Using videos to showcase development (Happy Holidays)

I've been practicing the ukulele and I was able to play this song for my class in my last week of GPP.

In terms of ICT use, filming pupil's development of a skill, especially in music (e.g. practicing the ukulele) and p.e. (e.g. practicing a dance routine) is a great way of showcasing pupil progress and development. Parents can enjoy watching their child's progress and the students themselves can reflect on how they have improved, and further room for improvement.

In terms of e-safety, it is possible to share videos privately where only the people who have the video link can access the video. Effective discussions can be made regarding the dangers of sharing a video publicly.

GPP - ICT for learning about Greek vases

To teach the pupils about Greek vases (linking with their English topic on Greek myths and History), I used some very useful web resources.

I used a video from the Art Institute of Chicago (Ancient Greek Vase Production and the Black-Figure Technique) to demonstrate how Greek vases were made. The children were hooked by the video as the process used to create a beautiful Greek vase depicting what life was like 2000 years ago.

I then used a fun resource from Birmingham Museums and Art Gallery (Greek Pot painter) which allows pupils to design their own Greek vase. It demonstrated really well that the parts painted in slip turned black after it was fired in the kiln.

The children printed their designs after they finished. Here's an example from one of the pupils. 

GPP - Using document cameras in maths

The document camera is such a useful equipment!

I used it to model drawing a line graph in a maths lesson. 
I drew the axis while asking reasoning questions like what the numbers on the side should be and what the labels should be. 

I then plotted the first point and then asked the pupils to come up one by one to plot a point. 

It was a good whole class activity and allowed children to practice their line graph skills. 

GPP - Rapid Router

In the ICT lesson, students were using Rapid Router to learn how to write algorithm using the basic principles of programming. It is built on 'Blockly', a visual programming language. The aim is to get the truck to reach the destination using the most efficient algorithm.

 It was a fun way to get children to understand repetition (repeat until) and selection (if___, do___).

If the child reaches the destination, they get 10/10 for route score. However, their algorithm needs to be the most simplest way possible to get 10/10. For example, I can reach the destination by doing move forward, move forward, move forward, turn left... and so on but I won't get a good score for my algorithm score. In the class, students were willing to get full marks so even when they managed to reach the destination, they examined their algorithm to find out how they can make it simpler.

GPP - Simulated science investigation

In science lesson, students learned about thermal conductors and insulators. Because of limited time, children used a simulation experiment on BBC bitesize to investigate whether different materials were good / poor insulators. Children were working scientifically without actual science equipments but by using ICT. The findings provided their theoretical basis for when they create a container to keep an ice cube cold as long as possible. 

Teacher models how to record data

Children drag and drop different materials to use as an insulator and investigate the rate of temperature drop

GPP - E-safety rules

Example of clear rules for pupils when using computers. 

The use of pictures and child-friendly language makes it appropriate for the whole school. The top picture is used as the desktop wallpaper on all the computers so that students are constantly reminded of how to use the internet responsibly. 

Using Thinkuknow and Kidsmart

As a lesson on E-safety, children can be divided into groups and each get a topic relating to e-safety such as: safe searching, sharing personal information, and chatting. They can then use resources such as Thinkuknow and Kidsmart and gather information that they can use to write notes or make a spider diagram with. 

They might then devise a script and act out a scene in front of the class to teach the other groups about their topic. For example, children may act out a scenario in which a young girl meets a supposedly young boy who she's been chatting to. By acting out possible scenarios, the possible dangers of using the internet would be highlighted, and children would become more aware of how they use the internet. 

Phonics - Play some music

At my phonics placement, the class teacher played some relaxing Disney music after the children came in after their lunch break. They started gently massaging (more like patting and poking!) each other on their back along the music! I thought it was a great way of getting the children to calm down and get them in focus mode after they have been bouncing around in the playground. 

Since I enjoy practicing yoga, I might play some relaxing meditational music, or perhaps even play a youtube video of easy cool down yoga in my classroom. I can then video this and send it to parents or put in on a class blog to demonstrate that the children are taking care of themselves physically and mentally! 

October 2015 action plan

• Take note of ICT being used in lessons 
• See Phonics Placement

• Save any web links that I find useful in my independent learning, which can potentially be used in the lesson.

• Practice using some of the programming applications e.g. Scratch
• See Using Scratch

Computing Pick 'n' Mix #4

I finally got round to completing the Computing Pick 'n' Mix #4. I found it really helpful since it gave me a good understanding of what the children are required to do, and a good idea of what the different programming applications are for. My initial fear / anxiety about teaching ICT has definitely been somewhat alleviated.  Teaching about not only HOW TO USE COMPUTERS computers but HOW COMPUTERS WORK doesn't seem too daunting anymore. 

