In this session, we were given time to complete our wikispace on staying healthy.
I really like the idea of allowing children to work in a group and create their own wiki, however, it would take much longer when doing it in the primary school.
In ICT, we have learned the basics on how learning can be effective in this way. If there is a page on each wiki for each child, then every pupil will have a responsibility and feel included.
It is, however, very important to have good organisational skills and have planned exactly what you want to do with the children and how they will be grouped for the lessons to be successful.
I found the following video useful - the teacher discusses some of the ways she has used wikispaces in her classroom. She has demonstrated that they can be used in the classroom to engage pupils who are perhaps not participating in their work in other ways.
Allen, Potter, Sharp and Turvey (2007, page 182) stated the following about virtual learning environments: "There are two main elements to VLEs currently. Firstly, a VLE can be seen simply as a dynamic web space in the sense that the content can be easily updated or uploaded without the need for any knowledge of html code. This means that information and files (including multimedia) can easily be made available to children beyond the limitations of the school timetable and building. Secondly, many VLEs offer a range of online tools such as discussion forums, blog sand wikis. Such tools offer yet further opportunities for children to extend their learning beyond the classroom environment, for example by continuing a debate about the differences between the children's lives in Victorian times compared with today."
From this quote, we are able to see just some of the potential brought into the classroom simply by introducing the children to wikis and different virtual learning environments. Mandy and I worked together to create our wikispace - we shared the workload equally and each created two pages each. Click here to see our wikispace so far.
References
Allen, J., Potter, J., Sharp, J. and Turvey, K. (2007) Primary ICT: Knowledge, Understanding and Practice. Exeter: Learning Matters Ltd.
Friday 25 February 2011
Thursday 24 February 2011
Week Five - CollaborativeTask and Using Animoto
Today we completed a collaborative task based around handheld learning.
The first tool we used was a collaborative Google Document. We were given exactly on minute and were instructed to write down as many words relating to 'handheld learning' as possible.
We ended up with a page of random words... However, we then copied these and using the website Wordle, were able to create our own eye-catching word picture (shown below):
I have seen several pictures which have been made using Wordle displayed in schools: they are often used for titles on wall displays. The children could, however, do as we have done today and make use of the website to make a front cover for a piece of work.
Working in a group of three, I then took part in creating an acronym using the word 'mobile'. When we had made our acronym, we worked together and made a word mosaic for them.
Here is our acronym:
Motivating Manageable Messages Meaningful
Opportunity Observation Online
Banking Bold Blogging
Interactive Innovative Independant
Learning Linking Lesson Literacy
Engaging Entertaining Experimental
The first tool we used was a collaborative Google Document. We were given exactly on minute and were instructed to write down as many words relating to 'handheld learning' as possible.
We ended up with a page of random words... However, we then copied these and using the website Wordle, were able to create our own eye-catching word picture (shown below):
I have seen several pictures which have been made using Wordle displayed in schools: they are often used for titles on wall displays. The children could, however, do as we have done today and make use of the website to make a front cover for a piece of work.
Working in a group of three, I then took part in creating an acronym using the word 'mobile'. When we had made our acronym, we worked together and made a word mosaic for them.
Here is our acronym:
Motivating Manageable Messages Meaningful
Opportunity Observation Online
Banking Bold Blogging
Interactive Innovative Independant
Learning Linking Lesson Literacy
Engaging Entertaining Experimental
When we had our wordle and our separate word mosaics saved, we then moved on to use a different piece of software, Dance Ejay. This programme allows you to create your own copyright free piece of music. This could then be used in, for example, a movie the children had created. In this case, we created our own short piece of music to play along with the wordle and word mosaics we had created.
To bring all of our work together, we used a website called Animoto. This is a site which allows you to create a slideshow of images or a video and add music to this.
Here is the slideshow we created using Animoto:
A collaborative task like this one if definitely something I would consider using with children in the upper primary. I particularly liked the fact that each individual's ideas can all be brought together as the children would all be able to add information to one document at the same time. If I were to use any of these ideas for a collaborative task, I would have the children bringing their ideas together to begin with. However, I would then have them working individually to create their own pieces of work.
My understanding of collaborative learning is that we all share our own ideas but do not necessarily need to come together as a group to do this. Cooperative learning, however, is what I what I understand to be everyone coming together to play their part in creating one specific piece of work or reaching a certain goal for example.
Williams and Easingwood (2007, page 17) have stated that "Another advantage of using ICT is that it acts as a very effective focal point for collaborative work. This is particulary important in the primary school, where the development of personal and social skills is traditionally seen as being as important as the more academic aspects of school life."
In the above quotation, it is said that collaborative work is an advantage of ICT. Not only is it that: it can help the child to develop in other areas as stated above - it can develop their personal and social skills which is crucial in a child's life.
In the above quotation, it is said that collaborative work is an advantage of ICT. Not only is it that: it can help the child to develop in other areas as stated above - it can develop their personal and social skills which is crucial in a child's life.
The following outcome would fit in with a collaborative task like this one.
Scottish Government (2009): "As I extend and enhance my knowledge of features of various types of software, including thise which can help find, organise, manage and access information, I can apply what I learn in different areas."
