It was useful to reflect that the content computing curriculum has changed a great deal over the past 10 years due to the change of technology, children are expected to learn in a much faster rate how to use computer and be creative makers rather than user of computer. It is essential for teachers to be familiar with computational thinking and be equipped to teach children the right skills (e.g. logical thinking, abstraction) according to their ages.

With Early Years and KS1, we can introduce technology like Beebot and Pro-bot to generate children’s curiosity over technology and create opportunities for them to talk and discover the function of the robot, and scaffolding knowledge of key vocabulary to assist children to try out and explore logical thinking and develop it into programming. It is also important to support children so that they persevere with the process and gain confidence along the way.

In the lesson, I had the opportunity to try out Scratch, and wrote out the code for motions. It involved:

• Logical Thinking – think ahead for the desirable step and create instruction for it
• Trial and Error – the instruction may not be suitable for the character, or there is big gap between what’s desired and the outcome, so it takes patient to refine the steps.
• The importance of asking for help – seek help and advice from someone who is more experience with the programme.

The lesson has been a learning curve for me, as I need to familiar myself with the programme and to do that, I need to find time to develop this skill further.

Interactive Whiteboard Lesson

Preliminary viewing: How IWBs may be used most effectively in a primary classroom

• When IWB is used to engage children’s learning and participation, involve their senses through different medium like video, sound, games and use IWB to fulfil their desire to move about while learning;
• Use the presentation / slides to create a pace for the lesson, includes graphics and pictures to grab children’s attention and interest;
• Use technology as a platform to help children to make links and connection to their daily life and learning environment;
• Learning through play and discovery, effective use of IWB may increase children’s observation and interest on how technology can be used differently and possibly raise their willingness to have a go and find out for themselves.

Practical task: create IWB resources to teach a topic

Together with a partner, we created two slides for children to explore science, animal classification and habitat.

Target group: reception class

Learning outcome: 1. children to match animals with correct names

2. children to identify animals that live on land and in the sea

We incorporated new techniques and resources learnt in the lectures, made memory bingo, created website links, music clip on the slide, insert boxes with commands i.e. accept and reject choices, etc.

[embeddoc url=”https://eportfolios.roehampton.ac.uk/leic/files/2016/09/ICT-Science-Activity-1f3n856.notebook” download=”logged” viewer=”google”]Reflection:

• As I discovered different ways of using IWB, I can create slides that will make good starter activity that will help children to tap into their existing knowledge and experience, and use IWB as a way to help children to relate to new topics and to sustain interests.
• To make learning fun, creative and interactive, games and programme can be introduced to the lesson on IWB, to help to move children’s learning in an active way, to increase attention while playing and encourage children’s communication skills as they collaborate and work together to solve problem/game on the IWB.
• For a writing task for example, use sound clip, visual picture and incorporate it onto IWB, to use them as a tool and prompt for children to link previous learning, as well as arousing their senses to help children to gather thoughts, ideas and imagination for writing purpose.