ITT1025 Computing and Technology Enhanced Learning

2013-2014

BA Primary Education QTS Year 1

“Providing opportunities to engage collaboratively with technologies and produce digital products to share with wider audiences”

This course forms part of module ITT1025.

Within the module you will study Primary RE/PSHE and Computing/Technology Enhanced Learning in discrete sessions.

The Computing and Technology Enhanced Learning element of the module focuses on:

  • Personal skills, confidence and knowledge in the use of digital technology
  • The teaching of computingas a specific curriculum subject
  • The use of digital technology to enhance the teaching and learning in all curriculum subjects
  • Your own use of digital technology to add to your professional repertoire of teaching skills

Course Overview

Computing is a broad and continuously evolving subject with new tools, software and apps appearing all the time, making it an exciting and challenging subject to teach. During this module you will engage in a wide range of digital technology activities, with the aim of deepening your own capabilities and gaining the confidence to use them in schools. You will gain experience of key educational hardware and software, and be given the chance to apply technology across all areas of the curriculum. This is known as Technology Enhanced Learning and will involve communicating ideas in a variety of forms andcollaborating with others using digital technology. There will also be a focus on Computing as a subject in its own right and you will learn how to implement a problem-solving approach and promote the logical thinking skills needed to solve computing challenges. Tying together this varied activity is a firm emphasis on embedding digital technology learning objectives within a genuine curriculum context so that you learn to plan meaningful tasks that give your pupils a clear sense of purpose.

To give you a feel for the effectiveness of purpose, audience and challenge in schools, and to mirror ‘real-world’ uses of technology, we will find platforms for sharing your own work. We will encourage you to maintain a blog, contribute to a repository of shared resources, use twitter and develop a personal learning network to support your use of digital technology.

Overall, we are aware that children engage in a diverse range of digital technology activities at school and at home, including gaming and the use of social networks. We aim to tap into their high motivation to use technology, but recognise they need to learn to do this safely and responsibly if they are to become effective digital citizens. They also need to have a clear idea of their own learning progression and develop ownership over their learning goals. The themes of digital literacy, e-safety, and assessment of progress therefore run throughout the module.

We look forward to working with you and making new discoveries along the way, and hope you enjoy the journey!

Time Allocation (for the whole ITT1025 module)

TEACHING, LEARNING + ASSESSMENT ACTIVITIES STUDY HOURS

Contact hours - Seminars 24

Guided Independent and directed tasks 51

Assessment - Blogfolio 25

TOTAL 100

The Teaching Team

The Computing tutors are:

Helen Caldwell()

Alison Witts ()

You will also come to rely on Stephen Bryant our digital technology Technician. ()

Teachers’Standards Addressed

Your Computing/Technology Enhanced Learning (C/TEL) skills will be relevant across the curriculum and will address all the Standards, but the following Standards are particularly relevant:

Part 1 (3)

Teachers will demonstrate good subject and curriculum knowledge

  • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
  • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
  • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

Teaching Sessions

Session 1Interactive Whiteboards and Beginning Blogging

Session2Presentation tools and Infographics

Session 3Mobile Technologiesand Assessment

Session 4Computing in Key Stage 1

Session 5Computing in Key Stage 2

Session 6Physical Computing and eSafety

Session 1 Interactive Whiteboards and Beginning Blogging

Objectives

  • Gain an overview of the digital technology course and assessment tasks.
  • Understand the background and current developments regarding the teaching of computing in schools.
  • Think about the role of the IWB and the range of ways it might be used.
  • Gain familiarity with IWB hardware and software and Pupil Response Systems.
  • Know some sources of IWB resources and online tools and how to organise these through bookmarking.
  • Explore the use of the Edublogs blogging tool for recording, reflecting and sharing learning.

