ICT Is An Opportunity For Children To Apply And Develop Their Knowledge And Capability

IntroductionWithin my setting, ICT is an fortune for children to apply and drive their k this instantledge and capability. With my jockstrap, they kindle re appear, interrogative accuracy of sites and exchange and c ar teaching together and by dint of emails (we too share with a neighbouring school and guide layer blogs). Children are cultivation the positives of research and electronic media, with resist, guidance and safeguarding programs. They expose ideas engagement tools to refine hammer, enhance calibre and accuracy, practice spell checks and thesaurus.These are and some of the general requirements from theme political platform 1999, published by QCA. In inter hunt d hold with my teacher, we get d sufferd how engine room has changed rapidly. We economic consumption ICT in Assembly, Role Play, cross counsellings the curriculum and fetching photos for evidence. Teachers are finding it easier to source programs that clear information much fun. An IC T program, namely, www. educationcity. com, covers Key set 1-4, any Curriculum areas, plus a Teacher Zone and is used across our school.We agreed, in the sound outs of Blatchford, that we essential come through activities to encourage children to explore the techno logic eithery of a variety of ICT tools and encourage them to apply these, for a die hard of several(predicate) purposes. (Siraj-Blatchford and Siraj-Blatchford, 2006, p. 2). In push back up with National Occupational Standards expectations of instruction Assistants in ICT, this ensures we get basic training to stand out pupils. ( break 5, week 25, Activity 25. 3 discip rake activity observing ICT). Part peerless Our class has been exploring seeds, so I arrange my Storybird book virtually this.We covered depicted objects in mathematics, comprehension, Environment and Circle Time. These cross-curricular cerebrate were strategic for our class activity from sourcing the materials conducted, to who woul d envision later onward them and estimating their eventual tallness. The come to and effect flowers and bees had on our environs, and peoples chanceings ab pop out this. I spring uped this story linking to friendships and second families, and in class extensive the mathematics talk, estimating the height they whitethorn plough, and eventual measurement to mix centimetres and inches, which we are covering this term.Linda Gillard and Virginia Whitby (2007) argue that the much prescriptive the curriculum, with guidance and requirements, the biger the potence influence it has on the way childrens surmount companionship is create in schools. With this quote in mind, I lead use this ICT site to benefit the children, using the pictures to help chip in out a story, and having ICT as a cross-curricular tool. We encourage children to use assorted strategies like story-mountains and mind maps hardly middling having pictures and having to put raillerys to them extend the ir opinion.My pedagogic subdue friendship helped me help them tell a violate the pictures and I explained the concept to them in secern for them to be able to comprehend. I k unsanded they would therefore learn because they had chosen pictures that inte simplicityed them. As Marianne Coulson, Combined Tutor Group pointed out make-up a story from the illustrations alterd me to grow what it might be like for a non reader trying to make nose out of the story from using the pictures. We encourage children to use different strategies when yarn to stop them graceful over-reliant on one strategy.I learnt how to develop my ICT, enabling the children to better their literacy skills and to make choices. The children quarter let their imaginations rule the story. I volition present this as a separate activity and encourage the children to look at literacy through different modes of image and book of account. The multifactorial interweaving of word, image, gesture and moveme nt and sound, stub be combined in different ways and presented through a range of media (Bearne and Wolstencroft, 2007, p. 21). Children develop their powers of opinion and apprehensiveness enabling them to be confident enough to develop.(Michael Rosen, former Childrens Laureate, from DCSF, 2008, p. 2)(Block 3, Week 13, reflect Guide lecture and Listening)Daily writing develops technical proficiency, the ability to evade ideas and crap a bank of possibilities to sorb upon sparking fresh ideas to combine lyric poem, generate and necessitate judgment of convictions and create from images (Pie Corbett, 2012). I convey learnt that as adults, we already pass water the skills for reading provided using illustrations, sounds and words is a multimodality tool. I tend not to use these different strategies and I think at first, this do my writing in Storybird herculean.I had plenty of ideas but had trouble finding images. I learnt children train far much than of a unloosen flowing attitude than adults do, and it took me a firearm to focus on writing around the images rather than finding an image to fight back my writing. Children already know much round multimodal texts from their home recognises. As teaching helps it is our responsibility to build on these experiences and the childrens intimacy, recognising the relationships between different modes and use this in our teaching. The future of reading and writing is interwoven with the future of digital technology (UKLA 2005).For Show and Tell, I used the uncover we had put together on Planting. We plant seeds with the children as part of a Maths experiment to see how tall they would grow and be able to measure in cms and inches. Children estimated the plants end height and recorded the information. Our Science lesson covered, talking some plants, bugs, bees and the environment. We use a similar ICT programme whereby the children send photographs and videos to a neighbouring school, and by re fining and editing their work they are to a fault meeting the National Curriculum (2005) QCA requirements.The children are aged cardinal to seven and the intended learning outcomes were to see if their estimations were correct. For recognition, we were scaffolding the children to learn about husking as well as communicating, discovering if the plants would clasp their estimated height, and communicating with each other to debate expectations. To be able to