The document summarizes a lesson where students created first aid instruction materials using iPads and Microsoft Publisher. The teacher split students into groups and had them photograph steps to treating various medical scenarios. Students then used Publisher to create information cards with their photos and instructions. The use of technology engaged students and helped develop both their subject knowledge and digital skills. While the lesson went well, the teacher realized apps like Show Me or Explain Everything could better support student learning without needing to upload photos separately.
This document summarizes a lesson where students with profound disabilities used iPads and cameras to take photos around their school and community to use in designing greeting cards. The goals were for students to gain photography and design skills while learning about budgets and marketing for their enterprise project. Students enthusiastically took photos of agreed categories like flowers and cars. Back in class, they had trouble evaluating photos in the time given to select the best designs. The teacher learned they needed to better pace activities and ensure equipment was fully charged. ICT engaged students and allowed editing photos, but its impact on learning was less clear than on presentation.
Revised @ 1921 using technology in special education cl(1)Luncan Oana
This document discusses using technology in special education. It defines special education as education tailored to students' individual needs and disabilities as physical or mental impairments that may be present from birth or occur later in life. The document argues that computers can help low-achieving students and those with special needs by allowing individualized, self-paced learning with immediate feedback. Educational software like drill and practice programs and games are discussed as beneficial if integrated properly into instruction. While computers provide advantages, teachers still play an important role in coordinating the learning process and computers cannot replace them.
1) The document describes an ICT lesson where Year 1 students used iPads and the Pic Collage app to create wedding invitations based on plans they had drafted.
2) The teacher demonstrated how to use Pic Collage and had students work in pairs to combine their invitation ideas into a single digital invitation.
3) Students were able to insert text, change backgrounds and fonts, and provided peer feedback using a "two stars and a wish" method to reflect on their work.
Effective and Engaging Learning Environments Chantel Dunn
Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations.
Quote before the presentation begins:
“Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.
The document discusses how ICT supports learning for students with special needs at Heronsbridge Special School. It describes the school's ICT resources including an ICT suite, desktops in classrooms, interactive whiteboards, iPads, and devices for students with profound needs. The author works as a special support assistant with 8 students ages 12-14 in an English class. An ICT lesson is described where an interactive whiteboard is used to help students develop letter recognition, phonics, and name recognition through a "Good Morning" song and activity identifying letters in names. The ICT resources engage students and support developing communication skills.
The document summarizes a learning support assistant's use of iPads in a language lesson with 12 reception students. Key points:
- The assistant used the Puppet Pals app on 4 iPads to help students retell parts of the Cinderella story in pairs.
- Students selected characters and recorded conversations, applying story elements like dialect.
- While iPad access was limited, students collaborated well in pairs. The activity engaged students and supported language outcomes.
- Prior training helped the assistant integrate the iPads effectively despite some classroom noise during playback.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
This document summarizes a lesson where students with profound disabilities used iPads and cameras to take photos around their school and community to use in designing greeting cards. The goals were for students to gain photography and design skills while learning about budgets and marketing for their enterprise project. Students enthusiastically took photos of agreed categories like flowers and cars. Back in class, they had trouble evaluating photos in the time given to select the best designs. The teacher learned they needed to better pace activities and ensure equipment was fully charged. ICT engaged students and allowed editing photos, but its impact on learning was less clear than on presentation.
Revised @ 1921 using technology in special education cl(1)Luncan Oana
This document discusses using technology in special education. It defines special education as education tailored to students' individual needs and disabilities as physical or mental impairments that may be present from birth or occur later in life. The document argues that computers can help low-achieving students and those with special needs by allowing individualized, self-paced learning with immediate feedback. Educational software like drill and practice programs and games are discussed as beneficial if integrated properly into instruction. While computers provide advantages, teachers still play an important role in coordinating the learning process and computers cannot replace them.
1) The document describes an ICT lesson where Year 1 students used iPads and the Pic Collage app to create wedding invitations based on plans they had drafted.
2) The teacher demonstrated how to use Pic Collage and had students work in pairs to combine their invitation ideas into a single digital invitation.
3) Students were able to insert text, change backgrounds and fonts, and provided peer feedback using a "two stars and a wish" method to reflect on their work.
Effective and Engaging Learning Environments Chantel Dunn
Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations.
Quote before the presentation begins:
“Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.
The document discusses how ICT supports learning for students with special needs at Heronsbridge Special School. It describes the school's ICT resources including an ICT suite, desktops in classrooms, interactive whiteboards, iPads, and devices for students with profound needs. The author works as a special support assistant with 8 students ages 12-14 in an English class. An ICT lesson is described where an interactive whiteboard is used to help students develop letter recognition, phonics, and name recognition through a "Good Morning" song and activity identifying letters in names. The ICT resources engage students and support developing communication skills.
The document summarizes a learning support assistant's use of iPads in a language lesson with 12 reception students. Key points:
- The assistant used the Puppet Pals app on 4 iPads to help students retell parts of the Cinderella story in pairs.
- Students selected characters and recorded conversations, applying story elements like dialect.
- While iPad access was limited, students collaborated well in pairs. The activity engaged students and supported language outcomes.
- Prior training helped the assistant integrate the iPads effectively despite some classroom noise during playback.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
The document discusses three articles about the use of interactive whiteboards in classrooms. The articles found that students and teachers generally have positive views of whiteboards. Students said they enjoy using the whiteboards and that it helps them learn and focus. Teachers found that whiteboards increase interaction and engagement from students. However, experienced teachers may need more training to incorporate whiteboards effectively. Overall, the articles showed that whiteboards provide benefits but also have room for improvement with proper training and use.
Module 3 game based learning leyla sarikayaLeyla Sarikaya
The document discusses game-based learning and analyzes its growing popularity and pros/cons. It describes several educational game programs including Quizlet, Quia, Kahoot, and EDpuzzle. These games develop students' critical thinking skills and make learning more engaging as students can learn from mistakes without embarrassment in a competitive environment. However, teachers need skills to take on roles like facilitator and may lack gaming knowledge. The document also describes case studies where these games were used successfully in middle school classes for subjects like history and math.
This document discusses computer assisted instruction (CAI) in education. It defines CAI as an interactive instructional technique using computers to present material and monitor learning. CAI allows individualized self-paced instruction. It describes different types of CAI including drill and practice, tutorials, games, and simulations. The document also outlines the characteristics, features, uses, role of teachers, merits, and limitations of CAI. It concludes that while CAI has benefits for students, teachers are still needed to support learning and address limitations.