TCH 1-03a/TCH 2-03a
References
Scottish Goverment (2009) Curriculum for Excellence - Experiences and Outcomes. Available: http://www.ltscotland.org.uk/Images/all_experiences_outcomes_tcm4-539562.pdf [accessed 24/02/2011]
Scottish Goverment (2009) Curriculum for Excellence - Experiences and Outcomes. Available: http://www.ltscotland.org.uk/Images/all_experiences_outcomes_tcm4-539562.pdf [accessed 24/02/2011]
Williams, J. and Easingwood, N. (2007) Primary ICT and the Foundation Subjects.
London: Continuum International Publishing Group
London: Continuum International Publishing Group
Week Five - Smart Board Training
In this session, we were introduced to using a Smart interactive whiteboard in the classroom. IWBs are becoming more and more common in classrooms nowadays and are replacing blackboards and white pen-boards. They bring many opportunities for active learning in the classroom - there can be opportunites for the children to come out and write on the board, take part in different interactive activities or it can simply be used to display certain text or images to promote thinking.
Barber, Cooper, and Meeson (2007, page 32) stated the following: "The IWB is an engaging and potentially powerful tool. However, as with any tool, it is only of any benefit when it is used appropriately and in a way that adds value to your teaching. This is a consideration that should inform your use of the IWB, but even the most careful planning and the most imaginative development will count for nothing if certain organisational matters are not addressed."
As demonstrated in the quote above, an IWB is a fantastic tool to have in a classroom. However, it is only valuable when it is used correctly and the teacher using it must be familiar with it's functions. As teachers, it should be our priority to be well organsied and to have planned exactly how we are going to use the board in our lessons. For example, are the children taking part in a whole class activity and taking inidividual turns to use the whiteboard or are they working on different activities in groups one of which includes using the whiteboard? Or are you going to use it simply to display an example and to promote further thought.
In this session, I was able to gain a good insight into just how many different ways the smart board can be used in the classroom. We were given demonstrations, starting with the basics, and were able to try the software out for ourselves using laptops.
It was demonstrated in the presentation that if you are not aware of the full potential of the whiteboard and are not aware of it's uses, you will not be able to use it to benefit the children in your class.
By the end of the session, we were each able to begin creating our own flipchart which related to a previous topic we had been working on for the early years stage. The session benefited me greatly and I would now feel much more confident going into a classroom and making good use of the Smart interactive whiteboard.
References
Barber, D., Cooper, L. and Meeson, G. (2007) Learning and Teaching with Interactive Whiteboards - Primary and Early Years. Exeter: Learning Matters Ltd.
Barber, Cooper, and Meeson (2007, page 32) stated the following: "The IWB is an engaging and potentially powerful tool. However, as with any tool, it is only of any benefit when it is used appropriately and in a way that adds value to your teaching. This is a consideration that should inform your use of the IWB, but even the most careful planning and the most imaginative development will count for nothing if certain organisational matters are not addressed."
As demonstrated in the quote above, an IWB is a fantastic tool to have in a classroom. However, it is only valuable when it is used correctly and the teacher using it must be familiar with it's functions. As teachers, it should be our priority to be well organsied and to have planned exactly how we are going to use the board in our lessons. For example, are the children taking part in a whole class activity and taking inidividual turns to use the whiteboard or are they working on different activities in groups one of which includes using the whiteboard? Or are you going to use it simply to display an example and to promote further thought.
In this session, I was able to gain a good insight into just how many different ways the smart board can be used in the classroom. We were given demonstrations, starting with the basics, and were able to try the software out for ourselves using laptops.
It was demonstrated in the presentation that if you are not aware of the full potential of the whiteboard and are not aware of it's uses, you will not be able to use it to benefit the children in your class.
By the end of the session, we were each able to begin creating our own flipchart which related to a previous topic we had been working on for the early years stage. The session benefited me greatly and I would now feel much more confident going into a classroom and making good use of the Smart interactive whiteboard.
References
Barber, D., Cooper, L. and Meeson, G. (2007) Learning and Teaching with Interactive Whiteboards - Primary and Early Years. Exeter: Learning Matters Ltd.
Tuesday 22 February 2011
Week Four - Presenting our Movies
The day of the premiere of our movies had finally arrived!
However, before the movie premiere, Sharon discussed collaborative blogging with us.
We were shown a Google Document which she had set up and we were all able to choose one aspect of handheld learning using iPads and iPhones.
Our task was to each write a small paragraph about one way in which handheld devices could be used for learning in the University - this included both the advantages and disadvantages. The following is what we ended up with on the collaborative document:
iPhone Collaborative lecture
Advantages: Tutors can receive instantaneous feedback from us during lectures, using poll4.com for example (like Sharon used the other day). With it being anonymous students are more likely to participate rather than having to put their hand up and share their ideas in front of 90 other people.
They can also be used to contribute to collaborative documents while information is fresh in your mind, even just placing a reminder there for expansion (by yourself or others) at a later stage.
Disadvantages: They can be quite fiddly to use and may result in you losing concentration on the content of the actual lecture.
iPhone Personal lecture
A way in which the iPhone can be used in personal lectures is by using QR codes. Lectures would create QR codes which they will display on their Power Points in their lectures. These QR codes would link to articles and websites relevant to the lecture they are presenting. Using the iPhone, students will be able to scan the QR code and will be linked straight to the relevant article or website. This will be useful because it will give the students instant access to the information and they will not have to spend time typing in complicated URL’s. It will also be effective because the students will be able to view the relevant information whilst the lecture is talking about it. This will also save the lecture time when creating their PowerPoints because they will not have to spend time selecting examples of information from the websites or articles to put into their PowerPoint.
