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Introduction
Our school is extremely well equipped, our technology consists of smart boards in every classroom (which are linked to class teachers laptops). Each class has been allocated 5 I pad's each. At the school entrance, in corridors, in the dinner hall and in staff rooms are staff/pupil information screen. We have two classrooms that have been set up as ICT suites with working laptops for each child. Our schools aim of the use of the use of ICT is to produce learners who are confident and effective users of information Communication Technology and to ensure that teachers develop confidence and competence to ICT to facilitate effective teaching. This must be achieved by following E-safety rules. In our school, we take staying safe online very seriously. At the start of every lesson children are reminded of this and safety information is put on pupil screens which are shown around the school. As stated in the WAG curriculum document for ICT; “pupils should be taught how to use ICT safely and responsibly and to consider the hazards and risks of their activities.”(pg13)Currently I am a TA, mainly supporting year 3 children in a catholic faith primary school. My role involve working with the children in small groups and/or wherever the class teacher feels who needs support. Sometimes when working with the smaller (usually lower ability groups) we use the I pad's. We use the literacy and numeracy apps to help with lots of literacy and numeracy skills such as:- spelling, letter formation, sounds, times table, adding & subtraction and time.
My intention for this activity is 1) for the children to be able to confidently store and sort information onto a database. 2)To create a timeline using information researched from this terms topic of The Romans. 3) To build on language skills. 4) To use numeracy skills of sort and order.
Learning Objectives
• The learning objective set for this lesson is to; find information from a given source and input accurate data into a prepared database.
• The success criteria (what I am looking for) is; to use ICT to move objects on screen for a defined purpose, and have an understanding of how to produce graphs and interrogate data in a database.
Class dynamics• The number of children the class when fully attended is 31 children (3
were absent on day of planned lesson). The boy-girl ratio is 17-14. in this class there are 12 EAL children. When planning for the ICT lesson I followed the skills ladder, however due to good practise of ICT lessons timetabled as part of their curriculum from year 1, some of our class have attained some elements of the year4/5 ladder.
• This lesson was in two parts, before and after play, with Key Stage 2 year 3 children who are aged 7 or 8. The children in this class are of mixed ability and in class lessons are given differentiated work in accordance with their ability.
• For this task I asked the children to work in pairs. However, I deliberately partnered up certain children with someone of a higher ability. This was to enable the learner to collaborate while gaining peer knowledge. As stated in the WAG document for ICT “ learners use ICT individually and collaborating, depending on the task in hand.” Loveless (2003) agrees “when a group of children is working around a computer screen there are many opportunities for collaboration and shared work.”(p62)
Lesson/activity outline
• As stated in the WAG document for ICT “learners develop their number skills across the curriculum by using mathematical information, calculating and interpreting and presenting findings.”(p7) and the LNF element of “selecting appropriate mathematics and techniques to use”. The learners used their sort order number knowledge for this activity.
• For the introduction I used the smart board, we reminded ourselves of the importance of working safely while online.
• The first task; Our current term topic is The Romans. We spoke about what we already know, I then explained what the fist task was. We spoke about when we had previously used database, and what the purpose of a database is. I explained our next step was to now interrogate it, and apply that knowledge to the task.
• The second task; using an app called timeline I asked the children to research and create a British Roman invasion timeline . Using the apple TV screen, I walked the children through the app, explaining the success criteria. After asking if everyone understood, I felt they were ready to start.
• I partnered up the children, I asked one half on the pairs to start with the first task (databases) and the other to start with the other task. The children were reminded at the beginning and at regular intervals of how long they had to complete the activities.
• Once each task was completed the children were reminded to save their work into their pupil user file. This is standard practise the children must do before the lesson has finished.
Resources
Resources used were the smartboard,15 laptops, 15 IPad’s (with timeline app downloaded onto) and data collection sheets.
The Evaluation
• When used appropriately ICT can be an excellent aid to learning as it helps cater for all learning styles. However it is our responsibility to use ICT resources well and to equip children with the plethora of skills required in this computer age.
• The children seemed to enjoy this activity. Support, where needed, was given although any provision given was mostly to ensure of the smooth operation of the technology was not interrupting the learners completion of the task. The children were clear of the learning objective and success criteria.
• The lesson acted as a vehicle to deliver several ICT skills from the national ICT scheme of work whilst developing their literacy and numeracy skills. Often in other curriculum lessons, lower ability children find it difficult to remain on task and struggle to meet the lessons Success Criteria. However during this lesson all children remained on task and the lesson objectives and Success Criteria was met by every pupil.
• In addition to this, it has also provided children with the necessary skills to present their work in a different format.• I have learnt that ICT aids the learning process and helps pupils focus on their tasks. ICT allows children access to more
comprehensive sources of information, which in turn allows learners to develop meta cognitive skills as well as developing skills to work in collaboration and data processing.
• It was evident during my lesson that the use of ICT increased pupil achievement as it enabled them to progress at their pace and needs.
• If I was to do this lesson again,• I strongly believe that the integration of educational and communicational technology is a good way to keep pupils focused
and I will continue to apply ICT to my future teaching support role.• The learners were able to produce other elements of the LNF in both numeracy and literacy in this activity.• Numeracy elements identified were; Identify processes and connections, Collect and record data, Present and analyse data,
Interpret results.• Literacy elements identified were; organising ideas and information, writing accurately.
The Evidence
• Include work produced by the children, and may also include photographs of the children working, observations made by you or the class teacher.
The Evidence
References
• Galloway, J. (2007). ICT for Primary Teaching Assistants. Abingdon: Routledge.• Loveless, A. (2003). The Role of ICT.
London: Continium. • WAG. (2008) Information and
communication technology. Cardiff: Department of Education.
