Thursday, May 29, 2014

Part C : Lesson Plan

What
Part C is perhaps the simplest to describe, though not to do, on Professional Experience you are expected to:
1.            Teach lots of lessons.
2.            For each lesson you should write a lesson plan before teaching it.
3.            You and your mentor will generally have a conversation about the lesson plan before teaching it.
For Part C you will select five of the lesson plans you've developed and taught on PE that involve the use of ICTs to enhance student learning. You will submit those lessons as part of Assignment 3.
How it is marked
The quality of your lesson planning and its use of ICTs will not be marked. We will simply be looking for a complete lesson (including reflection and feedback from others), the use of ICTs, and an appropriate plan.
Each lesson plan will get awarded one of three marks:
•             0 marks - if it is not submitted; missing large chunks of required content; horrendously inappropriate; or plagiarised from another source.
•             0.5 marks - if it is submitted, but is missing chunks of required content, or is some significant flaws.
Historically, the main "chunks" that are missing from lesson plans are the "reflection" and "feedback from others" sections.
•             1 mark - if it is submitted and has all the required components and is of reasonable standard.
Don't polish/embellish your lesson plans
Important: An OK lesson plan will get full marks as long as it includes the use of ICTs and has all parts of the appropriately filled in.
Don't waste your time trying to polish and embellish your lesson plans. It's not worth the effort.
Submit some lessons that went wrong
You will be using the lesson plans you submit for Part C as examples for Part D, your reflective essay. This means it is useful for you to submit some lessons that didn't work so well. Lessons that didn't work allow you to make explicit mention of them in Part D and to take the opportunity to reflect on why they didn't work and develop some ideas about how this might change your future practice.
Why aren't you marking the quality?
Mainly because there is a huge variety in the nature of Professional Experience contexts. This can make marking the quality of ICT integration in lessons somewhat unfair.
Instead, the focus of Assignment 3 is on you showing how well you can plan ICT rich lessons in ways appropriate to the context, and reflect on how it went.


Wednesday, May 28, 2014

Mark was Out....


I received the marks for my assignment 2. Hard work was paid and the marks was not as satisfied as I thought I will get. I was quite doubt about which parts go wrong as the no comments was given and the topic was subjective for us as most are depend on our own imagination and own idea. Furthermore, a web presentation is challenging for me as I was not quite used to presentation by using ICT, however, I had tried my best. I have no time to feel sad about the marks given but to improve myself better in this area. I have honestly requested some students who scored well to share their work so that I will be able to learn and improve myself. I looks like I need to work harder for my assignment 3 to get a better marks. 

Monday, May 26, 2014

Uses of the iPad in education

Uses of the iPad in education

Jen and Anne Laure have shared some of their tips for using iPads and technology in and out of lessons:


Internet research
The iPad is great for surfing the web and researching topics in or out of the classroom. 
Making videos
Video creation and editing is simple on the iPad. This can be a great group activity to encourage collaboration. Unfortunately Flash is not supported on the iPad, so watching videos (except on YouTube) is not always possible. Videos [LINK] can be watched on the interactive whiteboard if required.


Taking notes during class
The iPad is portable and easy to carry around with books making it the ideal tool to take notes and store all of a teacher’s lecture material.


Live debates and discussion forums
Setting a discussion topic for homework is ideal for encouraging participation from the more nervous members of the class. Students can be encouraged to take part in a live debate for their evening homework using the school virtual learning environment and can be marked on their level of engagement and responses.


Revision

There are several excellent mind mapping apps on the iPad which makes revision enjoyable and effective.


Class blogs
The whole class contributing to a blog can be a rewarding experience which allows the students to get their first taste of getting published on the web.


Art classes
The iPad has changed art lessons for good – there are so many fantastic art apps which allow drawing and painting.


Making music
It’s easy and rewarding to make music on the iPad, using a variety of different instruments.


Talking to students from abroad
Particularly useful for language lessons: Skype can be set up so that video conferences can be arranged with schools in other countries. Video penpals allow students from different countries to talk, practise their language skills and share their cultural differences.
Technology has allowed the children who are more nervous in class the opportunity to have a voice: Jen sets up evening discussions on topics that the children have to participate in for homework and Anne Laure gets her pupils to record themselves speaking French so she can check pronunciation. This allows teachers to get to know the children who previously were too embarrassed to speak in class and this in turn allows them to build their confidence gradually.
For Anne Laure, the novelty of the iPad in the classroom will never wear off. Whether all schools will go down  the same route as Mounts Bay Academy remains to be seen, but with technology changing so quickly it is certain that the opportunities for education are enormous. Teachers who embrace technology can certainly benefit by being able to offer more engaging lessons to their technology-savvy students.
BBC Active sells licences to the BBC’s vast range of educational television programmes to use in learning environments. Video allows students to put real life events in context and learn in a more visual and memorable way.  



