Smart Schools

Technically this is not much of a blog post but I really wanted to share this video here.  I love the closing quote that Professor Stephen Heppell uses - "Smart schools are embracing them and smart kids are too"





While I am linking videos I thought I would add this clip too.  For anyone who knows our lecturer Sharon I'm sure you will agree that the words of this little girl sound very like her philosophy and what a great philosophy that is :0)

Contextual Orientated Games Based Learning

Often as a student teacher you hear about initiatives in the classroom that sound like the next big thing.  It can be difficult to be objective as you feel inexperienced.  

At the Scottish Learning Festival (2009) I attended a presentation on the use of an internet based resource called ‘Moshimonsters’.  The teacher was very enthusiastic about its application in the classroom and her team of pupils presented very well and with a great deal of confidence.  This form of games based learning has a contextual element that makes it successful.  When it comes to using GBL in an educational setting I think it is important to build in a mixture of contextual activities and game based activities.  Further examples of contextual based activities would be Guitar Hero, Endless Ocean, African Safari and Mario Kart Wii.  (I will blog about games orientated GBL in the near future.)

As I believe that technology is one of the best tools for enthusing learners on an engaging level I watched eagerly thinking ‘wow, this sounds great.  How could I use this?’  After I came home I had a look at the site and called upon my trusted guinea pigs (daughters) to experiment.  They have been using the site for a number of months now and have managed to persuade many of their friends to sign up thus building up their network. 

The concept of the site is that you adopt a monster, look after it, complete challenges and network with other users.  There are levels for progression and everything is themed for example; you can buy your monster slopcorn and wash it down with toad soda.  To level up the most effective thing you can do is complete the daily challenge.  All challenges vary in difficulty and I am not sure about the consistency of them in relation to the target audience.  Think sight training, entry level multiplication and long multiplication in one challenge of 10 questions (although this varies as the questions are time dependant).  There is also the issue of reading ability; the ‘monsters’ have their own language therefore everything needs to be read by the user.

I am not sure whether I would use it for every child individually.  Perhaps as an internet safety introduction the class, as a whole, could adopt a monster to look after this could link well with RME outcomes and Health and Wellbeing outcomes providing these links would benefit the pupils in terms of progression.  With staff support an older class could set up a ‘Moshi’ club that may run over lunch break or after school.  They could support younger users with advice and develop many skills through the organisation and running of the club.  There are plenty of ideas and every teacher, school and pupil can find their own way of making any learning purposeful.

The benefit of being a student teacher is that you can take your ideas and run with them.  They develop spin off tangents and eventually you realise that you have become carried away or you have lost the initial concept, all this without even being near a class.  These are the lessons that cannot be taught, we need to encounter them in order to develop professional objectiveness.  The next time that I have a ‘wow’ moment I will probably still get over-enthusiastic but I will have some experience at stepping back for a moment and at least thinking about being objective.  My ‘wow’ moments are frequent and I do indulge myself the imaginative side but the perspective should always be there and clear for when it is time for reality to make them full of purpose.

Children are already living in a technologically immersive culture; they do not need bolt-ons.  Just because something can be linked into curricular guidelines does not mean it will be productive or immensely beneficial.  When planning any topic it is immensely important that the needs of the learners are met and we do not use something because it would be fun or because we have heard of the successes of others.  

I have researched many examples of games based learning and have witnessed the enthusiasm and motivation sparked in pupils both through this research and within a class setting.  I know that I will incorporate games based learning into my teaching as I have done so already and I look forward to doing so with great anticipation.

Further links: Wii

Mario and Sonic at the Olympic Games

Guitar Hero

MoshiMonsters Review

Tim Rylands on TeachersTV

GBL, integrating technology, motivation... these are a few of my favourite things.

"Pupils tend to compartmentalise their learning"  (Kyriacou, 2009, p.32)


It has long been recognised that children often can solve problems in one situation but find it difficult to use the same strategy in another.  A prime example of this is the cross between a simple equation in mathematics and a word heavy problem containing the same equation.  Children find it hard to identify the key elements and extract them.  They know how to deal with the equation when presented in a certain manner.  Kyriacou, Effective Teaching in Schools (2009), identifies this in the above quote.


