The document summarizes an ICT lesson where the teacher used the wordfoto app with a class of 25 year 3 students. The purpose was for the students to use the app to create artwork by describing their friends using words. Students first brainstormed words in groups and then used iPads, laptops and computers to access the app individually. With guidance from the teacher, students were able to insert photos of friends and add descriptive words to create layered artworks. The activity helped students develop ICT, literacy and social skills. The teacher reflected that integrating technology engaged the students and supported learning, especially for lower-ability students.
The document summarizes a research study that assessed the effect of computer games on the proficiency of teacher trainees in using conventional expressions in conversations. The study exposed 104 teacher trainees (70 female, 34 male) to computer games involving conversations for a week. They were then tested on their proficiency using a 30-item achievement test with dialogues requiring conventional expressions. The female trainees scored significantly higher than the male trainees on average. The study found that computer games have potential to improve student-teachers' cognitive, affective and psychomotor skills when used for language learning.
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
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.
Kirsty Gilbert conducted a lesson where she introduced Year 1 and 2 students to the Puppet Pals app. The students worked in pairs to retell the story of The Three Little Pigs using the app to select characters, settings, and record their story. Each pair then presented their video to the class. The lesson allowed students to learn collaboratively, communicate clearly, and illustrate a story using technology, while recalling details of the story. Kirsty observed that most students were able to use the app independently, though some pairs had one dominant child. She concluded the lesson provided learning across multiple subject areas and that incorporating more technology in lessons could benefit students with proper support for staff.
The document discusses reasons for integrating technology into early childhood classrooms. It explains how technology can support language, social/emotional, cognitive, physical, and motor development in young children. It provides examples of ways technology can encourage reading, writing, and expression while also being engaging and motivating. The document emphasizes selecting developmentally appropriate software and limiting screen time.
Deborah Baker believes that every child can reach their potential given the right opportunities and developmentally appropriate instruction with high expectations. She emphasizes student-centered learning that focuses on student success. Her philosophy is to ensure students feel cared for, believed in, and supported to reach their learning goals and dreams. She provides experiences to help students gain skills to compete in a changing world, including guiding safe technology use and encouraging collaboration.
20 ideas-for-using-mobile-phones-in-language-classroom2-Israa Abdel Aziz
This document provides 20 ideas for using mobile phones to support second language learning in and outside the classroom. Some key ideas include:
1) Using the note-taking, camera, and voice recording features to collect language samples from everyday interactions and media.
2) Downloading vocabulary flashcards, listening materials, reading materials, and language exchange applications to facilitate independent practice on mobile phones.
3) Encouraging writing practice through text messaging activities like collaborative storytelling, tandem exchanges, blogging, and microblogging on platforms like Twitter.
4) Leveraging the communication features of mobile phones to facilitate speaking practice through language exchanges and recording oral updates.
This document discusses using Facebook for educational purposes. It provides 20 applications that can be used on Facebook to facilitate different types of educational interactions: 1) learner and content, 2) learner and instructor, and 3) learner and learner. Some highlighted applications include SlideShare for sharing presentations, SurveyGizmo for creating polls and quizzes, and Skype Me for virtual office hours. Setting up a Facebook page or group is recommended over friending students for distributing announcements and developing an online community around a class. Guidelines are provided on privacy settings and creating lists to safely connect with students on Facebook.
The document summarizes a research study that assessed the effect of computer games on the proficiency of teacher trainees in using conventional expressions in conversations. The study exposed 104 teacher trainees (70 female, 34 male) to computer games involving conversations for a week. They were then tested on their proficiency using a 30-item achievement test with dialogues requiring conventional expressions. The female trainees scored significantly higher than the male trainees on average. The study found that computer games have potential to improve student-teachers' cognitive, affective and psychomotor skills when used for language learning.
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
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.
Kirsty Gilbert conducted a lesson where she introduced Year 1 and 2 students to the Puppet Pals app. The students worked in pairs to retell the story of The Three Little Pigs using the app to select characters, settings, and record their story. Each pair then presented their video to the class. The lesson allowed students to learn collaboratively, communicate clearly, and illustrate a story using technology, while recalling details of the story. Kirsty observed that most students were able to use the app independently, though some pairs had one dominant child. She concluded the lesson provided learning across multiple subject areas and that incorporating more technology in lessons could benefit students with proper support for staff.