Presentation shared by author at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
The document discusses three articles about the use of interactive whiteboards in classrooms. The articles found that students enjoy using the whiteboards and feel they help keep them engaged and improve learning. Teachers also saw benefits, but experienced teachers may need more training. Overall, the whiteboards provide opportunities for active, visual, and group learning when used effectively.
My portfolio in educational technology 2Nikki Lucero
Nikki B. Lucero is a third-year student studying to become a mathematics teacher. She discusses how Educational Technology is important for both students and teachers in the 21st century. She covers topics like how technology is used in education in Asia Pacific countries, integrating technology into instruction, and how technology supports student-centered learning. Nikki feels blessed to have learned skills in her Educational Technology 2 course that will help her become a more effective teacher who can utilize technology to enhance the learning process.
Strategies and Assistive Technologies for Teaching in a Diverse Classroomamyhill54
The document discusses strategies and assistive technologies for teaching diverse classrooms. It provides recommendations for teaching students with special needs, including those with learning disabilities, giftedness, hearing or visual impairments, physical disabilities, or ADHD. It also discusses individualized education programs and assistive technologies that can benefit students with various cognitive or physical disabilities. Key considerations for choosing assistive technologies include matching the technology to the individual student, the tasks to be performed, the environment where it will be used, and the device's specific features.
This document summarizes initial findings from a study exploring teachers' use of mobile technologies in language classrooms. Seven teachers were interviewed about their experiences. The teachers used tablets primarily as tools to teach curriculum content, practice vocabulary, and motivate learners, similar to other technologies. Some challenges were managing student gameplay and harnessing games for language learning. However, one teacher discussed the potential for mobile learning outside the classroom by accessing information on the go. Overall, the study is still analyzing how and why teachers integrate mobile devices into their language instruction.
The minutes summarized a debriefing session held by APF to discuss insights from field visits to schools in Bangalore and Ramnagaram districts. Key insights included: a lack of regular monitoring or follow-up of teacher trainings; low teacher motivation to use ICT due to focus on academic curriculum and complaints about meetings; cluster meetings not being beneficial with large numbers; focus so far only on CAL and not academic/pedagogical issues; and a need for an organized system covering all aspects like teacher training, planning, and follow-ups. Educational CDs were not aligned to syllabus and there was little innovation in teaching methods beyond textbooks.
Universal Design for Learning - A Teacher's Quest to Reach Every Learnerrburkett
Ms. Gilmore, a 4th grade teacher, was concerned that some of her students were consistently failing assignments. After researching universal design for learning (UDL), she realized the problem was not with the students, but with her curriculum not being flexible enough to accommodate different learning styles. UDL aims to provide all students ways to engage with and demonstrate their learning. It is based on brain research showing individuals prefer different methods for taking in, responding to, and finding motivation from new information. Ms. Gilmore learned she needed to vary her teaching methods and assignments to reach all learners. She was eager to start applying UDL principles to make her classroom more inclusive.
This document summarizes an ICT-based resource developed by NCERT (National Council of Educational Research and Training) for teachers and students. It discusses the goals of integrating ICT into education according to India's National Policy on ICT in School Education. The resource includes educational CDs and curricula to help teachers develop ICT competencies and allow students to explore technology creatively. The overall goal is to prepare youth for participating in a knowledge-based society and economy while respecting students' right to learn in their own way.
My Portfolio in Educational Technology (EDTECH 2) RAYGNE
This document discusses educational technology and its importance in schools. It defines educational technology as using educational methods and resources to facilitate learning. It describes Edgar Dale's Cone of Experience, which illustrates how different types of instructional methods can affect learning. It also discusses principles for selecting and using instructional materials, and the role of information technology in educational technology. The document emphasizes that educational technology helps prepare students for the modern world by teaching them how to effectively use technology for learning.
This document discusses using technology in the classroom and presents a rationale for a presentation on the topic. The presentation aims to persuade the audience, which would ideally consist of teachers and parents, of the benefits of technology for student and teacher learning. As technology becomes more prevalent in everyday life, more school districts are incorporating technology into classrooms. When implemented properly with the right tools, research suggests technology can increase student motivation and engagement in learning.
TSML Solutions provides IT and consulting services for healthcare and education. They helped Jefferson College establish an online virtual learning environment (VLE) to automate and expand their distance learning courses. The VLE allows courses to run automatically without human intervention. Jefferson College was pleased with the results and asked TSML to also automate their on-campus courses using the VLE platform.
THEORIES OF INSTRUCTION & INSTRUCTIONAL MEDIAEk ra
The document discusses various points related to developing a theory of instruction. Some key benefits of evolving a theory of instruction include helping teachers understand the nature of instruction, explaining variables in the instructional process, and providing a scientific way to plan, organize, and evaluate instruction. Important considerations for developing a theory include recognizing that instruction is both an art and science, and that theories of instruction should be based on instructional activities rather than just theories of learning alone. Models of instruction can also help inform the initial stages of developing a theory of instruction.
(1) The document discusses the author's experience taking the subject Educational Technology 2 (Ed Tech 2). (2) It provides an overview of how educational technology can be used effectively in the classroom by engaging students and meeting their needs. (3) After taking Ed Tech 2, the author feels better prepared to integrate technology into their own teaching in the future in order to make learning more meaningful and successful for students.
SAUDI SECONDARY SCHOOL TEACHERS ATTITUDES' TOWARDS USING INTERACTIVE WHITEBOA...Hisham Hussein
The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi- Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The results indicated that there were appositive attitude towards using Interactive Whiteboard. But a few number of teachers used effectively the Interactive Whiteboard effectively in the classrooms. These results indicated that the teachers need a professional development program for effective using of Interactive Whiteboard effectively to help them in improving their Teaching skills and the students learning. More details of the results are discussed in the study.
The challenges and issues concerning the implementation of the smart school c...azida md zin
The document discusses several challenges in implementing the Smart School concept in Malaysia. Key challenges include a lack of facilities, readiness of teachers and students to adapt to new teaching methods, lack of technical support staff, and problems with the reliability of electricity supply. Teacher training is seen as crucial to overcoming resistance to changing roles and ensuring self-directed learning. Other issues that could hinder success include outdated computer equipment, insufficient courseware and guidance on its use, and underutilization of courseware by some teachers.
