RiskIT Weeks

Be brave, be creative – try something new with technology in your classroom

Before you start:

• To make sure your use of technology will have a real impact on learning and teaching, test your idea against the learning model on the next page which was devised by Reuben Puentedura.

"Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.“ (November, 2013)

SAMR modelAim for transformation of learning

SubstitutionE-reader or online book

Augmentation

Websites or online maps

Modification

Collaboration in Wikis or mind-mapping tools

Re-definitionCreating a video to share with others

The ‘Padagogy’ wheelAllan Carrington

Using your visualiser more interactively

Using your IWB more interactively

• Loads of ideas on this link

Loads of ideas on this link And here (or scan the QR code)

Using audio

• Desktop PC

• Netbook/laptop

• Handheld recorders

• iPads• Adobe Voice

Teachers

• Give students audio feedback on an assignment and post on MLE

• Play audio file of news report, lecture, radio programme or music which is relevant to your subject

Ask students key questions (either live in lesson or post on MLE as a homework) to focus their listening skills.

Students

• Record a radio programme (in groups) on an event/issue/text you are studying and post to the MLE.

• Record a podcast/report for homework, instead of a written report.

Using audiovisual

• Laptop/PC/Flip camera

• Window Moviemaker• Popplet web app• Padlet• A Web Whiteboard

• iPad

• Puppet Pals app• ShowMe app• Popplet app• Padlet (Wallwisher app)

• Students record a presentation/TV report/playscript

• Students demonstrate a process e.g different methods or solutions in Maths, Science, Food Tech etc

• Students plan/brainstorm/structure a report or piece of work.

• Collect class thoughts/pictures etc on a topic on an online pinboard

• Teacher scaffolds lesson using a mind-mapping tool and ties all resources to it.

Active learning and student response/feedback

• Tablets – iPads• QR reader• Socrative (quiz/feedback app)• Nearpod

• Phones• QR reader• Socrative• Nearpod

• Laptops• QR code generator • Socrative website• Nearpod website

• SmartNotebook

• Plan a learning quest or journey around the building/department/grounds

• Plan differentiated learning for groups using QR codes

• Students create a learning quest or interactive display

• Give students a quick interactive quiz or test or just check learning in your lesson

• Plan an interactive presentation with opportunities for student responses such as drawing/answering questions/uploading files

Flipped learning• Plan a lesson with content delivered

remotely to students at home before lesson via your learning platform – video, audio, text, QR codes

• In your lesson – base various tasks on learning platform content – groupwork etc.

• Set homework tasks on MLE – discussion forum, blog, sharing links and resources for other students

Using e-readers

According to studies students who gain the most by using e-readers are

"...reluctant boy readers; readers with special educational needs and weak readers. Open-ended comments also suggested that students with visual impairment or English as an Additional Language would also benefit." (Goodwyn, 2013)

Miranda, Rossi et al (2011) mention specific features which were considered beneficial to such student readers:

• the ability to change the size of font• add personal notes in response to

what they were reading • use the text-to-speech and dictionary

features• being able to highlight key passages

in what they were reading.. 

Getting started with e-readers• Decide which group of students would benefit the most from using them - a targeted approach is key.

• Choose the right model of Kindle (if using a Kindle rather than the app) - not all Kindles have the text-to-speech feature for example. If this is important for your students make sure you choose the audio-enabled models.

• If you are using the Kindle app on PC or iPad you will not have text-to-speech but the ipad itself has accessibility features that can be used as a compromise.

• Buy a small selection of e-books initially, based on your chosen student group and their preferences. Research has shown that reluctant readers like 'sharing' or reading the same book as their peers so that they can discuss it and get help with things which puzzle them.

• Demonstrate the key features of the e-reader to your students - changing the size of the font, different backgrounds, the in-book dictionary, highlighting and leaving comments/notes.

• Establish rules about leaving notes (remember it is the SAME book which all pupils are reading essentially) on books and how other students can or should respond to comments.

• Set up a blog either on your Learning Platform (Sharepoint or other platform) and have students recommend books, leave reviews etc.  They can film their reviews, make podcasts or just write about it.

Digital storytelling

• Works well with ipads across a range of subjects

• Allows students to use technology to modify and redefine (SAMR model) rather than just substitute or augment.

• Creative – reflective learning – re-create what you have learnt into a narrative

Twitter feeds

Fifty ways to use Twitter in the classroom

Game-based learning

• Computing and coding• Minecraft EDU• Games Britannia

• Gamification• World of Classcraft• QR Codes

What to do next:• Decide on your RiskIT activity (s) and

equipment

• Plan your activity and write a blog post on your learning platform about it for colleagues – ask for advice and feedback

• Volunteer to watch a colleague’s RiskIT activity

• Elect some Student Digital Leaders to help you

• Request support/training from your ICT technician or Civica E-Learning Consultant.