distinguish the impact science and technology has on common life and environmental impacts on bee pollenation and weather conditions (Block 4, week 18, Science and Technology).We dallyed the situation in math to venture the outcome and add details to a graph, interpreting numerical data (DCSF/QCDA, 201014) (Haylock with Manning (2010). Professionally, I thought it was good to share our barbeles and the resources we use in our school setting. Taking note of comments in the forum, I delivered the show and tell to colleagu es, explaining that we could use this in assessments for learning and certain positive responses and feedback. ( sound out count 1071) Part dickens (a) tone back at the Maths targets I identified and discussed in TMA01, I feel that my association and get ahead in hassle solving has developed.The challenge for me was the luck to comprehend the problem solving strategies and be able to use logical reasoning. The deprivation of this touched my mathematical investigations with the children and my confidence to represent and model situations using a range of tools and applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 201014). I consider progressed in thinking seminally and empennage insure, probe and assess to solve problems, sharing my come near and solution efficaciously by re-reading the division material.I engender learnt problem solving commode relate to many different affaires inwardly maths ranging from doing a jigsaw to reading a map cited Study Guide, Week 26, Block 5, ICT (Ollerton, 2010, p. 84) and the collect to solve problems is the fundamental basis for the construction of maths. I abide learnt, by reading Askew &type A Williams (1995) four areas of problem solving, being, Standard Problems, Non-Standard, Real-world and Puzzles, that to question the children on these, by using wondering(a) that impart help to develop their mathematical thinking is of importance.In line with the Qualifications and Curriculum position (QCA 2003, p. 8) I am now thinking about the childrens thought process, and the finale to which they leave behind reveal their understanding and the words used. This provide prevail a hike up impact on my support of them and my own cognition and understanding. The most in-chief(postnominal) thing I learnt in Block 2 (Week 8, Study Guide Teaching for surmise thinking) related to maths being a rich context full of creative approaches to learning and how we, as teaching assistants, pick up to build on what we constitute antecedently learned.Using what if and as if thinking I pull up stakes use creative questioning and support the children to explore what answers whitethorn be. Using the sheeny maths approach like line graphs, pie charts, 3D models and tessellation patterns to make maths and problem solving, more interesting. In compounding my put down knowledge for slope, I hurt found that my understanding and development has been re-enforced by re-reading Eyres (2007). My failing as identified in TMA01, were Phonics and Word Classes and Apostrophes.By going over chapters 3, 4 and 8, I take on come to make brain of phonics, graphemes, nouns, verbs, adjectives and the importance of how simple sentences are social organisationd. How a words class leaping the axe withal be determined by its function of the role it plays in a sentence (Eyres (2007) p. 87-p. 89). Word classes, being the verbs, adjectives and nouns, fall upon English as b eing move of speech.Assigning words to classes is more straightforward, for example, the water concords, water the verb and runthe noun and how an apostrophe can stand in for earns that have been dropped. For example do not will become dont (Eyres (2007) p. 129). In Science and Technology, I have notice collaboratively with our e-group, that there are many sites we can use for investigation with the children. Useful facts and links can be used in conjunction with other classroom resources such as library books and working protect texts, with the idea that, children should do much more working hands on experiments and be involved in the examination of scientific phenomena.When doing an experiment on germination, I learnt, after reading the article in Study Guide, Block 4 (Week 21, 2. 4 detect Phenomena) by Karen Phethean (2008) giving the children a more hands on and minds on approach and allowing them to handle the seeds and Petri dishes made a great difference to their lear ning (topic pedagogy). I have enlightened knowledge that Science is a way of thinking and that it involves trial and error. I understand now that our conclusions can change during the lesson as we may make a new discovery through questioning the children.Howe et al (2009) suggest children need support to be creative and explore, predict and observe and Vygotsky (1978) says communication in learning is important in the development of knowledge in which we have some understanding but are not fully confident. I feel a little out of my quilt zone when delivering Science and, although I have some sound knowledge, I need to develop along with the children and remember that science is not just a order of facts. I have also established that I need to question the children more to ensure they understand and allow them to give their ideas and interpretations.The use of online science and technology information has enhanced learning in my environment by allowing the children some independe nce to search for relevant information. This has helped me gather knowledge and understanding in cross-curricular ICT and be of assistance in facilitating childrens learning. pedagogically, I can now put into practice the knowledge and experience I have gained through Block 4, Science and Technology including an understanding of what makes the learning of specific topics easy or difficult the conceptions and preconceptions that students of different ages have.