ICT Is An Opportunity For Children To Apply And Develop Their Knowledge And Capability

IntroductionWithin my setting, ICT is an opportunity for children to moderate and develop their k right awayledge and capability. With my serve up, they set up re seem, question accuracy of sites and ex transmute and parcel out information to wreakher and finished emails (we in addition share with a neighbouring coach and deport anatomy blogs). Children are study the fundamentals of research and electronic media, with restrain, guidance and safeguarding programs. They develop ideas put on tools to refine work, enhance quality and accuracy, character spell checks and thesaurus.These are just near of the general requirements from eccentric expanse broadcast 1999, published by QCA. In conversation with my teacher, we noned how technology has changed rapidly. We radiation pattern session ICT in Assembly, Role Play, cross counselings the curriculum and taking photos for evidence. Teachers are purpose it easier to source programs that make learning more fun. An ICT program, namely, www. educationcity. com, covers Key Stage 1-4, wholly Curriculum areas, plus a Teacher Zone and is spendd across our school.We agreed, in the wrangling of Blatchford, that we mustiness provide activities to get on children to research the technologically of a variety of ICT tools and encourage them to apply these, for a range of distinct purposes. (Siraj-Blatchford and Siraj-Blatchford, 2006, p. 2). In commercial enterprise with National Occupational exemplifications expectations of Teaching Assistants in ICT, this ensures we get basic training to support pupils. ( resist 5, hebdomad 25, Activity 25. 3 drill activity observing ICT). Part One Our discriminate has been exploring seeds, so I based my Storybird book around this.We covered topics in math, attainment, Environment and encircle Time. These cross-curricular relate were important for our furcate activity from sourcing the materials needed, to who would look aft(prenominal) them and estimating their ultimate height. The impact and effect flowers and bees had on our environment, and peoples feelings well-nigh this. I highly-developed this story linking to friendships and second families, and in class extended the Maths talk, estimating the height they may grow, and eventual measurement to incorporate centimetres and inches, which we are applications programme this term.Linda Gillard and Virginia Whitby (2007) argue that the more prescriptive the curriculum, with guidance and requirements, the greater the potential forge it has on the way childrens theater fellowship is developed in schools. With this quote in mind, I leave use this ICT site to improvement the children, using the ascertains to friend tell a story, and having ICT as a cross-curricular tool. We encourage children to use contrary strategies like story-mountains and mind maps save just having pictures and having to barf words to them extend their view.My pedagogic subject knowledge benefactored m e help them train the pictures and I explained the concept to them in order for them to be adequate to witness. I knew they would then learn because they had chosen pictures that interested them. As Marianne Coulson, Combined autobus Group pointed out writing a story from the illustrations enabled me to experience what it efficacy be like for a non reader trying to make whiz of the story from using the pictures. We encourage children to use different strategies when reading to midriff them becoming over-reliant on one strategy.I learnt how to develop my ICT, enabling the children to crack their literacy skills and to make choices. The children roll in the hay let their imaginations rule the story. I will return this as a group activity and encourage the children to look at literacy through different modes of image and word. The complex interweaving of word, image, gesture and movement and sound, can be combined in different ways and presented through a range of media (Bear ne and Wolstencroft, 2007, p. 21). Children develop their powers of thinking and makeing enabling them to be over positive(p) enough to develop.(Michael Rosen, former Childrens Laureate, from DCSF, 2008, p. 2)(Block 3, Week 13, count Guide talk and Listening)Daily writing develops technical proficiency, the ability to manipulate ideas and build a savings bank of possibilities to draw upon sparking fresh ideas to combine words, generate and select sentences and create from images (Pie Corbett, 2012). I hire learnt that as adults, we already have the skills for reading but using illustrations, sounds and words is a multimodality tool. I tend not to use these different strategies and I think at jump, this made my writing in Storybird uncorrectable.I had agglomerate of ideas but had trouble finding images. I learnt children have far more of a free flowing attitude than adults do, and it took me a while to emphasis on writing around the images rather than finding an image to hold back my writing. Children already know much about multimodal texts from their home experiences. As instruct assistants it is our responsibility to build on these experiences and the childrens knowledge, recognising the relationships betwixt different modes and use this in our instruct. The future of reading and writing is interlocking with the future of digital technology (UKLA 2005).For Show and Tell, I used the bring out we had put together on Planting. We planted seeds with the children as part of a Maths experiment to see how tall they would grow and be able to measure in cms and inches. Children estimated the plants end height and recorded the information. Our Science lesson covered, talking about plants, bugs, bees and the environment. We use a similar ICT programme whereby the children send photographs and videos to a neighbouring school, and by refining and editing their work they are in addition skirmish the National Curriculum (2005) QCA requirements.The childr en are aged six to seven and the mean learning egresss were to see if their estimations were correct. For cognition, we were scaffolding the children to learn about discovery as well as communication, discovering if the plants would reach their estimated height, and communicating with each other to argue expectations. To be able to distinguish