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Transcript of ICT
components to build circuits the way you want. This feature makes it possible to create
hundreds of circuits from scratch or as variations of existing circuits. Having explored on this app,
I consider it to be more suited to key stage 2, children ranging from age 7-11, because of some of
the complex circuits, although a teacher could use this with the younger children aged 5-7, as a
way of modeling different basic circuits to them.
This app can be used for both Key Stages.
For key stage 1, this app will help cover "simple series circuits , and allow the children to see how a switch can be used to break a circuit." (Department of Education, 2011)
For Key Stage 2, this app will allow children to "construct circuits, incorporating a battery or power supply and a range of switches, to make electrical devices work". (Department of Education, 2011)
What will teachers and children gain from using this application, as oppose to another resource?
The application gives you the best of both worlds - the ability to create a circuit yourself, or the ability to choose from any of nine sample learning circuits, and see how they work. Using this app for this section of the curriculum, will allow student's access to create their own circuits, and be able to easily modify mistakes, without having to fully take apart their circuit.
It can be used for design purposes, allowing children to think about what they may want to include in their circuit, and gain an understanding of what will and will not work, before they have a go at building it themselves.
Teachers could use this app as a starter exercise, getting children to understand the process of making a complete circuit, before moving them onto building it themselves, with the equipment. It could also be used as a way of modeling to the children, the different circuits that can be made. Showing it through this app, can be a great way of stimulating the children's ideas, and gaining their attention through the use of something fun and interactive. This is echoed by Warwick et al. (2006) who believes that "the use of appropriate materials provide striking, visual and moving images, interactive exercises, games and authentic sounds, can all rapidly secure student's attention."(p.58) PE Games CoachMyVideo Our Progression ICT Skills gained from using the iPad: In relation to ICT schools are free to develop their own curricula for ICT that best meet the needs of their pupils. The use of an iPad supports the development of ICT throughout all stages of the national curriculum. In KS1 children should be taught to explore ICT and learn to use it confidently and with purpose to achieve specific outcomes. (Department of Education, 2011). IPads are relatively easy to navigate and are set out in a way that a child can easily find what they are looking for.
iPads also have features other than apps which promote learning such as; safari (internet), notepad (a resource for typing notes), a calculator, a camera and video recording and many more.
During KS2 children should be taught to use a wider range of ICT tools and information sources to support their work in other subjects. (Department of Education, 2011). The use of the many apps across all curriculum subjects satisfies this criteria. Leanne's Progression Hayley's Progression Although I have the use of an iPad at home and enjoy using its wide range of features, I had not previously thought of the iPad as a teaching or learning resource. Needless to say after completing this project I was overwhelmed by the amount of potential the iPad has for use within the classroom. An iPad can enhance learning in all subject areas with the ever increasing number of apps becoming available.
An iPad can provide enjoyment for both teacher's and children. There are many reference apps which can support teacher's during the planning stage for example, during a science lesson recently, our lecturer used Solar Walk to demonstrate the moon cycle. Likewise at home I have been testing some of the apps on my three young children (all primary school age) and they have thoroughly enjoyed using them. My 5 year old daughter has especially enjoyed using the pocket phonics app and has progressed significantly with her sounds and letters since she has started using it. iPads can be used during introductions to explain concepts, and also during the end of a lesson to maybe practice what has been taught. I do not feel that the use of an iPad during the main part of a lesson would be beneficial as they promote individual learning.
It has been interesting in deciding to use Prezi for our project as I had never come across this programme before and we have had some issues that we have had to overcome, such as text deleting mysteriously. Overall I feel that I have learnt a lot from this project and will definitely be taking full advantage of my iPad in the future. Chloe's Progression Chantelle's Progression We have found that iPad's can be used in a number of subjects to help with teaching and learning, focusing in areas of the national curriculum that particular apps can be used. However, there are drawbacks from using such technology, which we are going to look into.
The iPad at present is a relatively new and up and coming piece of hardware, it can therefore appear new and exciting to children as the latest 'craze', however, as Savage et al (2012) states "They are not the sole answer to inspiring and capturing imagination. Their novelty only lasts for a while", the use of this technology can lead to children becoming disengaged from their learning as newer technology becomes available.