The challenge, as a teacher, is to find time to incorporate all the necessary elements of the learning and teaching of principles and strategies for each curricular area then finding engaging ways to link learning to real life situations to enable children to move beyond the 'situated learning' (Anderson, Reder and Simon, 1996).


If we can spark motivation in pupils that links learning and reinforcement in a meaningful way then why question that?  It has always been recognised that play is an essential element in developing understanding in children, even adults learn through play.  The enjoyment factor can only serve to aid retention of skills and knowledge gained and application of prior learning will be beneficial in transferring prior learning to knowledge and long term memory.


The recent surge in the incorporation of games based learning in education has encountered both enthusiasm and criticism.  The reaction and strength of feeling from those on both sides of the argument can only be seen as a positive.  The old adage that no publicity is bad publicity comes to mind.  I do not believe that the games based learning approach is the best way forward for every teacher.  For any new strategy or approach the enthusiasm must begin with the implementer, without this it would be very easy for learning and meaning to become disjointed.  The pedagogical approach is at the core of effective implementation.  There are many teachers that would like to increase their use of technology in their classrooms yet lack the confidence or training to be able to progress this further, there are the teachers that have the confidence and enthusiasm but resources may be an issue and there are teachers that have no desire to extend any of the above in their teaching.


To be able to incorporate games based learning into planning it is important to note the class history, by this I mean what they have experienced previously, potential for progression, relevance to curricular outcomes and stage of learning.  These are elements that are necessary for any effective planning therefore it is only natural to think about them for games based learning (GBL).  Often when something new is introduced it can be easy to get swept up in the tide of excitement and judgement on purpose can become clouded, with comprehensive planning this can be avoided.  This does not mean there is no room for spontaneity in this approach, one of my favourite quotes comes from Tom Barrett's blog:

"Plan ahead, but also decide not to plan! Discovery in gaming is an important part of the experience – sharing the unexpected with your class is amazing."

For me, personally, this quote fills me with excitement thinking of the potential of this.  The ability to have the opportunity to experience the same feelings of wonder, awe, amazement or even disappointment or shock alongside your pupils can only serve to enhance both your bond with the children and your understanding of their emotions, inexplicably, at a given moment.  Working with a class could be likened to a journey and within this journey the more that can be experienced empathetically the better.


Another vital element in using GBL successfully is the difference between how children may already use games at home and they way you want them to use them to enhance learning.  There is a strong difference yet that is not to say that they are not learning through leisure play.  The difference is in the guidance towards the next step in learning.  When children experience through leisure the experiences are random, possibly unrelated, not necessarily progressive and without a purpose in mind.  This is true of all independent play whether games based, outdoor play or social play.  This is also a very important part of child development and different from expectations within the school setting.  In the school setting there is an inevitable agenda that needs to be followed in order to work with national curricular guidelines.  Depending upon the stage of the children there are a number of documents to work with at present in Scotland as the process of transition towards Curriculum for Excellence continues.

The most obviously observable advantage to using games based learning is the possibility of developing thinking skills.  These take the form of analytical, problem solving, reflection, evaluation and classification to name but few.  When watching a child play a console game this may not be immediately evident but when you question them about the process of playing the game they will be able to explain a number of decisions and processes to you, often beyond their ability stage.  When you experience the game for yourself and become truly immersed within it you will find yourself going through the same processes.  The experience of playing a game before using it is vital, you would not introduce a novel into a class without reading it beforehand so why would you use a game in such a way?

PLN: I love Twitter

A few months ago I read a tweet on Twitter that had been Re-tweeted by someone that I follow.  I hope this is making sense so far.  If you don't do twitter then you are probably lost right now so I should try and explain it first.

