br /><ul><li>Manipulate text in new ways; (highlight, change colour, magically reveal) Use the pen on maps, images etc.</li></ul>• Move/drag objects, edit and add objects to the page whilst teaching.<br />• Make the most of the infinite pages and space- hang text and images off the side of the page to avoid<br />cluttering the space, enjoy revisiting the pages in any order you want to.<br />• Use layers to show, hide and reveal answers to engage the pupils and save time.<br />• Add media such as images, sound effects, video etc to excite, motivate, encourage thoughts and feelings<br />• Link to web sites, to enrich the pupil experience<br />• Link to worksheets and presentations for enrichment, support or extension activities,<br />• Capture pupil attention and maintain focus with tools such as the spotlight, camera, revealer.<br />• Display and explore clear, accurate diagrams; label, resize etc explore detail with the magnifying glass.<br />• Model abstract ideas- rotation of shapes, perspective, time zones, capturing sections of video, short<br />episodes of animation or video.<br />• Use tools such as the ruler, protractor, calculator, fraction generator to demonstrate skills, and<br />demonstrate concepts<br />• Use colours and backgrounds to help dyslexic readers, or to engage the audience.<br />• Collaborative with pupils to make lists, poems, answers which they have shared ownership of.<br />
    13. 13. Last year I found a new tool to develop the use of the IWB even further.<br />ActivExpressions<br />
    14. 14. How to use ActivExpressions<br />
    15. 15. My Journey<br />From SLF 2008 to SLF 2009<br />Bought Expressions<br />Trialled with chemistry dept<br />
    16. 16. April 2009- Primary 4<br />I wanted to see <br /><ul><li>Could Primary 4 children cope with texting
    17. 17. How noise, concentration and motivation levels were affected
    18. 18. If the devices were versatile
    19. 19. How easily teachers could use the equipment
    20. 20. How teachers could use ActivExpressions for assessment</li></li></ul><li>Introducing Expressions<br />I used a variety of questions to allow children to experience answering in different ways.<br />Flipchart Downloaded from Promethean Planet<br />
    21. 21. Introducing the equipment<br />Introduced to all children at an activity day. <br />30 minute session with a class at a time<br />Thanks Janice!<br />
    22. 22. In the classroom<br />Main areas I chose to work on<br /><ul><li> Language work
    23. 23. Environmental Studies
    24. 24. Maths
    25. 25. Other</li></li></ul><li>Language work- some examples<br /><ul><li>Check factual recall
    26. 26. multiple choice answers
    27. 27. closed question right or wrong </li></li></ul><li>Language work… send me your adjective.<br /><ul><li>Ad hoc question
    28. 28. easy integration
    29. 29. Texted answers
    30. 30. Answers from everyone
    31. 31. Used answers on the board</li></li></ul><li>Our answers moved about a bit…<br />
    32. 32. What makes a friend? Send me words about ‘James’. Print to take home. <br /><ul><li>Ad hoc question
    33. 33. Easy integration
    34. 34. Texted answers
    35. 35. Answers from everyone
    36. 36. Displayed answers on the board</li></li></ul><li>Environmental Studies- ideas<br /><ul><li>Input from everyone
    37. 37. Variety of questions
    38. 38. Use a question when I want to
    39. 39. Make a question when I want to</li></li></ul><li>Multiple choice<br />Environmental Studies<br />
    40. 40. Environmental Studies<br />Check factual recall,<br />Use the camera tool to grab parts from web pages to make question<br />
    41. 41. Put items in order- great for generating discussion<br />
    42. 42. Environmental Studies<br />
    43. 43. Environmental Studies<br /><ul><li>groups and individuals
    44. 44. Quizzes as a team</li></li></ul><li>Working together is just as important as working alone, complete concentration and co-operation. <br />
    45. 45. Data collection- One question but…<br />
    46. 46. …a variety of answers, mostly right!<br /><ul><li>I can examine the variety of answers</li></ul>Is spelling or the correct answer more important?<br />
    47. 47. I can examine the variety of answers and who gave the answers (and how long they took).<br />
    48. 48. And how long they took…<br />What a variety of times!<br />
    49. 49. Summary table of results<br />
    50. 50. <ul><li>Other ways of looking at the data</li></li></ul><li>Children enjoy being right.. Can you tell from the yell?<br />
    51. 51. Environmental Studies<br />Examining the answers with children, Did you get it right?<br /><ul><li>How did you compare to the rest of the class?</li></ul>Check factual recall,<br />
    52. 52. How we used Data in the class.<br />Makes Learning intentions come to life more- this is what I wanted to teach you- this is how far along the line we are<br />Use data for formative and summative assessment<br /><ul><li>Assess and give immediate feedback
    53. 53. Less time spent assessing, more time teaching
    54. 54. Motivate students to become actively involved
    55. 55. Close the feedback loop by letting them know what I learned from the assessments and what difference that information will make.