Another limitation on the use of an iPad as a learning resource, is the lack of research into the impact it can have on children's learning. As Couse et al (2010) concurs there is little research completed on the use of iPads/tablets and what has been researched tends to be descriptive, this is considered an area in need of future research in order to ascertain the positive effects an iPad/tablet can have on teaching and learning (p.94). There are a vast range of apps available for educational purposes, however this can be viewed as a limitation for some teachers, as Buckingham (2007) advises that 'teachers were far from technophobic, high percentages of them said that they did not have time to find out about appropriate resources, and that their training needs had not been met' (p.58). With so many apps available, many teachers may not realise an iPad's full potential without the correct training and guidance.
The use of this type of technology has increased both within people's homes, at work and at school, this has caused concern 'that children already spend too much time in front of television and computer screens, so why add more technology during the school day?' (Plowman et al, 2010) It can take children away from experiencing learning in a real life context, as well as having a negative impact on their social and communication skills, which is an important stage of their development at this time. Shifflet et al (2012) raises the issue of 'Concern about the negative impact that computer use has on children’s social interactions in the classroom is a long-standing issue in education circles ' (p.37), it is an on-going debate as to how much time children should spend using this type of technology. Ball, S (2003) 'ICT that works', cited in Warwick, P. Wilson, E. Winterbottom, M. (2006) Teaching and Learning Primary Science with ICT. Berkshire: Open University Press
Buckingam D (2007) Beyond technology Children's learning in the age of digital culture. Cambridge: Polity Press.
Couse, L, & Chen, D 2010, 'A Tablet Computer for Young Children? Exploring Its Viability for Early Childhood Education', Journal Of Research On Technology In Education, 43, 1, pp. 75-98, Education Research Complete, EBSCOhost, viewed 17 December 2012.
CoachMyVideo (2012) Mobile App Video Demonstration Available at: http://www.youtube.com/user/coachmyvideo?feature=watch Accessed on December 15 2012
Department of Education (2011) National Curriculum. (online) Available at: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary Accessed on 5th December 2012
Manuguerra, M, & Petocz, P 2011, 'Promoting Student Engagement by Integrating New Technology into Tertiary Education: The Role of the iPad', Asian Social Science, 7, 11, pp. 61-65, Academic Search Premier, EBSCOhost, viewed 19 December 2012.
Peck J The Reading Teacher Vol. 43, No. 2, Teachers' Choices Best New Children's Books (Nov., 1989), pp. 138-141 Published by: International Reading Association (Online) Available: URL:http://www.jstor.org/stable/20200308 (Accessed 17th December 2012).
Plowman (2010) cited in Shifflet, R, Toledo, C, & Mattoon, C 2012, 'Touch Tablet Surprises', YC: Young Children, 67, 3, pp. 36-41, Education Research Complete, EBSCOhost, viewed 17 December 2012.
Sandford, R and Williamson, B. (2005). Games and learning. NESTA Futurelab.
Savage, J. and McGoun C (2012) Technology, Culture and Communication. Oxon: Routledge
Shifflet, R, Toledo, C, & Mattoon, C 2012, 'Touch Tablet Surprises', YC: Young Children, 67, 3, pp. 36-41, Education Research Complete, EBSCOhost, viewed 17 December 2012.
Walters, E, & Baum, M 2011, 'Will the iPad Revolutionize Education?', Learning & Leading With Technology, 38, 7, pp. 6-7, Education Research Complete, EBSCOhost, viewed 15 December 2012.
Warwick, P. Wilson, E. Winterbottom, M. (2006) Teaching and Learning Primary Science with ICT. Berkshire: Open University Press.
. We have chosen the iPad as our focus as it offers a diverse range of functions, ranging from simply browsing the internet, using the camera, recording voice notes and the endless amount of applications (apps) available to purchase, or download. We have explored the core subjects in the National curriculum individually, and selected appropriate apps that can enhance the teaching and learning of the subjects, and encourage the use of developing technology. The applications we have chosen vary for the different key stages, but we have focused on what aspects of the national curriculum, and what key stages each application is suitable for. This app is a virtual three - dimensional model of the Solar System designed to help
children watch the accurate position of rotating planets from any angle for any given
date and time. You can learn the structure of the Solar System, and get up-to-date
information on solar objects.
