Finding the right resource for the job...

Again through experience in schools I have found myself crawling the internet looking for resources for IWB's sometimes to some degree of success, sometimes to no avail. It is of course possible to create resources oneself but his is time consuming and during TP time is one thing which is of no abundance! I found myself on a couple of sites very regularly making use of their collaboration of resources and teaching ideas, invaluable and also 'life saving' on those lunchtimes when your teacher decides to go home sick and leaves you to teach a lesson with 10 mins to prepare!! One of these sites is http://www.coxhoe.durham.sch.uk/ which has an excellent bank of resources across the curriculum, well worth checking out if you haven't already, similarly I would heavily encourage a visitation towards http://www.woodlands-junior.kent.sch.uk/ another top-notch site, especially the 'maths zone' which is great for both teachers and children to make use of.

What is 'effective' use of ICT?

I have witnessed both, what i would describe as, effective and ineffective uses of ICT within the classroom. On a basic level as long as the ICT is supporting and forwarding the pupils learning (or teachers teaching) then it can be labelled as 'effective'. I have witnessed many uses of ICT which almost seem to hinder learning, breeding misconceptions and errors in knowledge, these seem to usually occur when the subject matter is of a concrete nature, for example when teaching capacity or measure as children can misinterperet what is being displayed on the IWB, in these and other cases a hands-on approach is infinitely more productive to the learner. When considering ICT as a tool for learning it is important to calculate the benefits before progressing, one model suited to this is the 'e-confidence grid' (Strategic Leadership in ICT, (2006) National College of School Leadership, Nottingham) which decribes levels of learning in relation to ICT; exchange; enrich; enhance; exchange; empower, with empowerment being the goal as this is where children have the tools and knowledge to take control of their own learning.

ICT supporting SEN in the primary setting

I have recently been working in school with a year 1 pupil with Global Development Disorder, this child has severe speech problems and also has very limited motor skills. As an adult involved with his learning it is important to evidence his progress, as he struggles to record his work I have observed his learning being (almost soley) evidenced through the use of photography and a file composed of his achievements. From the childs point of view I have observed him learning very effectively using a computer as the mouse is within his capabilities of using so he can access alot of games and programs to help his skills develop (especially within mathematics). This is only one example of how ICT benefits pupils with SEN, if used effectively it can promote very successful learning for SEN pupils across the curriculum.

The power of PowerPoint

During my many visits to schools, in both a teaching and observational capacity, I have experienced this program as a invaluable resource for myself to deliver lessons effectively by including easy links (or embedding) pictures, videos, internet links, games or indeed any ICT based technology. It is also a great way for children to build a virtual mind map of a concept or topic as they can build on and update their PowerPoints as they aquire more knowledge, this is then an easily accessible and tidy way for children to evidence their learning and a useful tool so they can revisit their work as and when necessary.

Flowol as a tool in the classroom

Above is an example of what can be done using Flowol and a sdimple set of instructions. This program can be used in to support instruction writing within literacy and also learning within the mathematics curriculum. It is easy to use and i believe children could find it fun and educational, it is also adaptable to suit ability as it can be made as complex as the creater wishes. A good program.

ICT tasks via e-snips

Using the website 'esnips' my various ict tasks can be viewed using the following link: http://www.esnips.com/web/hellisforheroesisshawnsStuff/ this site is particularly good and could be used to share almost any information avoiding the hastle of donwloading or embedding information.

Podcasting as a tool for learning

Upon recently completing the 'podcasting task' using the program 'Podium' I have fully realised the massive potential this has in the classroom setting. It has inspired me to use this technology to support and encourage learning across the curriculum, originally I had some reservations about its use in the classroom but after my first hand experience of actually using the technology I have found it both easy to use and adaptable.

ICT and Mathematics

It is fair to say there are many fantastic resources available online to support the teaching and learning of Mathematics, including government produced resources from national strategy websites. There are also a number of schools and organisations which pool many resources, these include Coxhoe (which i use regularly when teaching), Woodlands (also very good) and many others. Its these 'many others' i am interested in and would appreciate anyone suggesting some sites i may have missed myself, good or bad any views or comments on this matter will be very much appreciated.

Music recording within the primary school setting

I have been recording music for many years now using programs such as 'logic' and 'protools', whilst these are excellent for adult use their usage is too complex for children. I have encountered some programs in schools such as 'super-duper-music-looper' which is a program which enables children to construct songs using pre-recorded samples. I have not really seen many programs which allow children to construct their own compositions past just simply recording a live performance. As this is a growing area of interest for older children and adults due to technological advances and availability I believe it has a solid place in the classroom setting. Any-one know of any programs thay have used/heard of or any opinion on the matter?

Initial post - gender & ICT, KS 1

In my last school i encountered very negative attitudes towards ICT from female pupils in my class, i was teaching a year 2 group of children. They would often try to avoid using computers, or indeed other forms of ICT, in favour of more traditional 'paper' methods. The male pupils in my class were the complete opposite. Has anyone else encountered any similar attitudes? or have any opinions toward what i encountered?