P4 / MINECRAFTThe Curricular Connections of Minecraft

P8 / MATH EVOLVETeachers as the creators of the technology

P19 / LEGOLego WeDo: Computing in Bricks

P16 / TEACHERSThe changing role of the teacher in a Technology enhanced learning environment

ISSUE 4

ICT in Practice

www.ictinpractice.com

Transforming education through sharing knowledge and practiceCreated by educators from around the world

SUMMER EDITION JULY 2013

Learning through Collaboration

ISSN 2053-5104

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www.ictinpractice.com

3

In this issueWelcome to the Summer 2013 issue of ICT in Practice. Another very busy academic year has almost come to an end. In my words, another year of the learning marathon completed. How amazing to look back and see not just how much you have learned but also how many new people you have conencted with via online communities. I don’t know if anybody else does, but I always analyse my year in-terms of what has been achieved and which targets need to be re-arranged or new ones need to be set. I set myself a target at the beginning of the year to encourage more people to share their knowledge and

experience of using technology in teaching and learning. I can’t say that I have the whole world involved, but more people are contrubuting than ever before. What makes us want to share is a different story. Maybe some of us are very enthusiastic about something we have tried out, or maybe some of us are very creative and we can’t wait to tell the world about our product/design. The reason is not what I focus on, but the action itself. When you share, the idea is no longer in one’s mind anymore; it becomes alive in a sentence or design. There are so many platforms, so many opportunities for teachers to

share their experiences both online and also in person in events such as Teachmeet. In this issue we are sharing a wide range of articles; From the use of iPads in the classroom to the educational value of forums. There are many interesting insights. I hope you will find them useful and spread the word around. ‘Sharing’ is the new ‘Learning in Action’. The more you share the more you learn!

Yasemin AllsopEditoryallsop@msn.com

Contents‘The Curricular Connections of Minecraft’by Timothy G. Weihpage 4-7

‘Maths Evolve’by Adam Coccaripage 8-12

‘Using IPads to Support SEN’by Lucy Fisherpage 13-15

‘The changing role of the teacher in a Technology enhanced learning environment’by Yasemin Allsoppage 16-18

‘Lego WeDo: Computing in Bricks’by Vicky Moorepage 19-20

‘A forum for Discussion?’ by Chris Carterpage 21-27

‘Making Maths APPier!’by Des Hegartypage 28-33

‘Learning collaboratively through the Global Partners Junior Project’by Yasemin Allsoppage 34-36

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The Curricular Connections of MinecraftBy Timothy G. WeihAssociate professor of education at the University of Northern Iowa

What is the Problem?The problem is that home literacy is

changing faster than school-based literacy.

There is a widening gap between the literacy

that children are experiencing at school and

what they are engaging with at home. For

example, my ten-year-old son Connor was

reading the novel Cabin on Trouble Creek

(Van Leeuwen, 2008) at school and doing

homework assignments related to this novel,

but as soon as he was done, he was either on

a smartphone, IPod, or IPad engaged in

digital literacies using digital technologies.

Not too long ago, school-based literacies

and home-based literacies were more

similar. Students were reading books in print

at school and at home with the difference

being mostly the selection of reading

material. With the ever growing availability

of new literacies for children, books in print

are quickly becoming boring and obsolete.

Our family has book shelves at home filled

with a huge array of print literature

representing various genres and topics that

Connor is able to read, including many

graphic novels and comic books, but they

are beginning to gather dust. He loves to

read, but print books no longer hold his

interest; they can’t compete with the trans-

literature available through multimedia

interactions that involve all of his senses.

What is Minecraft?

Minecraft is a video game originally created

by Swedish programmer and designer

Markus “Notch” Persson and fully published

in 2011. The game illustrates a virtual world

or an online community that takes the form

of a computer-based simulated environment.

Players create and take the form of avatars

which are visible, that can interact with each

other and use and create objects.

Communication between players include

text, graphical icons, visual gestures, and

sounds. Some communication may also

include using touch, voice command, and

balance senses, depending on the version

and technology being used by the players.

Because of the interplay of senses being

provided, players experience the sensations

of telepresence or the feeling of actually

being present within the imaginary, fantasy

world.

5

The creation of the world. Minecraft is a three dimensional,

procedurally generated audiovisual world

meaning that the computer graphics and

sound, including speech and music, are

automatically created by the computer

program with seemingly infinite variation.

In the beginning, players are given a seed

or a number that is used to initialize the

creation of the world. Multimedia

including the combination of text, audio,

animation, video, and interactivity come

into play to fully enhance the fantasy

experience for the players.

The Appeal and Benefits

The information content of Minecraft is

relative to the literature genre of high

fantasy in which a highly complex

imaginary world is created by the author.

Even though this world could not exist in

reality, it is so effectively developed that

the world seems real and believable to the

reader, but in the format of a trans-

literature game, the reader is known as the

player. The genre of high fantasy appeals

to both boys and girls, and Minecraft is

also played by both. Just as in high quality

fantasy, players are able to transcend

everyday experiences. Minecraft engages

the players in battles, danger, fearful

creatures, weapons, and real things and

places that they can learn more about and

talk about with friends. These discussions

can take place through social media

technologies such as weblogs, social

blogs, podcasts, and wikis, to name a few.

Through engagement with Minecraft,

students can learn technological skills.

Minecraft can be played on desktop

computers, IPods, IPads, laptops, and

smartphones, and is filled with an ever

changing array of items through updates

that students can read about and look

forward to. Students enjoy competition

and challenges. Minecraft has various

means for players to achieve or complete

certain tasks, but there is no end-game

involved, so players have infinite choices

and experiences. Minecraft encourages

exploration and invention on the part of

the player, something students appreciate,

therefore, the challenges are not required

in order to participate in the game, but

rather are present in case players want to

try them.

Instructional Applications

of Minecraft

The instructional applications of

Minecraft range through all subject areas

studied in the classroom and include the

following topics and themes: farming

(animals and crops), natural resources,

adventure, survival, hunting, exploration,

mining, smelting, crafting, building, and

trading or bartering. Below, I have

explained curricular relationships of the

game to the main subject areas typically

taught in the classroom.

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Reading and Writing. Players learn about

each of the content elements and how to

participate in Minecraft through reading

written text within the game itself, however;

reading about how to engage in Minecraft

does not stop there. Players can also

participate and learn through collaborative

trans-literacy projects available within

Wikipedia, blogs, micro-blogs, and wiki

pages. Players can read and write through

content communities such as YouTube and

DailyMotion, and social networking sites

such as Facebook. Students can engage in

the participatory culture of creating and

publishing their own multimedia projects

based upon their responses to Minecraft.

Science. The world of Minecraft lends itself

to the study of the Earth sciences. The

Minecraft world is divided into biomes or

the world’s major habitats that range from

deserts, grasslands, rainforests, and tundra.

The biomes contain land features such as

mountains, caves, plains, valleys, and

various bodies of water. Players can lean

about each of these biomes through

exploration and interacting with the natural

materials located in each biome.

Students can learn about the concepts of

physics. Players in Minecraft are able to

virtually move matter through time and

space with energy and force. Complex

systems can be constructed by the players

using primitive mechanical devices, but

students can also learn more complicated

electrical systems using switches, circuits,

and magnetism.

Social Studies. Players in the world of

Minecraft learn about the primitive tools and

resources that were used by people for

survival. Students learn to craft their own

tools consisting of such things as axes,

shovels, and pickaxes from natural resources

that they gather from the different biomes.

They use the tools that they craft to chop

down trees, dig soil, build shelters, and mine

and smelter ores and learn that tools made

out of stronger resources, such as iron and

stone, will perform their tasks more

effectively. Although the overall setting of

the world of Minecraft draws from the

Medieval period of history in Europe, it

also, through fantasy, integrates concepts

and elements from today’s world and

popular culture.

Throughout the course of the game, players

encounter various non-player characters

known as mobs (short for mobile character),

including animals, villagers, and hostile

creatures. During the daytime, non-hostile

animals such as cows, pigs, sheep, and

chickens are generated or spawned, and

players can craft tools such as swords, bows

and arrows, and axes from wood, stone,

iron, gold and diamonds for hunting the

animals for food and clothing. Players also

have the ability to craft swords and shields

from resources that they gather from the

biomes that they can use for protection and

defense against hostile creatures.