I particularly found the video about computing across the curriculum interesting and it made me think of ways that I can incorporate ICT across the curriculum. 

• Beebot for geography exercises using a world map / UK map...
• Logo for making graphs and charts for results obtained from science experiments...
• Scratch for creating an interactive story and then writing a narration for English...

However, I'll need to try experimenting with these programs so that I get a real grasp of how easy the programs are to use.

I've made some notes about each of the programming applications so that I can come back to it and figure out which application would work best for particular activities and learning objectives. 

• Daisy the Dinosaur
• Children makes green dinosaur move at their command
• Gives taste of programming and encourages analytical thinking

• Logo
• Gives introduction to programming
• Graphs and charts are main applications but can also be used to create games and programs 

• Scratch
• Children can program own stories, games and animations
• Encourages creative thinking and systematic reasoning 
• Designed especially for ages 8 to 16

• Raspberry Pi
• Credit-card size computer that plugs into computer monitor or TV and used standard keyboard and mouse 

• Python
• General purpose programming language 

References 
Mind Leap. (2015). Daisy the Dinosaur. Available: 
   http://www.mindleaptech.com/apps/daisy-the-dinosaur/. [Last accessed 8th Oct 2015.]

Python Software Foundation. About Python. Available: 
https://www.python.org/.  [Last accessed 8th Oct 2015.]

Raspberry Pi Foundation. What is a Raspberry Pi?. Available: https://www.raspberrypi.org/help/what-is-a-raspberry-pi/. [Last accessed 8th Oct 2015.]

Reading on the Data Protection Act

The Data Protection Law - What is it?

• Law designed to protect stored personal data
• Aims to control the handling of information and to give legal rights to people who have information stored about them
• Sets up rules to prevent people for accessing personal data without permission

8 Principles of Data Protection 

Data controllers must make sure the information is:-

•        used fairly and lawfully
•        used for limited, specifically stated purposes
•        used in a way that is adequate, relevant and not excessive
•        accurate
•        kept for no longer than is absolutely necessary
•        handled according to people’s data protection rights
•        kept safe and secure
•        not transferred outside the European Economic Area without adequate protection

References  

BBC. 2014. GCSE Bitesize - Data Protection Act. [ONLINE] Available at: http://www.bbc.co.uk/schools/gcsebitesize/ict/legal/0dataprotectionactrev1.shtml. 

[Accessed 26 September 15].

Gov.UK. 2015. Data Protection Act. [ONLINE] Available at:
https://www.gov.uk/data-protection/the-data-protection-act
[Accessed 26 September 15].

Skype in lessons

After watching a year 3 science lesson via Skype, we considered other ways Skype can be used in the classroom. Skype would be a great tool in communicating with children from other schools around the world. In humanities lessons, students can learn about different lifestyles and family structures, and also what school is like in different countries, giving a real life view on our differences. However, we did experience technical difficulties during the Skype call and it would be crucial to ensure stable internet connection beforehand. 

Skype can also be used to connect with professionals in different fields, in which students can learn about different professions by hearing their story and asking questions. It saves the speaker from travelling all the way to the school and will open up opportunities to speak to professionals from all over the world. 

Teachers can also join a free global community at https://education.skype.com/ which offers various ways in which Skype can be used in the classroom. For example, in "Play Mastery Skype', students guess the location of the other classroom by asking questions, and can be used to complement geography lessons. 

I feel that it is important for teachers to use technology in a way that students can communicate and interact with people from different countries, enabling them to become more knowledgeable and respectful of different cultures. 

September 2015 action plan

• Complete e-safety module
• Completed on 24/09/15

• Be aware of the Data Protection Act and Copyright regulations
• See Reading on Data Protection Act

• Complete Computing pick n mix #4: Computer science 
• Completed on 08/10/15

• Take note of ICT being used in lessons 
• See Home Based School Placement

• Save any web links that I find useful in my independent learning, which can potentially be used in the lesson
• See Educational Resources

E-safety discussion from books

In Sally Nicholls' 'An Island of Our Own', the main character needs to find a treasure that her aunt has hidden. To gather some information, she shares some personal information on her blog, including her full name, age and the name of her siblings so that people can get in touch with her if they know anything relevant to her search.

