Using imovie on Mac

Last week I had my first attempt at creating a video and editing it in imovie.  I filmed some friend's kids in a playground demonstrating different position words, downloaded the video simply by plugging the camera into the computer (so easy).  Opened up the files using the camera icon and dragged them onto the project screen.  From there it was simply a matter of cutting the clips by clicking on them and dragging the yellow frame to delete sections that I didn't want.  I added some words by clicking on the world symbol, inserting some green frames and then adding text (the T button).  I also added some freeze frames to act like photographs - you'll find a video on You Tube about how to do it at 

                   https://www.youtube.com/watch?v=e-7gfH_zVJc

I clicked on a theme and added some music by locating a track in 'garage', saving it in itunes, clicking on the music icon and dragging it onto my movie (be sure you make it a long audio track in garage before you save it as you can always cut it if it is too long).  Finally I uploaded it to You Tube by clicking the Share button.  So here it is (I don't know why You Tube has this picture as the opening clip - or why it is blurred?).  It was lots of fun and very satisfying although my daughter who is a professional editor thinks I still have a long way to go!

                           

  

 http://www.youtube.com/watch?v=DxspFQTPWWw&feature=plcp

  

Protection for your IPad at last! Lifeproof Cases

Do you have an ipad you would like to use at school but are too scared of it getting damaged?  Or maybe you have ipads in your school and are constantly on edge that the children will break them in your lesson?

Here is a fantastic product that makes your ipad more child friendly.  It is a dust proof, waterproof, snow proof and shock proof case that allows your screen to stay nude.  The case is appropriately called 'LifeProof Nuud' and is available online at

                               http://www.lifeproof.com 

What a great product!  Thank-you Lifeproof you have just made integrating technology a whole lot easier!

Do you have any special needs children in your class?

Recently I visited a really beautiful little school called Pathways in California.  This school caters for children who learn differently.  The teacher I visited with suggested several excellent sites for helping teachers to benchmark and track children's progress and improve their attention skills

                                http://www.renlearn.com

                                  http://www.mybrainware.com/

Resources for Teachers

Here are some great sites for teachers:

Sparklebox

This site has a large number of teaching resources that are free to download and great for small group work.

http://www.sparklebox.co.uk/usa/#.UJ13f4fecmU

Teaching Websites

Lists useful websites for teachers

                               http://www.teachingideas.co.uk/

TES Education

Includes 500,000 resources uploaded by teachers.

http://www.tes.co.uk/

Primary Resources

Free lesson plans, ideas and resources for teachers

http://www.primaryresources.co.uk/

BBC Teaching Site

Teaching resources and classroom activities: lesson plans, worksheets, classroom games and video clips

http://www.bbc.co.uk/schools/teachers/

Top Marks

There are currently 2,074 links to free teaching resources at Topmarks. 

                                            http://www.topmarks.co.uk

                                           

School Zone

Schoolzone provides free resources for teachers - 50000 of which are reviewed by teachers.

                               http://www.schoolzone.co.uk/

Topic Box

Searchable site of thousands of quality resources plus interactive resources.

                                 

                                http://www.topicbox.org.uk/

Teachit Primary

Primary teaching resources fro Foundation, KS1 abd KS2.  Thousands of interactive and editable classroom resources fro Primary School teachers.

                             

                             http://www.teachitprimary.co.uk/

Espresso Elementary

Interactive Pre-K - Grade 5 class resources.  You may trial it free but it does require a subscription.

                          http://www.espressoeducation.com/

Reading Eggs

A learning to read site with games and activities.  It is differentiated and places the children on their level after a pretest.  It is a paid site but very useful for small group Reading activities.

                                   http://readingeggs.com/

Spelling City

This site enables teachers to set up their own spelling lists for the children to practise and play various games involving the words.  It is a free site and well worth a look.

                            http://www.spellingcity.com/

Starfall

Free reading and language arts activities for young children.

                                   http://www.starfall.com/

Using Computer Games in Education

With any new technology there are always those who debate its usefulness and evangelise its evils.  Therefore teachers must understand the types of computer games available and investigate the advantages and disadvantages of their use, both in the home and school environment, to evaluate their educational worth before integrating any computer games into the curriculum.