Wednesday, May 21, 2014

Benefits of Ipad - Part 2

The use of iPads has encouraged greater sharing of resources among teachers. All communication with parents is now done by email. Working as a group in class is much easier as children can share documents. Children who previously did not have access to the internet at home are given the same opportunities as their peers. The whole class can look at one child’s work by attaching the iPad to the interactive whiteboard. If a child has forgotten their textbook, the teacher can take a photograph of the relevant page and send it to the student in class.
Anne Laure says “The pupils learn more efficiently with the iPad as they get instant feedback. In the past, they would do their homework and then submit it and a few days later I would give it back and we would go over it. This time delay means that they have often forgotten what they have written or why they chose to write it like that. With the iPad they can receive immediate feedback from interactive tools and quizzes which means they find out straight away if they have got something right. Using online dictionaries means they are able to check their work before they submit it. It doesn’t do the work for them, it helps them to work it out for themselves.”
Anne Laure teaches French and access to the cultural resources available on the internet enriches her lessons and puts the work into context. There are free interactive resources on the internet talking about holidays and special cultural events. A-level students can access French newspapers and videos, giving them ready access to material in the target language.
Jen Foster teaches English at Enfield County School in North London. In her school, all the teachers are provided with a laptop but only a select few have been given iPads. She does not believe that all the children in the school should be given iPads, “All the teachers should be given one but not the students. I just can’t see how it would work with the kids. So much hardware goes missing in schools as it is. Who would maintain them? Who would update them?”
Breakage and loss is a problem at Mounts Bay Academy. In a class of 25, there are always a handful of the children who don’t have their iPads with them, either because they are being repaired, have been forgotten or they are waiting for a replacement. Mount Bay has a technical team on site who maintain the iPads and sort out any problems. There are weekly clinics that students can go to when they have technical problems with their iPad. They are insured against loss or damage, but the students have to pay £50 excess for any repairs or a replacement.
While the use of the iPad in schools has revolutionised the way children are taught, it hasn’t completely replaced more traditional methods of teaching. Worksheets are still used in class as some children prefer the contact with paper. The children all have a textbook and exercise books. In Anne Laure’s school, parents were concerned that the iPads would replace exercise books and children would lose handwriting skills. Anne Laure says, “The iPad is an extra, it does not replace printed materials. The teachers are not ready to let go of the traditional style of teaching. We have welcomed the iPads in so much as they help communication and widen the resources available but we are not ready to let go of paper yet. The children themselves still value their exercise books and rely on them for revision.”
In Enfield County School, teachers have embraced technology for education. The children may not have iPads, but Jen has a set of netbooks available that children can use during class. As an English teacher, she can bring pages of the books they are studying up on the interactive whiteboard, highlight text and make notes on the page, to turn the book into a working document. iBooks allows students to annotate their books, search the whole book for use of a phrase and find an instant definition of any word. Jen says, “I don’t see this sort of technology as a threat to the ‘real book’. People will always read printed books, this just allows people greater flexibility which has definitely changed the way I teach.”
Jen uses the camera from her iPad as a visualiser. This allows her to take a picture of the work in a pupil’s book and transmit it onto the interactive whiteboard. This sort of technology has been available in education for some time, but it is expensive and cumbersome.


Friday, May 16, 2014

Benefits of Ipad in the classroom

I was going through the internet today and I saw the benefits of using an Ipad for teaching, whereby we can use it to teach in the classroom.
iPads in the Classroom
The introduction of the iPad, with its easy to manipulate touch screen technology, has allowed even very young children to take advantage of a computer. Its portable format and fast load-up time has made it possible for them to be used easily in the classroom.



The iPad in the classroom brings education to life. Children have endless access to valuable information such as a dictionary and thesaurus, which previously were only available in printed format. Interactive technology makes learning more engaging and memorable. Tools such as audio and video recorders can change the way that learning takes place and homework is completed. So what if all children in a school were given an iPad to use in class and take home with them?
Anne Laure Bazin (Assistant Head Teacher at Mounts Bay Academy in Cornwall) works in a school where every child, teacher and teaching assistant is given a free iPad to use in and out of lessons. For her, the main advantage of everyone having an iPad has been the improvement in communication. Documents can be emailed straight over to colleagues during a meeting. Children submit their homework by email, or through the school’s virtual learning environment. Teachers now take the register using their iPad, which means that there is a centralised record of which children are in school, and which classroom they are in, that every teacher has access to.


Wednesday, May 14, 2014

What age is suitable to buy an Ipad

I came across Queenni blog, where she posted at what age is suitable to buy an Ipad. I browse through the internet and did some research on it. I came across this article discussing the age appropriate to buy an Ipad for Kids especially.