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During the nighttime and in dark areas,

hostile creatures spawn; including large

spiders, skeletons, zombies, and unique to

Minecraft, an exploding creature called a

Creeper, and a creature called an Enderman

that has the ability to teleport, or disappear

and reappear in a different location. Players

can protect themselves from the hostile

creatures by building shelters made from

gathering resources in the environments

such as dirt and wood, and mining and

smeltering cobble stones.

Math and Engineering. Players in

Minecraft learn about maths and engineering

concepts through building constructions out

of textured three dimensional cubes. This

activity is related to the use of computer-

aided geometric design (CAGD), in which

shapes are designed and used for creating

objects and space. Students are able to

visualize their building ideas and realize

their functionality through their own virtual

designs.

Bringing Minecraft to Your

Classroom

Minecraft can be integrated into your

curriculum. MinecraftEDu

http://minecraftedu.com/

is an educational organization that was

formed in 2011 with the goal of introducing

Minecraft into schools. The group works

with the publisher to make the video game

affordable and accessible to schools. In

September 2012, the organization reported

that approximately 250,000 students around

the world have access to Minecraft through

the organization. Besides offering

educational discounts, they offer customised

versions of the game, simplified multiplayer

software, tools for teachers to use for

integrating their own content, a free library

of activities that teachers can use to teach

various subject areas, and they offer on-site

workshops and inservice training.

Conclusion

We can prepare our students for being

competent in today’s rapidly changing

global mainstream by incorporating new

literacies into our curriculum and

instruction. It’s important that schools keep

pace with how technology is being used in

the world for getting things done. It may be

difficult to set aside novels that are

sentimental to us, and replace them with

trans-literature, but if we don’t, we run the

risk of increasing the divide between the

literacies taught in school and the literacies

that students engage with at home, and

thereby causing students to become even

more disenchanted with their education.

References

Leeuwen, J. V. (2008). Cabin on Trouble

Creek. London, UK: Puffin.

Persson, M. (2011). Minecraft [Video

game]. Stockholm, Sweden: Mojang.

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The ConceptThe origins of Math Evolve began long ago,

when I was a child growing up in the 80's

and 90's, enchanted by the thrill and

creativity of playing video games. However,

like most inventions, the idea to create a

maths game came from practical challenges

in my daily life. I started teaching 4th grade

in a small independent school with no formal

training or education degree. I knew that I

loved working with kids and helping people

learn, so I thought it would be a great place

to start. The school quickly saw my interest

and ability to teach maths concepts, so I was

put in charge of the maths classes and

curriculum for 4th grade. As you probably

remember, in 3rd and 4th grade you are

forced to memorize your multiplication facts

(times tables), usually through a mixture of

flash cards, verbal recitation, and speed

drills. Some children take to this naturally

and learn them quickly, but for others it is

painful. Unlike some subjects, knowing the

multiplication facts is absolutely because

they are the foundation of all maths that

comes afterwards (fractions, percentages,

ratios, ect). So, it became my task to get my

students to reach automaticity with the facts

through any means necessary. I would use

every tool in my arsenal: flash cards, visual

aids, physical toys, and long speeches to

teach them about how important it was.

Teachers as the creators of the technologyThe time where teachers just modelled or facilitated learning using new technologies has long passed. Recently, their interest in new technologies started to shift from ‘user’ profile to ‘creator’. Today, there are fantastic apps and softwares designed directly by teachers. The story behind each creators interest in making an app or software is going to vary. I tried out Math Evolve for iPads and I had to say I was very impressed not only with the design features of the app, but also with its content. Looking at how the progression of mathematical concepts were created. I wondered if the designer had talked to a maths teacher. I was neither right nor wrong as the designer was a teacher. So this is the story behind the creation of MATH EVOLVE by ADAM COCCARI, Founder of InterAction Education and an Elementary school teacher.

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I would have them play games, jump around

the room like a madman, and even have

them do relay races involving multiplication,

all with the hopes of getting them excited

about maths.

It was a tough battle, because at the core of

it, memorizing these facts is really boring for

most kids. The flash cards and quizzes can

feel like torture, and it becomes even harder

when they get home. They need to practice

in the evenings, but the kids loathe it and the

parents don't want to get in fights every night

about it. It becomes a source of tension for a

lot of parents, and most would rather give up

and enjoy the time with their kids than get in

a fight every night about flash cards.

It was in this context that I realized that both

teachers and parents needed better ways to

make maths. We used a computer lab for an

hour a week, and I started using a lot of free

educational games on the Internet to

reinforce the maths facts. I grew up loving

video games as a kid, so I knew first hand

how engrossing and rewarding games could

be. The kids loved the games because they

provided a fun change of pace, instant

feedback, and competition amongst each

other. I saw the power of educational games

and the potential they held, but most of the

games that were available were very basic

and cheaply made, so the kids would tire of

them quickly and never choose to play them

in their own time.

It was around this time that the iPad was first

released, and I bought the first version. I

brought it over to a student's house for a

tutoring session, because I knew this

particular student was obsessed with video

games but had a deep aversion to maths. I

found a few maths games for him to play,

and I watched as his fear and anger toward

maths practice melted away as he tried to

defeat some robot dogs in an app called

Maths Ninja. I saw how well the touch

screen worked as a device for educational

content, and his anxiety about maths was

alleviated when presented in a game context.

Although I found a few good apps for my

students to play, I was surprised by the

general lack of truly fun and high-quality

educational games available for the iPad and

iPhone (this was 2010). Most apps merely

presented the facts in flash card format,

requiring you to simply type in or touch the

correct answer. These apps usually had the

maths separate from the game, thus the game

became a thinly-veiled way to get children to

practice maths facts in the traditional format.

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After surveying the app market, I knew that I

could do better. With my understanding of

video games and the wacky tastes of 4th

graders, I felt confident that I could create a

game that would be fun and entertaining for

anyone, regardless of the fact that it was

'educational'. My goal was to create a maths

game that would be so fun that children

would choose to play it on their own, thus

turning maths practice into something that

students would want to engage in happily

instead of being a battle.

The CreationAfter deciding that I would invest my life

savings into creating a maths game, I started

coming up with game concepts that could

match my vision. I would draw designs on

paper, and thought of many different styles

of games that could be integrated with

maths. A friend of mine suggested a game

in which you flew through the sky in three

dimensions, hitting numbers to solve

equations. I really liked the idea, but I had

been enjoying a few top-down shooter games

on the iPad and decided to make it a 2-d

reminiscent of old games I grew up loving.

I began designing the game through a

mixture of mock-ups, written specifications,

crudely made demos. I knew that i wanted it

to play and feel like a classic video game,

with multiple levels, weapon upgrades,

bosses, and an engaging narrative. At the

same time, I wanted the app to function

effectively in a classroom setting and

provide valuable feedback for teachers. From

the beginning I knew that I wanted to

support multiple student profiles and include

a Practice Mode that was highly

customizable and tracked student

performance. Once I had a good idea of what

I wanted, I started looking for people to help

me bring it to life.

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It was around this time I had the incredible

fortune of partnering with the person that

would give Math Evolve its visual style and

personality. Clinton Bopp, the art teacher at

my school, was an incredible painter and

illustrator pursuing a separate career as an

artist. I mentioned my project to him one day,

and he instantly offered to help, no questions

asked. We started by brainstorming the theme

and setting for the game; should it be set

underwater? In Outer space? In the jungle?

Our creative sessions were loose and

freewheeling, and would always involve us

drawing ideas and throwing concepts on the

wall.

In the end, we ended up with a variety of

different themes but couldn't decide which one

we liked the best. This is why we decided to

use just a few of them, and have the main

character 'evolve' through the different

environments. When I mentioned the concept

to my students, they responded positively and

excitedly started adding their twist on it. My

students became an amazing source of

inspiration and a critical part of the creative

process. We would bring in the new drawings

and ask for their input, and they would come

up to me at recess and tell me about ideas they

had for the game.

One of my students came to me in class one

one day said, "You should have one of those

crazy fishes with the lightbulb on their head,

but have it shoot lasers!"