Categories of Computer Games

Computer games generally fall into one of seven categories or may be a combination of the seven.  Action Games involve the use of connecting platforms enabling the player to move between different locations and may involve a main character who has the ability to shoot.    Adventure Games contain puzzles that are solved in a virtual world and may contain violence.  Combat Games like Action Games are usually violent fighting games involving martial arts skills.   Puzzle Games involve the player manipulating puzzle pieces that enter view from the top or side of the screen.  In Role Playing Games the player chooses a character, which often uses violence, to solve problems.  This character may be part of a Simulation Game that leads him/her through a number of situations in order to reach a goal.  Strategy Games involve the players in developing tactics and are often based around historical conflicts such as wars and once again involve a violent component.(Kirriemuir & McFarlane, 2006., Young Media Australia, 2003)

Advantages of Computer Games in Home and School Environments

Children who have access to technology and computer games within their home environment clearly have an advantage to their peers raised in an environment devoid of technology.  Computer games may enable parents to teach such skills as content evaluation, time management, turn taking, sharing, boundaries and the following of rules thus integrating skills necessary for good health and socialisation (Young Media Australia, 2003., Becta, 2001., Downes, 2002, p187-188).  The computer game enables the child to explore new situations within the safety of their home and may increase computer literacy at a faster rate due to the added support of a one-to-one adult or sibling’s expert assistance (Downes, 2002, p183, p186).

Computer games may be of huge benefit to a student’s learning.  A study in the United Kingdom in 2001 involving teachers using computer games to enhance the curriculum found that there were a number of benefits to using games software in education.  These benefits included: higher levels of engagement in the lesson especially from males, improved motivation, greater self-esteem, enhancement of ICT (Information Communication Technologies) skills, an increased access to library facilities, improved collaborative learning and  the encouragement of discussion on citizenship issues (Becta, 2001). 

Computer games used in the classroom context involve the children in “Learning by Doing” thus creating deeper understandings.  As computer games lead the children through simulations, role plays and the like, engaging a number of senses at a time, they teach skills such as: problem solving, collaboration, using data bases and menus to search for information, multitasking, creative planning and peer tutoring and new literacies through the use of multimodal texts (Young Media Australia, 2003., Prensky, 2002, p9., Becta, 2001., Tomlinson-Baille & De Jong, Australian Centre for Moving Image: acmi, p10-14., Nardi, Ly &Harris, 2007, p9., Kirriemuir & McFarlane, 2006).  Further computer games provide instant feedback and reward, enhance fine motor skills, improve the speed of decision making and response to visual stimulus and allow children to work through problems at their own pace alleviating frustration (Young Media Australia 2003, Nardi, Ly & Harris, 2007, p8, Restak, 2009, p155, 161).

A great book on improving your brain skills that has an excellent chapter on the benefits of computer games

Disadvantages of Computer Games in the Home and School Environment

In Australian society with many families being made up from of working parents, or in households with a single parent, parental supervision of computer games may be limited and have the potential to harm.  Children may spend inordinate amounts of time on computer games to the detriment of their health, decreasing the amount of time spent in physical exercise and socialising with their family members and peers, sometimes to the point of addiction otherwise known as “EverCrack”(Downes, 2002., acmi, Bachl, 2006., Moses, 2006., Prensky, 2002, p2).  Without adult direction children may be exposed to: believing in a false reality, violence promoting aggressive behaviours both sexual and physical, and gender stereotyping (see appendix A) (Young Media Australia, 2003).

Though there are numerous advantages to using computer games in the classroom the Becta study found that there were also many disadvantages.  At the time of the study there were few high quality educational games and the computer games used presented technical problems to the school networks as they were made for single interface uses.  Many of the games contained gender bias in favour of males.  The language and interfaces used in the games were often outside the children’s level of understanding and the games themselves were not easily adapted or alterable for the length of a school lesson (Becta, 2001).  A study since this time has found that although ‘edutainment’ games have been developed they are too simple, require repetitive tasks, are poorly designed, have limited activities and lead learners to feel they are being coerced into learning (Kirriemuir & McFarlane, 2006).  Teachers may find it difficult to make the time to find games and match or alter their content to meet the learning of core school competencies relevant to assessment.  Further the game and reward aspect has the potential to minimise learning content (see Appendix B).