This document discusses a study on using educational games involving art to teach mathematics to secondary school students in Malaysia. It aims to improve students' academic achievement in mathematics. The study examines how incorporating art through games can enhance the learning of mathematics concepts. It reviews relevant learning theories and the benefits of games for learning. The study collected data through questionnaires and tests students' mathematics knowledge before and after playing the games. It analyzed the data to determine if games improved students' mathematics performance and engagement. The findings could provide insights into effective teaching methods integrating art and games.
Bhagat Singh was an Indian freedom fighter considered one of the most famous revolutionaries of the Indian independence movement. He was born in 1907 in Punjab and influenced at a young age by the Jalianwala Bagh massacre to join the independence struggle. As a teenager, he studied European revolutionary movements and joined organizations like the Hindustan Republican Association, rapidly rising in their ranks. Singh helped bomb the Legislative Assembly in 1929 to protest the Public Safety Act, for which he and two associates were later tried, convicted and executed by the British in 1931 at the age of 23, becoming a martyr for the independence cause.
Rani Laxmibai was born in 1835 and became the Rani of Jhansi after marrying the Maharaja of Jhansi in 1842. When her son died as an infant and her adopted son was denied the throne by the British, she led the defense of Jhansi against the British for two weeks before escaping dressed as a man with her baby and weapons when the city fell. Rani Laxmibai fought bravely for Indian independence but ultimately lost her life at the age of 22 while battling the British on June 18, 1858.
The document discusses three articles about the use of interactive whiteboards in classrooms. The articles found that students and teachers generally have positive views of whiteboards. Students said they enjoy using the whiteboards and that it helps them learn and focus. Teachers found that whiteboards increase interaction and engagement from students. However, experienced teachers may need more training to incorporate whiteboards effectively. Overall, the articles showed that whiteboards provide benefits but also have room for improvement with proper training and use.
Module 3 game based learning leyla sarikayaLeyla Sarikaya
The document discusses game-based learning and analyzes its growing popularity and pros/cons. It describes several educational game programs including Quizlet, Quia, Kahoot, and EDpuzzle. These games develop students' critical thinking skills and make learning more engaging as students can learn from mistakes without embarrassment in a competitive environment. However, teachers need skills to take on roles like facilitator and may lack gaming knowledge. The document also describes case studies where these games were used successfully in middle school classes for subjects like history and math.
This document discusses computer assisted instruction (CAI) in education. It defines CAI as an interactive instructional technique using computers to present material and monitor learning. CAI allows individualized self-paced instruction. It describes different types of CAI including drill and practice, tutorials, games, and simulations. The document also outlines the characteristics, features, uses, role of teachers, merits, and limitations of CAI. It concludes that while CAI has benefits for students, teachers are still needed to support learning and address limitations.
Presentation shared by author at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
The document discusses three articles about the use of interactive whiteboards in classrooms. The articles found that students enjoy using the whiteboards and feel they help keep them engaged and improve learning. Teachers also saw benefits, but experienced teachers may need more training. Overall, the whiteboards provide opportunities for active, visual, and group learning when used effectively.
My portfolio in educational technology 2Nikki Lucero
Nikki B. Lucero is a third-year student studying to become a mathematics teacher. She discusses how Educational Technology is important for both students and teachers in the 21st century. She covers topics like how technology is used in education in Asia Pacific countries, integrating technology into instruction, and how technology supports student-centered learning. Nikki feels blessed to have learned skills in her Educational Technology 2 course that will help her become a more effective teacher who can utilize technology to enhance the learning process.
Strategies and Assistive Technologies for Teaching in a Diverse Classroomamyhill54
The document discusses strategies and assistive technologies for teaching diverse classrooms. It provides recommendations for teaching students with special needs, including those with learning disabilities, giftedness, hearing or visual impairments, physical disabilities, or ADHD. It also discusses individualized education programs and assistive technologies that can benefit students with various cognitive or physical disabilities. Key considerations for choosing assistive technologies include matching the technology to the individual student, the tasks to be performed, the environment where it will be used, and the device's specific features.
This document summarizes initial findings from a study exploring teachers' use of mobile technologies in language classrooms. Seven teachers were interviewed about their experiences. The teachers used tablets primarily as tools to teach curriculum content, practice vocabulary, and motivate learners, similar to other technologies. Some challenges were managing student gameplay and harnessing games for language learning. However, one teacher discussed the potential for mobile learning outside the classroom by accessing information on the go. Overall, the study is still analyzing how and why teachers integrate mobile devices into their language instruction.
The minutes summarized a debriefing session held by APF to discuss insights from field visits to schools in Bangalore and Ramnagaram districts. Key insights included: a lack of regular monitoring or follow-up of teacher trainings; low teacher motivation to use ICT due to focus on academic curriculum and complaints about meetings; cluster meetings not being beneficial with large numbers; focus so far only on CAL and not academic/pedagogical issues; and a need for an organized system covering all aspects like teacher training, planning, and follow-ups. Educational CDs were not aligned to syllabus and there was little innovation in teaching methods beyond textbooks.
Universal Design for Learning - A Teacher's Quest to Reach Every Learnerrburkett
Ms. Gilmore, a 4th grade teacher, was concerned that some of her students were consistently failing assignments. After researching universal design for learning (UDL), she realized the problem was not with the students, but with her curriculum not being flexible enough to accommodate different learning styles. UDL aims to provide all students ways to engage with and demonstrate their learning. It is based on brain research showing individuals prefer different methods for taking in, responding to, and finding motivation from new information. Ms. Gilmore learned she needed to vary her teaching methods and assignments to reach all learners. She was eager to start applying UDL principles to make her classroom more inclusive.
This document summarizes an ICT-based resource developed by NCERT (National Council of Educational Research and Training) for teachers and students. It discusses the goals of integrating ICT into education according to India's National Policy on ICT in School Education. The resource includes educational CDs and curricula to help teachers develop ICT competencies and allow students to explore technology creatively. The overall goal is to prepare youth for participating in a knowledge-based society and economy while respecting students' right to learn in their own way.
My Portfolio in Educational Technology (EDTECH 2) RAYGNE
This document discusses educational technology and its importance in schools. It defines educational technology as using educational methods and resources to facilitate learning. It describes Edgar Dale's Cone of Experience, which illustrates how different types of instructional methods can affect learning. It also discusses principles for selecting and using instructional materials, and the role of information technology in educational technology. The document emphasizes that educational technology helps prepare students for the modern world by teaching them how to effectively use technology for learning.