"Genius," I replied, and that became the

boss for level 8. It was very satisfying having

the students at school involved, because they

loved seeing some of their ideas come to life

and it kept us true to the zany and original

style that appeals to kids. We originally had an

orca whale as a main character, but we

discovered that the girls much preferred a

dolphin. They helped us select and shape our

designs until we had a final set of enemies and

characters that would be included in Math

Evolve.

Finding the right team to create the app was

difficult, but I settled on a video game studio

in Colombia and partnered with a publisher in

New York called Zephyr Games. I wanted a

company that was experienced with creating

games, not just apps, because if Math Evolve

was going to stand out among the thousands of

other maths apps on the store, I knew that it

was going to have to be a truly premium

experience that was as good as the apps kids

played on their own for fun. I managed the

development process on the side, often coming

home from work and staying up late at night to

test the latest version and send feedback to

Colombia.

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As the app developed, I would bring it in to

school and have my students and friends test it

and provide feedback. As in all projects like

this, we made lots of changes along the way in

response to input from our testers. The most

important insight was that some kids were very

good at video games but struggled with the

maths, whilst others were very good at the

maths elements but had no experience playing

a game like Math Evolve. This caused me to

separate the game difficulty and the maths

difficulty options, which is the feature that

makes Math Evolve suitable for a very wide

range of skills and abilities.

Math Evolve

In The WildNow that Math Evolve has been out for 18

months, I couldn't be happier with the response

it has received from both parents, teachers, and

students around the world. It has received

many wonderful reviews and rewards, and is

now available on every platform. I have had

many parents write to me and leave reviews

saying that Math Evolve is their child's

favorite app, or that it is the only way they can

get their child to practice maths. This let me

know that we were successful in realizing my

initial goals, and that Math Evolve has given

parents a fun way to improve and reinforce

maths facts at home without a battle.

We have also seen lots of educational sales

from schools and districts around the world. I

think the best way to use Math Evolve in a

classroom setting is as a change-of-pace

activity to reinforce the facts that students are

learning through other methods, or as a station

through which groups of students rotate. Other

teachers use it as a reward (which I love), for

successful ly complet ing other maths

assignments. I don't know exactly where and

how it is being used everywhere, but It's great

to occasionally see things about Math Evolve

being used in education. Just last week the

New York Times published an article about the

use of iPads in Dutch schools, and opened the

piece by saying that Math Evolve has been

incorporated into the curriculum of the

Netherlands. A teacher sent me a video once

on twitter of her entire classroom in England

playing Math Evolve together, and all the kids

were cheering and celebrating as they

destroyed the enemies. These moments make

me feel like we have truly succeeded and also

incredibly proud, knowing that an idea that

started as a dream and sketches on paper has

touched thousands of students across the

world.

Please visit http://mathevolve.com/

for more information.

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Just before Christmas 2012, I was presented with an iPad. I was told to take it home over the holidays and practice using it because next term I would be using it to support some of the children in my class. At first I was extremely excited and it resulted in me going out the very next day and purchasing a little Christmas present to myself...... the iPhone 5. That evening whilst attempting to set up and get to grips with my new phone it dawned upon me that my ICT skills left much to be desired.

This led me to reflect upon my own experiences with technology. My parents always wanted me to be technology lingual. I remember when my father brought home our very first computer a Commodore Amiga 500. I spent hours playing 'Back to the Future'

and 'Bubble Bobble'. Over a number of Christmas's my sister's and I received Game Boys, a Sega Mega Drive and a Nintendo 64 and I remember playing 'Super Mario'. I have

bought myself a laptop, a Wii (which only comes out at Christmas, New Year and whenever the family get together), a Play Station and a baby pink DS Lite. My thoughts then spread to the mobile phones that I had used and the development from personal tape player to personal CD player and most recently the iPod that was my daily companion whilst

travelling around the world for seven months. I know you must be thinking, why is she telling us about her life experiences when what I want to know is about how I

could use iPads within the classroom, but I shall reach my point shortly. For me each piece of technology was a fad, something I wanted because it was what everyone wanted, the latest craze. My knowledge of how they all worked was very limited and often my use of these products was

for a very limited time. I lost interest very quickly whereas my sisters persevered. I had to ask myself why this had become a repetitive pattern in my life. The answers were because I often became confused, I didn't give myself time to experiment with new things and I was a little bit scared of breaking it by pressing the wrong button.

Using IPads to Support SEN by Lucy Fisher

Wilbury Primary School, London, UK

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The iPad that was sat in my handbag suddenly became quite a daunting piece of equipment, something that I had been given that I would have to learn how to use effectively and most importantly become confident with. It dawned upon me that receiving this iPad would change my whole way of thinking about technology, both within my professional and personal life.

However, here I am over six months later typing this very article on that ever so worrisome iPad that has changed the way I teach, plan and assess. Initially I was given the iPad to support SEN children within my class and I have focused upon this area within this article.

Initially I looked for books that were child friendly and would encourage children to read on a regular basis. We now have a number of books available for children where they can have the story read to them, or read with the iPad, they are also able to record their own voices reading the story. These books allow the children to read independently but still have support when they feel they need it.

For one child an IEP Target related to her use of vocabulary and ability to discuss objects and pictures. I downloaded an app called 'WIld Friends' created by Fotopedia which allows you access to thousands of beautiful pictures of animals. It has lead to many interesting discussions about the pictures she does and does not like and importantly she is encouraged

to express her opinions about them. Also, she is now able to explain and identify what is similar and different about the animals. The 'Toca Monsters' app helps to encourage discussions about food and helps you to address issues with food that children may have; for example why people like or dislike certain types of food, how to cook food and why it is important to eat our lunches etc. This was particularly supportive tool when covering the Science topic 'Healthy Eating' and next year I will be using it to support EAL learners within the class to introduce key vocabulary for the unit.

To support children with weak writing skills I have recently used the 'Toontastic' app. This is an app that allows you to create a cartoon following a very simple set of instructions which are both written and spoken. The children have a choice of characters and settings which I then encouraged them to plan and create a story about. To create their story the children then manipulated the characters around the screen and recorded their voices for each character. This app was particularly supportive for children who are EAL as it took away the 'writing' aspect of story writing and allowed them be creative orally, which lead to spontaneous creativity. What I found using this app is that even though I had used and practiced using this app prior to the lesson, the children's inhibitions and willingness to experiment meant that they soon exceeded my knowledge.

15

There are a number of games that support and

help develop key skills for learners. I have

used simple matching games such as 'Touch

then Match’ and simple puzzles that are aimed

at young children and were ideal for particular

children within my class. I have also found

that playing games and just using the iPads

regularly has helped to develop the children's

fine motor skills. Having to manoeuvre and

manipulate images on the screen has resulted

in better pencil grip and neater handwriting.

Having had regular sessions with iPads I have

also noticed a boost in confidence for many of

my children. A dyslexic child in my class

found it very difficult to begin any task

independently and needed reassurance

throughout every lesson. When they were first

introduced to the iPads he reacted in the same

way. However, a few weeks later he was

happy to try any new activity on the iPad

independently and now feels confident to

experiment and find out solutions for himself.

Last week he taught me how to use

'Minecraft' a complex building game, and was

extremely supportive when I became

confused and needed help. This has had a

positive effect upon him in other lessons too

where he now enjoys the challenge of

working independently.

The iPad has also become a key assessment

tool within my classroom and practice.

In any lesson I can quickly take pictures of

what the children are doing or have achieved.

I am able to record group and class

discussions quickly and can reflect upon them

when evaluating my lessons. Particularly

within PE and Music sessions you can record

the children and have them immediately

evaluate their own work and identify their

own next steps to make an impact upon their

progression. Stories, cartoons, films etc that

the children create can be downloaded and

watched by all, giving them a greater purpose

for the work that they are generating. The

TA's and other adults who support during

lessons are also able to use this technology,

which ensures I can assess my class’s

progress more thoroughly.

“My class thoroughly enjoys

using the iPads and I love being

confident enough to give them these

opportunities. I am now looking at

how we can use the iPads effectively

throughout the curriculum and

support other teacher's in my year

group because I honestly feel that if I

can do it anyone can.”