Teachers have a duty of care to ensure the content they include in the curriculum enhances learning and develops the social skills necessary for the child’s future success.  By carefully considering the advantages and disadvantages of new technologies such as computer games they may safeguard that the lessons they prepare are on the cutting edge of the information technology revolution.

 http://www.bbc.co.uk/cbeebies/games/

This is a site for young children that includes more than teletubby games.  The acitivities teach mouse skills (click, drag, drop) and have many games that include concepts taught in Foundation and Year 1.

Appendix A

A year seven boy, from a single parent family, enrolled at a school in Queensland, drew a picture on a whiteboard illustrating his teacher with a knife through her head and blood dripping down the board.  On investigation it was found that he had been spending excessive amounts of time in front of violent computer games unsupervised.  Not only that but the games had been stolen, illegally downloaded from a relative, without his father’s knowledge. 

(Source: the author’s personal experience)

Appendix B

While working at a school in Queensland the author spoke to a teacher who was the parent of several children in the primary school about the benefits of Mathletics (an online ‘edutainment’ program).  The teacher concerned was also the Mathletics co-ordinator.  The teacher stated that she had turned off the games section of the program in Mathletics for her own children as they were spending more time in the gaming section of the program than learning concepts.  She also mentioned that once the gaming element was removed their motivation to participate also decreased. (Source: authors personal experience)

Click here for more current research from Becta than the research used in this article

http://archive.futurelab.org.uk/resources/documents/project_reports/becta/Games_and_Learning_educators_report.pdf

Further great things that are happening in the UK with using computer games

http://www.scribd.com/doc/28070566/Vision-10-from-FutureLab-UK

References

Acmi Australian Centre for the moving image. PARENTS, KIDS & VIDEOGAMES – WHAT’S THE SCORE? [electronic version]. Retrieved from: Avondale College Moodle, EDUC32400, Issues in Educational Computing: parentguide (3)

Bachl, M. (2006). Computers breed new addiction. Sydney Morning Herald [electronic version]. Retrieved from: Avondale College Moodle, EDUC32400, Issues in Educational Computing:  Computers_breed_new_addiction_-_National_-_smh.com.au (1)

Becta. (2001). Computer Games in Education Report  [electronic version]. Retrieved from: Avondale College Moodle, EDUC32400, Issues in Educational Computing: Games_Review_Future_Lab (2)

Downes, T. (2002). Children’s and Families’ Use of Computers in Australian Homes. Contemporary Issues in Early Childhood, 3(2) [electronic version]. Retrieved from: Avondale College Moodle, EDUC32400, Issues in Educational Computing: 3_Downes_CIEC_3_2 (1)

Kirriemuir, J. K. & McFarlane, C. A. (2006). Report 8: Literature Review in Games and Learning [electronic version]. Retrieved from: Avondale College Moodle, EDUC32400, Issues in Educational Computing: Games_Review_Future_Lab (2)

Moses, A. (2006). How to spot an internet addict. Sydney Morning Herald [electronic version]. Retrieved from: Avondale College Moodle, EDUC32400, Issues in Educational Computing:  How_to_spot_an_internet_addict_-_web_-_Technology_-_smh.com.au (1)

Nardi, B. A., Ly, S. and Harris, J. (2007). Learning Conversations in World of Warcraft [electronic version]. Retrieved from: Avondale College Moodle, EDUC32400, Issues in Educational Computing:  Nardi-HICSS (2)

Prensky, M. (2002). The Motivation of Gameplay or, the REAL 21^st century learning revolution [electronic version]. Retrieved from: Avondale College Moodle, EDUC32400, Issues in Educational Computing: Prensky_-_The_Motivation_of_Gameplay-OTH_10-1 (1)

Restak, R. (2009). Think Smart. New York, USA: Penguin Books

Tomlinson-Baillie, K. & De Jong, T. What is it about digital media games that engrosses young boys? A study in the sub-culture of Yu-Gi-Oh and its potential for improving educational outcomes [electronic version]. Retrieved from: Avondale College Moodle, EDUC32400, Issues in Educational Computing: conf_P_442_ACECPaper28Marc (4)

