Handheld learning

Using QR Codes

 QR codes are like barcodes that can be scanned to receive information such as instructions, a webpage, a video or an image. Smart phones such as iPhones, Blackberrys, and HTC all have applications which can scan QR codes in order to read them. The use of QR codes in advertisement has increased dramatically; you can find codes on magazines, food products, libraries and billboards. The codes provide a quick response for more information so are perfect for advertising.

 QR Codes in the Classroom

Through some research online I have found some great videos, powerpoints and information about how you can use QR codes in education. Click here for a super powerpoint all about QR Codes and there uses.

I had the chance to use QR Codes with a P6 class in an afternoon of activities. The main idea of the afternoon was the children would take part in a treasure hunt, collecting images, videos and sound clips on a handheld device (iPhone) and then would have to create a online scrap book with descriptions of everything they had done. The QR codes were used for instructions for the activities and directions during the hunt.

 Preparing the codes for the hunt was really simple. An online website makes up the codes for you, all you have to do is figure out what you would like to say or link to in each code. Click here for access to a free site for making QR codes.

The hunt went well as the children enjoy the activities on the handheld devices including the app for scanning the codes. I think this was because we did not tell them exactly where to find the app or exactly what to do with the camera, so it required some challenge and some problem solving for the children. Also during this problem solving I could see that the constructivist theory of learning was applying to how the children were figuring out what to do. Leask and Meadows (2000) briefy summarise the theory by saying that children ‘construct concepts’ (p.99) from their previous knowledge by:

 ‘confronting their existing ideas with new evidence, or with someone else’s ideas’ (p.99)

By asking the group who had used handheld devices before we were able to split them into groups of three where at least one child had used a handheld device before. However most children had previous knowledge about iPhones, some had more experience than others. Children were able to construct new ideas and gain an understanding of how to use the handheld device by thinking about what they knew already and using and adapting it in the situation. For example, one of the tasks was to take a photo on the iPhone. Now without ever being taught how to do that the children were quick to realise that in the real world you take photos with a camera so on the handheld device they should be looking a an app with a camera logo.

Communication was a powerful tool for the children working together. As Leask and Meadows (2000) continue, they explain that communication encourages learners to compare their own ideas with their peers ideas. Through sharing their ideas with the others in the group the children were able to collaborate and come up with solutions to the activities. Overall I feel the children constructed new knowledge about how to use handheld devices and QR codes and had fun doing it.

The Scrap book task at the end of the hunt didn’t go as well. I think one of the reasons was the timing, as the children were starting to get restless and tired so maybe didn’t put as much effort in as I would have hoped. The online scrap book was created on the iPhone as well with the app ‘iBook Creator’. I think in a real classroom environment I would have split both activities into two lessons as it would have given children more time to think about the treasure hunt and get more ideas about what they wanted in their scrap book. Near the end of the activity we were quite rushed for time, this meant children were hurrying to get their scrap books finished and some didn’t put a lot of effort into them. I think with more time (in a second lesson) the children may have taken more pride and ownership with their scrap books.

References

Leask, M. & Meadows, J. (2000) Teaching and Learning with ICT in the Primary School. London: Routledge



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Scran

© Robert Gordon University. Licensor www.scran.ac.uk.
This photo was posted through Scran. Scran is a website full of resources teachers and students can use without the worry of copy right issues. In a university input we were able to expore scran and learn many of the tools it has, such as the option to create worksheets etc, the ability to share photos on social media sites and also my favourite the Map tool. I found it exciting when I was able to view a 3D Eiffle Tower on Google Earth just from searching for a photo through scran. I can imagine children loving this too!

The Future

Heres an interesting video about future technology:

It will be exciting to see if any of these ideas are taken forward :)

iPad for the Weekend

The iPad is a table computer designed, developed and marketed by Apple Inc. It’s a mobile, hand held device which offers opportunities for audio-visual media including books, videos, music, games, applications and web content. The first iPad was released in April 2010 and since then it has become more and more popular.

When I had the opportunity to take an iPad home for the weekend, I jumped at the chance as I had not ever experienced one before. At first I was slightly apprehensive about using the device and I wondered if Prensky(2001) was correct about ‘Digital Natives’ being more able to adapt to new technology. Prensky(2001) suggests that people who were born during or after the introduction of digital technology have been ‘Surrounded’ (p.1) by it there whole lives and so therefore are more able to work and engage with new digital technology. I questioned if this would apply to me as I would be considered as a ‘Digital Native’.

 I found the iPad a lot easier to use than I had expected and it did not take me long to figure out most of its features and start to engage with them. This backs up Prensky’s thoughts about ‘Digital Natives’ being more in tune with new technology.

As for the use of the iPad in education, I have mixed feelings about it. There are a lot of benefits for using an iPad in the classroom, for example it provides great opportunities for creativity in the classroom with many applications for design, composing music, photography editing etc. I can see the iPad being successful in establishing the Curriculum for Excellence principle of Personalisation and choice as the activities would include learners having to be creative in their decision making and take ownership of the task at hand.

Another benefit for using the iPad in the classroom is its ease of use, especially for typing. From previous school experience I have noticed that it can often be hard to motivate children in language tasks as they are put off by the writing aspect due to the child struggling with spelling for example. The iPad would be ideal for children to use for answering comprehension questions or even taking quick notes during lessons. It saves space that would have been taken up with a computer as well.

One disadvantage to using the iPad in the classroom is the lack of opportunities for pupil collaboration and group work. I agree with Moyles et al (2003) stating that pupil collaboration and interaction is extremely important in education. When using the iPad myself I felt I was beginning to become completely focused on the device and switched off completely, isolating myself from others. Yes it is good to be able to learn on your own and be self directed and reliable but as Moyles et al(2003) explain that communication is vital and should be encouraged in the classroom.

