Week 3


Hi everyone, 

Things are getting serious...this week our session focused on Digital Media and Computer Control Access across the Curriculum.  It actually sounds more serious than it is.  Again, we had another fascinating ICT lesson!

What did we do that was so interesting I hear you shout at your computer screen?

Firstly, we took a moment to think about and appreciate all those things that take place in and around our home that our powered by computers.  

                                            

                                                    

As well as all of the inside things, we also have things outside of our homes that are controlled and run by computers.  Examples include; Aeroplanes, traffic lights, CCTV, parts of car engines and barcode scanners. Listing all the things that I could think of that were managed by computers made me think just how much we take simple things like switching the washing machine on for granted.  The days where we have to stand there scrubbing and running clothes through a mangle are over! Just think how much time we save everyday by not having to do those things that a computer now does for us! 

Time saving therefore, is just one of the ways in which computers help us out in everyday life.  Other advantages of letting computers control things for us are as follows:

• Computers never get tired
• They never lack concentration
• They never make mistakes
• They can repeat the same instruction over and over again in exactly the same way
• It's cheaper to use a computer than employing a human to do the work

So I bet you're wondering how it all works...

Well, anything that uses control technology would have inside it what is known as a CPU, a Central Processing Unit.  All the information needed to make things work is contained within this.  When you press a button, for example, on your microwave a message is sent to a CPU.  The CPU responds by checking with what it has in its memory so it carry out the process it has been set to do.

So that things actually work, there must be a procedure.  A procedure is a sequence of instructions or commands that a CPU has already stored within it.  

The next thing we did in the lesson was look at activities that can be carried out in the classroom using things that are powered in some way by a computer.  This is where things got fun!

Programmable Toys and Robots 

Beebot, Pippin and Pixie

Pippin

Pixie

Beebot 

All of the above are examples of programmable robots.  The Beebot (click on link above) is usually found in EYFS and Key Stage 1 classes.  You can programme it with instructions, for example, forward 20 then turn around 90 degrees and it will carry that action out.  This is useful when teaching children about angles, measuring, estimates and importantly spatial awareness.  The Pippin has numbers on it and you can also use them to tell it how many 'steps' you want it to go forward. We as adults work with the Pippin very much in the way that children work with robots in nursery and in class.

Computer Monitoring 

Computer monitoring involves the use of sensors, for two main reasons:

• Data Logging  - To record information about environmental changes over a certain period of time.  The results can then be recorded in a table or as a graph.
• To provide feedback for a control system.

Data Loggers

A data logger has in-built sensors which record light, sound and temperature.  We found out that they are really useful for children to use to measure things that they are interested, perhaps around their school, for example, they could compare temperatures in different areas of their school. Alternatively, children could be asked to make earmuffs and may which to find out which material is best for keeping sound out. The data is 'logged' on to software.  It is of course much more reliable than an old thermometer for temperature and much more fun!

Digital Microscope

One of the activities that I was fascinated with was the digital microscope.  I was amazed at how interesting I found it to get up close to everyday objects and even our own faces! I personally think that this simple tool opens up so many opportunities for children's learning. 

We were told that in 2002 the Government, as part of Science year, sent every school a digital microscope!  I think this was a great idea.  Microscopes are not only a good resource to use in Science but can be used in other subjects such as Literacy, Geography, Design and Technology and of course ICT!

The purpose of the digital microscope is to draw children's attention to detail.  There is a level of concentration, focus (literally as well as figuratively) that is required when working with the microscope.  The use of software alongside the use of the microscope develops childrens' ICT skills further.  What children do with, for example, still images they take is equally as important as the analysis under the microscope in the first place.  For example, children may wish to turn close up images into a piece of artwork. 

The key vocabulary that I would associate with the digital microscope would naturally vary according to the age group you are teaching.  Some of the following words came into my mind when I was working with the digital microscope:

focus             magnify      lense     eyes   zoom in    details

close up       still               near      light     analysis    distance 

Children could use the microscopes to find out about the structure of different surfaces.  This could be linked to Design and Technology where they could come back to you with a report on what surfaces are best and for what.  

They could produce art work or create a quiz by taking such close up images of objects that the rest have the class have to ask them questions to guess what it is.  

For the more able children I would ask them to design an investigation/activity themselves.  They would need to identify what role each of them in the group would take on.  For an older year group I could ask them to write up or present what they have found to the rest of the class.  

For less able/younger children I would suggest that they work in pairs with a more able child who could show the less able child how the microscope can be used and help them in their investigative work.  Alternatively, I could ask a Teaching Assistant to work with the less able children, maybe studying quite well known objects up close.

There are opportunities to assess children's learning by asking them to describe what they can see.  This could be part of literacy and or science.  

I think you would have to bear in mind that you will need some time to use the digital microscopes.  You would also need to bear in mind that if it is the first time that you are using the equipment the children are going to want to play with it!  As was the case with the adults in our session!  Therefore, it is probably best that the children are allowed some freedom the first time they use the microscopes to get to grips with the equipment before you give them a task to do.  

I think that ideally you would set up the microscopes during break/lunch time ready for when they come back and maybe have different work stations that  the children can move around too.  There may only be one computer in  the room therefore it will not be practical for all children to be using the microscopes at the same time.  It would therefore be best to have different activities set out so  that the children can move around and try out different activities such as the Data Loggers or Beebots.  Before the children go off and start working with the activities it would probably be a good idea to tell them that they need to treat the equipment with care as they are all very expensive.  The children could get excited and quite loud during the session.  I think that it is not necessarily a bad thing, as long as they are engaged with the work and that is what they are getting excited about.  I think that the children would find working with the digital microscope fascinating.  I, as an adult found myself staring at a close up of my jumper for a few minutes to see what I could see.  Above all, I think this activity gives children the opportunity to gain a different perspective and  that I believe is very valuable.