The document discusses reasons for integrating technology into early childhood classrooms. It explains how technology can support language, social/emotional, cognitive, physical, and motor development in young children. It provides examples of ways technology can encourage reading, writing, and expression while also being engaging and motivating. The document emphasizes selecting developmentally appropriate software and limiting screen time.
Deborah Baker believes that every child can reach their potential given the right opportunities and developmentally appropriate instruction with high expectations. She emphasizes student-centered learning that focuses on student success. Her philosophy is to ensure students feel cared for, believed in, and supported to reach their learning goals and dreams. She provides experiences to help students gain skills to compete in a changing world, including guiding safe technology use and encouraging collaboration.
20 ideas-for-using-mobile-phones-in-language-classroom2-Israa Abdel Aziz
This document provides 20 ideas for using mobile phones to support second language learning in and outside the classroom. Some key ideas include:
1) Using the note-taking, camera, and voice recording features to collect language samples from everyday interactions and media.
2) Downloading vocabulary flashcards, listening materials, reading materials, and language exchange applications to facilitate independent practice on mobile phones.
3) Encouraging writing practice through text messaging activities like collaborative storytelling, tandem exchanges, blogging, and microblogging on platforms like Twitter.
4) Leveraging the communication features of mobile phones to facilitate speaking practice through language exchanges and recording oral updates.
This document discusses using Facebook for educational purposes. It provides 20 applications that can be used on Facebook to facilitate different types of educational interactions: 1) learner and content, 2) learner and instructor, and 3) learner and learner. Some highlighted applications include SlideShare for sharing presentations, SurveyGizmo for creating polls and quizzes, and Skype Me for virtual office hours. Setting up a Facebook page or group is recommended over friending students for distributing announcements and developing an online community around a class. Guidelines are provided on privacy settings and creating lists to safely connect with students on Facebook.
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.
The document summarizes a lesson where students use an app called Puppet Pals to retell the story of the Three Little Pigs. The teacher introduces the app by demonstrating its functions. Students then work in pairs using iPads to select characters, settings and record their own version of the story. Finally, the student pairs present their videos to the class and provide self-assessment feedback. The teacher evaluates that students gained skills in collaboration, communication, storytelling and technology use while reinforcing comprehension of the source text. Areas for future improvement include choosing student pairs more strategically and incorporating more educational technology in lessons.
The document discusses reasons for integrating technology into early childhood classrooms. It argues that technology can support development in key domains like language, social skills, cognition, and physical skills. When used properly with supportive activities, technology can encourage communication, problem solving, and exploration. The document provides examples of developmentally appropriate ways to integrate technology into literacy and math lessons.
This document discusses appropriate uses of technology in early childhood classrooms from birth to age 5. It provides examples of developmentally appropriate activities using technology for infants, toddlers, and preschoolers that promote learning through interaction. Technology should be used as a tool to enhance learning in ways that are interactive and encourage social engagement. Examples given include reading e-books to infants, apps that allow toddlers to follow directions, and letter-writing games on tablets for preschoolers. Guiding questions for appropriate technology use ask if it is developmentally matched, interactive, fosters social interaction, and prepares young children for further learning.
This document discusses research on the benefits and risks of technology use among young children. It finds that limited computer use of under 8 hours per week is associated with cognitive and academic benefits, while over 8 hours is linked to less physical activity and socializing. It also discusses studies showing that computer access can improve school readiness, especially for disadvantaged children, and that multimedia aids comprehension for deaf children compared to text alone. The document advocates for developmentally appropriate and guided technology use in early education.
The document discusses teachers' experiences using ICT in the classroom. It finds that while confidence has increased with training and practice, more time and reliable equipment are still needed. Teachers use ICT for administrative tasks, research, communication and assessing student learning in activities like podcasts, movies, and digital stories. Barriers to implementation include limited equipment, time constraints, and infrastructure challenges. The ICT management team is encouraged to consider goals like consistent equipment availability, dedicated classroom computers, and benchmarking digital skills by year level.
