EMA E207
EMA
Introduction:
Within my setting, ICT is an opportunity for children to apply and develop their knowledge and capability. With my help, they can research, question accuracy of sites and exchange and share information together and through emails (we also share with a neighbouring school and have class blogs). Children are learning the fundamentals of research and electronic media, with support, guidance and safeguarding programs. They develop ideas using tools to refine work, enhance quality and accuracy, use spell checks and thesaurus. These are just some of the general requirements from National Curriculum 1999, published by QCA. In conversation with my teacher, we noted how technology has changed rapidly. We use ICT in Assembly, Role Play, across the curriculum and taking photos for evidence. Teachers are finding it easier to source programs that make learning more fun. An ICT program, namely, www.educationcity.com, covers Key Stage 1-4, all Curriculum areas, plus a Teacher Zone and is used across our school. We agreed, in the words of Blatchford, that we must provide activities to encourage children to explore the technologically of a variety of ICT tools and encourage them to apply these, for a range of different purposes. (Siraj-Blatchford and Siraj-Blatchford, 2006, p. 2). In line with National Occupational Standards expectations of Teaching Assistants in ICT, this ensures we get basic training to support pupils. (Block 5, Week 25, Activity 25.3: School activity: observing ICT). Part One:
Our class has been exploring seeds, so I based my Storybird book (http://storybird.com/books/storybird-115/) around this. We covered topics in Maths, Science, Environment and Circle Time. These cross-curricular links were important for our class activity from sourcing the materials needed, to who would look after them and estimating their eventual height. The impact and effect flowers and bees had on our environment, and people’s feelings about this. I
Introduction:
Within my setting, ICT is an opportunity for children to apply and develop their knowledge and capability. With my help, they can research, question accuracy of sites and exchange and share information together and through emails (we also share with a neighbouring school and have class blogs). Children are learning the fundamentals of research and electronic media, with support, guidance and safeguarding programs. They develop ideas using tools to refine work, enhance quality and accuracy, use spell checks and thesaurus. These are just some of the general requirements from National Curriculum 1999, published by QCA. In conversation with my teacher, we noted how technology has changed rapidly. We use ICT in Assembly, Role Play, across the curriculum and taking photos for evidence. Teachers are finding it easier to source programs that make learning more fun. An ICT program, namely, www.educationcity.com, covers Key Stage 1-4, all Curriculum areas, plus a Teacher Zone and is used across our school. We agreed, in the words of Blatchford, that we must provide activities to encourage children to explore the technologically of a variety of ICT tools and encourage them to apply these, for a range of different purposes. (Siraj-Blatchford and Siraj-Blatchford, 2006, p. 2). In line with National Occupational Standards expectations of Teaching Assistants in ICT, this ensures we get basic training to support pupils. (Block 5, Week 25, Activity 25.3: School activity: observing ICT). Part One:
Our class has been exploring seeds, so I based my Storybird book (http://storybird.com/books/storybird-115/) around this. We covered topics in Maths, Science, Environment and Circle Time. These cross-curricular links were important for our class activity from sourcing the materials needed, to who would look after them and estimating their eventual height. The impact and effect flowers and bees had on our environment, and people’s feelings about this. I
References: Study Guide Week 22 Science today and for the future Howe, A., Davies, D., McMahon, K., Towler, L., Collier, C. and Scott, T. (2009) Science 5–11: A Guide for Teachers (2nd edn), London, Routledge Ollerton, M United Kingdom Literacy Association (UKLA) (2005) 'Multimodal presentation ', E207 Block 5 [Online] https://learn2.open.ac.uk/pluginfile.php/610959/mod_resource/content/1/Multimodality_Presentation.ppt#258,1,Multimodality www.talk4writing.com/overviewteachingenglishcreatively with Pie Corbett (2012) Qualifications and Curriculum Authority (QCA) and United Kingdom Literacy Association (UKLA)(2005) More than Words 2: Creating Stories on Page and Screen, London, QCA. Gillard, L. and Whitby, G. (2007) ‘Managing the primary curriculum: policy into practice’, Research in Science & Technological Education, vol. 25, no. 2, pp. 211–26. Bearne, E. and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing: Multimodal Literacy 5-11, London, Paul Chapman. Siraj-Blatchford, I. and Siraj-Blatchford, J. (2006) A Guide to Developing the ICT Curriculum for Early Childhood Education, Stoke on Trent, Trentham Books. The Open University (OU)(2012) E207 Subject knowledge and professional practice in primary schools, Week 21, Study Guide, Science in school and everyday life [on line] Available at http://learn.open.ac.uk/mod/oucontent Available at http://learn.open.ac.uk/mod/oucontent In-text citation: (OU, 2011, Week 8, Study Guide, Teaching for possibility Thinking, Block 2) The Open University (OU) (2012) E207 Subject knowledge and professional practice in primary schools, Week 18, Study Guide ‘Science and Technology’ [on-line]. Available at http://learn.open.ac.uk/mod/oucontent In-text citation: (OU, 2011, Week 18, Study Guide, Block 4) The Open University (OU) (2012) E207 Subject knowledge and professional practice in primary schools, Week 25, Study Guide, Activity 25.3, ‘Observing ICT’ [on-line]. Available at http://learn.open.ac.uk/mod/oucontent In-text citation: (OU, 2011, Week 25, Study Guide, Activity 25.3, Block 5.) Askew, M. and Wiliam, D. (1995) Recent Research in Mathematics Education 5–16, London, Office for Standards in Education (Ofsted). Qualifications and Curriculum Authority (QCA) (2003) Assessment for Learning: Using Assessment to Raise Achievement in Mathematics, London, QCA. Study Guide Week 19 Your understanding and attitudes to science and technology Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes, Cambridge, MA, Harvard University Press Eyres, I