Solar Walk will be a great app to use, to demonstrate the “The Earth and Beyond” section of the National Curriculum in Key Stage 2 –This app will be a great resource to use as there are simple videos which clearly demonstrate why day and night occurs, and also a clear demonstration of the earth’s orbit around the sun.
Teacher's could use this application when they covering the national curriculum section on "Earth and Beyond", and it can help demonstrate, with teacher input, how our solar system works. It can also be used in group work as an aid for discussion, and can be used during teacher led example, when introducing new topics/area.
What will teachers and children gain from using this application, as oppose to another resource?
Using this three-dimensional model to help with the teaching of the earth and beyond, will be a great resource for the children to learn from. It will help the children accurately visualise space phenomena. As Ball (2003) explains, the use of ICT in science can be "used as a tool"; with this app it helps children explore space. It can also be used "as a reference source", allowing children to refer back to the app to gain further understanding where necessary and "as a means for exploration" enabling space to be brought to life in the classroom (p.19). CoachMyVideo (2012) The story wheel is a way to encourage story telling amongst children. It incorporates the concept of spinning a wheel in order to choose a theme, characters and setting, in order to begin creating a story. There is some element of a game in the app as the users take it in turns, to create the next part of the story.
The parts of the curriculum the story wheel can enhance. are predominantly literacy sections, including the knowledge of sequence and story language when retelling stories, planning and drafting, working with the teacher and with others, in order to develop their writing, and plan, note and develop initial ideas; These all cover key stage one and two curriculum.
Why use this app as a resource over other available resources?
This app would be great to use during planning for the 'Big write' or for any kind of story writing, by pairing up children in talk partners, they can tell their stories to each other using the app, which can encourage them to write a larger story after the paired discussions. It would be a particularly useful tool for children who have trouble thinking of ideas for a story on their own, as the app can provide inspiration for their story, and build confidence in speaking and listening skills.
There is an element of surprise within the app, as the children will not know what setting, character or objects will be selected, the app engages the children as they are required to spin the wheel using their hands in order for topics to be selected.
Story telling is considered an important skill and used in many classrooms where either the teacher tells a story, or students tell each other stories. Story telling can promote 'expressive language development: speech (Oracy) written composition. It also promotes receptive language development; reading and listening comprehension' (Peck, 1989). Wings app encourages the teaching of numeracy in
regards to number and counting. The user is in
control of a flying bird and has to guide the bird over to the blocks with the higher number. As the game progresses the blocks change into calculations meaning that the app is suitable for all ages and abilities.
In KS1 children should be able to count reliably up to 20 objects at first and recognise that if the objects are rearranged the number stays the same. During Key Stage 2 pupils use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. (Department of Education, 2011).
Why use this app as a resource over other available resources?
Wings app is a fun interactive app which is ideal for estimating and practicing the four number operations. It could be used during the warm up in preparation for the main numeracy lesson. The interactive telling time app is a good way of
encouraging children to learn how to tell the time.
There are different features to the app which include
setting the time on an analogue clock, setting the time
on a digital clock, playing a puzzle, and stopping the clock. There is also a part which teaches the basic fundamentals of telling the time.
The telling time app can enhance numeracy sessions which include telling the time. Within the KS1 shape, space and measures unit, children should be taught to try different approaches, to select and use appropriate mathematical equipment when solving problems, and use correct vocabulary. In KS2 children be taught to read the time from analogue and digital 12- and 24-hour clocks; use units of time - seconds, minutes, hours, days, weeks - and know the relationship between them. (Department of Education, 2011).
Why use this app as a resource over other available resources?
Telling time app is a fun and interactive app that encourages learning. Children feel like they are playing a game, however they are learning at the same time. Grammaropolis is an app that contains tutorials on verbs, adjectives, conjunctions, prepositions and inter junctions. The tutorials are given via cartoons and videos using songs and different characters. Once tutorials have been completed, the user is then able to test their knowledge through games and quizzes in a fun and rewarding way.