This document discusses using technology in the classroom and presents a rationale for a presentation on the topic. The presentation aims to persuade the audience, which would ideally consist of teachers and parents, of the benefits of technology for student and teacher learning. As technology becomes more prevalent in everyday life, more school districts are incorporating technology into classrooms. When implemented properly with the right tools, research suggests technology can increase student motivation and engagement in learning.
TSML Solutions provides IT and consulting services for healthcare and education. They helped Jefferson College establish an online virtual learning environment (VLE) to automate and expand their distance learning courses. The VLE allows courses to run automatically without human intervention. Jefferson College was pleased with the results and asked TSML to also automate their on-campus courses using the VLE platform.
THEORIES OF INSTRUCTION & INSTRUCTIONAL MEDIAEk ra
The document discusses various points related to developing a theory of instruction. Some key benefits of evolving a theory of instruction include helping teachers understand the nature of instruction, explaining variables in the instructional process, and providing a scientific way to plan, organize, and evaluate instruction. Important considerations for developing a theory include recognizing that instruction is both an art and science, and that theories of instruction should be based on instructional activities rather than just theories of learning alone. Models of instruction can also help inform the initial stages of developing a theory of instruction.
(1) The document discusses the author's experience taking the subject Educational Technology 2 (Ed Tech 2). (2) It provides an overview of how educational technology can be used effectively in the classroom by engaging students and meeting their needs. (3) After taking Ed Tech 2, the author feels better prepared to integrate technology into their own teaching in the future in order to make learning more meaningful and successful for students.
SAUDI SECONDARY SCHOOL TEACHERS ATTITUDES' TOWARDS USING INTERACTIVE WHITEBOA...Hisham Hussein
The research aims at investigating the Saudi Secondary school Teachers' Attitudes towards using Interactive Whiteboard in the classrooms. The research uses the Quasi- Experimental approach, with one group (100) teachers, and limited to the Secondary school Teachers that enrolled in the first semester of (2011/2012) academic year. The research uses Interactive Whiteboard Attitude Survey, observation skill card for using Interactive Whiteboard in the classrooms and structured interviews with students. The results indicated that there were appositive attitude towards using Interactive Whiteboard. But a few number of teachers used effectively the Interactive Whiteboard effectively in the classrooms. These results indicated that the teachers need a professional development program for effective using of Interactive Whiteboard effectively to help them in improving their Teaching skills and the students learning. More details of the results are discussed in the study.
The challenges and issues concerning the implementation of the smart school c...azida md zin
The document discusses several challenges in implementing the Smart School concept in Malaysia. Key challenges include a lack of facilities, readiness of teachers and students to adapt to new teaching methods, lack of technical support staff, and problems with the reliability of electricity supply. Teacher training is seen as crucial to overcoming resistance to changing roles and ensuring self-directed learning. Other issues that could hinder success include outdated computer equipment, insufficient courseware and guidance on its use, and underutilization of courseware by some teachers.
This document discusses a study on using educational games involving art to teach mathematics to secondary school students in Malaysia. It aims to improve students' academic achievement in mathematics. The study examines how incorporating art through games can enhance the learning of mathematics concepts. It reviews relevant learning theories and the benefits of games for learning. The study collected data through questionnaires and tests students' mathematics knowledge before and after playing the games. It analyzed the data to determine if games improved students' mathematics performance and engagement. The findings could provide insights into effective teaching methods integrating art and games.
Bhagat Singh was an Indian freedom fighter considered one of the most famous revolutionaries of the Indian independence movement. He was born in 1907 in Punjab and influenced at a young age by the Jalianwala Bagh massacre to join the independence struggle. As a teenager, he studied European revolutionary movements and joined organizations like the Hindustan Republican Association, rapidly rising in their ranks. Singh helped bomb the Legislative Assembly in 1929 to protest the Public Safety Act, for which he and two associates were later tried, convicted and executed by the British in 1931 at the age of 23, becoming a martyr for the independence cause.
Rani Laxmibai was born in 1835 and became the Rani of Jhansi after marrying the Maharaja of Jhansi in 1842. When her son died as an infant and her adopted son was denied the throne by the British, she led the defense of Jhansi against the British for two weeks before escaping dressed as a man with her baby and weapons when the city fell. Rani Laxmibai fought bravely for Indian independence but ultimately lost her life at the age of 22 while battling the British on June 18, 1858.
Bhagat Singh was born in 1907 in Punjab to a family with a history of revolutionary activism against British rule. He was deeply influenced by the Jallianwala Bagh massacre at age 13 and dedicated his life to the independence movement through non-cooperation, founding the Hindustan Socialist Republican Association, and engaging in acts of protest. Though he lived only 23 years, Bhagat Singh demonstrated courageous leadership, cooperation with comrades, and a fearless fighting spirit in his revolutionary work and sacrifice for the cause of Indian independence through a hunger strike and ultimate martyrdom. He remains one of India's most respected revolutionaries.
Bhagat Singh knew precisely what he wanted out of life and pursued his purpose with passion, even if it meant going hungry or staying sleep deprived. He did not simply follow the crowd but instead lived as his own person and found a greater purpose beyond procreation. While imprisoned, he read over 300 books and took up social causes, showing there is more to life than marriage and children.
Bhagat Singh was born in 1907 in a patriotic family in Punjab. He was influenced by Mahatma Gandhi's non-cooperation movement at a young age. After Gandhi withdrew the movement, Singh advocated for a violent movement against the British. He joined revolutionary groups and opposed the British government. In 1928, he avenged the death of Lala Lajpat Rai by killing a police officer. In 1929, he bombed the Central Legislative Assembly to protest new laws. Arrested and imprisoned, he used his trial to publicize India's independence movement. Despite a 63-day hunger strike, Bhagat Singh and his comrades were hanged by the British in 1931.
This document provides biographical information about Bhagat Singh, a prominent Indian revolutionary leader. It discusses his childhood in Punjab and involvement in India's independence movement from a young age. It describes how he was inspired by leaders like Lala Lajpat Rai and Gandhi's non-cooperation movement. However, he grew disillusioned and came to believe armed revolution was needed. The document outlines Singh's revolutionary activities with Chandrashekhar Azad and their groups. It discusses Singh's bombing of the central legislative assembly and execution at a young age, which turned him into a martyr for India's independence struggle.