The document discusses the role of technology in early childhood classrooms. It notes that technology can benefit children's learning when used appropriately, such as helping children explore, experiment, and be more motivated. However, educators must evaluate appropriate uses of technology and integrate it thoughtfully into the learning environment. The document advocates for collaboration between teachers and parents to make informed choices about technology and young children.
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 use of technology in early childhood education. It argues that technology should be used alongside other learning experiences, and can be beneficial when used properly. When introducing technology, it is important to model its use and ensure children understand how to use it independently. Interactive games and software that provide feedback can help children learn skills and concepts. However, screen time should be limited and technology needs to be coupled with real-world experiences for learning to be fully meaningful. The optimal use of technology varies depending on children's ages and development.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. Early childhood educators must work with parents to evaluate appropriate uses of technology and integrate it into learning to benefit children.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. Early childhood educators must work with parents to evaluate appropriate uses of technology and integrate it purposefully to benefit children's learning.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. However, early childhood educators must work with parents to evaluate appropriate uses of technology and ensure it benefits children's learning and development.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. However, early childhood educators must work with parents to evaluate appropriate uses of technology and ensure it benefits children's learning and development.
Will pay $10Week 4 response DQ 1Guided Response R.docxkeilenettie
Will pay $10
Week 4 response
DQ 1
Guided Response:
Review your classmates’ posts, and respond to at least two of your peers with an analysis of how they have considered incorporating the iPad into a lesson plan. Are there additional iPad applications that you would recommend to your classmates?
The following apps are used with students' with high incident disability such as autism, cerebral palsy, and down syndrome. The IPad Book Creator gives kids the opportunity to flex their creative muscles, author their own stories and export their masterpieces directly to iBooks. The very intuitive interface makes it easy for kids of all ages and stages of development to follow along and it provides a sense of autonomy for building any kind of book imaginable. iComm may be for you. iComm lets you load picture and audio and record your own voices. Ideal for children with autism, cerebral palsy, apraxia and down syndrome. Preference and reinforcement assessment touch designed for students' with autism. This app is geared more towards professionals and parents running a preference assessment, but can greatly impact the course of treatment for the child. The app features different assessments, assessment tools and also automatically calculates the results of the testing itself to give the caregiver the information needed to determine the best course of action. Mautone claims, it is “the best app to assess potential reinforcers and is very easy-to-use.” The apps that are used with the IPad are great to use in the classroom because it gives a voice to students' that have trouble with communication. By allowing students' with autism and other high incident disabilities to use the IPad and specific apps they now have the opportunity to learn new concepts and communicate their feelings and level of understanding. I would incorporate such apps into my lesson by including the app as a part of the lesson. During the lesson I would express concepts that may be used in collaboration with the app that the impaired student is using. It is important that the impaired student be included from the beginning to the end of the lesson and the IPad apps allow for this to occur.
Autism and Learning
One app designed to work on an IPad for children with Autism is called Rufus Robot. “Rufus Robot is a research based app” (Gastgeb, 2014, para. 4). It is a highly effective app that offers students with autism or other learning disability the ability to express feelings and emotions as well as play learning games. The app actually teaches students about “facial expressions and emtions” (Gastgeb, 2014, para. 6). It also teaches numbers and counting, groups and categories and can be downloaded for almost any IPad device.
Another great app for IPads that helps students with autism is Autistic language learning (ALL) is another tool that was developed by a speech/language pathologist and it “helps to keep kids engaged while improving their verbal language and under.
The document discusses three articles about how children learn and view technology. The first article studies how children from low-income and middle-income homes develop digital literacy skills through using computers for homework, communication, and entertainment. It finds that time spent on computers and support from teachers and parents impacts skills. The second article describes how students in different schools use cloud-based technologies for collaboration, assistive learning, and creating online math programs. The third article examines how children understand technological concepts through hands-on experiments and using their imaginations to create solutions. It finds children can understand complex systems and express their ideas through experiences.