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The changing role of the teacher in a Technology enhanced learning environmentby Yasemin Allsop, ICT Coordinator, Wilbury Primary School

New technologies are continuing to make

their way into our classrooms. It is

evident that this is transforming how we

design the learning space, the role of

technology, the role of the learners and

also the other centrepiece of education,

‘teachers’. My recent experience of

online discussions shows that the

changing role of the teacher in

technology-enhanced learning is

becoming a very popular topic. What is

interesting is that on many occasions

teachers are blamed for not adapting and

incorporating technology into their

teaching. What I haven’t seen is anyone

talking about how the role of the teacher

has altered. In every single discussion,

educators have talked about what needs to

be done to support teachers to use

technology better in the classroom, but no

one has discussed about what has

changed.

I think it is very appropriate to mention

Dr. Jessel’s point on this topic. Jessel

(2012) suggests that, “Innovation arising

from new technologies makes a variety of

demands upon the role of the teacher”. He

continues, “At another level, the

introduction of innovation makes major

demands upon teachers' pedagogical,

professional and managerial skills.” What

this tells us is that by using only the

traditional teaching will not help teachers

to integrate technology into their

teaching. As the new technologies

constantly evolve, maybe the focus has

been too long on the technology, rather

than training teachers to learn to evaluate

each medium in terms of what can be

achieved in practice and which strategies

needs to be adopted.

I would also like to point your attention to

the word ‘pedagogy’. We do need to

understand this term in the context of

education. Hanks et al (1986) describe

pedagogy as the ‘principles, practice or

profession of teaching’. Therefore we

could say that pedagogy includes

‘teaching’, ‘learning space’, ‘content’

and ‘methods’. What we also need to

remember is there is a very strong

relationship between ‘pedagogy’ and

‘practice’. In other words how learning

content manifests into knowledge, mainly

shaped by how it has been taught in

practice.

17

This brings more questions, as the pedagogical

approaches to education are not necessarily

detached from cultural traditions and beliefs,

therefore embedding technology into teaching

and learning is a more complex task than just

re-arranging a classroom space.

According to Pepin (2010) the cultural

traditions and philosophical beliefs of countries

determine the principles upon which that

national curriculum is designed and the

pedagogies adopted in schools. As a result, the

content and aim of the curriculum itself, places

expectations on teachers. If the curriculum is

designed to evaluate learning through test

scores, surely teachers will use pedagogy to

serve and meet this purpose rather than

focusing on how to develop learning. This not

only limits the teacher’s methods to lead

teaching, but also impacts on their meeting the

different learning needs of students, which in

most cases results as a failure in education.

I believe that teachers are very confused about

their role and their direction in the learning

cycle that employs new technologies. Surely,

where a curriculum has been designed by policy

makers and theories have been discussed by

scholars, confusion is certain. The break in

communication between the main stakeholders

of education; policy makers, scholars, teachers

and learners is the main reason for this

outcome. This communication breakage

causes other problems, which can be seen as

the reasons why some teachers are having

difficulties with embedding technology into

their teaching. These can be listed as:

• Lack of resources

• Not having enough time to get familiar

with the tools

• Being unsure of what can be achieved with

which technology

• No training in pedagogy and strategies that

works well with specific technologies

• Uncertainty in assessing and evaluating the

learning that has been gained using

technology

• Issues around managing behaviour and

classroom

• Demands on meeting specific learning

objectives-as technology doesn’t always fit

in to meet these.

There were also comments about some

teachers being reluctant to change. I have to

admit, in my role as an ICT Coordinator for

many years, I haven’t come across teachers

that did not want to try any of the new

technologies that I have suggested or

discussed. What is important is having a

shared vision in school for the

implementation of technology, from the

senior managers at the top to the staff

involved in teaching and learning.

18

This shared vision is what enthuses educators to

not only use new technologies but also provides

a well-designed constant training opportunity.

A flexible project based learning approach is

also a must for utilising the full power of

technology in education. If we are to focus on

just subject related learning objectives and miss

the bigger picture of learning behind the scenes,

we will provide children with limited learning

experiences. However adopting a PBL approach

will provide children with the opportunity to

master their skills and knowledge which then

make it possible to transfer them to other

learning areas. Another important point is

involving teachers and learners in the research

process. Understanding the value of technology

in the classroom requires constant monitoring

and evaluating, which will feed back into

developing new models of implementation.

Who could be the better resource than the

teachers and learners that are the main part of

the learning cycle?

So in summary, a shared vision within the

school, two-way communication between the

stakeholders of education, a curriculum that

allows a flexible project based learning

approach will make a difference. Without these

qualities, teachers understanding of their

changing role in education will still be clouded

and as a consequence of this, integrating

technology into education will remain a hazy

concept.

References

Hanks, P., McLeod, W. and Urdang, L. (Eds)

(1986) Collins dictionary of the English

language, Collins, London & Glasgow.

Jessel, J. (2012) “Social, cultural and cognitive

processes and new technologies in education”

in Miglino, O., Nigrelli, M. L., & Sica, L. S.

Role-games, computer simulations, robots and

augmented reality as new learning technologies:

A guide for teacher educators and trainers,

Liguori Editore, Napoli.

Mortimore, P. (Ed.) (1999) Understanding

Pedagogy and its Impact on Learning, Paul

Chapman Publishing, London

Pepin, B. (2010) “How educational systems and

cultures mediate teacher knowledge: teacher

'listening' in English, French and German

classrooms” (p. 119-138), in Ruthven, K. and

Rowlands, T. (eds) Mathematical knowledge in

teaching, Springer, Dordrecht.

Perrotta, C., Featherstone, G., Aston, H. and

Houghton, E. (2013) “Game-based Learning:

Latest Evidence and Future Directions” NFER

(FUTURELAB), Slough, [online],

http://www.nfer.ac.uk/nfer/publications/

GAME01/GAME01.pdf

19

Lego WeDo: Computing in BricksVicky Moore, Wilbury Primary School, London, UK

As a child I spent many hours sitting and

building creations out of Lego. As a parent

I have spent hours helping build or just

watching my children play. Lego can

bring out the inner child in us, it is often

the one toy as adults we have the

urge to pick up and start to play. So

when looking at planning ICT to be

told we have Lego WeDo sets (not

only Lego but it also connects to

the computer!), I have to say my

inner child was a little excited.

After a trial run at home, I managed

to build a crocodile and use the

software to control movements of

the mouth. The software came with

the set and could print off a large

document with instructions. After

several attempt to read and follow, I

discovered that plug it in and play

around was much more fun. I was

ready to go and unleash 30 year 4

children on the sets.

We have enough sets that the children

could work in pairs. Sets were handed out

and children shown how to locate the

instructions to build, and command

software on the system. Then I let them play.

At first it was clear that many were not regular

Lego builders. As I observed and assisted in

building, I was able to assess skills in

transferring a two dimensional image into an

actual three dimensional model. At first there

were questions, “Is this the right bit?” or “Does

it go there?” This got the response “I don’t

know. How we can check?”

20

Lesson 1 only two pairs completed an

activity, and that was just building.

However, over the weeks their building

skills rapidly improved and they

developed ways of describing which

bricks they needed. Some of the tasks

were more complicated than others.

Some had a series of cogs and belts to

control movement, which meant that one

slight error and their model would not

work. We discussed the need for cogs to

link together. The children rapidly

dismantled and rebuilt their models to

solve these engineering issues.

The software which I initially found

baffling, but the children were able to

play with just a basic instruction. They

quickly became able to complete a series

of commands. As they continued to try

different commands they could create a

series of movements. The children were

not only supportive with their partner but

would quickly support other pairs to

teach their new found skills. The class

worked collaboratively with each other

and simply enjoyed ‘playing with Lego’.

Last week I attended a training session

on coding. A little nervous, as I have

never experienced coding before (not

sure I knew what coding was). Yet my

initially worries were soon diminished as

the software (scratch) was almost the

same as the Lego. The skills I had built

up with the class were transferable to

another programme. As the ICT

curriculum is moving towards computing

and ensuring children have skills in

programming. Why not start them off

just playing with Lego?