Keira
iPhone Collaborative tutorial - Tamar
iPhones can be hugely useful in a tutorial for personal use and collaborative uses. I initially thought i was looking at personal uses so here are how you could use it for your own individual use.
One obvious use for it is to take notes. There are a variety of apps you can use to take notes on and edit them at a later. I really like “document” apps because it is very simple to use and use can create different folders to keep your lectures organised.
Another use for an iphone in tutorials is to use the internet. By having the internet on the iphone you would be able to bring up any relevent web pages, useful link and resources online.
Another app that I personally use is the “stickies app”, I find it very useful for recording all of the work I still have to complete and any other notes I must remember. This app would allow you to write anything relevent and tasks you need to complete for your tutorial.
iphones can be used to help encourage collaboration in tutorials. One very useful app is “bump”, personally I think this is a very useful app that allows people to work together, share ideas annd then gather them all together on the main device. Bump allows you to literally drag information across from one device to another. The app I mentioned earlier, “stickies” is useful to use along side bump. It means that people can write their thoughts and ideas down on the post it’s and gather them together on another device.
Using google docs on an iphone would allow everyone in the tutorial to simultaneously add their ideas and opinions into one document.
Although I have only mentioned a few ideas of how to use an iphone personally and collaboratively. I feel that an iphone can be a very useful resource to have in a tutorial.
iPhone Personal tutorial
IPad collaborative lecture (Lyndsay)
For this collaborative task I chose to look at the IPad and how it can be incorporated into a collaborative lecture. I selected this area to reflect on as I have used the IPad in lecturers previously and have an understanding of how they can be used, but using them as part of a collaborative lecture is something I needed to research further.
There seem to be many different advantages of using the IPad in this way which could enhance learning. The first advantage that came to mind was using the device, so that lecturers can receive instantaneous or real time feedback. Tools such as Poll4 can be used for simple questions or to elicit deeper responses and are quick and easy to set up. Google Docs is another collaborative tool, which can be used to create and edit documents in real time by a number of people. I believe that by having this anonymous exchange of information, alongside verbal, can encourage interactions from the students. Anonymity may encourage more students to have a voice and be supported in their learning. Many students have answers to the questions being asked or have extra information, but never put their hands up. Lecture theatres can be a daunting place for some people.
An app I would like to discuss is Dropbox. Dropbox is a web based file hosting service, which enables users to access and share files on different devices using ‘cloud computing’. Using this app, lecturers could drop their power points into the Dropbox or students could download them from Blackboard dropping them into their own Dropbox. The IPad can then be used in lectures to pick up the power point and add notes. Students can not only add their own notes, but the lecturer may wish to add extra notes as well to enhance the lecture, personalising the learning to the particular class.
Good Reader used along with Dropbox is another tool to encourage collaboration. This app allows pdf files to be annotated, highlighted and drawn upon. Once this has been done the document can be shared among the lecture theatre. E books can also be highlighted and shared in a similar way giving access to more information.
There seems to be many advantages in incorporating the IPad into a collaborative lecture and am aware I’m just scratching the surface, however, it is important to look at the negative side too. As with most technology once you get used to using it it’s hard to live without. It is inevitable that at some point there will be some sort of fault and for this reason it is important to have a backup plan.
Changing the structure can be a good thing, however, it also means that time and effort must go into training and figuring out how to use everything. This will be easy for some people, but others may struggle or lack of time may be an issue and let’s not forget the people who don’t like change.
Using new technology is always exciting, but I feel that some may become distracted and lose focus on the lecture. Students could be looking at their Face book, checking their email.... instead of paying attention to the lecture and it could go undetected. Some students may be one step behind and miss out on important information while they are concentrating on something else.
There are always two sides to a story, but I think in this case the positive would outweigh the negatives. There are always going to be people who don’t want to pay attention in lectures, however, people need to take responsibility for their own learning.
By Lyndsay
iPad Collaborative Lecture
Nicole
As I have previously blogged about in my post “iPads – How exciting!”, I am very interested in the educational value of the iPad, both for us as university students and for our future practice in the classroom. I found the Apple In Education website to be very informative whilst completing my research on the subject. Through this I found out more of the educational benefits of the iPad, and the features programmed to aid the teaching process. For example, the clip shows students in Seton Hill University, Greensburg, Pennsylvania, attending a lecture where each student has their own personal iPad with them. As the lecturer goes through the of the slides on their powerpoint, each student can add their own personal notes on to their iPads. The key collaboration aspect comes in to place as the lecturer is also able to add key notes onto their powerpoint, and these will also show up on the students screens. Whilst watching the video, I was intrigued as to how this process would work and showed an interest in finding out more about this area. Sharon then took this on board, had a play with various apps to find a solution and incorporated it into our next input.
We used Dropbox, an online program in which you can save your files, to test this function. As the video on the website states, Dropbox allows you to hold all of your files in one place, so you can access them wherever you are – very handy when you need a powerpoint, ebook or journal whilst sat in a lecture theatre! These files can then be opened up on your personal iPad and annotated with your own notes, or by the lecturer. I think this is a very useful function of the iPad as it allows you to have any file you may need at your fingertips, all within the space of one small gadget instead of carrying around folders or individual sheets of paper.
