ICT Session with Fife Council Education Service

Our ICT input this week was led by specialist from the Fife Council Education System. The input consisted of a number of interactive and practical activities all filled with inspiring ideas for incorporating ICT into the classroom. We were introduced to new programmes used in Primary Schools in Fife, such as Comic Life, Pivot and Skoog, and we try them out ourselves which was motivating.

 One theme I found with all activities tried out in this input was the idea of cross-curricular learning. It was proved during the input that ICT creates a lot of room for cross curricular learning. It was emphasised through-out the input that ICT should not be taught in isolation in the computer room, but should be dovetailed throughout other subjects to enhance and support other lessons. As Williams and Easingwood (2007) explain,  

‘Children learn in a cross curricular way; they do not learn skills, values or attitudes in isolation, so they should find it easier to learn in this manner’ (p.9)

 This reflects the Curriculum of Excellence Principle of Design, Breadth. Its one of the aims of the curriculum is not to provide children with new information about isolated subjects, but is to give children opportunities to learn and develop through many subjects and see how they influence other aspects of their lives. (Scottish Government, undated) This weeks input really highlighted how ICT can truly enhance the delivery of all subjects, through making subjects more stimulating with visual and audio enhancements.

 I found the strategy of Games Based learning (GBL) really interesting, having had previous inputs about the basics, it was motivating to go into more depth about the strategy and try out the materials being used in schools in Fife. The strategy is about using a computer game as a context for learning. For example games played on the Xbox, Wii and Nintendo DS can be used to teach a wide range of subjects. Games such as Guitar Hero and Mario Kart were mentioned in this weeks input and although I have never seen the games being used in the classroom, I can see the opportunities for cross-curricular learning are endless with games like these. Through having a go at similar games myself I could see how creatively stimulating, engaging and motivating it would be for children to use them in classroom.

 In my opinion GBL fits a number of the Principles used to design the Curriculum for Excellence. One which I feel is particularly covered with GBL is the principle of ‘Relevance’. As the Scottish Government (undated) explain, children should see value in the activities they take part in. Most children have access to game consoles outside of school, and spend a lot of their time involved in video games. So using them in the classroom would give the lessons a feeling of worth and importance to the pupils.

GBL is very engaging for pupils as it encourages active learning. The idea of learning through doing something comes from research by theorist John Dewey. His theory is that children learn actively, through doing. Dewey(1915) explains,

 

‘The Teacher and the book are no longer the only instructors…No book or map is a substitute for personal experience’(p74).

GBL provides the personal experience Dewey talks about, as it gives opportunities for practical activities that both motivate and stimulate children’s minds. Dewey continues that another benefit to children learning actively is it provides a more memorable learning experience which I personally feel is suitable to say about GBL.

 Something I found very interesting about GBL was the negative feelings many professionals and parents have about it being used in the classroom. Many don’t see a purpose in GBL being used as a educational tool, saying that ‘video games impart only negative messages’ (Prensky (2002), p2) It was something I had often thought of myself before taking part in inputs about the strategy. This weeks input emphasised to me why we should use GBL in the classroom, by reminding me that learning does always take place in any game played. As Prensky(2002)  explains,

‘For whenever one plays a game, and whatever game one plays, learning happens’(p.2)

Although many professionals and parents focus on the negative messages some children might take on when playing a game, they don’t seem to realise that learning is actually taking place and that it is all about the game played. Using the right game can affect children in a positive way!

 Overall I found this input very inspiring! It proved how ICT can provide new opportunities to reach and motivate hard to enage learners, support learning and provide new tools for teaching skills in a wide range of subjects. I am really excited to try the ideas out myself in the future.

To find out about another ICT related tool we heard about in this weeks input have a look at this really interesting Blog, there is some really good points made about Music and ICT :

http://missh29.blogspot.com/

References:

Dewey, J. (1915) Schools of Tomorrow. London: Kessinger Publishing

Prensky, M. (2002). What Kids Learn That's Postive about Video Games.
Available: http://www.marcprensky.com/writing/prensky%20-%20what%20kids%20learn%20thats%20positive%20from%20playing%20video%20games.pdf

Scottish Government (2009). Curriculum for Excellence: Principles for Curriculum Design. Available: http://www.ltscotland.org.uk/understandingthecurriculum/howisthecurriculumstructured/principles/index.asp [Accessed 04/02/12]

Williams, J. and N. Easingwood(2007)Primary ICT and the Foundation Subjects. London: Continuum