21

SummaryThreaded discussions, or forums, or discussion

boards, are becoming a common means of

communication both in wholly on-line and

hybrid high school classes. Whilst they are

used to promote both healthy social academic

environments and to promote critical thinking,

some researchers question if threaded

discussions actually accomplish either task.

Recent quantitative and qualitative research

indicates that threaded discussions do at least

as well as in-class discussions, and have the

potential to achieve higher levels of success, in

both areas. Research indicates that systemic

change is necessary both in how teachers are

trained to use the technology, and in how

educators perceive their roles in the online

environment.

Threaded DiscussionsThreaded discussions are asynchronous,

computer-assisted communication that

graphically represent posts and replies, thus

allowing participants to track the progression of

conversations around a common theme or

prompt (Business, n.d.). They make up the

heart of communication for most on-line and

hybrid courses around the globe, due in a large

part to their allowing both students and

instructors to communicate free from time and

space constraints, and due to the fact that

students prefer discussion boards over

synchronous communication (Shin Yi &

Overbaugh, 2007; Mayfield, 2010). The

2009-10 academic year saw over 1 million

K-12 students take wholly online courses in the

United States alone, and this with a projected

growth rate of 30% for the foreseeable future

(Thomson, 2010). In addition, 4 million 4-year

college students, and half of all community

college students in the United States take on-

line courses (Batts et al., 2010). When the

(currently unknown) number of hybrid K-12

classes is included, the scale of discussion

board use in academia becomes apparent.

To clarify what a threaded discussion is,

perhaps it is best to address what it is not. As

an asynchronous form of communication, it is

not an instant messaging system, such as

twitter, chat rooms and text messages are.

Discussion boards are not email, in that they

are viewable by all members of a course and

are threaded, or stacked, so that viewers can

follow the flows of separate sub-discussions

that develop from a common prompt, rather

than having to scroll through every reply to

every post.

A forum for Discussionby Chris Carter, A Team Leader, Tech Coach, and Teacher using tech as a tool to guide kids through higher-order thinking, project-based learning experiences at Concordia International School Shanghai, China

22

This allows for greater clarity in the formulation of arguments and responses. Also, threaded

discussions are persistent, remaining viewable from the initial prompt to the latest post for the

duration of the course, and beyond should the instructor so choose. For these reasons, and also

for their perceived benefits in building social learning communities and developing critical

thinking skills, discussion boards are the communication form of choice in hybrid and wholly on-

line courses (Cox & Cox, 2008).

Voices of dissent. Despite the ubiquity of discussion boards and their general acceptance as

excellent forms of communication (or perhaps because of it), some scholars raise serious

questions as to their educational efficacy. These researchers are troubled by the relatively few

large-scale qualitative studies on the subject, and particularly that those studies that do exist tend

to examine graduate students, and not the typical user of online courses. In her synthesis of 37

studies, Looking for Critical Thinking in Online Threaded Discussions, professor Paula Maurino

makes this concern explicit (Maurino, 2007). The objections strike at the perceived twin strengths

of threaded discussions, the community building and critical thinking aspects (Chen & Hung,

2002; Maurino, 2007; Maurino, Federman & Greenwald, 2007). Issues with building social

learning communities. Most researchers see the building of social networks through discussion

boards as a positive benefit, or even necessary prerequisite, both for increased student interest and

participation, and for the deeper learning that is presumed to result (Beckett, 2010; Cox & Cox,

2008; Grisham & Wolsey, 2006; Shin Yi & Overbaugh, 2007). In quantitative studies, instructors

and professors see achieving social and cognitive goals through discussion boards as inseparable

(Maurino, Federman & Greenwald, 2007). Yet this goal is questioned in that some researchers

believe building community may actually inhibit the kinds of discussions that build critical

thinking. Essentially, the argument runs, if students are more concerned with maintaining positive

relationships than with arguing issues, then they may not disagree or offer counterarguments to

those positions posed by classmates. As Maurino points out, though students in the studies under

her examination did create social relationships, these relationships did not appear to foster critical

thinking.

“Expansive or deep learning requires conflict or contradiction” (Maurino, 2007, p. 50).

Researchers Der-Thanq Chen and David Hung expand this argument by indicating that students

using threaded discussions are successful creators of “idea artifacts” based on collective

knowledge, but do not internalize and subjectivize these artifacts into “knowledge objects” of

personalized understanding (Chen & Hung, 2002, p. 280). In other words, students quickly reach

common understandings that are not debated or internalized.

23

Tellingly, several researchers who are more enthusiastic toward the present use of threaded

discussions also reflect concerns for the need for respectful argument. Doctor Sarah Prestridge,

after an exhaustive study of 8 Australian primary schools, concluded that there are collegial

conversations and critical conversations evidenced in threaded discussions, and that these two

types are mutual exclusive (Prestidge, 2009). Researcher T. Solhaug, in developing his elements

of discursive democratic practice, includes the importance of presenting differing viewpoints and

questioning authority as two of the five essentials (Solhaug, 2009). More broadly, open-ended

prompts are seen as key in encouraging differences of opinion and building nuanced arguments,

as identified by several researchers (Guzdial & Turns, 2000; Jeong, 2003; Rizopoulus &

McCarthy, 2008).

Issues with building critical thinking skills. Not surprisingly, given their concerns over the

impact of social community, the above researchers find the development of critical thinking

through the tool of discussion boards to be lacking (Maurino, 2007; Chen & Hung, 2002). Again,

the issue of lack of large-scale qualitative studies is raised (Maurino, 2007). Yet at this point a

measure of balance must be addressed. None of the researchers reject outright the use of

discussion boards as a useful learning tool. Chen and Hung offer a solution to critical thinking

development through the implementation of visualizations to assist in the creation of “knowledge

objects” (Chen & Hung, 2002, p. 280). In all three of Maurino’s studies the researcher finds the

instructor to be the key component, and raises several suggestions to improve threaded

discussions that will be incorporated into the professional development piece following (Maurino

2007; Maurino, 2007; Maurino, Federman & Greenwald, 2007). That the threaded discussion is

not living up to its presumed capacity to develop deeper, more critical thinking, and that this

shortfall may be due to current instructor practices, is strongly suggested by the conclusions of

many studies which specifically call for modifying instructor practices (Archambault et al., 2010;

Batts et al., 2010; Mayfield, 2010; Rosenthal, 2010; Thomson, 2010). These findings clearly point

to a need for ongoing professional development, both in pre-service and in-service settings, to

equip pedagogues in the most effective uses of this primary means of communication for on-line

and hybrid courses.

Insight: threaded discussion versus face-to-face discussion. While wholly on-line courses are

somewhat limited in their communication options, and thus default to threads, face-to-face

classroom settings do not have the same pressure to include asynchronous discussions, thus

becoming de facto hybrid courses. While anecdotal evidence from several research efforts

24

suggest the utility of discussion boards in principle, six studies under review specifically

examined threaded- versus face-to-face discussions for their academic efficacy (Brown & Green,

2009; Kamin et al., 2001; Larson, 2003; Miller & Benz, 2008; Prestridge, 2009; Zacharis, 2010).

First, the question of equity is addressed by Brown and Green’s research into how much time

students in both settings spend actually participating in discussions. The study concludes that the

formats foster roughly equal amounts of participation (Brown & Green, 2009). Another study

examines threaded- versus fishbowl discussions. The researchers conclude that both threaded-

and fishbowl discussions increase academic performance, but go on to state that discussion boards

are usable with both small and large groups, and benefit from not having time and place

restrictions (Miller & Benz, 2008). The Zacharis study concludes that students of multiple

learning styles are just as successful with on-line classes as with the classroom setting (Zacharis,

2010). The remaining three studies conflict somewhat in outcomes. The Prestridge research effort

concludes that face-to-face discussions are more collegial, while threads develop more critical

thinking (Prestridge, 2009), in direct contradiction to Maurino’s findings (Maurino, 2007). The

Kamin and Glicken study supports the Prestridge conclusion, but only in a quantitative, not

qualitative, way, thus leaving room for argument (Kamin & Glicken, 2001). Larson reports that

threads allow for a more egalitarian exchange (Larson, 2003). All of the reports support threads in

hybrid and on-line settings, yet their varied findings are troubling. Clearly, other variables are at

work. The next insight addresses one possibility.

