On Tuesday 3rd October I watched a live lesson taught by a teacher in Dorset, over Skype in Manchester. This lesson illustrated the huge importance of digital literacy within the classroom. I was very impressed with how through technology, the lecturer and a teacher could assist in the learning of trainee teachers. I thought it was a fantastic way of allowing 60+ students to be in the room watching an outstanding teacher.
The lesson itself highlighted the teachers evident tactic of embracing digital literacy to engage the children in a cross curricular education. To begin the lesson, the children all had an i-pad for their group and had to use pin codes to join the teachers software on the interactive whiteboard. All of the children did this with ease. Then the children answered quiz questions from the interactive whiteboard on their ipads and celebrated once their cursor moved to their answer on the board. The quiz software that the children used was called Kahoot and offered a great way to combine digital literacy and lesson content.
The lesson itself highlighted the teachers evident tactic of embracing digital literacy to engage the children in a cross curricular education. To begin the lesson, the children all had an i-pad for their group and had to use pin codes to join the teachers software on the interactive whiteboard. All of the children did this with ease. Then the children answered quiz questions from the interactive whiteboard on their ipads and celebrated once their cursor moved to their answer on the board. The quiz software that the children used was called Kahoot and offered a great way to combine digital literacy and lesson content.
The teacher also used a software called morpho - he 'morphed' into a character and introduced the lesson WALT. This approach utilised his digital literacy to engage the children in the lesson. This was an effective approach to teaching as Hall & Higgins (2005, p106) argue that these elements are effective with children as they 'help to increase their engagement, motivation and attention span in lessons'.
Taking what I saw into GPP, I was enthusiastic to utilise ICT in the classroom. One of the first things that I did was implement a similar approach to what I saw the teacher do with the morpho software. I used a talking robot to introduce my phonics lesson, the robot spoke to the children by their name and they were amazed. I also used the fact that the robot broke up his sp
References
Hall, I,. & Higgins, S,.. (2005). Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted Learning. 21 (2), 102-117.
Taking what I saw into GPP, I was enthusiastic to utilise ICT in the classroom. One of the first things that I did was implement a similar approach to what I saw the teacher do with the morpho software. I used a talking robot to introduce my phonics lesson, the robot spoke to the children by their name and they were amazed. I also used the fact that the robot broke up his sp
References
Hall, I,. & Higgins, S,.. (2005). Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted Learning. 21 (2), 102-117.