Modelling and Computer Programming

     In ICT modelling is a term given to work where children explore 'what happens if...' Modelling using computer software helps us to create a virtual trial so that we can make decisions  without committing to making the real thing. For example buildings are first modelled through computer programs before being built so that architects can experiment with ideas without having to actually build a real structure. Aircraft are also first modelled using computers. 

 Some useful modelling programs:

•  My modelling toolkit
• Tizzy’s tools
• My world
•  2simulate
• 2do-it-yourself

Some other fun modelling websites are purplemash, poissonrouge and bigdayout. 

One activity on purple mash is 2DIY 3D. You can design your own maze with walls, red monsters and apples to eat. Once you have designed it..

My maze design

You can play the game and go through the maze collecting the apples and avoiding the monsters that you have placed.

Playing the maze

Modelling supports skills such as visualisation and spacial awareness. It can be great for EAL children and children who are not confident speakers. It helps to develop key skills in DT, maths and science.

Modelling links the the National Curriculum in the Foundation Stage by children finding new ways to solve problems, having their own ideas and exploring, amongst many other ways. It also links to Key Stage 1 through the objective of developing ideas and making things happen. 

Progression in Computer Programming

Once children have explored programming toys and robots, they can move on to computer programs. We experimented with Logo, a multi-paradigm computer programming language. A quick overview of Logo in education can be found here. 

Example Logo output

Logo was inverted by Seymour Parpet. He felt that you could 

learn about more about the world by creating than by a finished product - 'it's not what you do but how you do it.' He theorised that you can learn more by making mistakes than you can by getting it right.

Shapes and patterns can be created by entering commands into Logo. For example, the instruction REPEAT 4 (FD 50 RT 90)) makes a square! The instruction tells logo to go forwards by 50 and turn right by 90 degrees and to repeat this by 4, therefore making a square. 

Logo enables children whose fine motor skills are not as well developed to makes shapes. It helps them to understand how a machine such as a dishwasher works, because they can understand that pressing a button has lots of programming behind it. 

Scratch

Scratch is another programming language where children can make stories, games, music and art and share them online. This program was a lot of fun to try and simple to use. I can imagine that children would enjoy using it a lot. Scratch allows children drag and drop characters, actions and motions onto different bacground to create animations, stories and games. I managed to make the crab and the ball move across the screen and the crab say hello.

Other educational programming languages include alice, robomind and kodu. 

ICT links to Literacy: Speaking and Listening

There are many opportunities to use speaking and listening skills in ICT. The use of tools such as webcams and digital videos extend interactivity between the teacher and class and allow for instant feedback and reflection on activities. It is a great way to share and remember talk.
Many of these gadgets are useful for children who are not confident with writing as it gives them the opportunity to be creative and expressive through the medium of speech.

Below are some examples of interactive devices that can enhance speaking and listening. We had a chance to experiment with them during our ICT session.

Three time talk cards

Time talk cards

This is an easy to use device with dry-wipe surface meaning the cards can be reused many times. It has a built-it sound recording chip with a 10 second memory capacity. This limited recording time keeps pupils focused on the task and ensures they are concise and only record what they really need to say.

Uses: storyboards, planning video and animation projects, reinforcing letter and word sounds in literacy.

Five talking tins

Talking tins

Talking tins have an attractive design and feature an obvious sound playback button so they are very accessible for all ages. They feature a magnetic mounting and are ideal for recording short words or phrases.
Uses: talking displays, treasure hunts, recording sounds in the environment, recording words in different languages.

Talking photo albums

Pupils can record stories, timetables or messages to go with accompanying pictures. Images are inserted into the plastic wallets and a message can be recorded on every page.

Uses: to record stories, school trips, timetables, sightseeing guides, key phrases for EAL pupils.

Below is a video of a talking photo album about cats.