Insight: the silent student. Threads have long been thought to give voice to the silent students.

To begin, author and researcher Mary Reda takes issue with the presumption that the introverted,

reflective student is disadvantaged in face-to-face discussions (Reda, 2010). Reda argues that

many silent students simply process differently, learning at least as well as more verbose students

while quietly forming complete arguments in their minds. Reda does state, however, that these

students often see in-class discussions as high-stakes verbal testing rather than knowledge

construction, and thus opt out of the exercise (Reda, 2010). This position seems a confirmation

that quiet students may be choosing not to participate at some cost to their intellectual

development. Other researchers take this more traditional view that silence is somehow

detrimental to the student, and comment on the egalitarian nature of threads versus face-to-face

discussions, where the most extroverted dominate, with Larson noting, “Several “quiet” students

shared extensively in the threaded discussions,” (Larson, 2003, p. 363; Grisham & Wolsey, 2006;

Solhaug, 2009). Solhaug goes so far as to refer to silent students as “empty shells” (Solhaug,

2009, p. 417).

25

But drilling down into the numbers reveals a more subtle reality. Researchers JeongMin Lee and

Youngmin Lee used the Myers-Briggs type indicator to measure introvert-extrovert personalities,

and then divided 96 undergraduate students into a homogeneous extrovert group, an introvert

group, and a heterogeneous group, to find the quantitative and qualitative results of the threads

these three groups produced. After careful analysis, the research reveals that the extrovert

grouping consistently produces the most posts, but the least depth of thought, while the introvert

group consistently posts the least (JeongMin & Youngmin, 2006). The greatest depth of thought,

however, is being generated in the heterogeneous groups, where extroverts take the lead in

initiating discussions but introverts successfully deflect and defeat these initial offerings through

carefully thought out and reasoned rebuttals. The resultant threads are rich in cognitive

development and collegial exchanges and challenges (JeongMin & Youngmin, 2006).

hus, the silent, “empty shells” are always learning, but learn best when paired with the

traditionally vocal students, who dominate in-class discussions, but typically fail to fully form

their arguments, and thus fail to maximize their critical thinking potential. If this research holds

true, then threads are potentially more beneficial for both extroverts and introverts than in-class

discussions, provided the groups and discussions are structured in ways that allow the time

necessary for all students to participate.

Insight: labeling the thread. A key benefit of threaded discussions that make them attractive

when compared to other forms of communication is the structure of the thread itself. By allowing

participants to view posts and responses that spread like roots from the common “tree” of a given

prompt, threads facilitate understanding and, presumably, lead to deeper learning. That being said,

scholars are concluding that additional structure, in the form of labeling of responses to both the

prompt and posts, leads to more frequent argumentation and greater depth of thought (Guzdial &

Turns, 2000; Chen & Hung, 2002; Jeong, 2003; Brooks & Jeong, 2006). The earliest study under

review focuses on the use of the CaMILE (Collaborative and Multimedia Interactive Learning

Environment) system for labeling threaded discussion posts and responses between rebuttals,

clarifications, explanations, and other forms of communication (Guzdial & Turns, 2000). The later

pieces examine other systems of labeling, but the core goal of increasing participation and depth

of thought through additional structure remains. The Chen and Hung piece takes labeling to the

level of symbols (“!” for ideas, “?” for questions, “+” for strong argument, “-” for weak argument,

etc.), yet the fact remains that these symbols serve to further clarify the structure of the threads

(Chen & Hung, 2002). In their 2006 study, Brooks and Jeong achieve impressive results by

comparing pre-structured threads using labels versus a control group using unsupported threads.

26

The labeled threads show a 64% increase in challenges per argument, thus strongly supporting the

understanding that the addition of labels contributes to increased debate, and thus increasing

critical thinking (Brooks & Jeong, 2006). Taken together, the research pieces all indicate that

increased structure results in increased discourse and more critical thinking. The specific

structure appears less important than that there be the added structural support. That being the

case, Brooks’ and Jeong’s labels of claims, challenges, supporting evidence and explanation are

particularly suitable for their brevity and utility (Brooks & Jeong, 2006). Yet, increased

structuring of threads alone will not maximize the benefit of discussion boards. The single most

consistent finding in the available research is the need for effective instructor training.

Insight: it is all about the instructor. Of the studies and examinations under review, 10 overtly

identify either the lack or need of teacher participation in the use of threads. Dr. Maurino is the

most direct in stating, “teachers need to become more involved as experts in classroom

discussion.” (Maurino, 2007, p. 50) Again, Maurino identifies the most common failings of

threads as being the lack of teacher effort and unclear goals (Maurino, 2007). Though

uncharitable, perhaps, her assessment is not unique. A recent study, though praising the efficacy of

threads, does make clear that professors must participate more in them as monitors and guides in

order to enhance thread effectiveness (Becket, 2010). The remaining 7 studies do more to fix the

problem than to fix the blame, either identifying the lack of instructor preparation, or offering

concrete steps to remedying the deficit. Maurino herself calls for teacher remediation (Maurino,

Federman & Greenwald, 2007), and studies from recent months echo this conclusion. Researcher

David Batts sees teachers as being chronically undertrained, concluding “… nearly two-thirds of

the faculty taught themselves how to create and deliver online courses.” (Batts, et al., 2010, p. 28)

Researchers Gronseth and Brush flatly conclude that teacher technical proficiency is not sufficient

to integrate technological best practices into their courses (Gronseth et al., 2010). Though every

teacher training program they evaluate contains a technology component, the technology

instructors themselves, they conclude, are like the blind leading the blind in that they do not have

the time nor the training to keep pace with the latest research and technological innovations

(Gronseth et al., 2010). A successful professional development program as described by Dr.

Leanna Archambault is unique in the studies under review in that it pulls teachers out of regular

duties specifically to create planning time and provides a stipend, while also demanding proof of

redesigned and implemented units that incorporate use of technology (Archambault et al., 2010).

27

Not surprisingly, the results are impressive, as teachers transform their styles from sages on stages

to guides on the side, a necessary perspective shift echoed anecdotally by Professor Irene

Rosenthal, and supported by a massive examination of over 2400 gifted K-12 students (Rosenthal,

2010; Thomson, 2010).

Need for Service Learning Projects. Taken together, these studies make a profound case for

improved teacher pre-service and in-service training. The old saw of there being insufficient

funds for technology integration cannot withstand the near ubiquity of student access to the

internet. Scores of free or extremely low cost options for threads and other technologies abound

(Singh, Mangalaraj & Taneja, 2010). Nor can the argument fairly be made that teachers do not

wish to learn these skills, when nearly two-thirds of college level instructors are teaching

themselves, however imperfectly, how to implement these technologies (Batts et al., 2010).

Clearly, there is demand, and there is will among the faculty. Resolve at the administrative level is

needed to turn these resources into effective pedagogy. As Goethe said, “We always have time

enough if we will but use it aright.”

Lessons Learned. Synthesizing several research findings, a picture of effective teacher training in

threaded discussions emerges. First, overt, clear guidelines for what is expected of student

interactions must be used (Solhaug, 2009; Rosenthal, 2010; Mayfield, 2010). Solhaug’s five

elements of democratic discursive practice serve as a useful resource here (Solhaug, 2009, p.

419). Second, a robust rubric, an excellent example being found in the Rizopoulos and McCarthy

piece, backed by a significant grade, facilitates active participation (Maurino, Federman &

Greenwald, 2007; Rizopoulos & McCarthy, 2008; Mayfield, 2010; Rosenthal, 2010). Third, in

addition to the inherent structure of threads, increased structure in the form of labels results in

more frequent academic arguments, thus promoting deeper thinking, with Brooks and Jeong

offering a simple four-category model that is a good starting point (Guzdial & Turns, 2000; Chen

& Hung, 2002; Jeong, 2003; Brooks & Jeong, 2006, p. 372; Rosenthal, 2010). Fourth, teachers

must see themselves as highly participative guides in the learning process, rather than aloof

towers of knowledge (Maurino, 2007; Maurino, Federman & Greenwald, 2007; Solhaug, 2009;

Archambault, et al., 2010; Mayfield, 2010; Rosenthal, 2010). Fifth, the prompts themselves must

be open ended and interesting, inviting discussion and debate (Guzdial & Turns, 2000; Jeong,

2003; Larson, 2003; Maurino, 2007; Maurino, Federman & Greenwald, 2007; Rizopoulos &

McCarthy, 2008; Mayfield, 2010; Rosenthal, 2010).