Outline

  • Discuss historical and recent developments in the teaching of computing in schools and think about the need to balance the use of digital technology to enhance teaching and learning in schools (TEL) and the study of Computing as a subject in its own right.
  • Discuss experiences of IWB use, how they can promote teaching and learning for groups and individuals and how to make best use of the interactivity.
  • Explore the tools and templates within SmartNotebook and gain some hands-on experience of using the IWB and visualiser.
  • Review the course and assessment tasks, and explore useful digital technology tools. These include setting up a blog as a place to record and reflect, and a twitter account to begin to establish a personal learning network. Consider copyright issues when blogging and how to source and attribute Creative Commons images.

Directed Task

Bring a memory stick for the next session.

Make sure you can access Nile, find your course modules and announcements, and communicate via email.

Use your blog and twitter to reflect on your own experiences of digital technology in schools and relate them to current developments in digital technology.

Browsing and Reading (to select from)

Maths:

The Little Book of Superb ICT to enhance Teaching & Learning in the C21 Classroom (Mark Anderson, )

TED Talks: theme How We Learn

Vanessa PittardNAACE presentation on the Primary ICT curriculumfrom DfE 2012

ICT and Computer Science in UK Schools: NAACE, CAS, ITTE Joint Statement

Rethinking ICT (Chris Leachblogposts)

Learning without Frontiers podcasts

IWB Resources from Kent ICT

IWB resources from TeacherLed

PGCE Survival Guide: free book to download

Using ICT in Innovative Ways (ICT CPD for Free course from NAACE. Register first)

ICT Tips from Tammy Worcester

Trainee Teachers at Plymouth University use Twitter (video of presentation from Plymouth University team)

ICT in the Early Years from E2BN; Interesting ways series

25 Features of Outstanding ICT Lessons (Terry Freedman)

Habits of effective technology teachers:

Transformational ICT:

Purposeful use of technology:

Schools blogging:

Session 2Presentation Toolsand Infographics

Objectives

Consider the role of presentation software in helping pupils convey ideas to audiences.

Explore a range of presentation software on desktops and mobile devices, comparing linear and non-linear structures.

  • Compare the use of presentation software for the balanced investigations of issues and the creation of digital stories.
  • Develop an understanding of the principles and progression of data handling, modelling and simulation skills in the Primary school context.

Outline

  • Discuss experiences of presentation software use, how they can promote teaching and learning for groups and individuals and how to make best use of the interactivity.
  • Explore a selection of presentation tools, make comparisons and bookmark links.
  • Add hyperlinks, multimedia and interactive elements, and think about when different modes might be useful when working with narrative and non-narrative structures.
  • Discuss the use of modelling and simulations for making sense of complex situations and exploring concepts that are difficult to test.
  • Explore methods for collecting and interrogating data and look at how findings can be represented through infographics, graphs and charts.
  • Review progress with the blogfolios and learn how to add weblinks and embedded items such as slideshows and presentations.

Directed Task

Use your blog and twitter to comment and reflect on today’s session, making a comparison of tools. Also comment on your browsing and reading, supported by relevant links.

Browsing and Reading (to select from)

Learning with Es

Teaching with Comic Life

Collage/Comic app-tivities:

Pose, Pause, Pounce, Bounce:

Glogster and Beeclip:

Presentation tools:

Animoto:

How to design your digital classroom

winning videos on ICT in the Early Years from Gamesely Early Excellence Centre

Modelling and Models for Learning ICT CPD for Free course from NAACE (Register first)

Guide to using and creating infographics

13 Reasons to use Educational Technology in Lessons (Terry Freedman)

Online conference with the 2012 theme of Learn, Share Remix: K12 Online 2012-08-16

Technology in the Early Years (ICT CPD for Free course from NAACE. Register first)

Excellent crowdsourced book of classroom ICT projects: The Amazing Web2.0 Projects Book (Terry Freedman).

