Week 9 Informal Blog
This blog will discuss the use of
technology in a local primary school we recently visited. It will include the
exclusive infrastructure, the teaching approach, and iPads and then the
peripheral technological resources.
The investment
presently found in most primary schools; do not have the amount of technology
in them, as we saw on our tour. Present research and evidence is mainly in
secondary and FE settings such as Longfield
Academy, Kent (Hienrich, 2012). Therefore, to see a primary school leading from
the front, structured with the present and future technologies being
utilised has been rewarding.
The school is led through true belief
and passion, because the understanding that we are teaching children to cope in
a fast moving world where fifty percent of jobs our children will be doing do
not exist yet, takes vision (Robinson, 2011; 2008). For the diversity of iPad
ownership is reality, which is one reason this school has decided to invest in
so much resources. Not just iPads but the peripheral resources for example: the
green screening (interesting that the empty wall displays are just as effective),
the Apple T.V. for fully interactive functionality between iPad and large display
etc. Additionally the environment is clear, light and roomy unlike many
computer rooms which are often crammed and overly hot due to so many systems
running.
I liked the slogan: Lock-it, Block-it,
Show-it, Tell-it. This e-safety approach to life skills is both memorable and
catchy, just what is needed to keep attention.
Firstly, the radio station, in my
opinion was the most amazing teaching and learning tool for the whole school. I
have been to a school with a similar set up, there, each week a class from a
year group produce a radio show in a subject and then present it. Children
enjoy media technology, they take full ownership, they learn how to operate the
equipment and become confident in performing in front of the microphone. This
type of learning activity offers full participation and makes for an inclusive
classroom, as children with dyslexia or other learning needs will not feel
different.
Secondly, the Wii area looked like an
executive company play area in some hi-tech organisation. This must be the
ultimate reward for staff and children and also a motivating tool. The physical
activity promotes health and engagement, motor skills, reflexive skills,
gamesmanship and competition. I will be interested to find out over the next
few weeks the hidden benefits that are not in the curriculum that this resource
may also bring.
Lastly, the sensory room, with the light affects and
other environmental calming mood resources was an effective improvement to the
school in order to address SEN and behaviour issues; emotional literacy is taken to an extra level. I have seen a similar room
in a school but it was in a larger area with an open door policy with see through
doors.
Bibliography
Heinrich,
P. (2012) THE IPAD AS A TOOL FOR EDUCATION: A study of the
introduction of iPads
At Longfield Academy,
Kent [online] http://www.9ine.uk.com/files/public/PDF_Resources/the_ipad_as_a_tool_for_education_-_report_naace_and_9ine_consulting.pdf (Accessed on: 12/03/2014)
Robinson, K. (2011) Out of Our Minds. Chichester: Capstone publishing Ltd.
Robinson, K. (2008) [online] http://www.thersa.org/events/rsaanimate/animate/rsa-animate-changing-paradigms?gclid=CObXkPi3mb0CFZDKtAodBDcAKQ
(Accessed on: 17/03/2014)
I agree with your point on that seeing such a primary school leading from the front with this technology was very interesting. I feel that the school by having all this technology are setting the children up very well with their technological capabilities for the future. The potential I saw with the green screening that you mentioned was the utter awe that children would have using this, which enables them to see how film backgrounds work etc. It was interesting to see that you feel that the wii area is a good resource at the school. I was talking about this school with my Father and he didn't think having wii's is a good thing at school - undoubtedly because children spend way too much time on technology he feels out of school anyway.
ReplyDeleteI am pleased to hear you have discussed the school and the Wii with your Father. I find older people are wise and knowledgeable; he has a valid point about ‘too much technology’ out of school.
ReplyDeleteAccording to Weir (2008), 'on going research shows that students learn more quickly and easily with instruction across multiple modalities or through a variety of media. So educators are eager for new tools, especially ones that are a hit with students'(WeiR, 2008). Therefore, a school such as one we visited, using new tools for educational gain in attainment and progression is what I call radical. I am a radical person, I know it means sometimes, going against the grain just as your Father expressed his valid opinion. If you read the Weir (2008) article it is very clear that the use in a school is not just a new technological game in school, it is a different approach to the modern dilemma of bringing schools in to the 21st Century and away from this Victorian model… Every country is reforming education (Robinson, 2010), ‘the current structure was designed for a different era and a different age’ (Robinson, 2010). Using the Wii is a revolutionary idea; I have not seen it before in school, have you? I would describe the school as divergent thinking/action…
I would like you to ask your Father to watch the short video by Robinson (2010), I am bias but I have been through the education system (it totally failed me) and agree with Robinson (2010). We need to change the paradigm!
Bibliography
Robinson, K. (2010) Changing the Paradigm [online] http://www.thersa.org/events/rsaanimate/animate/rsa-animate-changing-paradigms?gclid=CLTB0Ku5n70CFc_MtAodTRsA5Q (Accessed on line: 19/03/2014)
Weir, L. (2008) [online] http://www.edutopia.org/ikid-wii-gaming-technology-classroom (Accessed on: 19/03/2014)
I understand Nicola's point about the wii, as it could be argued that children get the opportunity for playing on the wii or playstation at home, and there is a fear that children will spend 'too much time' on such things. However, the flip side of this argument could be that some children may not have access to games consoles at home, and so using them in school under supervision is a good way of making sure all children are exposed to the same things, and also so that no children feel left out if the others are discussing games consoles if they don't have one at home. Again, this could be counter argued with the fact that if some children do not have access to games consoles at home, they may be worried about not knowing how to use one in school.
ReplyDeleteThis argument could be endless, and from what we saw in school, I think that Shirley Warren utilise all their ICT and digital equipment in a safe and educational environment. My only concern as a teacher is that all the ICT they have is so tempting to use, we may neglect the more traditional learning mediums.