Please click here to view the Bibliography page.

28

Making Maths APPier!by Des Hegarty

Back again for more ‘APP’-tastic apps – this

time I’ve selected a few of the best Maths

(or ‘Math’ for our American cousins) Apps

on the market. I’ve been trying these out in

class and again some are ideal for early

morning work or to be fitted in as a starter or

to be used as an investigative opportunity or

a way to consolidate what they have already

learnt. However you mean to use them they

will totally engage the class and can add

another exciting layer to lessons. We’re also

looking for different opportunities for

children to talk about maths too and I would

always follow up any tablet work with a

discussion of terms and what was achieved.

With my Year 1 class I always get them to

share their i-pads in pairs and they swap

every few minutes. In this way they get to

talk to each other about what they are doing

and instinctively they narrate about the APP

they are using to their partner. In my teacher

role I will descend upon them with quick

consolidatory or next step questioning to get

them thinking even more. I tend to target the

observer as they are watching patiently (-

sometimes, not so patiently but we’ll gloss

over that for the purpose of this article.)

As the class are slip-sliding away across

their tablets there is always an enthusiastic

energy and it’s that energy you want your

class to feel about maths and their learning

as a whole. So, calling all Primary Teachers

– let’s App-reciate maths together with these

maths Apps!

Graphs (Free – KS1/2)

Pie charts, Line graphs and bar charts are all

part of this free APP. As well Q&A on data

interpretation you can also learn about

mean, mode and median. I actually made a

pie chart detailing how much I thought you

were going to like this App. An

overwhelming 100% of you liked it.

29

What time is it Mr Wolf? (0.69p - KS1/2)

This is another award winner for ‘Best App Ever’ 2013 for children under 9 and I agree (even as a teacher over 39!) As a player, you get to choose what times you want displayed and also whether you would like the time digitally shown or in words. Mr Wolf uses the full moon to display his times which he then spins to show different times. As a generous wolf at heart, he gives the player up to 8 answers tochoose from (though you can select less in the menu.) It’s particularly good for revising those tricky ‘to’ times on an analogue display. It’s a howling success – Ha! Get it? It’s a HOWLING success!....never mind...!https://itunes.apple.com/gb/app/what-time-is-it-mr.-wolf-by/id514350448?mt=8

What Time is it, Mr Wolf? (£1.49 – KS1/2)

This is a little bit cuter than our previous wolf and has features to demonstrate time which is particularly good to help students to bring them to an understanding of how time passes. There’s more teaching in this App, so there’s good points to discussThere’s even a screen shot which invites you to ‘Click to feel the time’. Darn clever, I say.

https://itunes.apple.com/gb/app/what-time-is-it-mr.-wolf/id517204551?mt=8

Maths facts: number bond & fact families (0.69p – KS1)

Here’s a very useful App for KS1 classes getting to grips with addition and subtraction facts and the relationships with numbers in number sentences. Lots of fun and easy to play games incorporating missing numbers and inverse operations, and the like. It is simply set out and a great maths way to start a learning day.

Pizza Fractions (0.69p KS1/2)

Learning fractions is as simple as ordering pizza! The pizza chef ensures it’s not just mozzarella and pepperoni on your mind, but how to share your slices out too. You can compare, create and check your answers. This has simple graphics and an easy to play game format to build confidence in fractions. Guaranteed to make you feel quite hungry after all that maths! Your class will end up asking whether there could be a delivery after break time.https://itunes.apple.com/gb/app/pizza-fractions-comparing/id372978173?mt=8

Making Maths APPier!

30

Math Bingo (0.69p – KS1/2)

This has been a featured App in several noted publications. Choose your player to answer and select your operation to answer questions to match on your bingo grid. Students can even have a mixture of questions to answer to get them thinking quickly between signs. An award winner, and a thoroughly decent app!

https://itunes.apple.com/gb/app/abc-pocketphonics-letter-sounds/id299342927?mt=8

KS2 SATs Maths (£2.99 – KS2)

As a revision tool this is something your students can be advised to upload on their devices at home. There’s over 500 SATs questions given here and Year ̂ students can take a test in each of the specified areas. It’s a great App for finding out the gaps in their knowledge in preparation for the BIG Test itself. After each series of questions, it gives you a summary and an approximate NC level too. This is an App you can advise for parents to invest in.https://itunes.apple.com/gb/app/ks2-sats-maths/id625887685?mt=8

Numeracy Nibbles (0.69p – KS1)

I j u s t l i k e t h e t i t l e o f t h i s o n e – hilarious!’Numeracy Nibbles’ – handy maths bites for hungry kids. Again, this App has a strong emphasis on KS1 SATs and national testing so is a great preparatory tool to try out. This has 300 questions and each test consists ten randomly selected questions. It gives you a total score of the ones you got right giving the student an indication of their success rate. This type of App needs specific focus for each of the set of questions to get the students into the ‘test’ mindset.https://itunes.apple.com/gb/app/numeracy-nibbles-ks1/id502140638?mt=8

Splash Math Grades 1 & 2 & 3 (Free! Though it is a ‘lite’ version...- KS1/2)

Oh I do like a free App and this is ideal for Key Stage 1 and 2. It’s fun, friendly cartoon format has 13 chapters and covers over 185 maths skills. It covers a myriad of things from calculation, measures, place value, probability etc. Ideal for early morning work to get their maths brains into gear. (There are some American touches - like counting money – that the British children will have to skip. However overall, it is a thoroughly decent App!)https://itunes.apple.com/gb/app/1st-grade-maths-splash-math/id463469532?mt=8 https://itunes.apple.com/gb/app/2nd-grade-math-splash-math/id463471155?mt=8

Making Maths APPier!

31

Bee Bot (Free–Bot! KS1)

A lot of you will have used the real BeeBots in class and this is the perfect short cut to allow a whole class the opportunity to investigate direction language. Direct the inquisitive BeeBot around the garden by programming a safe path. As a follow up get the children to make pathways for each other. Then in pairs get them to demonstrate their directional vocabulary to instruct the other to find their destination.

https://itunes.apple.com/gb/app/bee-bot/id500131639?mt=8

3D shapes and Nets (0.69p – KS1/2)

This explores properties of 3D shape and looks at the relationship between them and their nets. There’s plenty of ‘Wow’ factor on offer here with its outer space theme and looks at not only the common 3D shapes but more complex constructs like seven sided pyramids! It’s out of this world!https://itunes.apple.com/gb/app/3d-shapes-and-nets/id639476891?mt=8

King of Maths (Free! KS2)

Actually the title is a little misleading as you can just as easily become a ‘Queen’ of maths if you so prefer through this rather fast paced mathematics game. It delivers diverse problems in different areas and manages to challenge you throughout. It has a distinctly medieval theme and the aim is to progress from your lowly farmer peasant status to become a King (or Queen for that matter) of your own maths realm! It has ten levels and students can compare their score with each other. Prithee sire, tis a noble App indeed! Minstrels – play on!

https://itunes.apple.com/gb/app/king-of-maths/id473904402?mt=8

Number bonds: addition and subtraction to 99 / multiplication and division to 99 (£1.49 per App – KS1/2)

To sharpen up some mental maths then invest in these. They can race against the clock, or with each other or on their own and the beauty about it is they are developing their mathematical reasoning in a game format. There are plenty of these type of Apps and it’s worth getting a selection to test their developing skills. Also they are so easy to facilitate and they keep the class engaged. Super stuff!

https://itunes.apple.com/gb/app/number-bonds-addition-subtraction/id602002204?mt=8 https://itunes.apple.com/gb/app/number-bonds-multiplication/id602022694?mt=8

Making Maths APPier!

32

Achieve Level 4 Mathematics (£3.99 – KS2)

You are paying a bit more for this one so it

had better be good – and thankfully it is too!