Young Media Australia. (2003). Overview of computer and video games [electronic version]. Retrieved from: Avondale College Moodle, EDUC32400, Issues in Educational Computing: 05_01_overview_comp_games (1)

  

Using Social Media in the Classroom

Social networking enables individuals to connect and interact through the use of technological applications.  It allows avenues for discussion and the sharing of information, opinions, thoughts, ideas and emotions both globally and in real time (Greenhow, 2009).  Bentwood describes social networking as the collision of sociology and technology and suggests those who become part of a network take on the following roles: idea starters, amplifiers, curators, commentators and viewers (2012).  He believes the most influential roles are the first three.  To effectively use social networking in the classroom teachers must be willing to take on these three roles to further enhance the learning of the students in their care.

 The Idea Starter

The idea starter, starts and takes part in the early stages of a conversation, but does not necessarily continue in the conversation (Greenhow, 2009).  Teachers may use this strategy to promote dialogue amongst their students.  For example: A teacher assigns each child in a small group the role of a character in a story or novel (Brumley, 2012).  The teacher then posts a statement, “The Cat in the Hat was Naughty” and has the children, in role, discuss their opinions.  This exercise may be part of a Blog or on Twitter, in real time, encouraging the children to be succinct with their comments.

“Backchanneling”  where students are encouraged to tweet about the lesson during the lesson and “Tweetups” where children digitally discuss a topic before an oral discussion are also methods the teacher may use as idea starter (Brumley, 2012).

Taking on the role of idea starter among colleagues may lead to the collaboration and sharing of ideas and strategies, in the ‘global staffroom’ to enhance the learning of specific concepts.  For example:  A teacher may post a question on a teacher blogsite such as “Help! I have to teach ‘inferencing’ to a Year 1 class next week in Reading.  Any ideas?”.  Not only would this statement encourage the sharing of ideas but would also allow for the building, adapting and creating of new ideas and strategies; the sharing of expertise to enhance learning.

The Amplifier

As amplifier the teacher chooses what content to place on the social network site; quite simply the information in learning that will have the loudest voice.  “Frontloading” (Brumley, 2012) is a method that facilitates amplification.  This method is where the teacher uploads the bulk of the information for a lesson onto the net in the form of a video, website, multimedia presentation or written extract posted on a blog, or wiki site, for the children to complete before a lesson and comment on in preparation for future activities (Stansbury, 2011). 

Virtual excursions, virtual visitors such as authors and specialists, enabled by such programs as Skype, are other strategies the teacher may use in her role as amplifier (Online Universities.com).

The Curator

A curator is a custodian of cultural heritage and values.  In her role as curator, of social networking in the school, the teacher has a responsibility to ensure that children are taught not just ‘netiquette’ but Christian ‘netiquette’ or how to treat others as we would like to be treated (Luke 6:31) while using social media.  Sowden refers to this as learning to be a ‘good digital citizen’ (cited in Gardiner, 2012).  Education is not just about information; it is also about teaching children how to get along in the social world in which they find themselves.  To instil Christian social values teachers need to purposely teach ways to manoeuvre network sites and impress upon the children the permanence of all forms of information placed on the web.

As curators teachers may teach the value of each individual’s contribution and right to speech again using such things as Microblogging and Twitter where all are encouraged to contribute and feel safe to have their say.  Collaborative tasks that are placed on the wiki with provision for comments and peer reviews, or links to global communities allow children to comment on another’s work and learn to contribute constructive criticism without condemnation; they may also promote cultural tolerance and understanding. 

As curator the teacher may also access social networking to enhance relationships between the school, the parents and the child.  Teachers can use social networking to communicate initiatives, achievements and successes of individuals, groups and the school. By including parents as members of wikis and blog sites the parents may become learning partners with their children.

Conclusion

Social networking is here to stay and it will continue to have an impact on the way we relate and interact together as a society.  Shirky rightly states, “When we change the way we communicate, we change society” (2008, p16).  How teachers choose to use social networking in their roles as idea starters, amplifiers and curators will determine whether social networking has a positive or negative impact on the future of societies’ children. 