This document provides biographical information about Indian freedom fighter Bhagat Singh. It details his involvement in the Indian independence movement through various revolutionary organizations from a young age. It describes how Singh threw a bomb in the Central Legislative Assembly in 1929 to protest the British government's passage of an oppressive act, for which he and an associate were sentenced to life imprisonment. Though Singh was hanged at the young age of 23, the document emphasizes that he became a powerful symbol of revolutionary heroism in the fight for India's independence.
Book Review: Life and Trial of Bhagat SinghPrateek Shaw
This document summarizes a book about the life of Bhagat Singh. It describes Singh's revolutionary career and execution. It notes that the book covers Singh's life from birth until his hanging, examining the events and people that influenced him. The writing style uses couplets and narratives, and directly quotes conversations. The book aims to provide insight into Singh's vision, values, and perception of India's future.
This document summarizes the contributions of several important women freedom fighters in India's independence movement. It describes Rani Laxmi Bai of Jhansi and her leadership in the 1857 rebellion against the British East India Company. It also discusses Sarojini Naidu and her roles in forming the Indian constitution and struggling for independence alongside Mahatma Gandhi. The document briefly outlines the roles of Begum Hazrat Mahal of Awadh in the 1857 rebellion, Bkaiji Rustom Cama in designing the flag of independent India, and Indira Gandhi as a leader of the Indian National Congress and key figure in India's political and economic development.
Indian Freedom Fighter: Rani Laxmi Bai, the Rani of Jhansi (November 1835 – 17 June 1858) was the queen of the Maratha-ruled princely state of Jhansi, situated in the northern part of India. She was one of the leading figures of the Indian Rebellion of 1857 and a symbol of resistance to the rule of the British East India Company in the subcontinent.
Get more information about Rani Laxmi Bai, Queen of Jhansi, visit: http://mocomi.com/rani-laxmi-bai/
The Mughal Empire ruled the Indian subcontinent from 1526 to 1857. Some key Mughal emperors included Babur, who defeated Ibrahim Lodi in 1526 and established the empire; Akbar, who greatly expanded the empire during his 49-year rule through conquest and diplomacy; and Shah Jahan, who constructed the Taj Mahal and Red Fort, but his expensive projects weakened the empire financially. The last effective Mughal emperor was Aurangzeb, who reinstated the tax on non-Muslims called jizya and fought conflicts with the rising Maratha Empire, contributing to the decline of the Mughals in the early 18th century.
This document summarizes the revolutionary activities in India in the early 20th century during the independence movement. It discusses key revolutionary leaders and groups like Bhagat Singh, Chandrashekhar Azad, the Hindustan Socialist Republican Army, and the Ghadar Party. It outlines some of their tactics like targeted attacks, the Kakori train dacoity, and Bhagat Singh and Batukeshwar Dutt's bombing of the Central Legislative Assembly. It also summarizes the trials and executions of Bhagat Singh, Sukhdev, and Rajguru in 1931.
Instructional technology and multimedia for learning in the 21st centuryNurkhamimi Zainuddin
This document discusses the evolution of instructional technology and its integration into teaching and learning. It covers how instructional technology has developed from educational computing in the 1960s to today's use of social media, blended learning, and multimedia applications. The document also outlines several instructional design models teachers can use to effectively integrate technology into their lessons, including the ADDIE model of analysis, design, development, implementation, and evaluation.
Bhagat Singh was born on September 28, 1907 in Chak No. 105, Banga village, Jaranwala Tehsil, Lyalpur district, now in Pakistan. He came from a Sikh family and received his primary education locally before attending National College in Lahore. As a young man, Singh was deeply influenced by incidents of British oppression in India and participated in Gandhi's non-cooperation movement. He grew disillusioned with non-violence and began advocating for armed revolution. In 1928, Singh fatally shot a police officer and was arrested. He was sentenced to death and hanged in Lahore jail on March 23, 1931 at the age of 23.
The Mughal Empire ruled northern India from 1526 to 1707 and was the greatest, richest, and longest lasting Muslim dynasty to rule India. Key Mughal emperors included Babur who established the empire, Akbar the Great who expanded it through conquest and promoted religious tolerance, Shah Jahan the master builder who constructed the Taj Mahal, and Aurangzeb the Intolerant whose overexpansion and persecution of Hindus weakened the empire. The Mughals achieved a prosperous and culturally rich period in India before their decline began after Aurangzeb's death in 1707.
1. Bhagat Singh was a prominent figure in India's independence movement who was born in 1907 and died in 1931 after being executed by the British.
2. He was involved in numerous revolutionary organizations fighting for independence and was radicalized by events like the Jalianwala Bagh massacre.
3. In 1929, Bhagat Singh and Batukeshwar Dutt threw a bomb in the Central Legislative Assembly while protesting the British government's Defence of India Act, for which they were sentenced to life in prison.
Bhagat Singh was an Indian freedom fighter considered one of the most famous revolutionaries. He was born in 1907 in Punjab and died in 1931 after being hanged by the British for killing a police officer. As a child, he was deeply affected by the Jalianwala Bagh massacre and joined the Indian independence movement at a young age. He became a member of nationalist groups and helped plan attacks against the British to protest laws passed against Indian revolutionaries. Singh is remembered as a hero in India for sacrificing his life in the struggle for independence.
Bhagat Singh was a renowned Indian revolutionary who fought against British rule. He was born in 1907 in Punjab and came from a family with a history of revolutionary activities. Bhagat Singh received some formal education but was also heavily influenced by European revolutionary movements and ideas of communism. He was deeply moved by the Jallianwala Bagh massacre as a young teen. As a leader of the Hindustan Socialist Republican Association, Bhagat Singh advocated for Indian independence through revolutionary acts and worked closely with comrades like Rajguru and Sukhdev. Despite being imprisoned at a young age, he remained fearless in his patriotic fight against the British through acts of protest like bombings in the Legislative Assembly. Bh
Rani Lakshmibai was the queen of Jhansi in northern India during the 1857 Indian Rebellion against British rule. She was known for her bravery and military leadership during the rebellion. After the British annexed Jhansi under the Doctrine of Lapse, Lakshmibai raised an army of women warriors to defend the city. She led Jhansi's resistance against the British siege and fought several battles after being forced to flee. Lakshmibai demonstrated exceptional courage and fighting skills until she died from injuries sustained in her final battle at Gwalior at the young age of 29, becoming a iconic figure of Indian nationalism and women's empowerment.