The Arnova ChildPad. The Oregon Scientific Meep. The Toys R' Us Nabeo 7. The LeapFrog LeapPad 2.
Ever more of these specially made, kid-friendly, atrociously-named tablets are popping up in the electronics aisle, promising protected Internet browsing and a collection apps that parents don't have to screen for safety. Chances are, however, that when your own pride-and-joy reaches a certain age, he or she isn't going to want a tablet that's advertised during "Zoboomafoo," but rather a fully-featured adult tablet like an iPad or Kindle Fire.
For moms and dads of rising middle- and high-school students, then, here's the $199-$499 question: At what age is it appropriate to go ahead and let your kid go wild on a grown-up tablet? How young is too young?
"As a parent, you have to look at your child's maturity level and level of development," said Dr. Ari Brown, a spokeswoman for the American Academy of Pediatrics and the author of the Baby 411 series of parental advice books, in a phone interview with HuffPost. "This is not a small purchase; it's an expensive purchase. You have to decide: Is your child really going to get value out of this type of thing?"
Brown said that, based on her experience, once a child leaves elementary school, he or she is probably old enough to handle a tablet; she also echoed the prescription of the AAP that kids two years and younger should not be using glowing screens, and that she would personally "discourage parents from thinking their child has to have an iPad at five."
For Dr. Brown, the decision hinges not on the potential harms that can come with leaving a kid alone with a tablet -- if he or she has a smartphone, or access to the Internet on a home computer, those dangers lurking on a tablet are also present via those technologies -- but rather on whether a personal tablet can provide actual, tangible benefits for your child above his or her iPhone, a laptop or a tablet shared with the rest of the family.
That's a fine way of thinking about it, in fact -- asking not "Will this tablet be too much of a waste of time?" but rather "What is my child going to gain from owning his or her own tablet?"
AOL Ad
Hilary DeCesare, a cyberbullying expert and CEO of kids' social networking site Everloop, argued that in an increasingly digital world, it's important to expose your children to different technologies early so that they are prepared to adapt and thrive in more advanced professional settings. She holds that kids as young as 2 can benefit from tablet use, as long as the parent "is monitoring what [the] child is watching."
Dr. Brown, meanwhile, said that the main benefit that her children, ages 14 and 17, have gleaned from owning their school-subsidized iPads has been an end to lugging heavy textbooks back and forth between home and school: All of their textbooks were available for download from iBooks.
Digital literacy and streamlined access to textbooks and study materials are two concrete benefits of a child's personal tablet ownership; but thinking that your child will only use a tablet for homework is like handing a bunch of foam pool noodles to a group of kids and thinking they'll only use them to float on.
"You could have your Facebook page open, you could have a computer game open, you could have a webpage open and oh, yeah, you could also have your textbook open," Dr. Brown joked.
British researchers have found that kids today are spending more and more time in front of screens, which they warn can cause inactivity and obesity if not curbed. (Do you know how long it takes to completely defeat Angry Birds?) Couple that with a recent Pew study that concluded young people enjoy reading in print more than on a tablet, and you might be discouraged by the negative habits a tablet could generate in your child.
As with any other activity, both Brown and DeCesare said, it is incumbent upon the parents to stay vigilant and scrutinize their children's tablet use for any unwanted behavior, from surfing the web to total, detrimental lethargy.
The extent to which parents can control their children's activity on a tablet varies by the device. This year, however, we've seen several of the larger tablet-makers step up and introduce new tablets with greater parental controls than ever, with Barnes & Noble and Amazon leading the charge to make full-fledged tablets more parent-friendly.
The new NOOK HD and HD+ from Barnes & Noble, for example, both offer multiple user profiles, which allow parents to select the apps, websites and media options they want their kids to be able to access. Amazon's Kindle FreeTime, for the Kindle Fire, does much of the same and lets parents set daily time limits for their children's use.
Other popular tablets also feature less-tailored parental control solutions. Google's Nexus tablets come with the ability to set up a user profile for your child, though without controlling his or her access to certain content. Apple's iPad and iPad mini both include a suite of restrictions in the settings: A parent can select which apps the child can open, and what kind of content he or she can download or experience. Parent-friendly web browsers are available in both the Android and Apple app stores.
"As a parent, you're responsible for making sure your kids dont run in the street, and also that they dont have the ability to access porn sites," Dr. Brown said. "These are your responsibilities, virtually or realistically."
And what should parents do if they gift their child an iPad this Christmas, only to find he or she is using it inappropriately or becoming totally entranced and won't leave the couch?
"If they misuse it," DeCesare advised. "Take it away."

Monday, May 5, 2014

Assignment 2 done......

I just finish my assignment 2, and now I’m heading to preparing for my professional experience journey. I will be going to my practicum school tomorrow. I will be meeting up with my practicum mentor and she will be guiding me on what should I do on the first day of work and the rest of the 14 days. This will be an exciting moment for me as this will be my first time experiencing working with young children in a different environment and setting. Not only that, I will need to start to plan and organised my assignment 3 that is due on the 16 June 2014 too. Assignment and task are never ending. After one finish, there is another one to do.