The document discusses three articles about how children learn and view technology. The first article studies how children from low-income and middle-income homes develop digital literacy skills through using computers. It finds that with access and instruction, children can gain basic literacy. The second article describes how schools are using cloud-based computing to enhance learning, such as collaborating on field trips or creating math programs. The third article examines how children understand technological concepts through hands-on experiments and using their imagination to solve problems. It finds children can represent technological solutions through experience and imagination.
The document discusses three articles about how children learn and view technology. The first article studies how children from low-income and middle-income homes develop digital literacy skills through using computers for homework, communication, and entertainment. It finds that time spent on computers and support from teachers and parents impacts skills. The second article describes how students are using cloud-based computing for collaborative projects involving field trips, assistive technology, and creating online math programs. The third article examines how children understand technological concepts through hands-on experiments with balancing toys and creating their own devices. It finds that children can understand complex systems by representing solutions through experience and imagination.
The iPods and apps have had a positive impact on student learning and motivation in three key ways:
1) Students were more engaged and enthusiastic about practicing literacy and numeracy skills using the interactive apps.
2) Struggling learners and ESL students especially benefited from the independent, self-paced learning enabled by the technology.
3) The games and competitive elements provided motivation for students to improve their math and literacy skills.
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
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.
The document summarizes a lesson where students use an app called Puppet Pals to retell the story of the Three Little Pigs. The teacher introduces the app by demonstrating its functions. Students then work in pairs using iPads to select characters, settings and record their own version of the story. Finally, the student pairs present their videos to the class and provide self-assessment feedback. The teacher evaluates that students gained skills in collaboration, communication, storytelling and technology use while reinforcing comprehension of the source text. Areas for future improvement include choosing student pairs more strategically and incorporating more educational technology in lessons.
The document discusses reasons for integrating technology into early childhood classrooms. It argues that technology can support development in key domains like language, social skills, cognition, and physical skills. When used properly with supportive activities, technology can encourage communication, problem solving, and exploration. The document provides examples of developmentally appropriate ways to integrate technology into literacy and math lessons.
This document discusses appropriate uses of technology in early childhood classrooms from birth to age 5. It provides examples of developmentally appropriate activities using technology for infants, toddlers, and preschoolers that promote learning through interaction. Technology should be used as a tool to enhance learning in ways that are interactive and encourage social engagement. Examples given include reading e-books to infants, apps that allow toddlers to follow directions, and letter-writing games on tablets for preschoolers. Guiding questions for appropriate technology use ask if it is developmentally matched, interactive, fosters social interaction, and prepares young children for further learning.
This document discusses research on the benefits and risks of technology use among young children. It finds that limited computer use of under 8 hours per week is associated with cognitive and academic benefits, while over 8 hours is linked to less physical activity and socializing. It also discusses studies showing that computer access can improve school readiness, especially for disadvantaged children, and that multimedia aids comprehension for deaf children compared to text alone. The document advocates for developmentally appropriate and guided technology use in early education.
The document discusses teachers' experiences using ICT in the classroom. It finds that while confidence has increased with training and practice, more time and reliable equipment are still needed. Teachers use ICT for administrative tasks, research, communication and assessing student learning in activities like podcasts, movies, and digital stories. Barriers to implementation include limited equipment, time constraints, and infrastructure challenges. The ICT management team is encouraged to consider goals like consistent equipment availability, dedicated classroom computers, and benchmarking digital skills by year level.
The document discusses the role of technology in early childhood classrooms. It notes that technology can benefit children's learning when used appropriately, such as helping children explore, experiment, and be more motivated. However, educators must evaluate appropriate uses of technology and integrate it thoughtfully into the learning environment. The document advocates for collaboration between teachers and parents to make informed choices about technology and young children.
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 use of technology in early childhood education. It argues that technology should be used alongside other learning experiences, and can be beneficial when used properly. When introducing technology, it is important to model its use and ensure children understand how to use it independently. Interactive games and software that provide feedback can help children learn skills and concepts. However, screen time should be limited and technology needs to be coupled with real-world experiences for learning to be fully meaningful. The optimal use of technology varies depending on children's ages and development.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. Early childhood educators must work with parents to evaluate appropriate uses of technology and integrate it into learning to benefit children.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. Early childhood educators must work with parents to evaluate appropriate uses of technology and integrate it purposefully to benefit children's learning.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. However, early childhood educators must work with parents to evaluate appropriate uses of technology and ensure it benefits children's learning and development.
