This was a great exercise to provide feedback across the internet. By engaging in such a process I was able to reflect on my own teaching and marking, as well as thinking about ways that I could be more constructive in my feedback. It is so powerful to think that feedback can be used and made accessible across long distances and opens up the opportunity to influence work all over the world. Provided this is managed within a safe and secure environment then this opens up a world of possibilities for children’s learning; allowing them to receive varying perspectives and feedback on their work from a number of individuals.

It was very interesting to explore the differences between the internet and the web and how this could be explored within the classroom. In addition it was fun to use resources such as X-ray goggles and Thimble, as well as exploring their use within the classroom. This is certainly something I am looking forward to teaching.

During this session, we looked in greater depth at how data can be used and explored within the primary classroom. The use of data within the classroom can be used to open up the possibilities of exploring cross-curricular links with computing, such as in science experiments or maths. With readily available software such as GoogleDocs there is little excuse for teachers to not explore data handling within the classroom, and we explored a number of activities that can be utilised within the classroom. Further, public data and maps can be used to explore subjects such as geography and history in novel and innovative ways to explore trends over time.

On a more individual level we also learnt how to explore internet databases about schools that may be useful in job searches. Considering that so much of data is important in education today, this was a very informative lecture.

Whilst on BSE 1 I did not see explicit ICT or computing lessons as these were often taught during my PPA time. However, I was able to look through the Autumn term planning for year 2, where my class had been focusing on Logo and Scratch. From this I was able to see that the children were getting lots of information and experience with programming and algorithms. In addition, I was present at a discussion with the ICT co-ordinator about planning and it became apparent that the children were also receiving advice about e-safety at the same time.

Computing also appeared to have a wide role in the school outside of the standalone subject. I was able to gain a lot of experience with IWBs as I was teaching. Various computing programs were incorporated in other lessons such as English and Maths to help support and further learning. In addition, Maths homework was often set and monitored through MyMaths and children in KS2 often used similar programs for mental starters in Maths.

Whilst I did not get to see a lot of or teach computing on BSE 1, it was good to see some of the things that we had discussed in lectures being used in school. Going into BSE 2 I would definitely like to teach computing and look forward to incorporating the skills and knowledge gained from the computing lectures.

In an ever-increasing digital age, how can one monitor children’s online usage and keep them safe?

Online safety was the focus of our third ICT lecture and it was interesting to learn about the various ways in which potential dangers can be overcome or, at least, minimised. As each generation is digitally literate than the previous, it can be a challenge for teachers and schools to stay one step ahead of their pupils and educate them against the ‘darker side’ of technology.

However, there is a suggestion that the fundamental values which we wish children to possess when they leave primary school, such as empathy and common sense, may overflow or translate into managing e-safety. For example, if children are kind and respectful, then this can help to minimise cyber-bullying.

In theory, this should work, but what of the other potential dangers?

It is just as important to remind children to think about their own digital footprint whilst online and to be careful what content they look at online; here the work of Byron (2008) on content, contact and conduct is of particular use. At a school level it is also possible to encourage the use of safer search engines, although there is a question as to how good a filter these actually are. Below is a notebook that our group made on e-safety, with a particular focus on data protection for use with colleagues in a school.

Whilst a challenging subject, there are various avenues to explore this area, and the key appears to be education, both of teacher and pupil.

[embeddoc url=”https://eportfolios.roehampton.ac.uk/owensl/files/2017/01/Data-Protection-Slides_Complete-19bfwnj.notebook” download=”all” viewer=”google”]Data Protection Slides_Complete-19bfwnj

“Why can’t you just do what I asked you to do?”

“I said it clear enough, didn’t I?”

So often statements such as these spring to mind when we give someone an instruction and they seem to be unable to do what has been asked of them. Within our own minds it may be perfectly clear what we expect of that individual, but clearly there is something missing in the translation. To gain insight into this exact problem, we can look to the field of computational thinking.

Contrary to popular belief, this is not the idea that we should all think like computers or computer scientists. Instead, it focuses upon thinking about complex problems and attempting to develop solutions in a way that a computer or human can understand. In addition, we can use our technical skills to make use of computers in helping us to solve such problems. In this way, developing skills in computational thinking allows children to see the importance of providing clear and concise instructions that leave no room for ambiguity, particularly in the case of algorithms – the exercises on jam sandwich and pizza making will be particularly useful in conveying this message!

The field itself has close links to mathematical thinking and logical reasoning, but there is the potential for application across a large chunk of the curriculum. There are links to science when we use decision tree keys for classification or in design and technology when we are creating something – the possibilities are seemingly endless. In this way then a solid education in computing in the primary classroom will have many cross-curricular benefits.