This app could be used during literacy sessions that focus on the use of correct grammar. The sections of the national curriculum that this app incorporates are:
Key stage 1 – Standard English where ‘Pupils should be taught some of the grammatical features of written standard English’ and ‘the nature and use of nouns, verbs and pronouns’ (Department of Education, 2011).
Key stage 2 – Standard English where ‘pupils should be taught the grammatical constructions that are characteristics of spoken standard English and to apply this knowledge appropriately in a range of contexts’ (Department of Education, 2011). This app would also cover the language structure section of the curriculum - 'word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, articles' (Department of Education, 2011).
Why choose this app over other resources?
This app provides a means for teaching children the different rules of grammar in a fun and non pressurised way. It allows the user to work at their own pace and move onto the next topic when they feel comfortable to do so. It also provides a means for the user to assess their learning with the use of quizzes and games. 'One characteristic of games that supports learning is that they challenge and support players to approach, explore and overcome increasingly complex problems and thereby learn better how to tackle those problems in similar contexts in future' (Sandford et al, 2005), this is true with this app in which the user is learning via a game, therefore can be appealing to the different learning styles as it uses sounds, images and touch, to learn about grammar. This app could be used to enhance the learning of grammar, as a starter or plenary within a lesson that focuses on grammar.
Pocket phonics is an interactive app that complements the learning of phonics. It works by saying the sound of a letter, and requesting the user to choose the correct letter being said from a selection of answers. When the correct letter is selected there is a big cheer to advise you were correct but will ask the player to try again, if they do not select the right answer. The app then proceeds to show how to write the letter and the player has to trace the letter with their finger and write the letter.
This app can be used in conjunction with the Early Years Foundation stage statutory framework, within literacy children are required to read and understand simple sentences. They should use phonic knowledge to decode regular words and read them aloud accurately. Within writing children should be able to use their phonic knowledge to write words in ways which match their spoken sounds (Department of Education, 2011).
Why use this app rather than another teaching resource?
It has been noted first hand that this app can improve a child's confidence in phonics, one member of our group has a girl in year one at school who enjoys playing with the app, in doing so, both her parents and teacher have noted an improvement in her phonics. The app encourages the player to listen to the sounds, see the letter and to write the letter. This appeals to the three main learning styles, Visual, auditory and Kinaesthetic . This app would be a nice complement to the whole class teaching of phonics, students can test their own knowledge of phonics and build confidence with the handwriting guide to each letter. It would be useful to introduce an ipad to the children after a phonics session so they can Independently practice what they have learnt. Rather than a teacher creating their own resource this app can save time, as it has already been developed and is ready to be used. Interactive learning games can make a child's learning more enjoyable as 'games teach children to think: they enable them to develop skills - such as reasoning, problem solving and decision making - that are immediately generalizable to real - life situations Prensky (2006) cited in Buckingam D (2007) p.103. It can enable children to learn without necessarily realising it. Limitations As it can be seen, with the "Simple Circuits" application, although this provides a means for learning and creating circuits, it does take away the real-life aspect of the use of electricity, and the problems that can occur. For example, it prevents children from identifying for themselves a dead battery, or a blown light bulb, which therefore results in a broken circuit. It can create a misconception in the sense that children will be lead to believe that these components have an ever-lasting life.
The pocket phonics app has been witnessed during the course of this project to have a positive effect on a child's confidence in phonics, however it too has its limitations, in the way that phonics is taught. It can help with the reading and listening of different letters, though lacks the ability to assess a user's pronunciation of the different letters and their sounds, potentially causing a difficulty with pronouncing letters and their sounds. Throughout this project, I feel that my overall understanding on iPad's has developed a great deal. Before this project, I predominately used an iPad for browsing the internet, as it was easy to access, and I didn't really have an understanding on the variety of apps that were available.
