Today we concentrated on coding and the importance of teaching algorithms within programming . We can introduce coding to children from a young age through a number of simple apps that children can access in class on iPads. In the early years, children can be introduced to ‘Scratch jr’. whereby children have to create a sequence of commands that move characters that they themselves can create. Children can be left to explore scratch jr and learn for themselves how to use the app rather than learn from a teacher telling them what to do. This is an important way of teaching, taking a constructive approach of a ‘child centered’ active learning. ‘Scratch jr’ can be used across the year groups leading  up to year 6 who can apply their learning of text based programming. This app allows for the progression of learning and once the children gain familiarity with the app it will help them to become more confident in programming. There are a variety of other apps that can be used such as ‘Daisy the dinosaur’ and for older children ‘Hour of Code’. ‘Hour of Code’ is a fantastic website which allows children to use well known character to crack the code. In doing so children can practice their coding and programming skills in a highly complex and enjoyable way. I have added a extract from this game above demonstrating how complex it can be.

Today I was able to explore robotics further through the use of B bots. In class we were asked to create an activity that incorporated B-bots and the wider use of programming and commands. Myself and a peer came up with an idea for an activity that gives pupils the opportunity to apply their knowledge about commands and get the B-bots around an obstacle course. In order for them to complete the course they have to give the correct commands which were either forward, backwards, left and right. The activity also had a competitive aspect as it could be done in race form. I feel that this activity would be suitable for KS1/ KS2, however I think that B-bots could be introduced to a reception class for them to play with during free flow. It is actively engaging as children are given a chance to get hands on with programming, which will help them with their understanding of robotic. The activity could be done both independently or through group work in which competition could be introduced.
I have attached an example video of the activity which introduces commands on the B- Bots and allows them to complete the obstacle course.

Today I was able to reflect on interactivity and computing aspects of my BS1 placement. I was in a reception class and witnessed many different forms of technology being used within the classroom. The children in my class were given access to a computer and a starboard during free flow. The computer was specially set up with educational games and drawing activities, with no internet access so whatever the children clicked meant they were safe. The computer was password protected with all the staff being given the password so they had control of when the children could and couldn’t use the computer. The computer was always a popular choice during free flow and children were trained by the teacher to use the sand timer which helped them to take turns. The interactive whiteboard was an activity that the children were allowed to experiment with during free flow and gave them a chance to use the pen to write, use shapes and helped refine fine motor skills. They also took the opportunity to incorporate it into their play by playing ‘ teachers’. There was an ipad present in the class which the teacher used to take pictures of the children, however the children themselves were not allowed to use it. I feel that the ipad could have been something that was incorporated into the classroom more, especially with free apps such as popplet and Skitch. Popplett is something I have explored myself and helps children to edit their pictures. This would be something my reception children would have been thoroughly engaged with and a good way at introducing editing and taking pictures.

The internet as a dangerous place. This realization is something that has grown with me. Children are now more at risk then ever with the increasing rise of smart phones and tablets. I personally was only allowed a phone when I began secondary school, and even though at the time it was a up to date phone, it didn’t have any internet, only allowing me to text and call. I hadn’t even thought about needing a phone in primary school. However on a teacher training induction that I attended, a section had been dedicated on mobile phone allowances and whether they should be banned. I feel that this problem is something that would not have been raised when I was in primary school and is something that has only been of recent occurrence. Not only is it the phones that are the problem, it is the type of phone that these young children are getting. It is now rare that a phone will come without inbuilt internet access, allowing the person who has the phone, access to anything of the web. So, the problem is not only as to whether primary school children should be allowed their phones in school, its once they leave school are they safe on their phones.

I feel that SMARTboard use within the classroom is an engaging way to involve the class. The usefulness of the SMARTboard shows itself in a number of ways, one of these ways is that it allows for group discussion in an easy and inclusive way. Not only can it help the learning of the whole class but also for children  individually.

I had a go at playing with the wide variety of tools available accessible for teachers on the SMARTboard, creating my own resource for children. The resource aims at getting children thinking about a balance lifestyle. It includes a game where children have to separate the healthy food from the unhealthy foods, in picture form.  The pictures are easily recognisable food making the activity visual and one that everyone can be involved in. The pictures also make the game fun. The SMARTboard resource tool that I used was a ready made template which checks and marks each picture. The game is interactive as children can take turns in coming up to move pictures into the right place. A whole class involvement is needed as children help their peers as the game continues.

This resource is an interactive and fun game which allows all children to engage in the lesson. It is a good example of a starter activity to get children thinking.

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