          

A great read about social networking

A link to a fantastic resource - you are sure to find something here to help you integrate social media into the classroom.

 http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/you integrate social media in the classroom.

References

Bentwood, J. (2012, June 23). 2012 Academic Summit on Social Media Stanford University [video file]. Retrieved from: https://www.youtube.com/watch?v=ocKhpm95Nbg

Brumley, M. (2012). 7 Tips for Using Social Media in Your Classroom. NBC News Education Nation [Electronic version].  Retrieved from: www.educationnation.com/index.cfm?objectid=D25A95BE-6152-11E1-8D32000C296BA163

Gardiner, S. (2012). The Facebook dilemma: how young is too young? Sydney Morning Herald [Electronic version].  Retrieved from: smh.com.au/technology/…/the-facebook-dilemma-how-young-is-too-young-20120514-11ym6g.html  

Greenhow, C. (2009, October 2). Social Networking Sites Have Educational Benefits [video file]. Retrieved from: https://www.youtube.com/watch?v=ZxrlrbP4UNo

Shirky, C. (2008). The Power of Organizing Without Organization HERE COMES EVERYBODY. New York: Penguin.

Staff Writers. (2010). 100 Inspiring Ways to Use Social Media in the Classroom. Retrieved from: www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/

Stansbury, M. (2011, October 21). Ten ways schools are using social media effectively. eSchool News Technology News for Today’s K-12 Educator [Electronic version]. Retrieved from: http://www.eschoolnews.com/2011/10/21/ten-ways-schools-are-using-social-media-effectively/

How to Upload Documents on Blogger

Wanting to upload a document on blogger without cutting and pasting?  Use www.scribd.com  It is easy to use!  Here's a video to make it even easier! 

Making a Stop Motion Project

Here is a fun task, with a number of benefits, that you might like to try with your students.  A stop motion project may be used to demonstrate their knowledge of a subject, a PSHE (Personal, Social and Health Education) theme or be used as a Design and Technology Task.  Stop motion projects involve taking up to 750 photographs with a slight movement of an object in each photo.  The photos are then uploaded into imovie or a similar program that speeds up the display of the photographs much like an animation.  Stop motion projects:

• engage students in learning
• motivate students to share their knowledge
• encourage collaboration
• enhance technology skills
• provide opportunities for students to share their knowledge beyond the classroom

Step 1
Firstly decide on a Subject area.  I chose Year 6 Design and Technology. 
Step 2
Next choose a topic. I chose Information and Communication and the outcome 'changes to information and communication over time'. 
Step 3
Then decide on a design task.  The task I set was to create a 'Stop Motion' project to help teach a Foundation (Prep, Kindergarten) child learn the Math's concept Position.
Step 4
List down your ideas.  I listed position words and then decided on which ones to animate.
Step 5
Look through children's colouring books for inspiration for the characters.  I chose to create a dog and cat - Fido and Pumpkin (any guesses what colour Pumpkin was?).  Remember this is for inspiration not to copy.
Step 6
Make your characters using split pins to attach the head, legs and tail so that you are able to move them.
Step 7
Make the background.  I glued a a large blue piece of cardboard on to white foam card and added a variety of green card for the grass and tree.  Then I added a kennel and some 3D flowers.  I attached the tree with foam mounts so that the characters could move behind it.
Step 8
Next make an introduction sign so that the audience knows what your stop motion is about.  I printed the words "Fido and Pumpkin are learning about:, then added POSITION one letter at a time so that in the animation it looked as if POSITION was being written.
Step 9 
Next set up a camera on a tripod.  I had the camera I used facing down to the floor so the animals would be flat and easy to move.
Step 10
Take up to 750 photos with the animals gradually moving to different positions and upload your photos into iPhoto.
Step 11
Open imovie and using the photo icon to locate your photos and select and drag them into the project space.  Then simply press the play button and there you have it.

You can also add sound, text and special effects as I have.  Your more able students might experiment with these features in imovie.