Since progressing with this project, it has allowed me to explore the different kinds of applications that are available, and the amount of apps that have been created is incredible. I have been able to look and play around with a variety of applications that I feel will help with teaching and learning in science. Playing around with the apps has allowed me to see the age range and levels in which the apps are aimed at, and how the apps can be translated into a means of teaching and learning, using the guidelines of the national curriculum. I did find that some of the apps were a lot harder than others to understand, although there were instructions available, I found several quite hard to get to grips with, and therefore, thought that these would be inappropriate for the uses I had intended.
Playing around with the iPad has definitely made me aware and developed my understanding of the uses it can have in the classroom environment. I feel that the iPad is a piece of hardware that I would use as a teaching resource, through either a starter or plenary of a session as a way of bringing the class together, and as a way of re-capping the children's knowledge of a particular subject. I would not solely rely on the apps and iPad as a way of teaching, as I feel as though children need to experience things in a real-life context, and sometimes the iPad can take this away from children.
Although this was not the focus of our project, but a means of presenting our work, the use of Prezi was another hurdle for me. This has been the first time that I have used this programme, so understanding how to layout the frames, and position images was something that I had to learn. I feel as though Prezi is a brilliant way of presenting work, and is definitely more exciting and fun to watch than a power point presentation. Using Prezi is something I will look into using when presenting work to children in the classroom, and will hopefully use this software throughout my university course. Using this program regularly will allow me to develop my understanding and enhance my skills, increasing my confidence in using this programme.
Through completing this project, it has allowed me to explore two things that I have never really used before. I feel that by playing around with the iPad and Prezi, I have taught myself the basics of what I needed to know, and I feel as though the use of an iPad and what I have learnt is going to develop further through exploration, and my understanding of Prezi is something I hope to keep working on, and develop my confidence in the use of this programme. This is a quick video of me demonstrating the three applications I have chosen. Before embarking on this project I was skeptical as to how an iPad could be used as teaching/learning resource, I have since discovered the endless choice of apps available that can enhance learning in many different subject areas. The pocket phonics app has enabled myself to practice the phonic sounds efficiently, as during my school placement there was a phonics session everyday, being in reception, and so this app enabled me to recall the phonics sounds and actions, the children were doing in class. It had been a long time since I had been around phonics and am now more confident in this area in order to reinforce the sounds and actions to the children in the class.
Personally I think an iPad/tablet being used to complement traditional teaching methods could be very enjoyable for both teachers and children. It appears to me that it could be a useful resource for the introductions and plenary's of lessons. There are many apps that encourage children to think in the right context, for example there are maths games that will encourage children to think mathematically, and get them in the right frame of mind for a math's activity. As well as the different apps for individual subjects, the iPad's basic functions could also be beneficial to the teacher and their pupils. The camera for instance, can be used to record findings during a science experiment and can assist in prompting the children's memory when writing up their findings. The voice recorder can also be used in a similar way, allowing the children to concentrate on the experiment, and talking about what they see rather than writing down their observations. The camera and voice recorder could come to use for a teacher for assessment and observations of the pupils. There are various art apps which could be utilised, to help children with their handwriting and develop their fine motor skills.
We chose to present this project via Prezi which in turn has provided me with an opportunity to learn how to use this particular software. After much editing and trial and error, I believe I have conquered the basics of prezi and am now confident. I can independently create an interesting presentation using this software, and see it as a more creative alternative for presentingwhen compared to powerpoint.
As a teaching resource, I think that apps such as the solar walk could be a very powerful tool for demonstrating space themes, by using alongside a visualiser the various models, videos and explanations can be shown to the whole class using this method, should there only be one iPad/tablet available.
Overall I have enjoyed this project, it has highlighted to me the vast range of uses an iPad/tablet has for a classroom environment and has allowed me to try some of the apps for myself, therefore I now have a deeper understanding on which apps I like and dislike. Should I enter a school that has iPads or tablets, I would like to incorporate the use of iPads as part of an introduction or plenary, as I feel more confident using them myself and selecting appropriate apps. I can also see myself using prezi as a means for presenting in the future. Fun Science has 9 interactive experiments; each with three levels, increasing in difficulty.
The experiments varying from electricity, forces and gravity, to the volumes of liquid,
and the use of heat. This app would be suitable for children from age 4 up until age 11
covering the primary ages, because of the different levels of difficulty, and with the different experiments all
children within this age range will be able to complete these tasks.