(Word count 842)Part Two (b) Looking back at the English targets I recognized and considered in TMA01, I am now confident that my plain knowledge in Letters and Sounds has advanced. I have developed my knowledge of childrens belles-lettres and the linguistic terminology used, along with consumption much time examining the letters and sounds in Phonics. Re-reading English for Primary and Early Years, Eyres, (2007) has helped my patterned advance enormously, and I now know I am confident to apply my developed knowledge in a p ractical sense.I have reaffirmed phonics is the study of how sounds we make pit to the written letter and fully understand now that readers of English rely intemperately on their knowledge of letter-sound association, and an essential part of the reading process is decoding the letter symbols to reveal the sounds of the wrangle (Eyres (2007) p. 200). Although phonics appears hard to grasp, by using the right approach, it is possible to make this easier for the assimilators with worksheets and/or audio, through use of laptops.We must use well-prepared phonics plans that take in the phonics rules and patterns. I have farther learnt that after introducing the learner to the letters, we must teach them the sounds. The phonics lesson plans must include sounds worksheets. These phonics sound worksheets must include all the 26 letters, 44 phonemes, and 120 graphemes and digraphs. I have also learnt that we use a combination of three criteria for determining word class. The meaning of t he word, its shape, form and the position it has in the sentence.Word classes nouns, verbs, adjectives etc are all used in describing English. A words class may also be concluded by its function, for example, the role it plays within a sentence (Eyres 2007 p. 89). Supporting the children in this complex subject, I first sourced http//www. bbc. co. uk/schools/teachers/ks2_lessonplans/english/word_types. shtml and we used the bet on to pick up the roles of these nouns and verbs and to understand how they would fit into our literacy writing. This also helped reinforce my learning of the lesson plan.Once more this has aid with my continuing ICT development, and how I can go around support and scaffold the children. My pedagogy, subject knowledge and the curriculum in my setting have mightened to enable me to encourage the childrens learning through better communication. My how to knowledge is now better merged with the subject and I can now identify, as read in Block 1, the miscon ceptions and preconceptions the learners have and be equipped to make the topic understandable to the learner. (Archambault and Crippen,2009Shulman,1986).I have developed and extended my literacy skills through this course and by reading Eyres (2007) and really feel I am building good literacy skills using feedback I have received from my mentor assessing my lesson plans and deliverance. I have extended my vocabulary through listening, talking, watching and further reading. I do realise that with pedagogical content knowledge, my own secure subject knowledge will not automatically result in children moving forward in their understanding. Pedagogical knowledge understands how students construct knowledge and arrive at skills.The Primary and Secondary National Strategies, tell that pedagogy is the act of teaching, and the rationale that supports the actions that teachers take to make effective teaching decisions. I have learnt that I must build on what the learners, and myself, alre ady know and structure the pace of the lesson so that the whole class are able to gateway and understand the subject. In addition to this subject knowledge gained, I also feel I can now select all the relevant information I need to support the students and myself for different purposes.I now feel far more confident in organising essential information and ideas for the lesson and communicate effectively with the children. (Word count 623) Part 3 military rating I discussed with my mentor that my most important learning area was phonics and how I have come to make sense of this, along with graphemes, phonemes and phonics sounds worksheets and be able to support the children in this complex subject. I explained that I had learnt that English sounds and how they work are known as phonology and how spelling words reflects the sounds of language (Eyres (2007) Chapter 3, Understanding English at word level).We considered how I could use ICT programmes to deliver Phonics lessons to fine g roups, scaffolding multimodality (Study Guide Block 5 week 25 Overview of ICT) and supporting the children with accessing the phonics subject knowledge to enhance their learning and help develop skills for literacy. I would also access paper-based texts in the form of picture/word cards helping to develop the verbalize word and to be able to hear, identify and manipulate the sounds (phonemes) to further engage the children in decoding new written words and be able to blend these sound-spellings.I explained how I felt word classes was more of strength now, but that I still demand to develop some areas of maths. We looked together at my blog and my Professional Development leaflet and decided that my work based learning could be set out to enable me to work more with our maths co-ordinator to gain extra knowledge and confidence in maths. She will look at incessant Professional Development courses for me to attend, in mansion and outside school, to help me analyse and pass judgme nt concepts, policies and practice within the maths subject area.We chatted about how the challenge for me in maths was being able to understand and cheat problem-solving strategies, using logical reasoning and how this affected my work with the children and my confidence to model situations applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 201014). She praised me for being able to organise, communicate and progress in my own learning and try and learn from feedback after observations to improve my knowledge and performance within the class setting.We talked about how I work well in a team and can evaluate different approaches to support the children where differentiation may be necessary within the lesson plan, thinking on my feet. I explained about the rest of my course in Primary Teaching and Learning and told her my goal was to complete the conterminous step, (E214, Equality, Participation and Inclusion) and to gain my Foundation decimal point and perhaps think about the School-centred sign Teacher training course, for which she could accommodate me.I also discussed with her that I would like to gain further experience and knowledge in additional Needs Education as this is the street my job seems to be going. We discussed a three-year plan, as E214 will take me to May 2014, and we will meet six monthly to look at goals achieved and still to be met and of course discuss how the E214 is progressing.