A great way of for pupils to broadcast themselves is through a podcast. A podcast is like a radio show that is shared over the internet. They are recorded so can be listen to at any time. You can find loads of podcasts online on a variety of topics. The Guardian talks about why all schools should be podcasting in this interesting article. The BBC has a fun selection of podcasts which can be used as teaching resources, which you can find here.

A list of school podcasts are below:

• http://www.downs.kent.sch.uk/podcast/?pid=10&type=podcast&title=The+Downs+FM+(Podcast)
• http://www.sandaigprimary.co.uk/radio_sandaig/index.php
• http://uplands.primarypodcast.com

When children are making postcasts, there are a few key questions they need to ask including who they are targeting, what language is appropriate and esafety. A program that children or schools can use to make their own podcasts is audacity. This is a free audio editor where children can record live audio, edit sound files and mix sounds together, among other features.

Digital Imaging

During our ICT session we also had to chance to look at digital cameras and webcams. Digital cameras are useful for both teachers and pupils as teachers can use cameras to record pupils' work, as can the pupils themselves! They are a handy way to create a visual record of work, events or trips.

Another digital imaging tool is a webcam. It is very easy for children to make and post videos on the internet using their phone nowadays, and their knowledge can be used and extended when producing and editing their own digital video clips using cameras or webcams. A webcam is a camera that is connected to the internet. They can be used to upload images onto the internet at regular intervals so that an event can be shared and people can get an almost up to date image of what is happening. Webcams could be used to observe minibeasts in their habitats, or in a role play area to make a time lapse of the children's activity during the day, to give a few examples.

the Tuff-Cam

We were able to use a webcam called a 'Tuff-Cam' in our lesson. This is a hand-held webcam which can withstand being dropped or frequently being used by a school! The tuff-cam can be used to make videos or take photos.

We attempted to make a stop motion animation out of play-doh, however we had some technical difficulties uploading the photos from the camera to the computer! Although we were unable to complete our animation we were able to take lots of photos of play-doh shapes being added to a piece of paper. We tried a used a program called Photo Story 3, a useful resource for creating projects out of photos.

Below are some of the photos we were going to use to make our animation. We made the letters 'ICT' then later added some play-doh fireworks as it was Diwali.

Digital Media and Computer Control Across the Curriculum

What is computer control?

A set of instructions programmed into a machine, which causes it to operate in a predetermined manner.

We use computers to control many things around us. A few examples from around our homes are: microwave, TV, central heating, washing machine. Some examples from outside our homes are: traffic lights, oyster cards and CCTV.  

We thought about why we use computers to control things. We could think of a lot of reasons - it's cheaper, they don't make mistakes, they don't need breaks, they are reliable and consistent. It is also important to discuss both advantages and disadvantages of using computers for this purpose with children. We thought that a disadvantage is the loss of jobs through computers now being able to do things better and more efficiently than people can.

Programmable Toys and Robots

A common topic in the media about ICT use in schools is that children do not learn enough about actual computer programming and instead too much about simply using programmes such as Microsoft word (see article here.)

Programmable toys are a great way for children to learn about using and entering simple instructions to carry out a set of actions. They could provide a way into more complex computer programming. We had the chance to play with a variety of these robots.

Bee bot!

We looked at bee bots. Children can enter instructions using the buttons on top. When they are finished they press the green 'go' button and the bee will carry out the instructions. The bee comes with a map so the children can direct it to a particular place on the map. The bee bot is very accessible to younger children as it is approachable and easy to use.

  We looked at a programmable device called a pixie. This can be programmed in the same way as a bee bot. Both of these robots can be used for cross-curricular purposes, for example children could make them move to a particular area on a map by entering coordinates, linking to Geography and Maths. Below is a video of us trying out the pixie.

We used a digital microscope called a flexiscope to take magnified pictures. We really enjoyed using this and thought it would be great to use with children because it is very easy to use and there are unlimited things around us that they could take pictures of! It can be both an individual and a whole class resource and obviously could be an invaluable Science resource. Below are some pictures we took with the flexiscope of a jumper and a hand!