the impact science and technology has on everyday life and environmental impacts on bee pollination and weather conditions (Block 4, hebdomad 18, Science and Technology).We represented the situation in math to predict the outcome and add details to a graph, interpreting mathematical data (DCSF/QCDA, 201014) (Haylock with Manning (2010). victorly, I thought it was good to share our approaches and the resources we use in our school setting. winning note of comments in the forum, I delivered the show and tell to colleagues, explaining that we could use this in assessments for learning and received positive responses and feedback. (Word co unt 1071) Part Two (a) face back at the Maths targets I identified and discussed in TMA01, I feel that my knowledge and progress in bother solving has developed.The contend for me was the opportunity to understand the problem solving strategies and be able to use logical reasoning. The lack of this affected my mathematical investigations with the children and my confidence to represent and perplex situations using a range of tools and applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 201014). I have progressed in thinking productively and can understand, analyse and evaluate to solve problems, communion my approach and solution tellingly by re-reading the course material.I have learnt problem solving can relate to many different things deep d let maths ranging from doing a jigsaw to reading a map cited Study Guide, Week 26, Block 5, ICT (Ollerton, 2010, p. 84) and the need to solve problems is the fundamental basis for the constructio n of maths. I have learnt, by reading Askew & Williams (1995) four areas of problem solving, being, Standard Problems, Non-Standard, Real-world and Puzzles, that to question the children on these, by using questioning that will help to develop their mathematical thinking is of importance.In line with the Qualifications and Curriculum Authority (QCA 2003, p. 8) I am now thinking about the childrens thought process, and the terminus to which they will reveal their understanding and the phrase used. This will have a further impact on my support of them and my own knowledge and understanding. The closely important thing I learnt in Block 2 (Week 8, Study Guide Teaching for possibility thinking) related to maths being a rich context full of creative approaches to learning and how we, as teaching assistants, need to build on what we have previously learned.Using what if and as if thinking I will use creative questioning and support the children to explore what answers may be. Using the shiny maths approach like line graphs, pie charts, 3D fabrics and tessellation patterns to make maths and problem solving, more interesting. In compound my subject knowledge for side, I have found that my understanding and exploitation has been re-enforced by re-reading Eyres (2007). My weakness as identified in TMA01, were Phonics and Word Classes and Apostrophes.By press release over chapters 3, 4 and 8, I have come to make common sense of phonics, graphemes, nouns, verbs, adjectives and the importance of how simple sentences are structured. How a words class can also be determined by its function of the situation it plays in a sentence (Eyres (2007) p. 87-p. 89). Word classes, being the verbs, adjectives and nouns, describe side as being parts of speech.Assigning words to classes is more straightforward, for example, the water braves, water the verb and runthe noun and how an apostrophe can stand in for garner that have been dropped. For example do not will become usurp t (Eyres (2007) p. 129). In Science and Technology, I have discovered collaboratively with our e-group, that there are many sites we can use for investigation with the children. Useful facts and links can be used in conjunction with other schoolroom resources such as library books and working wall texts, with the idea that, children should do much more practical hands on experiments and be multiform in the examination of scientific phenomena.When doing an experiment on germination, I learnt, after reading the article in Study Guide, Block 4 (Week 21, 2. 4 Observing Phenomena) by Karen Phethean (2008) giving the children a more hands on and minds on approach and allowing them to handle the seeds and Petri dishes made a great balance to their learning (topic pedagogy). I have pulled knowledge that Science is a way of thinking and that it involves trial and error. I understand now that our conclusions can change during the lesson as we may make a new discovery through questioning the children.Howe et al (2009) suggest children need support to be creative and explore, predict and observe and Vygotsky (1978) says communication in learning is important in the development of knowledge in which we have some understanding but are not fully confident. I feel a minute out of my comfort zone when delivering Science and, although I have some sound knowledge, I need to develop along with the children and remember that science is not just a collection of facts. I have also realised that I need to question the children more to ensure they understand and allow them to give their ideas and interpretations.The use of online science and technology information has raise learning in my environment by allowing the children some independence to search for relevant information. This has helped me gather knowledge and understanding in cross-curricular ICT and be of financial aid in facilitating childrens learning. pedagogically, I can now put into practice the knowledge and exp erience I have gained through Block 4, Science and Technology including an understanding of what makes the learning of specific topics easy or difficult the conceptions and preconceptions that students of different ages have.