Essex Primary ICT (e-pic) materials on Handling Data, Modelling and Simulation

Drama and ICT:

Student created eBooks:

Exploring NonFiction:

Literacy webtools: ,

Thought provoking blog post about using ICT to improve writing

NMC Horizon Report: 2011 K-12 Edition (ISTE Report. Register to get free download)

Session 3 Mobile Technologies and Assessment

Objectives

  • Develop awareness of the potential for enhancing teaching and learning through the use of mobile technologies.
  • Gain experience of using mobile devices for capturing and manipulating data outside the classroom, for collaborating with others and for manipulating media.
  • Engage in critical reflection about the pedagogical implications of using mobile devices.
  • Explore how digital tools can be used to promote different forms of assessment and capture evidence of achievement.

Outline

  • Discuss ways in which the use of mobile technologies can contribute to teaching and learning.
  • Think about how to evaluate the learning potential of a range of apps and develop a framework for classifying apps
  • Discuss how best to provide meaningful and personal contexts for learning using mobile technologies.
  • Explore the use of apps for collaborating and connecting with others.
  • In groups, plan to apply some of these techniques to the development of a mobile technology resource on a curricular theme.
  • Consider the distinction between the assessment of computing skills and assessment with digital technologies.
  • Evaluate strategies and tools for promoting peer and self assessment and assessment for learning, including collaborative tools, personal response systems, and online bulletin boards.

Directed Task

Reflect upon the pros and cons of mobile technologies in your blogfolio. Add some app reviews to the wiki repository. Make sure preparations are in place for your presentation session next week.

Browsing and Reading (to select from)

Why use iPads? James Long (Videoscribe on YouTube)

There is more to iPads in the classroom than apps (Silvia Tolisano, Langwitches Blog)

The Digital Learning Farm and iPad apps (Silvia Tolisano, Langwitches Blog)

How the iPad can transform classroom learning (Ben Johnson, Edutopia)

Project Based Learning in Hand (Tony Vincent)Part 1, Part 2

iPads in the Classroom (Download Sabrina Huber’s book for free)(PDF version) (online version)

The use of digital literacy tools on the iPad to change pedagogy Part 1 and Part 2

A case study of how a sequence of tools support a classroom project

What is Project based learning?; Exploration of digital literacies by Doug Belshaw

The Padagogy Wheel

Lesson ideas: Lisa Carnazzo talks about her iPad classroom

iPad classroom:

Content creation apps:

iPad lessons: Improving boys’ writingPart 1 and Part 2

More iPad lessons: Andrews describes the pros and cons of his ipad journey in his Primary School classroom

25 ways to use the iPad in the classroom by complexity; Thinking about apps as teaching and learning tools

Socrative and Explain Everything as assessment for learning tools

Developing Assessment for Learning at Rosendale and Christchurch part 1 and part 2

McIntosh, E. (2012).Tagging the Learning Journey at Rosendale Primary School.[ONLINE] Available at

NAACE ICT CPD for free website: Course: Assessment of ICT in the Primary Phase

Session 4Introducing Computing in Key Stage 1

Objectives

  • Gain an understanding of the relationship between control technology and constructionist learning theories and how these relate to current thinking about ICT in education.
  • Develop an awareness of how computer science and programmable physical devices fit into the KS1 curriculum.
  • Understand computer science terminologies such as ‘algorithm’, procedures’, ‘data’, and how to convey these concepts to young pupils.

Outline

  • Discuss the theoretical perspectives underpinning the ways in which programming supports learning, including the constructionist perspective.
  • Think about how teaching young children to program can help to demystify the computer, and explore ways of helping them to understand the function of familiar technologies and artefacts in their environment.
  • Consider how giving young children early experiences of linking input and output with sensors through personal, meaningful experiences that promote engagement with programming concepts.
  • Gain hands-on experience of programmable devices, floor robots, Logo, Lego, control technology devices, apps and simulation software for developing experience of programming.
  • Write sequences of commands and simple executable programs and consider how to organise introductory computing activities in the KS1 classroom.

Directed Task

Reflect upon the themes of computer science through your blog. Bookmark a collection of resource links and share your lesson ideas on the wiki.