Bhagat Singh was a revolutionary Indian independence fighter who sacrificed his life for India's freedom. As a young boy, he was already dedicated to fighting for independence. The Jallianwala Bagh massacre led him to lose faith in non-violence and join the revolutionary movement. He participated in revolutionary activities like bombings and was eventually arrested and hanged at the young age of 23, dying with cries of "Long live the revolution." Though initially following Gandhi's non-violence, Bhagat Singh came to believe armed revolution was needed and remains an inspirational figure for his courage and patriotism in the struggle for India's independence.
The document provides information about using ICT to support children's learning. It describes the ICT resources available at the author's school including computer suites, iPads, notebooks, Raspberry Pi machines, cameras, scanners and printers. It notes the author's position as a learning support assistant working with children aged 11-16. It outlines an activity aiming to teach pupils about hazards in ICT and discusses the author gaining ICT skills over 12 years in the role.
The document describes an activity where students in a Welsh club created leaflets using Purple Mash software to advertise the club. The activity aimed to develop students' ICT, literacy, and presentation skills. Students ranging from reception to year 6 participated and were able to complete the activity at their own level. The teacher observed students engaging enthusiastically with designing the leaflets on computers and helping each other. The activity supported learning according to the Welsh national curriculum and literacy framework.
The document describes the limited ICT resources available at a school located in a deprived area. It outlines the educator's plan to use the interactive whiteboard and Maths City program to teach nursery students prepositions and positions through creating an under the sea picture. The activity was differentiated for different ability groups. Some children struggled with the vocabulary while others exceeded expectations. Overall the activity provided an assessment of what skills need more support moving forward.
Improving performance in physical education using coach’s eyeryan230983
This document summarizes an evaluation of using the Coach's Eye app in a physical education lesson to improve students' forward roll performance. The lesson had students work in groups of three to film and critique each other's form using the app. Students found the app engaging and it helped them provide specific feedback and see their own progress. Using the app increased students' confidence and allowed them to work independently while developing their physical and communication skills. The teacher found Coach's Eye a useful tool for facilitating learning but encountered compatibility issues transferring videos later. Next time, the teacher would have students work in pairs for feedback.
Improving performance in physical education using coach’s eyeryan230983
This document summarizes an evaluation of using the Coach's Eye app in a physical education lesson to improve students' forward roll performance. The lesson had students work in groups of three to film and critique each other's form using the app. Students found the app engaging and it helped them provide specific feedback and see their own progress. The teacher found Coach's Eye useful for facilitating student-led learning and improving gymnastics skills. In the future, the teacher plans to use the app in pairs instead of groups of three for feedback sessions.
The document discusses guidelines for designing and developing effective instructional materials. It explains that instructional materials include textbooks, workbooks, and multimedia resources that can motivate students, reinforce learning, and make the learning process more interactive. The Cone of Experience model suggests learning is most effective when it proceeds from concrete to abstract experiences using multiple senses. Examples are given of teachers integrating technology like simulations, spreadsheets, and video conferencing to engage students and enrich various subjects like social studies, geography, science, and language arts.
The document discusses using ICT to support children's learning in a primary school. It describes the school's technology resources including smart boards, laptops, iPads, and information screens. It outlines how the technology is used to develop students' ICT skills and facilitate teaching. It then discusses a lesson where students used iPads and laptops to input data into a database and create a timeline about Romans. The lesson aimed to build numeracy, literacy, and ICT skills. Evidence of student work is included along with an evaluation of how ICT engaged students and supported learning.
This document summarizes several educators' use of technology to improve student learning. Key points include:
- Teachers used tools like Edmodo, Google Docs, Blackboard, Learn360 and videos to engage students, provide alternative ways for students to interact with material, and offer differentiation.
- Evidence of impact included increased student engagement, collaboration, access to information, and opportunities for feedback and assessment.
- Moving forward, teachers planned to continue and expand their use of technology tools to further transform learning and meet varied student needs.
The document discusses using assistive technology (AT) to support literacy instruction for students in a K-2 cross-categorical special education classroom. It proposes using 7 computers in the classroom with programs like Read Naturally, Picture Exchange Communication System (PECS), and Breakthrough to Literacy to help meet students' literacy needs. Examples of how the computers could be set up and used independently by students of varying abilities are provided.
The document discusses guidelines for selecting and developing effective instructional materials. It outlines seven criteria: size, color, durability, economy, ease of handling, relevance, and novelty. It also describes Edgar Dale's Cone of Experience model, which suggests learning is most effective when proceeding from concrete to abstract experiences. Examples are given of how teachers can integrate technology into their instruction to enhance learning outcomes.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning but should be integrated into lessons by teachers. Different types of educational software are examined, including tutorials, simulations, instructional games, and multimedia encyclopedias. While computers can take on tutorial roles, the teacher's role evolves to facilitator and guide who integrates CAI into the classroom.
The document discusses how technology can be integrated into classrooms to improve student learning. It describes using an interactive whiteboard for morning attendance, which allows students to drag their photo to mark themselves present. Recording lessons with technology gives students access to material if they miss class. However, technology integration also faces disadvantages like technical difficulties and digital distractions. The document advocates for thoughtful technology use to prepare students for future careers and engage learners, while being aware of potential issues.
My powerpoint technology in the classroomShayna Clark
This document discusses using technology in an autism classroom to increase engagement, collaboration, and motivation. It provides examples of technologies like SMART Boards, document cameras, and iPads/iPods that can be used, noting they allow visual and interactive learning styles. Assistive technologies like picture schedules and PECS systems are also discussed as tools to help students complete tasks and communicate. The document encourages starting small with technologies and believing in students' potential.
The document discusses how teachers can meet the needs of students with individualized education plans (IEPs) through inclusion, creating a least restrictive environment, and using assistive technology. It recommends that teachers in one 4th grade department begin by using simple assistive technologies like graphic organizers, word processors, calculators, and LCD projectors to help students with mild disabilities in inclusion classrooms. It provides an example of one 5th grade student who benefits from a touch screen assistive device.
The document describes a lesson plan for a Foundation Phase class focusing on 3D shapes. Key points:
- The lesson uses ICT like iPads, interactive whiteboards, and apps to engage students in learning about 3D shapes.
- Students are split into groups based on ability. One group takes photos of 3D shapes around the school with iPads and makes a slideshow with an app.
- A plenary involves sharing the student slideshow and reviewing shapes through an interactive game.
- The teacher assistant evaluates that students improved in recognizing and naming shapes, and that ICT helped motivate and assess learning.