It was really exciting coming up with the ideas and seeing them come to life.  Your class will love this project. See the finished result by clicking on this You Tube Link.

                  http://www.youtube.com/watch?v=linFWJlJ9RY

Note: Your students need to experiment before they attempt this task and using your photos is a good way to let them practise.  My friend did this with my photos so there may be another version of Fido and Pumpkin that hits the net at some stage!

Ethical Behavior Podcast

Podcast Powered By Podbean

Here is my first attempt at a podcast.  It took a while to work out so be prepared to spend the time searching the internet for You Tube videos to assist you.  I recorded a number of sound files on Adobe Audition, then chose a sound track in garage, saved it to itunes so I could access it and then cut and pasted pieces of the sound between my audio clips.  When you are wanting to change the levels of the sound simply click on the yellow line and drag it up or down.  It is a similar idea to editing video in that you can click on the audio track and delete sections if you don't want them.  

Be prepared to record yourself a few times on some sections because if you are like me and the thought of an audience makes you nervous you will find yourself making a number of slips (or was it just because of the time of night?).  The tricky part is loading the file onto the web.  For this I used Podbean and a number of You Tube videos to assist in teaching me what to do.  Here is a link to podbean

                                  http://www.podbean.com/  

If you would like to see a pdf of the presentation.  Click on the link below:

http://www.scribd.com/doc/112718149/Teaching-Ethical-Behaviour-with-Technology-in-the-Primary-School-Setting

Promoting Ethical Behavior in the School Environment

Wondering how to use technology in the classroom?

Check out this great site with links to hundreds of ideas

http://www.avatargeneration.com/2012/09/pinterest-boards-in-educational-technology/

Want to know more on using computers with ESL students?

The Internet TSL Journal

Teaching ESL Reading Using Computers

iteslj.org/Techniques/AlKahtani-ComputerReading/

Using Technology to Help ESL/EFL Students Develop Language Skills

iteslj.org/Articles/Ybarra-Technology.html

Review of the article: Implementing Language Acquisition in Classrooms

Introduction

‘Implementing Language Acquisition in Classrooms’ was written by Richard P. Carrigan a former administrator, in English Language Learning, at Milo Adventist Academy based in Oregan.  In this article, written in two thousand and nine, Carrigan outlines a number of ways that ‘English as a Second Language’ (ESL) students acquire language.  While his ideas are very relevant he appears to be unaware of the benefits technology, specifically the use of computers.

 Carrigan

Overview

Carrigan provides the reader with a number of teaching methodologies to support the learning of ESL children in the classroom.  He introduces: the idea of language absorption, fluency before accuracy, the order of language acquisition skills and integrating student interests in to lesson planning.  Carrigan advises teachers to provide safe learning environments and be aware of student’s feelings.  Finally he warns against judging ability by language output and stereotyping the ESL child.

Strengths and Weakness of Implementing Language Acquisition in Classrooms

Carrigan article introduces a number of ideas relevant to the teaching of ESL children.  He stresses the importance of first knowing English through listening.  He refers to this as language ‘absorption’.  Carrigan continues by introducing a number of methodologies for ESL teachers.  He outlines the importance of communication based classrooms that focus on expression of language rather than accuracy. Carrigan presents the concept of ‘language in language out’ teaching that “provides opportunities for learners to develop listening skills before reading, reading skills before writing and writing before speaking” (Carrigan, 2009, p2).  He encourages the use of materials that are at an appropriate level and of interest to the learner.  Teachers are urged to create safe places of learning where students feel free to try without fear of failure (Carrigan, 2009, p3).  Carrigan builds an awareness of the ESL student’s emotional needs that begin with excitement and soon give way to despair and frustration. Teachers are further warned to be aware of their body language and general comments and to avoid stereotyping.

While Carrigan has raised some relevant and very useful ideas it is surprising that he has omitted the potential of Computer Assisted Instruction (CAI) with ESL students (Ybarra & Green, 2003, p1).  Computers have been shown to motivate and “maintain learner focus, stimulate problem solving, anchor discourse, and encourage learner directed talk and action” (Meskill, 2005, p55).  In short, they are an excellent resource for encouraging verbal exchange.  Ybarra and Green (2003) note the varied verbal interactions between ESL students using computers, these include: making commands, sharing opinions, suggestions, asking questions and giving responses (p2).  Computers may provide immediate feedback, added practise, increased interaction with texts and improved comprehension (Ybarra & Green, 2003, p3).

