Wednesday, 26 February 2014

QR Codes

'Treasure Hunt' around campus searching for QR (Quick Response) Codes.


Other uses for QR Codes
  • History: this can be used around the school grounds or out in the local area. QR codes can be situated and loaded so that when they are scanned they give the children information about the history of the place. This does not have to be text; it may be good to include a photo or video from the past. 
  • Geography: QR codes have strong links to geotagging and geocaching.
  • Numeracy: Tod (2014) suggested that in numeracy children do not often get up out of their seats. Therefore, with the use of QR codes, you can get your children moving around the classroom or school, scanning codes to find numeracy problems. This can be differentiated with different coloured paper.  


BYODD in action

Models of Handheld Learning

BYOD/BYODD - Bring Your Own (Designated) Device

Handheld learning is the use of mobile technologies in teaching and learning. The use of smaller technologies such as smart phones gives potential for every learner to have their own device, making learning much more personalised and extending learning beyond the classroom. This ultimately gives children greater independence in their learning and construction of knowledge. Mobile devices also give easier and quicker access to the internet and as such makes it easier to access ICT across the curriculum.
Perhaps the most common handheld device in use is the iPad. One of the advantages is the ability to film and edit a movie all on one device, wherever they are.






Our thoughts:

Wednesday, 19 February 2014

Audio & Recording

  • Recording environmental sounds
  • Audio Pencil
  • Audacity - Mixing environmental sound with clips created on Bebot and Garageband on Ipad


Wednesday, 12 February 2014

TPACK model

E-words

ICT and Learning 



Workshop 3 - Coding

Seymour Papert
  • Developed constructionism while at MIT, based on the work of Piaget in constructivism (children constructing knowledge through active experience and reflection). 
  • Used this to develop the Logo programming language - a way for children to improve the way they think about and solve problems - Logo Turtle
  • Collaborations with Knowledge Machine and Lego
Constructionism
  • inspired by the belief that children construct mental models in order to understand the world (constructivism)
  • learning is most effective when children are active in making objects in the real world
“Constructionism—the N word as opposed to the V word— shares
contructivism’s view of learning as “building knowledge structures” through progressive internalization of actions… It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe" ( Papert, 1991)


Coding - Beebot


Apps for Computing
  • Hour of Code
Simple programming, could be used as an intro to other programs such as Scratch.
  • World of Goo

Problem solving, team work

  • Daisy the Dinosaur
Introduction to coding. Step by step instructions to gradually build up sequences. Good starter for other coding apps and computing programmes.
  • iMovie
Children can film and edit their own stories. Can be used to support sequencing and story telling.
                   

SAMR Model

The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology. 
While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement. One might well measure progression along these levels by looking at who is asking the important questions.  As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.
SAMR model developed by Dr. Ruben Puentedura  http://www.hippasus.com/
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LevelDefinitionExamples Functional Change 
Substitution  Computer technology is used to perform the same task as was done before the use of computers.Students print out worksheet, finish it, pass it in.No functional change in teaching and learning.  There may well be times when this the appropriate level of work as there is no real gain to be had from computer technology.  One needs to decide computer use based on any other possible benefits. This area tends to be teacher centric where the instructor is guiding all aspects of a lesson.
 Augmentation    Computer Technology offers an effective tool to perform common tasks.Students take a quiz using a Google Form in stead of using pencil and paper.There is some functional benefit here in that paper is being saved, students and teacher can receive almost immediate feedback on student level of understanding of material.  This level starts to move along the teacher / student centric continuum. The impact of immediate feedback is that students may begin to become more engaged in learning.
 ModificationThis is the first step over the line between enhancing the traditional goings-on of the classroom and transforming the classroom. Common classroom tasks are being accomplished through the use of computer technology. Students are asked to write an essay around the theme "And This I Believe...". An audio recording of the essay is made along with an original musical soundtrack.  The recording will be played in front of an authentic audience such as parents, or college admission counselors.There is significant functional change in the classroom.  While all students are learning similar writing skills, the reality of an authentic audience gives each student has a personal stake in the quality of the work.  Computer technology is necessary for this classroom to function allowing peer and teacher feedback, easy rewriting, and audio recording.  Questions about writing skills increasingly come from the students themselves.
 Redefintion         Computer technology allows for new tasks that were previously A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product.  Teams are expected to contact outside sources for information. At this level, common classroom tasks and computer technology exist not as ends but as supports for student centered learning.  Students learn content and skills in support of important concepts as they pursue the challenge of creating a  professional quality video.  Collaboration becomes necessary and technology allows such communications to occur.  Questions and discussion are increasingly student generated.



https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

Wednesday, 5 February 2014