Another useful function of an iPad in a collaborative lecture, is the use of sites such as Poll4, which allows the lecturer to share a question on the screen, and receive responses from the crowd through their handheld devices. This system allows contributors to submit their answers anonymously, therefore encouraging those who may not usually speak out in class, to do so with confidence. The lecturer will then receive a wider range of responses displayed on their screen, which is also useful for them to look back over, rather than forgetting answers submitted orally.
I am interested in testing out the other apps available for the iPad in the future, as the Apple In Education site has a number of apps built for teaching here, which I will hope to test when I next borrow a device.
iPad Personal lecture - Kirsten
An iPad can be a very useful tool to support our learning. With access to the Internet, users are able to access online documents or lecture notes for example.
One piece of software on the iPad which I was impressed with was ‘Good Reader’. It allows you to open a document and annotate. The following are just some of Good Reader’s features: it allows you to write your own notes straight onto your P.D.F. file, use different shapes and lines to annotate your work and to use a highlighter tool. One feature in particular that I liked was how you are able to attach a sticky note to your page if you needed to leave yourself a reminder or just some additional information.
To me, this would be very beneficial as it is easy to use and is much more efficient than having handwritten notes.
When you have finished annotating your document, it can be transferred and stored on your own personal computer. One recommendation that was made to us was to make use of Dropbox, a website which allows online storage. By using this you are able to access your own personal documents when you need them no matter where you are, as long as you have Internet access.
Another benefit of having an iPad for personal use in a lecture is that if something is mentioned that you are not entirely clear about, again if you have access to the Internet, you are able to do a quick search to help your understanding.
We each used a different colour so we are are now able to see clearly who has written each part and we have ended with a very detailed account of the advantages and disadvantages of using handheld learning devices.
We then went to a lecture theatre to watch each others movies. Each group told everyone a little about their movies before they were shown and both Sharon and Carrie gave feedback at the end in terms of the foreign language aspect and the technological aspects.
Ager, R. (2003, pg. 84) stated the following regarding digital movie making: "Many digital still cameras are able to produce short sections of video as well, and there is software downloadable for free from the Internet that is able to edit together video shots on a computer.
Because of it's relative simplicity, compared with even a few years ago, and the fairly minimal costs involved, primary children can easily be encouraged to put together short digital videos, rather than, for example, being asked to produce two pages of writing, as a means of recording some aspect of their work."
The book, Information and Communications Technology in Primary Schools can be found by clicking here. This quote demonstrates the simplicity of using digital filming devices in the classroom. It also demonstrates the benefit - rather than children constantly doing written work, they are able to develop their language skills through technology in the upper stages of the primary school.
We were also able to implement technology into the movie premiere too - we used our mobile phones, iPads and iPhones to allocate the movies a score using the website, Poll 4.
This could be used in the classroom in numerous different ways. It is similar to using the specific voting systems which can be good for when the children are taking part in a quiz or questionairre.
Here is our movie:
However, before the movie premiere, Sharon discussed collaborative blogging with us.
We were shown a Google Document which she had set up and we were all able to choose one aspect of handheld learning using iPads and iPhones.
Our task was to each write a small paragraph about one way in which handheld devices could be used for learning in the University - this included both the advantages and disadvantages. The following is what we ended up with on the collaborative document:
iPhone Collaborative lecture
Advantages: Tutors can receive instantaneous feedback from us during lectures, using poll4.com for example (like Sharon used the other day). With it being anonymous students are more likely to participate rather than having to put their hand up and share their ideas in front of 90 other people.
They can also be used to contribute to collaborative documents while information is fresh in your mind, even just placing a reminder there for expansion (by yourself or others) at a later stage.
Disadvantages: They can be quite fiddly to use and may result in you losing concentration on the content of the actual lecture.
iPhone Personal lecture
A way in which the iPhone can be used in personal lectures is by using QR codes. Lectures would create QR codes which they will display on their Power Points in their lectures. These QR codes would link to articles and websites relevant to the lecture they are presenting. Using the iPhone, students will be able to scan the QR code and will be linked straight to the relevant article or website. This will be useful because it will give the students instant access to the information and they will not have to spend time typing in complicated URL’s. It will also be effective because the students will be able to view the relevant information whilst the lecture is talking about it. This will also save the lecture time when creating their PowerPoints because they will not have to spend time selecting examples of information from the websites or articles to put into their PowerPoint.
Keira
iPhone Collaborative tutorial - Tamar
iPhones can be hugely useful in a tutorial for personal use and collaborative uses. I initially thought i was looking at personal uses so here are how you could use it for your own individual use.
One obvious use for it is to take notes. There are a variety of apps you can use to take notes on and edit them at a later. I really like “document” apps because it is very simple to use and use can create different folders to keep your lectures organised.
Another use for an iphone in tutorials is to use the internet. By having the internet on the iphone you would be able to bring up any relevent web pages, useful link and resources online.
