EMA E207

Topics: Learning, Primary education, Problem solving Pages: 9 (3554 words) Published: January 21, 2014
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 developed this story linking to friendships and second families, and in class extended the Maths talk, estimating the height they may grow, and eventual measurement to incorporate centimetres and inches, which we are covering this term. Linda Gillard and Virginia Whitby (2007) argue that the more prescriptive the curriculum, with guidance and requirements, the greater the potential influence it has on the way children’s subject knowledge is developed in schools. With this quote in mind, I will use this ICT site to benefit the children, using the pictures to help tell a story, and having ICT as a cross-curricular tool. We encourage children to use different strategies like story-mountains and mind maps but just having pictures and having to put words to them extend their thinking. My pedagogic subject knowledge helped me help them choose the pictures and I explained the concept to them in order for them to be able to understand. I knew they would then learn because they had chosen pictures that interested them. As Marianne Coulson, Combined Tutor Group pointed out “writing a story from the illustrations enabled me to experience what it might be like for a non reader trying to make sense of the story from using the pictures. We encourage children to use different strategies when reading to stop them becoming over-reliant on one strategy”. I learnt how to develop my ICT, enabling the children to better their literacy skills and to make choices. The children can let their imaginations rule the story. I will present this as a group activity and encourage the children to look at literacy through different modes of image and word. “The complex interweaving of word, image, gesture and movement and sound, can be combined in different ways and presented through a range of media” (Bearne and Wolstencroft, 2007, p.21). Children develop their powers of thinking and understanding enabling them to be confident enough to develop. (Michael Rosen, former Children’s Laureate, from...

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]
http://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
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