(Word count 842)Part Two (b) Looking back at the slope targets I recognized and considered in TMA01, I am now confident that my subject knowledge in Letters and Sounds has advanced. I have developed my knowledge of childrens literature and the linguistic terminology used, along with pass much time examining the letters and sounds in Phonics. Re-reading English for Primary and premature Years, Eyres, (2007) has helped my progression enormously, and I now know I am confident to apply my developed knowledge in a practical sense.I have reaffirmed phonics is the study of how sounds we make correspond to the written letter and fully understand now that readers of English rely heavily on their knowledge of letter-sound association, and an indispensable part of the reading process is rewrite the letter symbols to reveal the sounds of the language (Eyres (2007) p. 200). Although phonics appears hard to grasp, by using the right approach, it is possible to make this easier for the learners with worksheets and/or audio, through use of laptops.We must use well-prepared phonics plans that take in the phonics rules and patterns. I have further learnt that after introducing the learner to the letters, we must teach them the sounds. The phonics lesson plans must include sounds worksheets. These phonics sound worksheets must include all the 26 letters, 44 phonemes, and 120 graphemes and digraphs. I have also learnt that we use a combination of three criteria for determining word class. The meaning of the word, its shape, form and the position it has in the sentence.Word classes nouns, verbs, adjectives etc are all used in describing English. A words class may also be concluded by its function, for example, the role it plays within a sentence (Eyres 2007 p. 89). Supporting the children in this complex subject, I first sourced http//www. bbc. co. uk/schools/teachers/ks2_lessonplans/english/word_types. shtml and we used the game to identify the roles of these nouns and verbs and to understand how they would fit into our literacy writing. This also helped reinforce my learning of the lesson plan.Once more this has assisted with my continuing ICT development, and how I can best support and scaffold the children. My pedagogy, subject knowledge and the curriculum in my setting have strengthened to enable me to encourage the childrens learning through better communication. My how to knowledge is now better merged with the subject and I can now identify, as read in Block 1, the misconceptions and preconceptions the learners have and be equipped to make the topic understandable to the learner. (Archambault and Crippen,2009Shulman,1986).I have developed and extended my literacy skills through this course and by reading Eyres (2007) and very feel I am building good literacy skills using feedback I have received from my mentor assessing my lesson plans and deliverance. I have extended my dictionary through listening, talking, watching and further reading. I do realise that with pedagogic content knowledge, my own secure subject knowledge will not automatically result in children moving forward in their understanding. Pedagogical knowledge understands how students construct knowledge and acquire skills.The Primary and Secondary National Strategies, state that pedagogy is the act of teaching, and the rationale that supports the actions that teachers take to make effective teaching decisions. I have learnt that I must build on what the learners, and myself, already know and structure the pace of the lesson so that the whole class are able to access and understand the subject. In addition to this subject knowledge gained, I also feel I can now select all the relevant information I need to support the students and myse lf for different purposes.I now feel far more confident in organising essential information and ideas for the lesson and communicate effectively with the children. (Word count 623) Part 3 Evaluation I discussed with my mentor that my most important learning area was phonics and how I have come to make sense of this, along with graphemes, phonemes and phonics sounds worksheets and be able to support the children in this complex subject. I explained that I had learnt that English sounds and how they work are known as phonology and how spelling words reflects the sounds of language (Eyres (2007) Chapter 3, Understanding English at word level).We considered how I could use ICT programmes to deliver Phonics lessons to small groups, scaffolding multimodality (Study Guide Block 5 week 25 Overview of ICT) and supporting the children with accessing the phonics subject knowledge to enhance their learning and help develop skills for literacy. I would also access paper-based texts in the form o f picture/word cards helping to develop the spoken word and to be able to hear, identify and manipulate the sounds (phonemes) to further engage the children in decoding new written words and be able to blend these sound-spellings.I explained how I felt word classes was more of strength now, but that I belt up needed to develop some areas of maths. We looked together at my blog and my Professional Development Folder and decided that my work based learning could be set out to enable me to work more with our maths co-ordinator to gain extra knowledge and confidence in maths. She will look at Continual Professional Development courses for me to attend, in house and outside school, to help me analyse and evaluate concepts, policies and practice within the maths subject area.We chatted about how the challenge for me in maths was being able to understand and undertake problem-solving strategies, using logical reasoning and how this affected my work with the children and my confidence to model situations applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 201014). She praised me for being able to organise, communicate and progress in my own learning and seek and learn from feedback after observations to improve my knowledge and work within the class setting.We talked about how I work well in a team and can evaluate different approaches to support the children where speciality may be necessary within the lesson plan, thinking on my feet. I explained about the rest of my course in Primary Teaching and education and told her my goal was to complete the next step, (E214, Equality, Participation and Inclusion) and to gain my Foundation head and perhaps think about the School-centred Initial Teacher training course, for which she could confine me.I also discussed with her that I would like to gain further experience and knowledge in Special Needs Education as this is the route my argument seems to be going. We discussed a three-y ear plan, as E214 will take me to May 2014, and we will meet six monthly to look at goals achieved and still to be met and of course discuss how the E214 is progressing.