    56. 56. More focus on what my aims were, WALT.</li></li></ul><li>Maths<br />Immediate feedback to check concepts are being learnt. <br />Pace the lesson according to the answers<br />
    57. 57. Grab flipcharts with questions from Promethean Planet…<br />
    58. 58. Confidence levels<br /><ul><li>Check confidence levels
    59. 59. Help children develop self awareness of abilities</li></li></ul><li>Enhancing mental maths<br />Use websites with flash games. Use the screen recorder to capture and use time and again <br />
    60. 60. Maths<br />Examine answers together.<br />Who got it right. What strategies did you use?<br />
    61. 61. Maths<br />Shall I hide or reveal the correct answer?<br />
    62. 62. Ease of use - pupil<br />Children needed fewer instructions than I thought and were better at texting<br />
    63. 63. Ease of use- teacher<br />Launch of Inspire made a big difference- <br /><ul><li>One piece of software to create and edit and questions
    64. 64. Much easier to set up devices
    65. 65. All in one place
    66. 66. Hub- registered handsets once.
    67. 67. Put numbers on the back and named the device the same (use labels, not pen)
    68. 68. Quick to give out- easy to keep tabs on who had what.</li></li></ul><li>Disappointments<br /><ul><li>Pace of lesson can be a bit slow whilst we wait for some children to answer
    69. 69. No personalization- same question for the whole class
    70. 70. Copying others</li></li></ul><li>Self paced learning<br /><ul><li>Questions programmed into the software- make my own or use generator
    71. 71. Questions sent to handsets
    72. 72. Can randomise
    73. 73. Can set targets to meet to move to the next level
    74. 74. Can see progress as it happens
    75. 75. Can see how long each pupil takes to answer each question
    76. 76. Can export scores to excel
    77. 77. Can see success rate of each question</li></li></ul><li>Self Paced Learning- complete concentration! (well almost)<br />
    78. 78. Results- (aka the marking, done whilst the children are working in class)<br />
    79. 79. Some of what we learnt these last 3 months<br /><ul><li>I used the handsets with numbers and a pre-labelled sheet
    80. 80. Children did not need instructions in the same format as staff
    81. 81. Start small
    82. 82. Think of the purpose of the question and the data you want to collect.
    83. 83. Does the question need setting up? Will you show or hide answers?
    84. 84. Be prepared for some initial noise
    85. 85. Use of the timer focused the answering- much quieter!
    86. 86. Fantastic for discussing answers
    87. 87. Children loved using it and did not mind the assessment</li></li></ul><li>Engaging<br />Challenging<br />Motivating<br />Fun<br />
    88. 88.
    89. 89.
    90. 90.
    91. 91. Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It&apos;s about eliciting responses and developing the oral communication skills of the quiet students. It&apos;s about pushing students to excel; at the same time, it&apos;s about being human, respecting others, and being professional at all times. Richard Leblanc, 1998<br />http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/topten.htm<br />
    92. 92. Places for more info<br />

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