Conclusion

Carrigan’s article is a useful resource for creating an awareness of ESL methodologies and the needs of the ESL student.  However, it is important that teachers acquire a variety of teaching methodologies and remain at the forefront of teaching innovations and research.  The use of computers in education and their benefits to ESL learning must not be ignored.

References

Carrigan, R. P. (2009). Implementing Language Acquisition in Classrooms. The Education Digest, 75(4), 57-61 [Electronic version]. Retrieved from: http://search.proquest.com.databases.avondale.edu.au/docview/21

Meskill, C. (2005). Triadic Scaffolds: Tools for Teaching English Language Learners with Computers. Language Learning and Technology [Electronic version]. Retrieved from: http://II.msu.edu/vol9num1/meskill/

Ybarra, R., Green, T. (2003). Using Technology to Help ESL/EFL Students to Develop Language Skills. The Internet TESL Journal, 9(3), [Electronic version]. Retrieved from: iteslj.org/Articles/Ybarra-Technology.html

    

       

Access Strategies For Computing

The provision of computers is no longer an option; it is a necessity.  Stager states, “We must respect the role they can play in children’s lives and develop ways to maximize the potential of technology” (Stager, 2005, p2).  Therefore, schools must evaluate the technology available to them and its potential for maximising access for all students.  Options include: Interactive whiteboards, classroom performance systems, stand-alone computers, computer banks, computer suites, laptop trollies and one-to-one laptops. 

Interactive Whiteboards (IW) and Classroom Performance systems (CPS) are two alternatives for providing technology access in the classroom.  Whiteboards may engage students in learning and enhance the learning experience; provided they are used as interactive whiteboards and not just as another form of chalkboard.  A creative teacher might also plan small group activities that involve the use of the interactive whiteboard.  Stager warns against using an interactive whiteboard to “reinforce the dominance of the front of the room and omniscience of the teacher” (Stager, 2006, p5).  Classroom Performance Systems while novel are limiting.  They do little to encourage children to embrace computer technology (Stager, 2006, p5).

One or two computers in a classroom may provide limited access to technology.  Computer usage would need to be carefully scheduled, perhaps including break times, to allow for maximum exposure and equity for all children (Gahala, 2001,  p2).  One or two computers, while useful, are not the ideal.  With thirty children in the average Primary Classroom, a long time would pass between rotations even if the children worked in pairs.  Small group instruction would be difficult with six children crowded around a small screen.  Opening the classroom for extended computer use would mean extra duties for the teacher.  Clearly, if it is within the school budget, computer banks within the classroom would be more suitable.

Computer banks of six to eight computers would have a greater impact, providing access for a larger number of children at one time.  Computer banks enable the teacher to plan for rotating small group activities allowing children to experience technology on a more regular basis and perhaps for a longer period of time (Strategies for Allocating Computers, 2012).  With several children working at the same task the students may support each other when difficulties arise.  Computer banks while a better alternative to single computers have their disadvantages.  Classrooms with thirty children have limited space and wiring for computers is expensive.  Teachers also need to be proficient with computer applications to ensure that groups are able to work independently.

Computers that are set up within a separate area such as the library, a lab or suite are a further option for computer access.  Wiring of one area is a cheaper option to a number of classrooms over a large area.  Labs may provide access to all students before and after school and at lunchtime, however, this would again mean extra duties for teachers.  Having the computers in one area may also be a disadvantage as staff may not feel the need to integrate computers into their class curriculums.  Gahala states that using computers in a lab “may be a barrier to using them on a continual basis as a part of the curriculum” (2001, p2). 