Browsing and Reading (to select from)

Seymour Papert 8 big ideas: ,

Play in Education: Stuart Brown: Play is more than fun

Digital Literacy, ICT Creativity and Computational Thinking:

Introduction to computing in KS1

Introducing EY Programming

Resources for teaching EY computing:

Toward Defining Digital Literacy for Early Childhood Development:

How to train your robot (games for 6 year olds)

West Hove Infants Programming and Control page:

Introduction to computing in KS1

TangibleK project videos of young children exploring programming concepts

Key Stage 1 Computing links:

Must-watch video on getting Primary children excited about computer science;

Session 5Introducing Computing in Key Stage 2

Objectives

  • Consider the pedagogical and methodological implications of using programming in education.
  • Develop an understanding of how to provide opportunities for pupils to design, write, run and debug executable programs.
  • Explore ways of structuring programming activities to challenge pupils through a problem-solving approach that supports the development of higher-order thinking skills.

Outline

  • Discuss ways in which programming can help pupils engage in higher order thinking and problem solving skills.
  • Gain experience of writing sequences of instructions and simple executable programs and consider how to organise introductory computing activities in the Primary classroom.
  • Understand the importance of developing, testing and refining sequences of instructions and reflecting critically on programmes and asking ‘what if?’
  • Investigate software for creating games and developing programming skills in KS2.
  • Compare a domain-specific language such as Logo with a visual language such as Scratch or Kodu and design some sample procedures.
  • Learn how to make screencasts as an additional way of recording and sharing.

Directed Task

Prepare some reflection, commentary and evidence for this session. Assemble a collection of resource links for these themes and save to an online bookmarking account. Include some discussion about peer assessment and digital technology.

Browsing and Reading (to select from)

Introduction to computing KS2

Thinking Myself:

Graham Hastings Prezis

Computer Languages prezi

Rethinking ICT

Exploring computational thinking

History of programming languages infographic

Review of block computing tools:

Computational fairytales

Coding links from Code.org: Reflections on programming

TED Talks:ThomaSuares: a 12-year-old app developer; SugataMitra shows how kids teach themselves; Ali Carr-Chellman: Gaming to re-engage boys in learning; Gabe Zichermann: How games make kids smarter

The home pages of Marc Prenskyone of the leading thinkers on children and games

The blog of Derek Robertson, a leading Scottish educationalist with an interest in games based learning.

Thinking about ways of improving boys’ writing using gaming on iPadsPart 1 and Part 2

Digital Leaders

Imagineerz and design thinking

Creativity and ICT:

Coding the Future – A TES roundtable discussion.

Collective Knowledge Construction: a theoretical model for teaching and learning in a technology rich world.

Computer programming for all: the next literacy?

Scratch in context; Reflections on the Scratch Curriculum guide

Article on Programming and Robotics with Scratch in Primary Education

Session 6 Introducing Physical Computing and eSafety

Objectives

  • Develop understanding of the role of programmable physical devices for sensing and controlling the physical world with computers.
  • Compare the use of programmable devices using Logo, Lego and simulation software.
  • Explore how the Raspberry Pi, robotics and invention kits such as MakeyMakey can teach pupils how to interact with the physical world and how this opens up opportunities for exploration.
  • Review Information Literacy and eSafety issues in the context of emerging technologies and the evolution of technology.

Outline

  • Discuss how physical computing can be a creative framework for making connections between the physical and the virtual.
  • Explore and compare control hardware and software devices to develop target related programmes using sensors, motors and robots.
  • Experience the process of creating, evaluating and re-designing procedures using a range of control devices and develop confidence in producing procedures using invention kits.
  • Discuss the topics of eSafety and Information Literacy in the context of emerging technologies and the evolution of technology.
  • Think about the validity of information and data, bias, attribution, filtering and selecting content and compare guidelines for developing an Acceptable Use Policy andeSafety Policy.

Directed Task