Supporting Children's Learning with ICT

Karla-Jade Edgecombe

Introduction

I work in a school ranging from nursery to year six. There are 3 computers in each classroom. We also have an ICT suit with 20 computers, b-bots, headphones and many more pieces of ICT equipment.

The ICT suit is used by the whole school everyday. In each classroom there is a laptop which connects to the interactive whiteboard. Recently

we've invested in 72 new Ipads, 22 are set up and used in year six for their life project, the rest are waiting to be set up along with

two apple TV's.My position in the school changes throughout the day.

AM- lsa PM - I cover ppa for the foundation phase.My intentions for this activity is that all the children

have a feeling of success and achievement.

Learning Objectives

By the end of the lesson the children should have a strong understanding of Problem solving across the

Curriculum. I hope the children will recognise the plot Of the story and be able to discuss how we can solve the problem together By hiding the magic beans. The children will then apply and deign their ideaIn order for them to analyse each others work and compare it to their own.

Children would be able to summarise their thoughts and evaluate each character.Cornerstones.

Can see links between cause and effect.Using and becoming familiar with common words and phrase for the world.

Experience a range of stimuli including : media and ICT.Express.

Making links within the different elements Describing what they have found out and offer explanations

Class dynamics

I'll be carrying out my lesson with a mixed year one/reception class. 18 year ones and 6 mature reception. Their ages range from 4-6 years old

Its a positive classroom atmosphere, staff and children have a good repor making the children feel safe, respect the classroom rules and have close friendship groups.

Their enthusiastic to become involved in new experiences and enjoy learning from each other. Their mixed a very mixed ability class ranging from

Outcome 2 – outcome 4. National Curriculum/Foundation Phase documents reference.

Lesson/Activity

IntroThe children watch a short film around problem solving.

While watching encourage them to watch and listen carefully as there will be questions to follow. When the video

has finished ask the children some open questions around whatthey watched. Explain that I want them to to come up with

a plan to solve the problem I am going to show them. When showing them the dilemma the computer will be

hijacked by a morphed character that has been made using I-pad morph app. Children will be asked to go to collect a treasure chest from the garden I then read the letter.

( see evidence)

Activity- In mixed ability groups the children will be split into two

Groups, one group will draw a plan on where we can hide theMagic beans and the second will use the construction to

Make a secure place to hide the beans.Enjoyment is the key here to encourage future of

engagement of learning. Bring the children back to the

carpet and share their results by putting the

Pictures of their designs on the whiteboard using the I-pad. When turning my back and pretending that the I-pad has

broken show the Children the string augmentation animation & the evil king on morph app. Get them to

explain what they saw, show another animation ofPrincess Gwen, who will ask them to go on to doing task 2.

The children then design a wanted poster for the lost giantAnd place them around the school.

Plenary-Using the Atypo app on the I-pad the children think of words

For each of the characters.

Resources

Interactive white board Ipad

Ipad lead Speakers

Treasure chest Worksheets

Letter and tasks from the princess Pencils

Blue tack Garden key

Lnf skillsLiteracy-

Talk about things they have made or done, explaining the process.Include some detail and some relevant vocabulary to extend their ideas.

Show understanding of what they have heard by asking questions to find out more.Contribute to conversations and respond to others.

Numeracy- Make lists and tables based on information.

The EvaluationDuring my lesson I felt as though my teaching was well

directed and the children enjoyed learning. I feel its more effective and beneficial for children's learning if they're enjoying the lesson being taught. This is also expressed by D. Sherrat and M. petter (2002) who state that ' Children learn best when they are enjoying themselves and teaching

too becomes more effective'.

During my lesson I had planned three activities.The children sat patient at the start of lesson as I experienced some technical difficulty with the

leads I needed. The children reacted extremely enthusiastic after I played them the morph app of the princess,

they had no idea that I myself had put it on. They believed like intended that the princess has high jacked the lesson and needed their help. The children learnt/met all the skills that I had planned for

and some pupils asked questions that I hadn't thought of, which enabled class discussion which also gave many of them the opportunity

to further their knowledge of the mornings lesson. They also had a great experience of working in groups as well as individually.

'Grouping children together helps to promote more effective learning

and results in co-operative activity that extends what the individual could do alone'

I decided to use a I-pad to support the learning because I felt like it was a challenge for myself as well as the

pupils as neither of us had experienced using them before. I used the I-pad all the way through my

lesson for many different things. I used the morph app to crate characters and make them life like, this made the learners eager to expand their learning and knowledge

of the story 'Jack and the beanstalk'.

I also used a camera throughout my teaching by myself taking pictures and letting the class photographer use the

camera and take photos he/she thought were necessary I used the white board to show the children their work

and photos during and the end of the lesson.I supported the learning in many ways, I made sure

I firstly grouped the children in mixed ability so the learners could scaffold each other through the

learning process.I also designed a poster 'IN IT TO WIN IT'

this helped the children understand what I expected from them as learners throughout the lesson.

I walked around the room providing help if children had requested it or I could see their work card turned to red.

'ICT can have a positive impact of teaching and learning'.Using the I-pad and white board in my lesson made a massive influence to my teaching. If I hadn't had the use of the apps to make my lesson more believable I wouldn’t of had the same

outcomes and enjoyment. During my use of the I-pad's I learnt the positive effect of using technology to enhance a lesson. I learnt that the I pad produced some fantastic learning apps that can assist a child in learning whether

being a higher ability child or a lower ability. During my experience of practising using the ipad I took a maths lesson in a reception class there is a

little autistic boy who refuses to do maths so I downloaded an appropriate game and managed to hit many of his skills and

outcomes he hadn't done all year.

I will carry on trying new types of technology in my future teaching to enhance the children’s

learning and knowledge as well as my own. If I had to do theLesson again, I would make sure my AFL was more structured

for each activity rather than throughout the day. I learnt this during my second activity when the children kept asking

me t into numeracy for their LNF skills, while planning my lesson around literacy skills

I found it difficult putting in the numeracy skills. questions, I felt it was best I stopped all the children and went through what I was expecting the giant to look like.

I enjoyed having the experince of teaching with an ipad and hopefuly will be allowed to enhance my knowledgeAnd use one in the futrue.

The Evidence

The morph app

References

Developing play and drama in children with autistic spectrum disorders. 2002 routledge.

Teaching children to learn Robert Fisher

Cox & abbot 2004 Cox &# Webb 2004