Twitter is a social networking site that allows you to connect with people anywhere in the world about any subject.  The catch is that you are limited to 140 characters.  This can be difficult at times, especially as I do tend to whittle on quite a bit, but can make you really focus on what you want to say.  The statement below is how Twitter describes itself.

Twitter is a real-time information network powered by people all aorund the world and lets you share and discover what's happening now.

Twitter asks "what's happening" and makes the answer spread across the globe to millions, immediately.

Twitter has proven to have many uses and perhaps the most recently publicised benefit was in the wake of the Haiti Earthquake.  The adaptability of Twitter has enormous potential and this potential is being realised by many people.


My personal experience is on a much less worthy scale than the amazing success of it's use in Haiti.  I frequently ask questions from the people that follow me on twitter and the most amazing thing is that they give me so much in terms of advice, resources and support.  This means that not only do I get all of this through university, but I also have an extended circle that can provide an extra help.  All this at my fingertips!


At present we are looking at Early Years education and within this we have been looking at international perspectives on Early Years.  In our inputs we explored the work in Reggio Emilia, Italy and the approach that works so well there.  As a group we decided to research Te Whariki.  This is the system that is used in New Zealand.  Using textbooks and the internet we gathered information in this area.  Now this brings me back to my original story about the re-tweet all those months previously.


Neil Winton was responsible for linking me into the message posted by a teacher from Melville Intermediate School in New Zealand.  The teacher was asking for help with a class project based on milk.  Following responding to their blog entry on the class blog I added the teacher to my twitter network and in return he started following me.  
When we had decided to research Te Whariki one of the first things I did was contact this New Zealand based teacher and ask for a personal perspective.  In turn he tweeted to his network of year 1 teachers and put me in contact with one of them for further help.  Through Twitter I have been able to access and gather information that I would not otherwise have had access to.


The possibilities for using Twitter in education are vast and by using it for such purposes as the one described here I am building on ideas for how to use with a class, not to mention the ideas that I have been lucky enough to have gathered from my network.


As with any tool the way it is used is the key to it's success in being used.  It is not necessarily the tool that is brilliant but the people that use it effectively for a purpose certainly are.

Using Computers

"Computer use for most children under the age of three does not have much meaning for the child."  (Meggitt, 2007, p77)

I came across this statement in the text Child Development An Illustrated Guide and was immediately opposed to such a sweeping statement.  Then I began to doubt my own personal opinion, after all this statement has a foundation based on research whereas my opinion is based on limited personal experience.  It is often the case that when I read the work of professionals I challenge my own opinions and rightly so, sometimes my views are altered sometimes they become stronger and sometimes they remain unchanged.  This is what the process of learning is about.

In this case I have decided that I disagree.  Computer use for anyone can hold no meaning if it is not utilised correctly.  I believe that young children can benefit greatly from guided use of a computer or any technology.  Children like response and used in the correct way a computer can provide a desired response.  Infants are drawn to technology, the image of a toddler holding a telephone to their ear is nothing new so why would they not get meaning from a computer?  For me the issue should be about exposure time and balance.  I hate hearing about children sitting for hours playing games consoles or watching television.  Both of these mediums can be used to beneficially develop children's minds but we need to remember to encourage children to participate in other activities.  Outdoor play, boardgames, simple playing with toys, role play, art and craft are all essential childhood activities, most importantly we need to remember to talk with and listen to children from birth.

Fake Conversation

@bethcagnol: Use Fake Conversation app for Iphone w students. They come to class w/ the other half of the conversation. So fun.


I came across this post on Twitter a few nights ago and of course it caught my eye.  The app is the usual fake call set up where the phone rings you answer it and repeat everything that is said giving the impression you are having a real conversation.  The difference is that I had never thought of using it in a classroom so the post got me thinking; how could it be used effectively?


One way could be with an upper stage class for a language lesson.  Pupils listen to the conversation then extend it through talking or writing.  They could record a version of the other half of the conversation or they could write the story behind the conversation.  Both of these ideas fit into the second level Literacy outcome for listening: LIT 2-05a.