Technology plays an important role in early childhood education by helping children explore, experiment, and create in developmentally appropriate ways. When used appropriately, technology such as computers can build motivation and allow children to discover, make choices, and learn from the consequences of their decisions. However, early childhood educators must work with parents to evaluate appropriate uses of technology and ensure it benefits children's learning and development.
Will pay $10Week 4 response DQ 1Guided Response R.docxkeilenettie
Will pay $10
Week 4 response
DQ 1
Guided Response:
Review your classmates’ posts, and respond to at least two of your peers with an analysis of how they have considered incorporating the iPad into a lesson plan. Are there additional iPad applications that you would recommend to your classmates?
The following apps are used with students' with high incident disability such as autism, cerebral palsy, and down syndrome. The IPad Book Creator gives kids the opportunity to flex their creative muscles, author their own stories and export their masterpieces directly to iBooks. The very intuitive interface makes it easy for kids of all ages and stages of development to follow along and it provides a sense of autonomy for building any kind of book imaginable. iComm may be for you. iComm lets you load picture and audio and record your own voices. Ideal for children with autism, cerebral palsy, apraxia and down syndrome. Preference and reinforcement assessment touch designed for students' with autism. This app is geared more towards professionals and parents running a preference assessment, but can greatly impact the course of treatment for the child. The app features different assessments, assessment tools and also automatically calculates the results of the testing itself to give the caregiver the information needed to determine the best course of action. Mautone claims, it is “the best app to assess potential reinforcers and is very easy-to-use.” The apps that are used with the IPad are great to use in the classroom because it gives a voice to students' that have trouble with communication. By allowing students' with autism and other high incident disabilities to use the IPad and specific apps they now have the opportunity to learn new concepts and communicate their feelings and level of understanding. I would incorporate such apps into my lesson by including the app as a part of the lesson. During the lesson I would express concepts that may be used in collaboration with the app that the impaired student is using. It is important that the impaired student be included from the beginning to the end of the lesson and the IPad apps allow for this to occur.
Autism and Learning
One app designed to work on an IPad for children with Autism is called Rufus Robot. “Rufus Robot is a research based app” (Gastgeb, 2014, para. 4). It is a highly effective app that offers students with autism or other learning disability the ability to express feelings and emotions as well as play learning games. The app actually teaches students about “facial expressions and emtions” (Gastgeb, 2014, para. 6). It also teaches numbers and counting, groups and categories and can be downloaded for almost any IPad device.
Another great app for IPads that helps students with autism is Autistic language learning (ALL) is another tool that was developed by a speech/language pathologist and it “helps to keep kids engaged while improving their verbal language and under.
The document discusses three articles about how children learn and view technology. The first article studies how children from low-income and middle-income homes develop digital literacy skills through using computers for homework, communication, and entertainment. It finds that time spent on computers and support from teachers and parents impacts skills. The second article describes how students in different schools use cloud-based technologies for collaboration, assistive learning, and creating online math programs. The third article examines how children understand technological concepts through hands-on experiments and using their imaginations to create solutions. It finds children can understand complex systems and express their ideas through experiences.
The document discusses three articles about how children learn and view technology. The first article studies how children from low-income and middle-income homes develop digital literacy skills through using computers. It finds that with access and instruction, children can gain basic literacy. The second article describes how schools are using cloud-based computing to enhance learning, such as collaborating on field trips or creating math programs. The third article examines how children understand technological concepts through hands-on experiments and using their imagination to solve problems. It finds children can represent technological solutions through experience and imagination.
The document discusses three articles about how children learn and view technology. The first article studies how children from low-income and middle-income homes develop digital literacy skills through using computers for homework, communication, and entertainment. It finds that time spent on computers and support from teachers and parents impacts skills. The second article describes how students are using cloud-based computing for collaborative projects involving field trips, assistive technology, and creating online math programs. The third article examines how children understand technological concepts through hands-on experiments with balancing toys and creating their own devices. It finds that children can understand complex systems by representing solutions through experience and imagination.