The themes of the experiments integrate different aspects of the National Curriculum. Focusing in particular areas such as "Forces and Motions", by using magnets to move a cart along a track. For key stage 2, this will allow the children to demonstrate their knowledge on the types of forces: "identifying the attraction and repulsion between magnets" (Department of Education, 2011) in order to complete the experiment.
Although this is more of a game, teachers could use this app as a starter, to help children re-cap their learning of a previous subject, or use as part of a plenary to help add meaning to what the children may have just learnt.
What will teachers and children gain from using this application, as oppose to another resource?
This application is fun and appealing to young children, through its use of interactivity. Children are drawing on their knowledge of forces, heat, gravity and volumes in an independent and rewarding way. For teacher's, as the application has already been developed, it will save them time on creating a resource for these topics, and the children's progress can be tracked, providing a useful tool for assessment for learning. This is a brief video of pocket phonics in use and a child's opinion on the app. It shows the game part in which the player is asked what letter is being said. What is it? The app PE Games is a user friendly and mobile way to research and plan games/
activities to play in your class.
PE Games contains over 100 games in a variety of categories. Once a user finds a game
that they want to play they can press the ‘ plus’ button in the top right to add it to
their current lesson. Games can then be added and deleted as required, creating a
quick snapshot of the games for your upcoming session. Other features of the app
include the random tab, in which a user can ‘shake’ their device to receive a random game. Curriculum This app ties in with Key Stage 1 whereby for games activities pupils should be taught to travel with, send and receive a ball and other equipment in different ways and develop these skills for simple net, striking/fielding and invasion-type games.
For Key Stage 2 pupils should be taught in games activities to play and make up small-sided and modified competitive net, striking/fielding and invasion games. They should use skills and tactics and apply basic principles suitable for attacking and defending and work with others to organise and keep the games going. What would teachers and children gain from using this app? Using this app will provide teachers with a variety of games to play which they might not have thought of themselves. The app is divided into sections which would relate to the skills the teacher wants the children to develop. For example, reaction games, forming group games, cooperative games and major games.
Teachers and children would gain the ability to congregate their own lesson and edit the lesson after wards, from what they felt worked within the lesson and what didn't. What is it? CoachMyVideo is an app used for video recording and capturing a sporting moment. Then analyzing the video using still pictures by zooming in and slow motion. Curriculum Within the primary curriculum children are taught to watch other children's work and analyze it.
Key stage 1: Evaluating and improving performance.
Pupils should be taught to describe what they have done. Observe, describe and copy what others have done.
Key Stage 2: Evaluating and improving performance. Pupils should be taught to identify what makes a performance effective and suggest improvements based on this information.
(Department of Education 2011) What would teachers and children gain from using this app? This app would let the children gain positive evaluations or to suggest improvements as they record their peers performing a specific skill.
It also allows the teacher to upload a video of a professional performing the skill, this would make it exciting for children as they might watch idols in their favorite sport. It also forms group work rather than the teacher evaluating each individual child's performance.
Most of all this app provides fun into the PE lesson whilst children are recording and making their performance more advanced. ICT Before embarking on this ICT project I was a bit skeptical to how interesting our project would be on iPad's. I didn't think that we would be able to explore as much or in depth as we wanted to, regarding the use of iPad's within the classroom. However, my thoughts were proved wrong.
My knowledge and understanding of the iPad has grown dramatically over the past weeks. Getting to see a variety of apps for each different subject in the curriculum has broadened my knowledge of how I can use these in my lessons. After the research we had carried out, I was quite shocked to how many games actually interlinked with the national curriculum. I found myself thinking that most apps would be great for a starter activity, recapping knowledge from the previous lesson. The iPad as a learning resource has a variety of ways in developing children's thinking to a situation. Technology has become part of day-to-day life, with children using the iPad early on, it may help them with their future learning, either in key stage 1/2 or even further into secondary school as ICT becomes a statutory GCSE.