 Also the cost of an iPad is also a disadvantage for use in the classroom. Although it is an amazing device with a lot of variety for children, it just isn’t within any childs pocket money budget. Perhaps schools could purchase one or two and they could be rotated between classes, but even still some schools in less well off areas may struggle to afford to do this.

I really enjoyed having the opportunity to experience an iPad for the first time. It was interesting and motvating to try all the activities it provides and I can see so many opportunities for its use in the classroom. In an ideal world the all children could have the opportunity to use an iPad in school however in reality I’m not sure it could at this moment in time.

Moyles, J., Hargreaves, L., Merry, R., Paterson, F., Esarte-Sarries, V. (2003) Interactive Teaching in the Primary School. Philadelphia: Open University

Prensky, M. (2006) ‘Don’t bother me mom- I’m Learning’. United States: Paragon House

Games Based Learning Research

This week we were visited by three educational researchers who had all conducted research into Games Based Learning (GBL). We heard about actual studies which were conducted with children in real classroom settings. It was very interesting to hear the results of the studies as it gave evidence to many of the ideas connected with and talked about GBL.

 David Miller talked about a study conducted using ‘Dr Kawashima’s Brain Training’ on the Nintendo D.S. The aim of the study was to see if playing this game over time would improve children’s numeracy work. The initial study consisted of a class of pupils taking a 100 item number test (100 sums to answer) at the beginning of a nine week period. During the nine weeks, every morning at school the pupils would play ‘Dr Kawashima’s Brain Training’ for twenty minutes as a starter to the day. After the nine week period the class took the same 100 item number test and the results were compared to the previous to see if the game had affected the children’s numeracy skills.

 Overall the pupils Arithmetic improved much more with the game compared to similar classes who did not use the game. So it proved that ‘Dr Kawashima’s Brain Training’ had a positive effect on the children by improving their arithmetic. The Study was then upscaled to see if the game would affect other children in the same way. A randomised controlled trial was used where random schools from all over Scotland were chosen to take part. The results gained from the upscaled study came out similar to the first- the game helped to improve the children’s arithmetic.

 Along with this advantage, using ‘Dr Kawashima’s Brain Training’ in the classroom has many others. For example, using the game would work towards meeting the Principle of Challenge and Enjoyment. The game includes a number of tests which are suited to your own personal ability, these can be repeated to try and better your score. Trying to better themselves would motivate the children and therefore ‘Encourages high aspirations and ambitions for all’ (Scottish Government, 2009, no page). Children often want to be the best in the class so it is very important for them to understand that challenging themselves is equally important.

Although this study did produce a lot of positive results, it did have some implications. One being that ‘Dr Kawashima’s Brain Training’ is a COTS (Comerially off the shelf) game, meaning it hasn’t been written or designed for learning and teaching in the classroom but for entertainment and a profit. This may have caused problems with some teachers and parents who have more traditional views about education but I feel that using a COTS game can be better than a game designed for in the classroom. In my opinion, it makes the game more meaningful for the children as they may recognise it so works towards meeting the Principle of Relevance as it could be a game they have at home or advertised on the television so straight away grabs their attention as it is ‘relevant to their lives’(Scottish Government, 2009, no page). As Prensky (2001) emphasises Games are ‘their world, just as much as cars or the telephone was the world of their parents’ (p.38) we as teachers should use what children are use to in order to engage them in the classroom.

 I found this input really interesting as it provided actual evidence to go along with the theories and ideas I have read about GBL. I feel that studies like these will begin to change the minds of those who doubt GBL. Hopefully GBL will eventually start to play a much larger role in schools in the near future.

Prensky, M. (2001) Digital games based learning. New York: McGraw-Hill Professional

Scottish Government (2009). Curriculum for Excellence: Principles for Curriculum Design. Available: http://www.ltscotland.org.uk/understandingthecurriculum/howisthecurriculumstructured/principles/index.asp [Accessed 17/02/12]

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

Moving Image Education

Children are exposed to moving images from a very young age, for example cartoons, films and adverts. Most children enjoy watching moving images so I feel it would only be right to use them in the classroom as a learning and teaching tool.

 Moving Image Education (MIE) is a programme aimed to teach and develop literacy skills using moving image texts. It consists of three elements which have been created to provide opportunities for children to develop within the four capacities of A Curriculum for Excellence. These elements include activities such as discussing and analysing moving image texts, using films as stimuli for imaginative and functional writing, and creating a class moving image piece. MIE provides opportunities for children to develop key life skills which can help them later in life, as Creative Scotland (undated) explains,

 ‘Moving Image Education is about helping young people to question, analyse, explore and understand the meaning of what they’re watching and hearing’ (no page)

Through continuing my research into MIE, it has become obvious that MIE is much more than just a literacy programme, allowing children to ‘develop across the curriculum’ (Scottish Government, p.4). Through having a chance to create my own moving image piece this week I have been able to experience the benefits at first hand. Although I could see the literacy skills which could be taught with the activity another advantage I noticed was the enhancement discussion and communication within our group, through relying on each other in the process of creating the movie. This proved the point made by ‘Scottish Screen’ that the programme is a lot more than meets the eye, and so I look forward to seeing how else MIE can benefit the classroom through more research and experience.

References

Creative Scotland (2009) Moving Image Education. Available online at:

http://www.movingimageeducation.org/ [accessed 28/1/12]

Scottish Government (2006) Scottish Screen, Moving Image Education. Available online at http://www.scottishscreen.com/images/documents/MIE_ACfE_for_ScottishScreen_email.pdf [accessed 28/11/12]