The document describes a lesson plan for teaching 3D shapes to reception students using ICT. It involves introducing shapes on the carpet, using a feely bag activity, then splitting into groups. One group takes photos of shapes around the school with an iPad and makes a slideshow with the My Story app. They present this to the class on the interactive whiteboard. The plan evaluates how ICT engaged the students and supported assessing their learning of shapes.
The document provides information about a planned classroom activity integrating ICT skills into an English lesson. It includes an introduction to the school's technology resources, the teacher's position and intentions for the lesson. Learning objectives are to develop reading, writing and oral skills through creating fact books about famous sportspeople using ICT skills like internet research, copying/pasting information and inserting pictures. The class involves 6 boys who will participate in a question and answer session with athletes and create fact books using an iPad app. The teacher aims to engage the boys and support literacy through the motivating topic of sports and use of technology.
This document discusses strategies for meeting the needs of students with disabilities in the general classroom. It defines common terms like ADHD, IEPs, inclusion and assistive technology. It then provides examples of assistive technologies and non-technology supports that can help students with ADHD, auditory disabilities and mild learning disabilities participate and succeed in classroom activities. Sample assistive technologies include audio books, talking calculators and hearing assistive systems. Non-tech supports include seating arrangements, visual aids, graphic organizers and reading aloud.
This document discusses strategies for meeting the needs of students with disabilities in the general classroom. It defines common terms like ADHD, IEPs, inclusion and assistive technology. It then provides examples of assistive technologies and non-technology supports that can help students with ADHD, auditory disabilities and mild learning disabilities participate and succeed in classroom activities. Sample assistive technologies include audio books, talking calculators and hearing assistive systems. Non-tech supports include preferential seating, graphic organizers and breaking work into chunks.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. I am currently coming to the end of my eighth year as a teaching assistant in a
secondary special needs school. The pupils I work with have a various special needs
including moderate learning difficulties, speech and language difficulties, SEBD, ASD
and ADHD. They find learning hard and often display inappropriate behaviours if they
cannot carry out the task. My role therefore is to support the pupils in their lessons,
ensure they understand the work and help reduce any inappropriate behaviours, this
year I have also had the opportunity to cover lessons when required.
In terms of ICT the school has noticeably improved its resources over the past 4
years. When I first started in the school we had a computer suite with about 16 slow
computers and an interactive white board, this was one of just two interactive boards
in the whole school, each class had 1 or 2 computers which you could never guarantee
would work or that they would load up before the end of the lesson. This often
effected the lesson plan and the impacted on the children's learning as they could not
always complete their work.
Since then we now have a fully equipped ICT suite which contains enough computers
for a full class of pupils…
3. Every teacher has a computer and an IPad and each classroom has a projector and
interactive whiteboard along with at least 2 fairly new pc in them. Some classes have
TVs linked to laptops or apple TV.
The school has also bought about 20-30 IPad’s for the pupils to use during lessons
which have had apps added to them which help support and develop their learning. The
pupils often use ICT to help develop and support their learning, they often use
programmes such as rapid maths and catch up literacy and numeracy these
programmes also monitor the pupils progress and ensure the work is challenging the
pupils so that they progress and develop as learners, the pupils are also able to video
each other during tasks which can then be used as another way of assessment rather
than just assessing written work.
The school has high expectations of all pupils when it comes to ICT but also
differentiates what is to be expected due to the various learning difficulties, however
pupils in KS4 achieve an OCN entry level certificate in ICT graded E1-E3 or an
Essential skills qualification through Agoed Cymru at E1.
4. The class I have chosen to carry out the activity with is a class of 12, year 10 pupils
in key stage 4 who have been studying first aid as part of their option classes in KS4,
the work produced by the class will also be used as evidence to support their OCN
qualification.
All the pupils have special needs including speech and language difficulties, moderate
learning difficulties, SEBD, ASD and ADHD and are therefore working below their
national curriculum levels. The class has a full time TA attached to the class and also
another TA who works part time with the class.
5. For this activity I intend to set the pupils the challenge of producing information cards or
posters which will state the steps of treatment when dealing with various first Aid
scenarios such as Choking, Bleeding, Shock, Seizures and Burns. Before deciding on what
activity I was going to set, the pupil’s needs and ability was also taken into consideration.
As I wanted this activity to produce teaching materials for other pupils to use I chose not
to set the pupils the task of recording each step and creating videos as the recordings due
to the speech and language difficulties would have been too difficult for others to
understand. Therefore I decided to set the task of photographing each step and inserting
the pictures into publisher with short instructional writing next to each picture.
Galloway and Norton (2011) states that
“Photos can be used to aid documentation… support storytelling… can also be used in
lessons for activities such as sequencing” (pg. 113)
6. During the activity I want to hear and observe the pupils discussing and performing
the treatment steps for each scenario.
By the end of the activity I want the pupils to show me that they are able to recall
on prior knowledge of first aid scenarios and recognise the steps of treatment and
are all capable of using an IPad to take photos of each step as well as being able to
go back and show me the pictures they have taken. According to Burden and Maher
(2015)
“mobile devices such as iPads… allows pupils to learn in innovative and exciting
ways” (pg. 171)
I also want a piece of work produced using publisher showing that they have the ICT
skills needed and are capable of designing and creating a number of learning
resources on first aid scenarios using both instructional writing and photographic
methods.
7. The ICT resources that I have decided to use for the pupils to complete this activity is 5
Ipad's with the camera enabled in order to take the photos and 5 pc’s with Microsoft
publisher loaded to help create the information cards or posters. There will also be myself
and two TA’s observing and supporting the pupils throughout the activity.
Luckily in the school which I work we now have a good level of ICT provision and resources
which enables the pupils to use ICT to support their learning and help them produce a high
standard of work and also have staff who are fairly confident with ICT basics.
However according to WAG (2009) not all schools are so lucky and there are still a number
of challenges to increasing the provision of ICT in some of those schools including
“ensuring adequate resources (staff, equipment, software licenses and space) are
available to increase provision… providing good-quality support for staff who may be
preparing learners for an ICT qualification for the first time” (pg.10)
It is important for the schools to solve these challenges as ICT can be such a useful
resource to support learning. However these ICT resources can be expensive to initially buy
and some app’s then cost money to have, staff in some schools are being made redundant due
to the lack of funding. The government need to ensure that there is sufficient funding
available to ensure the pupils have the appropriate resources and support.