Another app that I personally use is the “stickies app”, I find it very useful for recording all of the work I still have to complete and any other notes I must remember. This app would allow you to write anything relevent and tasks you need to complete for your tutorial.
iphones can be used to help encourage collaboration in tutorials. One very useful app is “bump”, personally I think this is a very useful app that allows people to work together, share ideas annd then gather them all together on the main device. Bump allows you to literally drag information across from one device to another. The app I mentioned earlier, “stickies” is useful to use along side bump. It means that people can write their thoughts and ideas down on the post it’s and gather them together on another device.
Using google docs on an iphone would allow everyone in the tutorial to simultaneously add their ideas and opinions into one document.
Although I have only mentioned a few ideas of how to use an iphone personally and collaboratively. I feel that an iphone can be a very useful resource to have in a tutorial.
iPhone Personal tutorial
IPad collaborative lecture (Lyndsay)
For this collaborative task I chose to look at the IPad and how it can be incorporated into a collaborative lecture. I selected this area to reflect on as I have used the IPad in lecturers previously and have an understanding of how they can be used, but using them as part of a collaborative lecture is something I needed to research further.
There seem to be many different advantages of using the IPad in this way which could enhance learning. The first advantage that came to mind was using the device, so that lecturers can receive instantaneous or real time feedback. Tools such as Poll4 can be used for simple questions or to elicit deeper responses and are quick and easy to set up. Google Docs is another collaborative tool, which can be used to create and edit documents in real time by a number of people. I believe that by having this anonymous exchange of information, alongside verbal, can encourage interactions from the students. Anonymity may encourage more students to have a voice and be supported in their learning. Many students have answers to the questions being asked or have extra information, but never put their hands up. Lecture theatres can be a daunting place for some people.
An app I would like to discuss is Dropbox. Dropbox is a web based file hosting service, which enables users to access and share files on different devices using ‘cloud computing’. Using this app, lecturers could drop their power points into the Dropbox or students could download them from Blackboard dropping them into their own Dropbox. The IPad can then be used in lectures to pick up the power point and add notes. Students can not only add their own notes, but the lecturer may wish to add extra notes as well to enhance the lecture, personalising the learning to the particular class.
Good Reader used along with Dropbox is another tool to encourage collaboration. This app allows pdf files to be annotated, highlighted and drawn upon. Once this has been done the document can be shared among the lecture theatre. E books can also be highlighted and shared in a similar way giving access to more information.
There seems to be many advantages in incorporating the IPad into a collaborative lecture and am aware I’m just scratching the surface, however, it is important to look at the negative side too. As with most technology once you get used to using it it’s hard to live without. It is inevitable that at some point there will be some sort of fault and for this reason it is important to have a backup plan.
Changing the structure can be a good thing, however, it also means that time and effort must go into training and figuring out how to use everything. This will be easy for some people, but others may struggle or lack of time may be an issue and let’s not forget the people who don’t like change.
Using new technology is always exciting, but I feel that some may become distracted and lose focus on the lecture. Students could be looking at their Face book, checking their email.... instead of paying attention to the lecture and it could go undetected. Some students may be one step behind and miss out on important information while they are concentrating on something else.
There are always two sides to a story, but I think in this case the positive would outweigh the negatives. There are always going to be people who don’t want to pay attention in lectures, however, people need to take responsibility for their own learning.
By Lyndsay
iPad Collaborative Lecture
Nicole
As I have previously blogged about in my post “iPads – How exciting!”, I am very interested in the educational value of the iPad, both for us as university students and for our future practice in the classroom. I found the Apple In Education website to be very informative whilst completing my research on the subject. Through this I found out more of the educational benefits of the iPad, and the features programmed to aid the teaching process. For example, the clip shows students in Seton Hill University, Greensburg, Pennsylvania, attending a lecture where each student has their own personal iPad with them. As the lecturer goes through the of the slides on their powerpoint, each student can add their own personal notes on to their iPads. The key collaboration aspect comes in to place as the lecturer is also able to add key notes onto their powerpoint, and these will also show up on the students screens. Whilst watching the video, I was intrigued as to how this process would work and showed an interest in finding out more about this area. Sharon then took this on board, had a play with various apps to find a solution and incorporated it into our next input.
We used Dropbox, an online program in which you can save your files, to test this function. As the video on the website states, Dropbox allows you to hold all of your files in one place, so you can access them wherever you are – very handy when you need a powerpoint, ebook or journal whilst sat in a lecture theatre! These files can then be opened up on your personal iPad and annotated with your own notes, or by the lecturer. I think this is a very useful function of the iPad as it allows you to have any file you may need at your fingertips, all within the space of one small gadget instead of carrying around folders or individual sheets of paper.
Another useful function of an iPad in a collaborative lecture, is the use of sites such as Poll4, which allows the lecturer to share a question on the screen, and receive responses from the crowd through their handheld devices. This system allows contributors to submit their answers anonymously, therefore encouraging those who may not usually speak out in class, to do so with confidence. The lecturer will then receive a wider range of responses displayed on their screen, which is also useful for them to look back over, rather than forgetting answers submitted orally.
I am interested in testing out the other apps available for the iPad in the future, as the Apple In Education site has a number of apps built for teaching here, which I will hope to test when I next borrow a device.
iPad Personal lecture - Kirsten
An iPad can be a very useful tool to support our learning. With access to the Internet, users are able to access online documents or lecture notes for example.