Students can be asked about the dangers of sharing such personal information, and the importance of e-safety can be discussed.
- Is it a good idea to put your full name and age on a website that anyone in the world can read?
- Why is this dangerous? What might happen?
- How else can she safely contact people and find information to aid her search?

HBSP - Technology everywhere

I completed by 5 day placement in a year 5 class and I noted some observations regarding the use of technology in the class. 

• Students used iPads when researching about game consoles for their non chronological reports (ICT used in literacy).
• Students had some difficulty in entering effective keywords that will help them find the answers to their questions. Perhaps it will be useful to give a session on searching skills. 
• Official game websites were blocked by the school so it will be important to check whether websites that the student may want to use can be opened
• Students went to the front of the classroom and used the interactive whiteboard to play multiple choice games which supplemented their lesson on non chronological reports. 
• Student selector from Triptico was used when selecting students to answer questions, hand out equipment and etc. 
• This method promoted fairness and prevents students from insisting that they are chosen

Primary Computing Pledge

1. To adhere to national and school policies regarding child protection and online safety. 
2. To adhere to the national CEOP guidelines see http://www.ceop.police.uk/ and thinkuknow.co.uk 
3. Not to make images of learners, students, school or University staff without permission from the school in the case of pupils or the individual in the case of adults. 
4. Not to publish, circulate or use for course or none course related purposes any image or information about a child or professional practitioner encountered as part of the PGCE programme without permission. 
5. Not to expose pupils to inappropriate materials or details which would allow them access such materials. 
6. To always anonymise material included in course related tasks and assignments. 
7. Not to give learners any details of personal telephone numbers, Email accounts or access to social networking accounts. 
8. Not to engage with learners encountered on the primary PGCE within any form of social networking. 
9. To report to an appropriate authority any suspicious or suspected activity encountered which might be considered to be bullying, grooming of a young person or a threat to young person. 
10. To act to discourage and if encountered report any form of cyberbullying. 
11. To promote ESafety and responsible use of ICT and web based resources so as to enable young people to interact at an appropriate level. 
12. If a school requires you to support homework by Email set up a separate ‘professional account’ for this purpose. 
13. If you load sensitive pupil data onto your laptop please ensure that it is encrypted www.truecrypt.org 
14. My showcase Blog Site will be my own work and will accurately reflect my personal capability in Computing. 
15. To include on the first page of my website a disclaimer to say the author is not responsible for any content which may be encountered on internet sites linked from my site e.g. You Tube

ICT Audit - September 2015

I rated myself as B/C for my competence and confidence in computing. Although I use technology on a daily basis, the ways in which it is used is fairly limited. For example, most of my technology use centres on social networking, such as using Facebook, Twitter and YouTube. I will need to develop my skills in using different programmes and equipments. As a training teacher, my main focus is in developing skills in harnessing technology and integrating computing in lessons in ways that will aid my teaching.

Specific areas which I feel need a lot of improvement are the following:

1. Level of knowledge and skill in using:

• Coding/ programming
• Mobile App Publishing

2. Ability to demonstrate and use the following computing hardware and equipment:

• Voting / handheld devices

3. Ability to harness technology as a primary teacher:

• Identify areas of the curriculum that could be enhanced by computing
• Use computing for administration systems for recording progress

4. Ability to develop lesson plans that integrate the effective use of computing across the curriculum to:

• Cover the programmes of study of the National Curriculum for computing 
• Teach computing elements of the other core and foundation curriculum subjects

5. Ability to monitor and assess children's use of Computing

• Identifying how computing influences objectives and outcomes

6. Awareness of issues and legislation relating to pupils' access to information

• Copyright regulations
• The Data Protection Act

About me

I'm half Japanese and Indian and I was born and raised in Japan. I studied Psychology at the University of Durham where I focused on the application of psychology in education.  In 2016, I completed my PGCE course at the University of Manchester. 

School based experience:

• 2017 - Present: English Instructor in Tokyo, Japan
• 2016: Final Professional Placement in Manchester, UK
• 2015: Guided Professional Placement in Manchester, UK 
• 2015: STEM ambassador in Newcastle, UK 
• 2013, 2014: IT office assistant at an international school in Yokohama, Japan 
• 2011, 2012, 2013: Summer school teaching assistant for primary and secondary students in an International school in Yokohama, Japan

Education:

• 2015 - 2016: University of Manchester
• 2012 - 2015: University of Durham
• BSc in Psychology
• 2004 - 2012: Yokohama International School 
• International Baccalaureate 
• IGCSE