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Part 1:
Class: 2nd Class
Prompt: The Gingerbread Man story.
Resources needed:
• The fairy-tale book “The Gingerbread Man”
• Drawing materials (paper, crayons, markers)
• Cones and pre-made pictures of the characters in the story (Gingerbread Man, woman, man, cat, dog, pig, cow, horse).
Description: After reading “The Gingerbread Man,” invite the students to create a simple algorithm (sequence of steps) that help the Gingerbread Man to avoid the people in the story. Discuss the concept of sequences and steps, using the gingerbread man’s actions as examples. Create a ‘maze’ using cones that have the characters pictures on them. Have students work in pairs to draw pictures or use symbols to represent the gingerbread man’ steps to avoid the other characters. They can place the pictures in the correct order, creating their own visual algorithm. This activity introduces the foundational idea of sequencing and basic algorithmic thinking in a playful and relatable context.
Part 2:
The review highlights the importance of introducing computational thinking and it’s early adaptation in the formative years of a learner. The underlying concepts of CT (sequencing, patterns and problem-solving) can be integrated into all activities in the Early Childhood classroom which then go on to form the foundations for imbedding CT skills in all aspects of learning. The article also suggests that engagement with CT concepts can promote cognitive and social development in children from all backgrounds.
Computational Thinking can be effectively integrated into teaching and learning through the use of CT terminology and concepts in all subjects and activities, regardless of whether or not the main objective is CT. Normalising the use of computational thinking in all aspects of the classroom will encourage all children in the classroom to use it in a more natural environment.
https://docs.google.com/document/d/1Eu-RJ-e8guZSKZdEJVu75O4pDjBb8u-qXvVphKfd-nQ/edit?usp=sharing
This lesson for Senior Infants is based on using STEM to sequence a previously read text. The children are encouraged to use Book Creator, or a similar app, to sequence the pictures of the story. They will then use these to retell the story by drawing the main events and trying to write a simple sentence to describe it. At the end of the lesson, the children will share their work. Instead of asking the children to draw the story on paper, they could instead use Book Creator to record themselves retelling the story, to further incorporate technology into the lesson.
Education is always changing and developing and a key part of this is integrating digital technology in the classroom. Using technology and digital tools in schools, holds the potential to foster engagement and learning experiences.
Applying the SSE Guidelines, I’ve recognised the importance of regularly assessing the impact of my teaching. By beginning to introduce digital tools (iPads, Chromebooks etc.) in my position as an SET teacher, I’ve been able to gather real time data on my students performances and engagement. This In turn allows me to differentiate my teaching to meet the individual needs of the children.
As my use of digital technology evolves, the impact on my school becomes evident. Improved student outcomes, increased collaboration between students and educators are all outcomes that can be seen.
Guided by the Digital Strategy, decisions are made thoughtfully and instruction becomes more student centred. As educators, we have a responsibility to try to prepare our students for society, this involves harnessing digital technology as a part of the learning experience.