As with any use of technology it must be appropriate and not just there for the purpose of ticking a box.  

maintaining focus

The editing didn't flow as we had hoped today but we did make a start on our wiki.  We also discussed our responsibilities as individuals within the group.  This gave everyone a clear idea of what we each need to do to complete the task successfully.  This was possibly the most productive thing we accomplished today and should not be taken lightly.

For some reason it seemed very difficult to focus today, perhaps it has something to do with pending assignment results?  Whether or not this is the case it provides an interesting question for us as future teachers; how do we focus children when there are other factors affecting them?  And if we do acknowledge outside influences how often should this happen?

I think there are are some factors that cannot be ignored, usually a rare occurrence but they can make it impossible for children to focus.  Then there are the factors that affect children on a daily basis and we need to carry on with school life.  In this case the normality of routine is what can help children to focus and function.  This is a difficult debate and can be hard to understand for me personally as a student teacher.

Maslow's Hierarchy of Needs.

The cutting room

I have a feeling this will take far longer than anticipated, and we anticipated it would take a long time!

Part of the problem is the amount of video that we recorded. What can I say? We had a lot to film. The other problem is the conversion process. I get the feeling we should have started this sooner than today. We are using a flash converter on a laptop and both keep crashing...

Updates will follow.

Monday 1st February - the long day

project:icanRead 

Engagement and pupil self assessment


This project is based on the concept of using the ipod as a voice recording tool, pupils record themselves reading and they can then listen to their recordings and self assess their reading.  There has obviously been work done on how to self assess and the pupils have a matrix that shows the desired expectations.  The instant feedback that the pupils are able to access has clear benefits.  The only worry I would have is that sometimes pupils can be overly critical of themselves, however, with clear guidance and observation I am sure that this would be well monitored.  For me this project shows just another way that ipods or the iphone can be used as a replacement for other gadgets that would be useful in a classroom.  One piece of technology many uses.

We had a look at some apps that may be of use in nursery and discussed the disadvantages of the many good apps available that have American voices.  The issue with this is the speech model for the children.  Differences in pronunciation and dialect could easily confuse a child who is just beginning to grasp a better understanding of the language around them.  There will be further posts on apps that would be useful for the preschool age group in the future so stay posted and if you have any suggestions please add them to the comments section. 

Voice Band (not for nursery) Imagine an app that can teach children about the composition of music, not composition as in how to write the music but composition as in the layers that make up a piece of music.  The video explains it better than I can, but even for my musically challenge self this is great fun, thanks Sharon for showing us it. 





Frankenstory is a tool that has so much potential for enhancing literacy skills and collaboration.  Pupils would work in partners to create a four part story consisting of 40 words (maximum) per section.  In a similar way to the game consequences pupils only see the last 10 words of what has been written before.  Lauren and I created a Frankenstory between us in class today and we both enjoyed the activity.  Taking inspiration from Mr Handley (@tomhenzley), and his work on PrimaryPad collaborating between his school in England and a Canadian school, I think Frankenstory could be used with a similar link.  The set up with the sections being sent to email would work very well with time differences.  Now for the downside.  Sadly there is one.  On the site are examples of Frankenstories created by other users and the content is, to put it mildly, unsuitable for children to access.  This is a real pity but hopefully I will find either an alternative or the creators will set up an alternative for using with children.  If you know of any similar sites please let me know.

Wallwisher, embedding and thank you

Our task today was to use a collaborative tool creatively. As a pre-activity I set up the above wall and asked others in the elective group to contribute. I then asked the world of twitter to add a post. My aim was to gather a sample of what is already happening in classrooms in order to expand on ideas that I have. This is where the collaborative aspect really kicks in.


I often see something new and have lots of ideas for implementation then I get to a school to find it is not so easy.  Sometimes this can be due to connection issues and other times my ideas are just not feasible in the way I imagined.  Yet the connections that I have made with teachers, around the world, on the internet and especially twitter, provide me with more and more inspiration every day.  If I follow you on Twitter this is my opportunity to say thank you for sharing and thank you for inspiring.