Linked in with the series of Achieve books,

this offers hundreds of examples to plough

your maths mind through. Students can

choose their specified area of maths and

within that, select an objective to look at. So

they may want to choose ‘Shape, space and

measures’ in order to look at ‘Angles’.

Simples! They can click and drag to their

hearts content and as the title suggests it is

aimed at trying to secure level 4 knowledge.

Highly recommended.

https://itunes.apple.com/gb/app/achieve-

level-4-mathematics/id569898777?mt=8

Math Dictionary (£1.99 – KS1/2)

For those of you that know me (and for the

benefit of those that don’t) I do tend to

expound upon how important language is in

maths making sure children know what they

are doing and can tell each other about it. This

is a very ‘andy APP for all sorts of reasons –

for language acquisition , for concise

definitions and visual examples to back

everything up too. Perfect for KS2 and

beyond

https://itunes.apple.com/gb/app/math-

dictionary-for-kids/id454367958?mt=8

Speaking Times Tables (0.69p – KS1/2)

To be fair, I’m not too keen on the design of

the monkey in this App. I feel I could do a

better job there. However, students can listen

and join in with the tables being chanted and

it’s as good as any of the times table Apps out

there, so I’m willing to forgive the rather

cross-eyed monkey. You get a choice of

voices too. Again, there are endless times

tables Apps to be found. A lot of the free

options do only cover only some of the times

tables and then request that you upgrade (with

a fee!) to unlock the rest. So you might as

well pay get your school to pay small amount

in the first place.

https://itunes.apple.com/gb/app/speaking-

times-tables/id379259894?mt=8

Making Maths APPier!

33

Capacity Word Problems/Reading Scales/Balancing Calculations (All £1.49 each – KS1/2)

These three Apps are gems! Simplicity

holds the key once more with easy to

decipher diagrams for ‘Capacity Word

problems’ and ‘Reading Scales’ Apps.

Students can answer questions against the

clock. ‘Balancing Calculations’ helps to

reinforce the role of the equals sign,

balancing between different types of

calculations. Worth a purchase!

https://itunes.apple.com/gb/app/capacity-

word-problems/id584913823?mt=8

https://itunes.apple.com/gb/app/reading-

scales/id584911275?mt=8

https://itunes.apple.com/gb/app/balancing-

calculations/id584916927?mt=8

APPy Solving!

There are plenty of opportunities to weave

in these Apps to suit the needs of your class.

They are a terrific way to stimulate a buzz

about maths. Just make sure you get

involved with your students as they access

these programs. It’s a key opportunity for

you to ask assessment questions. Use these

Apps as discussion points and create a

classroom culture of fun, wonder and

discovery!

How APP-solutley wonderful!

Des

(Des Hegarty is a teacher at Wilbury

Primary School. You can follow his

book blog ‘Storysplat’ by clicking

here: www.storysplat.co.uk/

Making Maths APPier!

34

At Wilbury we have always valued learning

through participating in International projects.

We believe that it provides children with very

valuable opportunities to develop their

understanding of worldwide issues such as

sustainability and also opens a window into

other cultures through online collaboration

with children from other countries.

One of the projects that we are delighted to be

part of is called Global Partners Junior, which

is a technology driven education program that

connects urban middle schools from around the

world. This program was developed by New

York City Global Partners, the non-profit

organization that connects the Mayor’s Office

of the City of New York to cities around the

world.

This year the focus of the project was Urban

Stages, where the children investigated their

own city, discovered how things were different

in other cities around the world, by doing not

just online research but also reading and

replying to other children’s work in the online

shared area.

The students began the project by introducing

themselves in a few sentences; some of them

got more creative and used a video or photo

messages. They shared information about the

main facts about our own city and discussed

the theatre districts in the cities, such as

Broadway in New York, The West End in

London. The children then moved onto

storytelling and playwriting. After exploring

the basic elements of what makes a good story,

they made their own storyboard for a story that

they liked.

GLOBAL PARTNERS JUNIOR

Learning collaboratively through the Global Partners Junior Projectby Yasemin AllsopICT Coordinator, Wilbury Primary School

35

They also looked at famous musicals such as;

Mamma Mia, Wicked, The Lion King. They

identified the main roles in a theatre;

scriptwriter, director, set designer, costume

designer, etc. The children have written short

play scripts which then they animated using ‘I

Can Animate’.

The next focus of the project was sound and

music. The children started their project by just

listening to the sounds around our school, then

the sounds where they lived. They came up

with an idea of expressing the best of London

by using sounds. They have written a rap to

tell other children about the food, music and

landmarks of London. They then used the

‘GarageBand’ programme to create their sound

files, and then used ‘iMovie’ to edit their

videos. The schools that were the most active

during discussions and produced a final

product were given a prize. Wilbury team was

awarded a certificate of excellence for their

outstanding work and presented with 3D

puzzles of the Brooklyn Bridge and the Statue

of Liberty. The feedback we received was the

evidence for their hard work and excellent

contributions. Their participation has been

described as exemplary throughout the project.

As it stated on the assessment form; “Students

demonstrated a good grasp of unit material and

actively posted in most of the assignments. The

posts are thoughtful and descriptive, providing

relevant and interesting information. Students

demonstrated a high level of excitement and

enthusiasm as they engaged with the

curriculum and showed interest in learning

about cultures around the world”.

We are now working on the final part of the

project, where the children are designing an

open-air theatre to make better use of part of

our playground. They came up with a script,

designed costumes and created props. They

also used the ‘Toontastic’ programme to share

their own individual scripts to decide the best

ones to be performed on a stage. We are hoping

to complete our theatre design and perform our

short stories about New York very soon.

I would like to share the reasons why this

project has been so successful in our school

as a list:

Resources: The well-designed curriculum

planning folder created by the Global Partners

Junior team, which has all the resources, web

links, tool suggestions, and focus questions not

only makes it easier to teach but also to

evaluate. The children were given their own

project book that they could take home when

needed to extend their learning. Again their

workbook had all the information they needed

to work on the various activities.

36

The layout of the workbook was very clear,

children from many different learning needs

were able to access and accomplish the task

easily. The topics studied were all about our

lives. This enabled the children to understand

the culture of the world they live in, which I

believe will lead to connecting with people in a

positive manner and also to work on shared

issues to make the world a better place for

everyone.

Given time to learn: One of the main

advantages of this project is, it runs for a whole

year which allows the children to master their

skills such as; research, design, discuss,

collaborate online, organize ideas and many

more. It also gives them the scope for using

digital technologies which motivates them to

learn and prepares them for more advanced use

of technology for learning. It also enables

them to use/improve other skills such as; team

work, decision-making and problem solving.

Dynamic and flexible learning: The

activities planned were always hands on which

enabled us to carry our learning into spaces

outside of the school. Sometimes in our local

area, sometimes via Skype, we had an

opportunity to learn everywhere through

interactions with our peers in London and

around the world. The learning was not based

only on pen and paper. It involved technology,

drama, art, design in a very creative way,

which made learning more fun and also more

relevant to the children’s needs and interests.

We are very privileged to be part of Global

Partners Junior and are looking forward to

participating in the next project to learn more,

to share more and to collaborate more!

Next year’s program will focus on digital

storytelling in cities around the world. Students

will explore local and global fiction,

nonfiction, and poetry, and create multimedia

projects to bring their own stories to life. We

plan to add even more great international

schools to the program and welcome

applications. Already we have schools

participating in Accra, Berlin, Bogotá, Buenos

Aires, Copenhagen, Cuernavaca, Delhi,

Dublin, Ho Chi Minh City, Hong Kong,

Jerusalem, Johannesburg, Karachi, Lima,

London, Melbourne, Mexico City, Mumbai,

Paris, Prague, Rio de Janeiro, São Paulo,

Shanghai, Singapore, Sydney, Tokyo, Toronto,

Vancouver, and Warsaw.

For more information or to request an

application, please contact:

gpjunior@cityhall.nyc.gov.

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38

EDITOR IN CHIEFYasemin Allsop

yallsop@msn.com

SUB EDITOR

Des Hegarty

Published by

ictinpractice.com

London, UK

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