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1464945435610??ITT1025 Computing and Technology Enhanced Learning2013-2014BA 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 technologyThe teaching of computing as 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 OverviewComputing 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 and collaborating 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 HOURSContact hours - Seminars 24Guided Independent and directed tasks 51Assessment - Blogfolio 25TOTAL 100 The Teaching TeamThe Computing tutors are:Helen Caldwell (helen.caldwell@northampton.ac.uk)Alison Witts (alison.witts@northampton.ac.uk)You will also come to rely on Stephen Bryant our digital technology Technician. (stephen.bryant@northampton.ac.uk) ?Teachers’ Standards AddressedYour 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 knowledgehave a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandingsdemonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarshipdemonstrate 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 subjectTeaching Sessions Session 1Interactive Whiteboards and Beginning BloggingSession 2Presentation tools and InfographicsSession 3Mobile Technologies and AssessmentSession 4Computing in Key Stage 1Session 5Computing in Key Stage 2Session 6Physical Computing and eSafetySession 1 Interactive Whiteboards and Beginning BloggingObjectivesGain 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 TaskBring 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 LearnVanessa Pittard NAACE presentation on the Primary ICT curriculum from DfE 2012ICT and Computer Science in UK Schools: NAACE, CAS, ITTE Joint StatementRethinking ICT (Chris Leach blogposts)Learning without Frontiers podcastsIWB Resources from Kent ICTIWB resources from TeacherLedPGCE Survival Guide: free book to downloadUsing ICT in Innovative Ways (ICT CPD for Free course from NAACE. Register first) HYPERLINK "" ICT Tips from Tammy WorcesterTrainee 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: [1734]/0/ Transformational ICT: Purposeful use of technology: Schools blogging: 2Presentation Tools and InfographicsObjectivesConsider 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 pare 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 TaskUse 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 CentreModelling and Models for Learning ICT CPD for Free course from NAACE (Register first)Guide to using and creating infographics graphics-as-an-assessment.html 13 Reasons to use Educational Technology in Lessons (Terry Freedman)Online conference with the 2012 theme of Learn, Share Remix: K12 Online 2012-08-16Technology 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 SimulationDrama and ICT: Student created eBooks: Exploring NonFiction: Literacy webtools: , Thought provoking blog post about using ICT to improve writingNMC Horizon Report: 2011 K-12 Edition (ISTE Report. Register to get free download)Session 3 Mobile Technologies and AssessmentObjectivesDevelop 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 appsDiscuss 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 TaskReflect 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) HYPERLINK "" Part 1, Part 2iPads 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 2A case study of how a sequence of tools support a classroom projectWhat is Project based learning?; Exploration of digital literacies by Doug BelshawThe Padagogy Wheel Lesson ideas: ; Lisa Carnazzo talks about her iPad classroom iPad classroom: Content creation apps: iPad lessons: ; Improving boys’ writing Part 1 and Part 2More iPad lessons: David Andrews describes the pros and cons of his ipad journey in his Primary School classroom25 ways to use the iPad in the classroom by complexity; Thinking about apps as teaching and learning toolsSocrative and Explain Everything as assessment for learning tools Developing Assessment for Learning at Rosendale and Christchurch part 1 and part 2McIntosh, 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 1ObjectivesGain 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 TaskReflect 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: teacher-network/teacher-blog/2013/feb/27/play-education-creative-learning-teachers-schools; Stuart Brown: Play is more than funDigital Literacy, ICT Creativity and Computational Thinking: 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 HYPERLINK "" Key Stage 1 Computing links: Must-watch video on getting Primary children excited about computer science;Session 5Introducing Computing in Key Stage 2ObjectivesConsider 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 pare 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 TaskPrepare 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 HYPERLINK "" Rethinking ICT Exploring computational thinking History of programming languages infographic Review of block computing tools: Computational fairytales Coding links from : ; Reflections on programmingTED Talks:Thoma Suares: a 12-year-old app developer; Sugata Mitra 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 Prensky one of the leading thinkers on children and gamesThe 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 iPads Part 1 and Part 2Digital 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 puter programming for all: the next literacy?Scratch in context; Reflections on the Scratch Curriculum guideArticle on Programming and Robotics with Scratch in Primary EducationSession 6 Introducing Physical Computing and eSafetyObjectivesDevelop understanding of the role of programmable physical devices for sensing and controlling the physical world with pare the use of programmable devices using Logo, Lego and simulation software.Explore how the Raspberry Pi, robotics and invention kits such as Makey Makey 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 and eSafety Policy.Directed TaskReflect upon the themes of Information Literacy and eSafety through your blog Use your blogfolio to document ideas for using control technology in Primary schools and relate these to real world uses of control technology. Browsing and Reading (to select from) Raspberry Pi Education Manual Makey Makey How to: Physical Computing presentation Raspberry Pi: WeDo and Scratch , The Maker Movement Project Zero: Pis and Scratch NXT Bricks Mindstorms Software Tutorial part one, part twoSee Logo in action in an English primary schoolGain all the user manuals for Logo that you will ever needHands on ICT project: Curriculum debate: Lego Serious play Making is Connecting Maths and ICT: E-Safety ICT CPD for Free course from NAACE (Register first)Safeguarding and the ICT teacher; Kent Internet Safety SiteITT1025 Computing/Technology Enhanced Learning (C/TEL) and RE/PSHE Formal AssessmentAssessment Item: ITT1025AS1 Blogfolio: Create and maintain a blogfolio as a reflective journal and multimodal portfolio of work.The submission date for this work is 7th March. All work on your blog must be completed by this date. The return date is April 4th.You will be given guidance on how to create a blog during your first C/TEL session. Further sessions will cover a range of blogging techniques. These skills will enable you to create regular blogposts reflecting on the C/TEL and RE/PHSE seminar sessions as the course progresses. You will be able to link to websites you find useful and add images, media and files to illustrate your work. In addition to this, the resources you make with others will be uploaded to a shared repository accessible to all students, providing a useful starting point for curriculum planning. You will be expected to share your posts and your collaborative work with your peers and tutors during the course, and use the comments tools to engage in learning dialogues with others via the blogs. Formative feedback on your work in progress will be provided during the sessions from tutors and peers.The opportunity to document personal progress by reflecting and commenting on each session and to read and comment on each other’s blogs promotes the development of two fundamental teacher skills: personal reflection and membership of a professional community. The finished blogfolio will reflect your engagement with the taught sessions and collaborative work, your further reading and browsing, and your growing appreciation of the role of C/TEL and RE/PHSE in society and schools. Assessment will focus on the following:your use of the format and features of the blog tool, to show that you have aimed for a high standard of output which effectively illustrates the development of your skills in C/TEL and RE/PHSE. how well you cover the session content and further readings, to indicate that you have aquired a broad knowledge base in C/TEL and RE/PHSE. the quality of your reflection and commentary, to demonstrate your evaluation skills and your ability to apply your C/TEL and RE/PHSE knowledge to a range of varied teaching and learning contexts.your contribution to the group tasks in C/TEL and RE/PHSE, to show that you have taken some responsibility for the nature and quality of these collaborative materials. We suggest you look carefully at the marking guide on the next page. ?All assessment items involve a re-sit opportunity for those students who for various reasons fail to provide evidence of successful engagement in the first attempt.In this case the re-sit assignment is as follows:Re-submission of the blogfolio taking full account of the suggestions made for improvement after the first submission.The date for re-submission is 14th August, 2014. ................
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