One piece of software on the iPad which I was impressed with was ‘Good Reader’. It allows you to open a document and annotate. The following are just some of Good Reader’s features: it allows you to write your own notes straight onto your P.D.F. file, use different shapes and lines to annotate your work and to use a highlighter tool. One feature in particular that I liked was how you are able to attach a sticky note to your page if you needed to leave yourself a reminder or just some additional information.
To me, this would be very beneficial as it is easy to use and is much more efficient than having handwritten notes.
When you have finished annotating your document, it can be transferred and stored on your own personal computer. One recommendation that was made to us was to make use of Dropbox, a website which allows online storage. By using this you are able to access your own personal documents when you need them no matter where you are, as long as you have Internet access.
Another benefit of having an iPad for personal use in a lecture is that if something is mentioned that you are not entirely clear about, again if you have access to the Internet, you are able to do a quick search to help your understanding.
We each used a different colour so we are are now able to see clearly who has written each part and we have ended with a very detailed account of the advantages and disadvantages of using handheld learning devices.
We then went to a lecture theatre to watch each others movies. Each group told everyone a little about their movies before they were shown and both Sharon and Carrie gave feedback at the end in terms of the foreign language aspect and the technological aspects.
Ager, R. (2003, pg. 84) stated the following regarding digital movie making: "Many digital still cameras are able to produce short sections of video as well, and there is software downloadable for free from the Internet that is able to edit together video shots on a computer.
Because of it's relative simplicity, compared with even a few years ago, and the fairly minimal costs involved, primary children can easily be encouraged to put together short digital videos, rather than, for example, being asked to produce two pages of writing, as a means of recording some aspect of their work."
The book, Information and Communications Technology in Primary Schools can be found by clicking here. This quote demonstrates the simplicity of using digital filming devices in the classroom. It also demonstrates the benefit - rather than children constantly doing written work, they are able to develop their language skills through technology in the upper stages of the primary school.
We were also able to implement technology into the movie premiere too - we used our mobile phones, iPads and iPhones to allocate the movies a score using the website, Poll 4.
This could be used in the classroom in numerous different ways. It is similar to using the specific voting systems which can be good for when the children are taking part in a quiz or questionairre.
Here is our movie:
Wednesday 16 February 2011
Week Four - Thinking about Wikispaces
In the first session, we spent approximately the first hour finalising our movie and adding audio using Audacity.
Although Audacity is very simple to use and it is also very simple to add audio into a movie on Window's Movie Maker, I did not find it very efficient. It is a program which can be used to record sound or music if you do not already have it on file. When I used the program, the room was very noisy and I had to record our music through a microphone which picked up all other noise in the room.
If the children were trying recording sound in the classroom, it may not be ideal. However, if the children were able to work in groups and use a separate room to record, it was be efficient. For example, if the children were recording their own radio broadcast and they could be trusted to do this in a room on their own, it would be a good tool.
In the remainder of the session, Mandy and I began to think about our collaborative Wikispace. We decided to stay with the theme of 'Staying Healthy' - the same as our movie animation made using plasticine models. To get started, we created separate pages for each of the four sections and then created links to these on the home page.
The following quote is taken from Using Wikis for Online Collaboration by James A. West and Margaret A. West. It gives details about exactly what a blog is and the purpose of blogs:
"Collaborative writing tools, such as wikis, are well suited to supporting meaningful learning in online courses. A wiki can be defined as a "collaborative web space where anyone can add content and anyone can edit content that has already been published." (Richardson, 2006, p. 8). Wikis offer a shared environment where online students can actively participate in the integration and co-creation of knowledge."
For further reading, I would recommend having a look at Wikis for Dummies by Dan Woods and Peter Thoeny for some tips to start off with.
A further post will be made regarding our collaborative Wikispace as we progress further...
Although Audacity is very simple to use and it is also very simple to add audio into a movie on Window's Movie Maker, I did not find it very efficient. It is a program which can be used to record sound or music if you do not already have it on file. When I used the program, the room was very noisy and I had to record our music through a microphone which picked up all other noise in the room.
If the children were trying recording sound in the classroom, it may not be ideal. However, if the children were able to work in groups and use a separate room to record, it was be efficient. For example, if the children were recording their own radio broadcast and they could be trusted to do this in a room on their own, it would be a good tool.
In the remainder of the session, Mandy and I began to think about our collaborative Wikispace. We decided to stay with the theme of 'Staying Healthy' - the same as our movie animation made using plasticine models. To get started, we created separate pages for each of the four sections and then created links to these on the home page.
The following quote is taken from Using Wikis for Online Collaboration by James A. West and Margaret A. West. It gives details about exactly what a blog is and the purpose of blogs:
"Collaborative writing tools, such as wikis, are well suited to supporting meaningful learning in online courses. A wiki can be defined as a "collaborative web space where anyone can add content and anyone can edit content that has already been published." (Richardson, 2006, p. 8). Wikis offer a shared environment where online students can actively participate in the integration and co-creation of knowledge."
For further reading, I would recommend having a look at Wikis for Dummies by Dan Woods and Peter Thoeny for some tips to start off with.
A further post will be made regarding our collaborative Wikispace as we progress further...
Monday 7 February 2011
Week Three - Editing the Movie
In this session our aim was to convert our movie clips from MP4 files into WMV files and begin editing our movies using Windows Movie Maker.