The apps are great fun, and I even had fun myself recapping things that I may have forgotten since leaving school. I think that having fun whilst learning is very important. Children enjoying themselves on the iPad allows the children to learn without realising, plus it makes the teachers job much more rewarding, if children can understand hard concepts from activities you may have found on the iPad.
On more of a formal level, I also found that showing evidence using the video recorder can be used for a different way of assessing the children. The camera can be used for evidence on displays of the children participating in particular activities.
We all agreed that we would present our project by the use of prezi. This was another hurdle I had to overcome as I had never used prezi for a presentation before, but having seen it being used in university workshops I was excited to create my first one. We had to play around with the programme to get a feel for what we could add to our presentation to make it more advanced. Adding frames, images and text all had to be trialed and built upon for improvements.
Overall I enjoyed participating in this ICT project. I found it interesting as most things such as prezi and particular apps were all new to me this made it more challenging. This allowed me to think more in depth about what I was doing. and how I was going to talk about, and present the particular app, so other people could enjoy it as much as I did. It made me relate back to my placement and think how I could make the ipad work within the classroom as I feel more confident now, using particular apps that the children would enjoy. I have also enjoyed using prezi, I think it is a more visual learning resource than a powerpoint presentation. Feeling more confident to explore and improve my learning with the programme, I feel I will use it more in the future. The Math Bingo app supports the teaching of numeracy
in regard to the four number operations. It is set out as
a game of bingo and the child is given a calculation and
has to choose the correct answer from on the grid. The child can choose which number operation and which level to play.
In KS1 children should understand addition and use the correct vocabulary. They should also understand multiplication as repeated addition and also that subtraction and division are the inverse of addition and multiplication. (Department of Education, 2011).
Why use this app as a resource over other available resources?
Math Bingo is an enjoyable app that promotes the learning of the four number operations. As it is timed it increases the need for speed which result in the learning of number bonds and times tables. According to Manuguerra (2011) 'The use of technology, and in particular of the iPad, has facilitated a mode of teaching in two units that takes into account of the general needs of the students and yet is able to be responsive to their individual requests. The iPad has been used as means to engage, inspire and motivate students through high-level presentation and communication tools'.
This states that children can use a variety of tools to help develop technology skills such as presentation and communication that can be downloaded onto the ipad. For example children can download prezi as an app which can help them expand on their high presentation skills. The teacher could have this within groups for a group presentation or for individual research presentations.
According to the Department of Education (2011), Key Stage 2 develop their research skills. They learn how to amend their work and present it in a way that suits its audience. Within the task students would find their own individuality on what they think is appropriate for their presentation, including pictures they might want to add, videos they might attach and voice notes they might think is suitable. This task is very appropriate to develop children's ICT skills. Video recording Pictures Notepad Safari Video recording can be used for a variety of activities. Using the ipad could make an impact on a lesson such as drama whereby the children could re-watch their performance and talk about improvements. Video recording can also be a significant way to assess the children in a wide range of curriculum activities rather than exams. Taking pictures using the ipad can make the children proud of their work if it gets printed and put on display, or taken home to show parents. In reception classes children do not take exams, so their pieces of work that they have created are used as assessment. This then gets put in their folder for future references. The notepad can be used for general taking notes, such things like personal learning objectives or things that have been learn't from the lesson afterwards.
The notepad also allows the children get used to the keyboard layout, this will be advancing their ICT skills which will help them for their future. Safari (the internet) can be used for a variety of activities such as researching, revision games that can be found on websites such as bbc bitesize and more apps that can be downloaded for the ipad to use everyday. Walters (2011) states 'IPads provide us with the skills to access multimedia and information, wireless Internet connectivity, and portability. But the tablet is truly a new platform for classroom computing'. Significant changes have happened within technology. To facilitate this for teachers, they need basic ICT skills on the new devices within the school. The ipad comes with specific apps already installed, these resources can help children enhance on their basic ICT skills, such as using a camera and typing on a keyboard. This is a brief video of Maths Bingo in use by a child, to see how they got on with the app, and whether they enjoyed this as a maths game. Project creators
Leanne Potter 000553538
Chantelle Hunt 000597412
Hayley Cummins 0007162413
Chloe Slater 000705509