Laptop computers in either mobile trollies or as one-to-one computers are the ideal.  Mobile laptop trolleys may be used to store and recharge the laptops when not in use.  Laptops are easily transported into a variety of settings and may be used for a small group or whole class depending on the activity (Stager, 1998, p1).   Laptops take up less space and can be stored in an area away from the classroom (Gahala, 2001, p2).  They are a “cost effective alternative to building computer labs, buying special furniture and installing costly wiring” (Stager, 1998, p1).  Furthermore they increase student engagement and alleviate behaviour problems associated with more traditional teaching styles (Hu, 2007, p3, Bustamante, 2007, p3).  Laptops, however, are an expensive set of equipment and while portable laptop trollies may suit some schools the terrain in others may make them difficult to manoeuvre.  Laptops that remain only in the school domain do not allow children the time to explore and are not able to be utilised for homework. 

For maximum access to computers students require one-to-one laptops that travel everywhere with them and are not bound to the confines of the school.   “These computers need to be the students’ constant companions, as accessible, as ever-ready, as a carpenter’s hammer” (Barker, 2007, p1).  Individual laptops become an extension of the child enabling him/her to explore, create, collect and collaborate (Stager, 1998, p1, Stager, 2003, p1).  Knowing that students have one-to-one access allows teachers the freedom to plan the curriculum using technology.  With laptops learning may extend beyond school hours and technology is easily integrated into homework tasks.  Maintenance and repairs may be costly and this would need to be factored into the school budget.  Prior to introduction adequate fire walls and policies on acceptable use would need to be in place to ensure the safety of the children.

 

Although one-to-one laptops are the best solution for high access unfortunately the monetary cost of technology and its continual maintenance makes the one-to-one program beyond the reach of many schools.  A school would do well to consider an incremental roll out of banks of six laptops starting with the classrooms of teachers who are enthusiastic about technology.  Laptops could be linked to a server and wireless access points set up around the school to enable internet access in all areas.   Teacher and student files may be stored on the server allowing for greater storage.  During the incremental roll out a plan should also be formulated for the future introduction of one-to-one laptops and ongoing staff training.    

References

Barker, G. (2007, September 13). Logging into the laptop revolution, Sydney Morning Herald [Electronic version]. Retrieved from www.smh.com.au/small-business/logging-into-the-laptop-revolution-20090619-cptx.html

Bustamante, C. (2007, May 4). Laptop program missing keys. The Press Enterprise [Electronic version]. Retrieved from Avondale College Moodle, EDUC32400, Issues in Educational Computing: Laptop_program_missing_keys (3)

Gahala, J. (2001). Critical Issue: Promoting Technology Use in Schools. North Central Regional Educational Laboratory [Electronic version]. Retrieved from Avondale College Moodle, EDUC32400, Issues in Educational Computing: Critical_Issue_Promoting_Technology_Use_in_Schools (2)

Hu, W. (2007, May 4). Seeing No Progress, Some Schools Drop Laptops. The New York Times [Electronic version]. Retrieved from Avondale College Moodle, EDUC32400, Issues in Educational Computing: Seeing_No_Progress_Some_Schools_Drop_Laptops_-_New_York_Times (2)

Stager, G. S. (1998). Laptops and Learning Can laptop computers put the “C” (for constructionism) in Learning? Gary S. Stager Support for Progressive Educators [Electronic version]. Retrieved from Avondale College Moodle, EDUC32400, Issues in Educational Computing: Laptops_and_Learning (2)

Stager, G. S. (2003). School Laptops - Reinventing the Slate. Gary S. Stager Support for Progressive Educators [Electronic version]. Retrieved from Avondale College Moodle, EDUC32400, Issues in Educational Computing: Reinventing_the_Slate (3)

Stager, G. S. (2005). The High Cost of Incrementalism in Educational Technology Implementation. (World Conference on Computers in Education, Stellenbosch, South Africa) (Electronic version). Retrieved from Avondale College Moodle, EDUC32400, Issues in Educational Computing: incrementalism (2)

Stager, G. S. (2006) Has Educational Computing Jumped the Shark? (ACEC 2006 – Cairns Australia – October 2, 2006) [Electronic version]. Retrieved from Avondale College Moodle, EDUC32400, Issues in Educational Computing: ACEC_2006_Paper_-_Gary_Stager (2)

Strategies for Allocating Computers [Electronic version]. (2012). Retrieved from Avondale College Moodle, EDUC32400, Issues in Educational Computing: Strategies_for_Allocating_Computers (2)