The iPods and apps have had a positive impact on student learning and motivation in three key ways:
1) Students were more engaged and enthusiastic about practicing literacy and numeracy skills using the interactive apps.
2) Struggling learners and ESL students especially benefited from the independent, self-paced learning enabled by the technology.
3) The games and competitive elements provided motivation for students to improve their math and literacy skills.
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
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2. The school that I attend for my placement has numerous technologies available for the children.
This includes computers, laptops, Ipads and smart boards. By using these technologies the
children develop their knowledge and skills such as, improve language skills, promotes
school readiness and cognitive development, enhances social interaction skills and develop
problem solving skills.
I am based in year 3 my position in the school is to support a group of lower ability children and
to support a child one to one when needed. I listen to the children reading to be aware how
the child is doing so I can note a record down for the parents and the teachers to be aware of
how the child is doing if she/he is progressing or needs extra support. I support the children
in all areas of learning such as numeracy, literature and ICT. I also support the teacher in
managing class behaviour. I give advice and guidance to the children when they need
support. On Tuesday I support a child one to one, who has English as a second language. I
support her by going on the Ipad to allow her to explore the apps which link to her education
to allow her to gain more knowledge and help her with her reading and numeracy. I provide
her with numerous websites which allows her to explore and gain knowledge on all areas of
learning.
My intentions for this activity is for the children to be able to find, explore, analyse, exchange and
present information. I also want to focus on developing the skills necessary for children to be
able to use information in a discriminating and effective way. I want the children to be familiar
with wordfoto app and be able to describe their friends. To be able to spell correctly using
electronics. ICT skills are a major factor in enabling children to be confident, creative and
independent learners.
3. The aims of the activity are to enable children:
to develop ICT capability in finding, selecting and using information;
to use ICT for effective and appropriate communication;
to monitor and control events both real and imaginary;
to apply apps and software to creative and appropriate uses of information;
to apply their ICT skills and knowledge to their learning in other areas;
to use their ICT skills to develop their language and communication skills;.
It is important that the children have knowledge of ICT so that they know how to
use the wordfoto app. The children will be able to describe their friends by
inserting the relevant words on the app which then creates the children's
photographs and turning them into artworks made up from layers of words. The
children will have lots of fun working on this app! Wegerief and Dawes (2004)
states “ Creativity is often described as a thinking skill or at least as an important
aspect of thinking that can and should be fostered” (p.57).
4. In my class we have 25 children with different levels of ability. I am currently
working with year three children. The children in my class are aged between
8/9 years old. All children are at different levels and stages, we have the
higher ability children in one group and the lower ability in another group. This
helps the children to work at their right level of knowledge and put them at the
appropriate level of work. To help the children I showed a sample of my
artwork from wordfoto app to give them an idea of how a completed work
looks like, explaining to them what I wanted from the activity. Some children
were already familiar with wordfoto app as they have used it at home with their
parents. I did however help some of the lower ability children to put their user
name and password in to the computer to access the app. In my lesson plan I
followed the National Curriculum in Wales (2008) framework to see if the child
is meeting the right curriculum at their stage or level, this guided me to see
what the curriculum required to meet the right criteria for my lesson .
5. In my ICT lesson I firstly organised the classroom for the children , I arranged the seating and
tables for the children to be able to have a clear view of me demonstrating what needs to be
done for the lesson. I put the resources ready out on the table which were markers and A3
paper for the children to use for brainstorming words in groups to describe their friends . For
this activity my main aim is for the children to be able to use wordfoto app and to be able to
describe how they feel about their friends by using technology. I started off by telling the
children to go in to groups of fives and to brainstorm some words of how they feel about their
friends. By putting them in to groups it allowed the children to share ideas , words and it
allowed them to work as a group to support each other. I then used the smart board to show
them a sample of my artwork I created by using wordfoto app which we will be using for the
activity. I then introduced the children to wordfoto app and showed them how to use it and
what needs to be done for the lesson. After that I took the children to the ICT room and gave
them the opportunity to use the Ipad, laptops and computers to be able to do their work on.