8. Year Group: 10 Option Class: 1 Date: 05/05/15
Main Subject(s) – First Aid
Topic/Focus: First Aid Scenario Resources Approximate duration: 45 minutes
Learning Outcome(s) (to be shared as appropriate at beginning and/or during activity)
To be able to recall on prior knowledge of first aid scenarios
To create learning resources on various first aid scenarios.
To be able to use an IPad to take photos.
To be able to use Publisher to create a step by step guide on treatments.
Literacy and Numeracy Framework
Learners are able to understand different types of writing.
Learners are able to write for different purposes.
Learners are able to make lists and tables.
Introduction
The children will be introduced to the activity and given a quick explanation of how to take photos using the iPad.
They will use prior knowledge of the subject / scenarios to understand what first aid skills are needed to treat
each scenario. The pupils will discuss the scenarios as a class and staff will demonstrate each stage of each
scenario.
Teaching and Learning Activities (individual, paired, group or class)
The children will be split into different small groups of 3 pupils in each and with support work on their given
scenario. The children will have adult support when taking photos if needed and will be reminded if of the steps
as they carry out the activity. Once the photos have been taken staff will upload the photos and the pupils will
start to create the information cards / posters on the steps of treatments, along with instructional writing to go
with each photograph.
9. Plenary Session(s) (as appropriate at end and/or during activity)
The plenary will be on-going during the activities. Re-enforcing the learning outcomes.
Resources (including role of support staff/differentiation)
There will two LSA’s working with a small group each.
5 iPad’s
5 PC with publisher loaded
Key vocabulary
Instructional verbs, treatments
Role of Practitioner(s)
To present the tasks in an imaginative/engaging way.
To praise and encourage children.
To encourage all children to think for themselves and to genuinely value their contributions.
Provide appropriate support.
Encourage independent learning.
Assessment opportunities – practitioner – children
Appropriate questioning.
Are the children able to discuss what treatments are required for each scenario?
Are the children able to use an iPad to take photos?
Are the pupils able to use publisher to create a poster / information card?
AFL strategies – Have we been ‘independent learners’ today?
Notes –
Option Class 1 have some pupils with challenging behaviour. Pupils will be grouped according to their behavioural
and ability needs.
Next steps/Future planning (completed following session/activity)
10. Before the activity begun we went through each of the scenarios to recap on each of the steps that
they needed to photograph. I then split the class up into groups of 3 pupils and gave each group a
different scenario to complete using an iPad. Myself and the teaching assistants supported the lessons
by observing the pupils, gave advice or prompts if it was needed by asking various questions to
encourage the pupils to think for themselves and ensure they were on task Harlen and Qualter (2009)
supports this and states a method of collecting information is by “observing children during regular
work this includes…questioning” (pg.174).
Once all the photos had been taken myself and the teaching assistants uploaded them to the schools
photo storage due to the restrictions the school has this is something the pupils were unfortunately
unable to do for themselves. The pupils then started to create the information cards / posters on the
steps of treatments, along with instructional writing to go with each photograph.
The children not only reinforced their knowledge of the subject area but also developed their ICT
skills by using the iPad’s to take photos and producing the information cards using publisher.
By using the IPad’s and the other ICT resources the pupils also remained motivated and seemed to
enjoy participating in the activities. WAG (2009) supports this and states that
“ICT can be motivating for learners of all abilities. Information can be accessed and presented
through text, graphics or sound to suit the students’ individual learning styles, strengths and
interests.” (pg. 9)
11. The use of ICT also helped create resources that will not only help the individuals in the group to
remember the steps of treatment but also help develop a resource for other pupils learning in the
future.
Throughout the lesson I tried to present the activity in an engaging way getting all the pupils to feel
part of the lesson. I gave praise and encouraged all children to be fully involved. Overall I am very
happy with how the lesson turned out and with the final piece of work which was produced. However
after the discussion with other teachers who are more knowledgeable about apps for the IPad,I would
use apps such as Show Me or Explain Everything. By using these App’s it will eliminate the need to
upload the photos and the use of publisher as all the work can be produced using the iPad, it will also
challenge the pupils and develop their ICT skills further as well as making the lesson more exciting.
Although I realised before the activity how much easier and the beneficial impact on a pupils learning
using app’s like these I was wary of using them as I had only briefly used them in the past and had a
lack of understanding, Uppal (2000) states that “To integrate ICT within the curriculum, teachers
need a good understanding of major applications” (pg. 67).
Morris et al (2015) also suggests that
“Your ability to be creative with ICT is very much down to your confidence to use technologies,
and your understanding of their pedagogical value in the classroom” (pg. 39)
12. I believe that if I had been more confident and had a better understanding of ICT and the
different app’s available, then the pupils ICT skills could have been further developed, which
perhaps would have had a greater impact on the pupils learning and a higher-quality final piece of
work could have been produced.
However in order for myself and other teachers alike to develop our skills we need to be given the
time and the training, by the school to help build our confidence and develop our skills. This is
essential before we can attempt to develop the pupil’s skills and further support their learning with
ICT. Parkinson (2004) when referring to Hargreaves and Fullan (1992) supports this and mentions
that teachers require “sufficient opportunities to learn and acquire the knowledge and skills for
effective teaching… to develop personal qualities… a working environment that is supportive.” (pg.
34). As a TA I hope to get more opportunities and training to develop my ICT skills and knowledge
as it will not only benefit myself but will also help to support the pupils learning and the school.
13. This is an example of the work produced on a Burns Scenario.
This group worked well together and did not need any support
from the staff other than the staff uploading their photos. I
would use IPad apps such as Show Me or Explain Everything
next time I do an activity like this. The faces have had to be
blocked out due to Child Protection.
14. Burden, K and Maher, D (2015) Teaching and Learning with ICT in the Primary School –
Mobile Technologies and Authentic Learning in the Primary Classroom. London: Routledge.
Galloway, J and Norton, H (2011) ICT for Teaching Assistants. London: Routledge.
Harlen, W and Qualter, A (2009) The teaching of science in primary schools. London:
Routledge.
Morris, D. Uppal, G and Ayres, D (2015) Teaching and Learning with ICT in the primary
School – Being Creative with Technology: Using ICT to Enhance the Teaching of Literacy
and Numeracy. London: Routledge.
Wag (2009) Information and Communication Technology at Key Stage 4 – Guidance for
schools. Cardiff: WAG
Parkinson, J. (2004) Improving secondary science teaching. London: Routledge Falmer.
Uppal, S (2000) Pocket Guides to the Primary Curriculum ICT. Warwickshire: Scholastic
Ltd.