Step 1 - On Windows Movie Maker, click on "Import video" in the to left corner of the screen, find your converted files and import.
Step 2 - Drag and drop your movie clips into the timeline at the bottom in the correct order if possible (if not, the order can still be changed).
Step 3 - If you need to cut a part of one of your clips out, click on "Show timeline" and the bottom. Then highlight the clip you want to trim and simply click and drag to trim the selected clip.
Step 4 - To add titles and credits, click on "Edit movie" on the left-hand side, then "Make titles or credits" and follow the on-screen instructions.
Step 5 - To add sound to your movie, click on "Import audio or music" and select your sound clip(s). Drag and drop these onto the appropriate place on your timeline.
Step 6 - When you are finished, go to "File" and "Save movie file.." Before closing Windows Movie Maker completely, go to the folder where you saved your movie and check that it plays! If you close Windows Movie Maker and find that it does not play, you will have to start the process again!
During this input, Sharon showed us exactly how to use the different features of Windows Movie Maker and I was able to practice using a movie animation. I then went on to convert my movie files using a website called Zamzar. This website allows you to upload video clips and convert them to a different format. It then emails you a link to your converted file, which you can download. At first I thought this would be a very useful tool, however, when I started to convert our movie clips I found that it was very time consuming and depending on how busy the website is, you are not always emailed your coverted file instantly. When I had converted all of my files and downloaded them, I realised that almost all of the movie clips were corrupt.
I learned my lesson the hard way: when doing something like this always check to make sure whatever you are doing is actually working sucessfully!
I then had to go to plan B and managed to successfully downloaded a file converter which was quick and easy to use in order for me to import my files and begin editing my movie.
I followed the advice given by Sharon (see step 1 - 6 above). Although very time consuming, I thoroughly enjoyed the process of editing my movie - during the session I managed to edit and trim the appropriate clips, add in some French language throughout as well as titles and credits. In the next session, all Mandy and I still had to do was decide on music we wanted to use and add this into our movie.
However, once again I learned the hard way and realised that when you come to save your work after editing, do not remove the USB drive that your movie clips have been loaded from before you have saved...
I then had to take our converted movie clips away with me on a USB drive and start to process again. On the positive side, I knew exactly what I had to do to complete the editing process and it didn't take me as long the second time round. Also, if I were to do this with a group of children, I am now able to see where they may slip up and can guide them in the task.
As I mentioned above, we added some French subtitles into our movie; this shows that this task can easily be implemented into some different cross curricular areas. Below are some examples of the Curriculum for Excellence experiences and outcomes that can fit into our movie making process in particular:
Step 1 - On Windows Movie Maker, click on "Import video" in the to left corner of the screen, find your converted files and import.
Step 2 - Drag and drop your movie clips into the timeline at the bottom in the correct order if possible (if not, the order can still be changed).
Step 3 - If you need to cut a part of one of your clips out, click on "Show timeline" and the bottom. Then highlight the clip you want to trim and simply click and drag to trim the selected clip.
Step 4 - To add titles and credits, click on "Edit movie" on the left-hand side, then "Make titles or credits" and follow the on-screen instructions.
Step 5 - To add sound to your movie, click on "Import audio or music" and select your sound clip(s). Drag and drop these onto the appropriate place on your timeline.
Step 6 - When you are finished, go to "File" and "Save movie file.." Before closing Windows Movie Maker completely, go to the folder where you saved your movie and check that it plays! If you close Windows Movie Maker and find that it does not play, you will have to start the process again!
During this input, Sharon showed us exactly how to use the different features of Windows Movie Maker and I was able to practice using a movie animation. I then went on to convert my movie files using a website called Zamzar. This website allows you to upload video clips and convert them to a different format. It then emails you a link to your converted file, which you can download. At first I thought this would be a very useful tool, however, when I started to convert our movie clips I found that it was very time consuming and depending on how busy the website is, you are not always emailed your coverted file instantly. When I had converted all of my files and downloaded them, I realised that almost all of the movie clips were corrupt.
I learned my lesson the hard way: when doing something like this always check to make sure whatever you are doing is actually working sucessfully!
I then had to go to plan B and managed to successfully downloaded a file converter which was quick and easy to use in order for me to import my files and begin editing my movie.
I followed the advice given by Sharon (see step 1 - 6 above). Although very time consuming, I thoroughly enjoyed the process of editing my movie - during the session I managed to edit and trim the appropriate clips, add in some French language throughout as well as titles and credits. In the next session, all Mandy and I still had to do was decide on music we wanted to use and add this into our movie.
However, once again I learned the hard way and realised that when you come to save your work after editing, do not remove the USB drive that your movie clips have been loaded from before you have saved...
I then had to take our converted movie clips away with me on a USB drive and start to process again. On the positive side, I knew exactly what I had to do to complete the editing process and it didn't take me as long the second time round. Also, if I were to do this with a group of children, I am now able to see where they may slip up and can guide them in the task.
As I mentioned above, we added some French subtitles into our movie; this shows that this task can easily be implemented into some different cross curricular areas. Below are some examples of the Curriculum for Excellence experiences and outcomes that can fit into our movie making process in particular:
- I have worked with others, using a variety of media including ICT where appropriate, and can contribute successfully to a presentation in English, supported by use of the language I am learning, on an aspect of life in a country where the language I am learning is spoken. MLAN 2-06b
- This links well with creating a movie in English and adding in some French subtitles relating the topic.