The wordfoto app we used for the lesson was for the children to be able to create a artwork
this involved the children to describe their friends by inserting the relevant words on the app
which then creates the children's photographs and turning them into artworks made up from
layers of words. The children's oral skills were developed by talking and presenting their
work to the group. The children had fun making their art work and were excited to show it to
their parents. The main objective was achieved by children being involved heavily with ICT
work. In my lesson plan I have referred to the National Curriculum (2008) document.
6. The resources I used for my lesson were the Ipad, computers and laptops in the ICT
room. For my ICT lesson we used wordfoto app which is an app that creates artwork of
pictures which can be edited with words. This app enables children to be creative and
enhance their knowledge in a enjoyable and creative way. The wordfoto app is used a lot
in my school for all ages of children to create an individual artwork in a creative and fun
way. The wordfoto app can be used in school and at home by downloading the app on
your Ipad, laptops or mobile phones. The wordfoto app I chose enables the children to
concentrate on their literacy skills and their ICT skills, for example taking a photo, adding
pictures from the web, changing the font size or style. The children had to insert words in
to the text boxes to describe their friends by using computers to do this activity it helped
the children to spell check and to be able to edit their font or delete words that is not
needed. In the classroom I used the smart board to show the sample of my artwork to
all the children. I also put markers and A3 paper for the children to brainstorm some
words in groups to help describe their friends when doing on the computers for the
lesson.
7. Date 08/05/2015 Class Year 3
Subject ICT Focus Wordfoto app
Age Range 8/9 Years old
Learning Objectives
To use ICT to begin to organise items.
To use technology to combine text with
photograph, graphics and drawings.
To use the skills and techniques learnt to
organise, recognise and communicate ideas for
a specific purpose in different contexts.
To begin to develop typing speed and accuracy
to enable independence access of a computer.
Differentiation
Teaching assistant support
Peer support
Level of understanding and communication
Able and less able child
Extra support
Resources
Ipad
Computer
Laptop
Smart board
Markers
A3 sheets
LNF. Thinking & ICT Skills across the Curriculum
Extract information from variety of sources, including ICT.
Become aware that ICT can be used to communicate ideas.
Use given ICT resources to help create, present and safely share their ideas including text, word – banks and images.
Area
Classroom and ICT room
Time 10:00am – 11:00am
Evaluation
Children’s Learning
The children stayed engaged and motivated while being on the IPads as they
enjoy using them for learning.
The activity gave the children the opportunity to work together or
independently.
The learning objectivise that were gained through this activity helped the
children gain more knowledge about using ICT and to be able to use it
confidently.
My Learning
From this activity I learnt that children need to be given
more opportunities to work on the IPads the children gain
more knowledge and improve their ICT skills.
I learnt children work better in pairs or groups as they can
share ideas and learn from each other.
I have also learnt that some of the lower ability children
have great skills on the ICT, some are better than the more
capable children. This helped the lower ability children to
show off their skills and be confident.
8. The purpose of the activity was to help the children use the wordfoto app. I initially took a
class of 25 and put them into groups. Altogether I made 5 groups. As stated in Senior
(1989) “When a group of children sit together around a keyboard, share ideas and
takes turns to type, they interact and discuss. The written language then draws
naturally upon the spoken language. The finished copy is truly representative of the
group as it is independent of any groups' hand writing style” (p.194). I demonstrated
and gave information to all the children about the activity we were going to do. The
children were very excited about it. In the class the groups were given markers and A3
papers to brainstorm some descriptive words in order to describe their friends. The
children were engaged doing their brain storming. Thereafter, I showed the children on
the smart board an example of my artwork that I created from the wordfoto app. The
children became very keen to do one for themselves. Once the brainstorming and
showing the example of the artwork the children then went to the ICT room. In the ICT
room the children were no longer in groups and worked individually. Each children
received an Ipad and Laptop or Computer. The children logged into their own accounts
and downloaded the wordfoto app. Through out the process I supported and
supervised the children. The children had to capture a photos from their devices of
their friends in order to create their artwork. The children then upload the photos of
their friends on the app. The app then creates word boxes for the children to insert
their words. The words on the app which then creates the children's photographs and
turning them into artworks made up from layers of words. The children then had the
opportunity to explore the app in more details. They could edit their pictures by
changing the font , colour, style, backgrounds, brightness and contrasts. The children
printed out their pieces of work and too it home to show to their family.
