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Popplet is the easiest way to visualize ideas.

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Selecting ICT tools (Harlen & Qualter, 2014)

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Selecting ICT tools (Harlen & Qualter, 2014)

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Week 28: Section 1: good supporting evidence for the benefits of using digital technology to support teaching

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Vygotsky Meets Technology: A Reinvention of Collaborationin the Early Childhood Mathematics Classroom

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Vygotsky Meets Technology: A Reinvention of Collaborationin the Early Childhood Mathematics Classroom

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This could be a good resource in the EMA part 1

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Could be used in the EMA activity to describe mathematical concepts to other children

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The developer, Polished Play, LLC, indicated that the app's privacy practices may include handling of data as described below. For more information, see the developer's privacy policy.

Privacy practices may vary based on, for example, the features you use or your age. Learn More

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‎Create your own unique shows with animation and audio in real time! Simply pick out your actors and backdrops, drag them on to the stage, and tap record. Your movements and audio will be recorded in real time for playback later. This app is as fun as your own creativity.

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5 criteria for problem solving and curriculum connections

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Good resource for talking about subject journey of reading in EMA

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Further Research

Teachers' knowledge of children's literature and other texts is not commonly regarded as part of the subject knowledge required of teachers, yet the Teachers as Readers (TaRs) research has shown it is highly significant in developing children as readers who can and DO choose to read.

The Phase I survey (Cremin et al., 2008) revealed that, whilst teachers do read for pleasure themselves, (73.2% of the 1200 respondents had read for pleasure in the last month), they have limited and limiting repertoires of children's authors, poets and picture fiction creators and rely upon childhood favourites and 'celebrity' authors.

Only 46% of the teachers named 6 children's authors. Roald Dahl dominated the list (744), with Michael Morpurgo (343) Jaqueline Wilson (323) and JK Rowling (300) receiving 300 or more mentions.

Only 10% of the teachers named 6 poets (22% named none at all). Michael Rosen (452) led the list, with Alan Ahlberg, (207) Roger McGough (197), Roald Dahl (165) and Spike Milligan (159) receiving over 150 mentions.

Only 10% of the teachers named 6 picture fiction creators (24% named none at all, regardless of Key Stage). Quentin Blake (who illustrated for Roald Dahl, himself and others) led the list (423), with Anthony Browne (175), Alan Ahlberg (146), Shirley Hughes (123), and Mick Inkpen (121) receiving over 100 mentions.

This scant knowledge represents cause for concern. Road Dahl , who was cited by many teachers as their favourite childhood author, was also the most cited 'good' author and was the most popular author to read aloud in class (Cremin et al, 2008a,b). His dominance further reduces the range and breadth of writers being introduced to children and suggests that the profession is over-dependent upon a narrow range of authors and texts. The project's Phase I data suggest that teachers may not possess sufficient knowledge to foster reading for pleasure and reader development and indicate they may find it difficult to prioritise children's engagement and response as readers in school.

In the Phase II project the teachers, whose own questionnaires indicated not dissimilar results and reliance on 'celebrity' authors, sought to develop their repertoire of children's literature and other texts. They set themselves targets, individually and in groups and read and discussed their reading. Book swapping between them became common practice as they recommended books they had read and enjoyed to each other. Through these and other practices, communities of readers developed and teachers learnt from each other.

Teachers gradually started to respond to texts in a more aesthetic manner and came to consider how reader responses relate to their life experiences, knowledge, culture and context (Rosenblatt, 1978). Significantly they began to read children's literature as engaged readers, not just as teachers, and their discussions with one another as teachers shifted from being about how a book could be used to teach specific literacy objectives to focusing upon how it affected them as readers. Their widened repertoires increased their assurance as teachers.

Knowing more authors has made the world of difference to my confidence as a teacher, my ability to talk children about what they are reading (even if I don't know the actual book, I often know other books by that author, and it's given me a platform to talk about what I've read, to recommend and encouraged me to read more. (TaRs teacher, Suffolk)

The Phase II project demonstrated that, when teachers recognise their professional responsibility to expand their repertoires of children's literature and other texts, they are enabled to talk about such texts, make tailored reader to reader recommendations and foster reading for pleasure. Without secure subject knowledge and thoughtful appreciation of reading and being a reader, teachers are not effectively able to employ a reading for pleasure pedagogy.

This summary draws upon the following papers which are available at http://oro.open.ac.uk/

Cremin, T., Mottram, M., Bearne, E. and Goodwin, P. (2008) Exploring teachers' knowledge of children's literature Cambridge Journal of Education 38 (4): 449-464.

Cremin, T. (2010) Motivating children to read through literature in G. Gillon, J. Fletcher, and F. Parkhill, (Eds) Motivating literacy learners in today's world Auckland: New Zealand Council for Educational Research (NZCER)

To read more about the research: see the Executive Summaries, related papers on http://oro.open.ac.uk/ or the core book, or the UKLA/Primary National Strategy UKLA Teachers as Readers: Buillding Communities of Readers Executive Summary (based upon TaRs, Cremin et al., 2008).

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Teachers' knowledge of children's literature and other texts - Reading for Pleasure

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In order to successfully foster RfP, the Teachers as Readers (TaRs) research project found that teachers need a wide and up to date knowledge of children's literature and other texts.

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Role of Online Communities in Professional Learning

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Role of Online Communities in Professional Learning

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Maths activity (Linked to in Week 26, 2.5)

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Here is a machine with four coloured lights. Each light responds to a rule.

When you type in a number, lights go on if their rule is satisfied.
If the number satisfies more than one rule, then more than one colour will light up.

Type in some numbers and see which lights you can switch on.

Do you get any surprises?

What are the four rules?
What is the smallest number which lights them all up?

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Investigate which numbers make these lights come on. What is the smallest number you can find that lights up all the lights?

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Article about the benefits and disadvantages of a flipped learning approach and how these can be related to mathematics.

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Summary of useful points to ensure practical work is an effective learning experience

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Book choosing for different age groups

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We've put together a list of the 100 best books for children from the last 100 years. The books below are ones suitable for children aged 6-8. How ...

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...the prevalent view of children as ‘digital natives’ (Prensky, 2001). This view suggests that children, having grown up with technology, should instinctively understand how to use it.

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(UNESCO) (2012, p. 18) stated that:

by ICT we refer to a collection of computer-based technologies, which are exploited to support teaching and learning, communication and collaboration, self-expression, creation, etc., that is, for the promotion of all developmental domains of children, and learners of any age.

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Andrew Blum: Discover the physical side of the internet

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When a squirrel chewed through a cable and knocked him offline, journalist Andrew Blum started wondering what the Internet was really made of. So he set out to go see it -- the underwater cables, secret switches and other physical bits that make up the net.

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The gap between those with and without access to reliable internet services and digital devices, as well as the necessary skills to use them, became an urgent social justice issue (Holmes and Burgess, n.d.).