- By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. HWB 2-30a
- In our movie, we were creating a traditional Scottish meal, however, if the children were doing a topic on healthy eating, they could create a movie regarding healthy eating and this would easily fit in with some health and wellbeing experiences and outcomes.
- I have created and presented scripted or improvised drama, beginning to take account of audience and atmosphere. EXA 2-14a
- In the movie, the children may be required to do some acting and this would fit in with some expressive arts outcomes.
Sunday 6 February 2011
Week Three - Movie Making
This week, in our first session with Collette, we joined up with our group and began writing our storyboard for our movie. I was not looking forward to making our own movie as there had been a lack of communication in our group. We had come up with a few ideas and I knew we were sticking to a Scottish food theme but I was not entirely clear about what we were doing.
On our storyboard we wrote a rough plan. The host, Mandy, was going to Tesco to buy our ingredients to make haggis, neeps and tatties. Then in the style of Come Dine with Me, the meal was going to be a disaster and she would have to resort to plan B, a microwave meal. We would then all sit down to have dinner and rate the meal out of ten.
To start filming our movie, we drove to Tesco where Mandy would be filmed buying the ingredients for our meal. However, when we arrived at Tesco, the Flip camera we had wouldn't turn on despite us testing it before we left! As we didn't have time to collect another camera, we decided just to buy the ingredients and leave this part out of our movie.
I was concerned that our movie would not be long enough with this part cut off, however, we collected another camera and got straight into the filming part. I was in charge of filming and was surprises at just how easy the camera was to use. It was simply a case of pressing the red button to begin recording and once again to stop. Each time I stopped and started the camera, a new video clip is stored so that when they are uploaded to a computer, there are individual clips ready to be edited.
Despite not looking forward to this task, I really enjoyed it and I was able to see some of the problems which may have occured if I had used this in the classroom with children. For example, you always have to be aware that there may be some technical difficulties and so you must always have a back-up plan. It was difficult for us as we had gone to Tesco, however, in school, the children would always be within close proximity of their teacher and they would be able to collect a replacement camera.
When I have been in school, the teacher often allow the children to do a news report; I think these cameras would be ideal for the children to use and film their own TV news report. This is just one idea, there are several ways in which we could implement the use of Flip cameras into our lessons.
Not only are they a good way of introducing new technology, they allow the children to improve their skills using Windows Movie Maker (see next post for more details).
When I was at secondary school, I took Higher PE and my teacher used a similar camera to video me playing badminton and skiing. This was used so that my teacher was able to point out my strengths and weaknesses as well as using it for assessment purposes and giving me my final grade. At the time I was not keen on the idea of being filmed, however, I am now able to see the benefits of using such technology.
On our storyboard we wrote a rough plan. The host, Mandy, was going to Tesco to buy our ingredients to make haggis, neeps and tatties. Then in the style of Come Dine with Me, the meal was going to be a disaster and she would have to resort to plan B, a microwave meal. We would then all sit down to have dinner and rate the meal out of ten.
To start filming our movie, we drove to Tesco where Mandy would be filmed buying the ingredients for our meal. However, when we arrived at Tesco, the Flip camera we had wouldn't turn on despite us testing it before we left! As we didn't have time to collect another camera, we decided just to buy the ingredients and leave this part out of our movie.
I was concerned that our movie would not be long enough with this part cut off, however, we collected another camera and got straight into the filming part. I was in charge of filming and was surprises at just how easy the camera was to use. It was simply a case of pressing the red button to begin recording and once again to stop. Each time I stopped and started the camera, a new video clip is stored so that when they are uploaded to a computer, there are individual clips ready to be edited.
Despite not looking forward to this task, I really enjoyed it and I was able to see some of the problems which may have occured if I had used this in the classroom with children. For example, you always have to be aware that there may be some technical difficulties and so you must always have a back-up plan. It was difficult for us as we had gone to Tesco, however, in school, the children would always be within close proximity of their teacher and they would be able to collect a replacement camera.
When I have been in school, the teacher often allow the children to do a news report; I think these cameras would be ideal for the children to use and film their own TV news report. This is just one idea, there are several ways in which we could implement the use of Flip cameras into our lessons.
Not only are they a good way of introducing new technology, they allow the children to improve their skills using Windows Movie Maker (see next post for more details).
When I was at secondary school, I took Higher PE and my teacher used a similar camera to video me playing badminton and skiing. This was used so that my teacher was able to point out my strengths and weaknesses as well as using it for assessment purposes and giving me my final grade. At the time I was not keen on the idea of being filmed, however, I am now able to see the benefits of using such technology.
In the text, Primary ICT - Knowledge, Understanding and Practice (2007, page 171), Allen, J., Potter, J., Sharp, J. and Turvey, K. have included a "Mind map of possible issues around the use of Video for Learning" which I think is well worth a look at and has some great ideas: the cameras can be used for assessment purposes or for the children to create their own personalised portfolios.
Also, I found the following video taken from Teacher's TV, very useful. Although set in a secondary school, the ideas are still relevant and could be transferred to the primary school. In particular, I like the idea of using the cameras to video science experiments which are perhaps too dangerous or time consuming to do in the primary classroom.
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