9. By doing this activity the children learnt descriptive words when brainstorming in their groups
and they learnt to be able to log on to their accounts and to be able to use wordfoto app with
little bit of support at the beginning by me and their peers and then gradually they learnt how
to do it independently. Higgins and Packard (2004) states, “When considering the use of ICT
in the teaching of literacy and National Literacy Strategy, there is a range of opportunities to
consider. Given access to the right equipment, using ICT in the whole class teaching
elements of the strategy can be very powerful” (p.65). They developed ICT skills by
exploring on wordfoto app by learning to be able to enlarge text and experiment with different
font, backgrounds, editing and style. By experimenting with the wordfoto app it helped the
children gain knowledge on ICT and enhanced their learning on the artwork they produced at
the end of the lesson. When doing the group work with the children , the children learnt how
to work in a team and share ideas. The children developed their social skills by
communicating with each other and enjoying themselves.
The ICT supported the learning by doing their activity quicker, it gave the children the opportunity
to explore and be creative using technology. In my class some lower ability children have
difficulty spelling words and by using ICT it corrected their spelling by using the spell check
tool. By using ICT they were able to look up words and see other words they could use as an
alternative. This helped the lower ability children to feel confident in their spelling as the ICT
corrected the words for them.
I supported the learning by deciding to do the wordfoto app. This is a easy app to use and the
children did not find it difficult to use. I explained to the children what the app is about and
they looked forward to using it. I initially provided the children with the necessary resources
and showed them how to use it. I helped the children to get started and running. With the
lower ability children I helped them log in to their accounts. When the children asked
questions I provided them with adequate answers.
10. The ICT activity was amazing to use with the children it helped me learn how
important the use of ICT is in peoples lives and how much the children enjoy
using technology. Before using wordfoto app with the children I had to explore
and get familiar with the app to be more confident and to provide the right
information to the children. With this experience and knowledge I have gained I
will use it in the future and develop it further and continue supporting the
children’s learning.
If I were to carry out this activity again I would look for a similar app which could be
better and have more functions where it could enhance the children’s learning
further. I enjoyed the ICT module as it gave me the opportunity to explore and
gain more ICT skills using technology. I was also introduced to blogging and it
was a fun experience using it. The ICT module has improved my teaching in
school using ICT with the children as I feel more confident using technology. I
really had fun doing this activity and I am sure the children did as well as they
were excited to take their work home and show it to their family. As Higgins,
Packard and Race states (1999) “IT can find it’s inspiration and context within
the rest of the curriculum. It can support, enhance and extend learning in many
other subject areas. It can also be an excellent source of inspiration and
motivation, but often ICT computers are used primarily as a source of ‘Drill and
practice’ (sometimes referred to as “Drill and Kill”) activities. This situation can
cause stagnation and does not promote IT or ICT skills in any useful way”
(p.33).
11.
12. DCELLS (2008). Key stage 1 and 2 of the National Curriculum for
Wales. Cardiff:WAG
Higgins and Packard (2004). Meeting the standards in primary
ICT. Aguide to ITT NC. Routledge Falmer.
Higgins, Packard and Race (1999). 500 ICT Tips. For primary
Teachers: Kogan Page Limited
Wordfoto App (2015) “Taking your photographs and turning them
into artworks made up from layers of words.” (ONLINE -
http://www.knowyourapps.com/reviews/wordfoto/)
Accessed:08/05/15
Senior. S (1989). Using IT across the National Curriculum: Owelet
Books.
Wegerif.R and Dawes. L (2004). Thinking and learning with ICT.
Raising achievement in primary classrooms. Routledge Falmer.