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Module 5
We looked at the CPD and SSE together will assessment tools .We looked at blended learning and SSE, reminding ourselves of the SSE process of gathering information, analyse and make judgements to make improvements collaboratively, monitoring and evaluating impacts to identify our focus going forward. We explored the Maslow before Bloom, addressing childrens basic needs to ready them for better learning. We looked at the specific nature of applying AT to a child, each child should be evaluated through the SETT Framework. We looked at fun tools like Flipgrip, Wakelet, Kahoot, EdPuzzle and Adobe Create. We learned about a flipped classroom, which is a pre-teaching format to give the children the confidence to work in a classroom with known concepts. I really think this works in SET . We saw the Oide Digital Teachnologies Team and the resources available there and explored Learning Accelerators.We looked at the Microsft accelerators; Reading coach, Search Coach and Speaker coach. These accelerators use AI to enhance the childrens work while showing them the breath of how their work can expand. It reminds me of a live rubric that can be applied to existing work or plans. This Module gave me an insight into how we can push children to allow them to reach levels they may not achieve without technology. I feel like I am going back to school very well equipped to apply this learning to my SET groups. I was unsure and a little intimidated by technology at the beginning of the course. I have taught in a few growing schools and there was an absence of technology that made it difficult to explore tools with groups. I feel more informed now and it will certainly enhance my teaching.
Module 4.
Module 4 concentrated on Literacy and Numeracy enhanced learning and the national strategy in conjunction with Whole School Evaluation.We looked at the literacy, numeracy and digital literacy strategy and the NCSE Special School supports and Therapy Resources. We looked again how Immersive reader can assist with literacy in the classroom using its features such as; picture dictionary, translate for ESOL students. We looked again at Balabooka, Read and Write and Dragon. We exploreed Sensory Speak up, AbC Kids Tracing app, Write about this, DuoLingo, Starfall, Read and Write for teachers, Powerpoint Live, Learn with Homer, Light Sail, Articulation Station (Dyslexia), Learning Alley Audiobook Reader (Dyslexia), ABC mouse.com, Reading Rockets Literacy. For Numeracy we looked at Maths websites such as; NRICH , Primary Games, NZ Maths, Maths Dictionary, Counting games and the NCSE Numeracy Resources.We explored tools such as; Khan Academy, Maths Assist in Microsoft 365, Maths Duel, Geogebra, and Code Jumper. We exlored how One note can convert written equations to print and solve giving step by step solutions in Maths Assist.Again this was such an informative module. The Maths Assist will be so useful for teaching and will make an exciting self assessment station during a blended learning maths class.Module 3
We looked at ipad accessibility features to help include a diverse range of learners. We examined the barriers to learning and how to choose specific AT to overcome these barriers. We looked at the UDL framework which is set of principles that creates a blueprint for goals, making materials, assessment on an individual basis.It allows choice and variety for engagement , it promotes inclusion and equal opportunities. We looked at the Inclusive Ed pyramid and AHEAD to access tools for inclusion.We looked at Cosán pathway and how teachers are active in their learning journey and have autonomy in their choice of EPV and professional growth. Teacher courses and workshops are available in individual or collaborative learning. We looked at schools that use ipads and other tools to promote a blended learning classroom. The use of station teaching gives the children an independent learning opportunity and the teacher the flexibility to work with different groups or individuals.We looked at recording voice memos, subtitles, readerview, guided access, closed captions , mono audio, siri dictate, auto correct, speak screen and voice over features. I am looking forward to exploring Apple Teacher Education Community and the Microsoft Educator Platform to get the most from ipads and AT in SET.
Module 2
We explored Office 365 and the suite of APPs and accessibility features within it. We reflected on the NCSE Curriculum Framework for planning. We looked at instructional videos for OneNote, Dictate, Sharepoint and Immersive reader and how these apps are across the Windows 365 suite. Again we are continuously referring to the Inclusive Education Framework to reflect and collaborate to implement AT to our pupils. We explored Immersive Reader in detail and looked at its features and how to access it through word, onenote, Teams, Office Lens and the Microsoft Browser Microsoft Edge. We looked at Dictate in Word and how to share a video on SharePoint. We explore Microsoft Edge with Immersive Reader. We looked at livescribe pens and the Seech to Text app Balabolka. It was a very informative module, I’m looking forward to using the technology during the next school year.Module 1
Module 1 gave us an overview of the Inclusive Education Framework. We looked at low, medium and high tech tools and terminology around addressing an individual needs.We looked at the SETT planning for assistive technology and the need for review of the plan regularly. Planning the SETT for a child was useful task to reflect on the process while considering our own school enviornment. Looking back at the Digital Learning Framework and considering that alongside the SSP and SETT gave us a clear roadmap to use in class. The lnks to Odie Digital Planning and the resources from the DLF will be useful tools to look back on during the school year.Dream Space is an exciting tool that I would like to explore more , the video on Dream Space gave us an idea about how technology is going to shape future classrooms . It is exciting to think that children will have a better educational experience in the future and that AT will be key to enable that progression.
Michelle all of the tools you have mentioned should be introduced in the junior classes so that children are used to exploring and utilising the technology. Secondary schools are using One note so it would be great if children were ready to use them in First Year.I think it would make their transition from Primary to Secondary much easier.
Sabrina , I agree that a whole school approach would be very effective. Children would be comfortable changing class if they new the same digital tools where being used, it would develop their confidence.
Module 5
I am thinking in aprticular about a group of children that had litearcy and numearcy needs. The numeracy needs were mainly due to reading difficulties. I would use word for any larger writing activities so they could access spell check and text to speech support. I would use Immersive reader for homework reading tasks but also for reading maths problems. I think using One Note to create a maths dictionary would make sense so the child could review content at homework time and as a reference tool having saved multiplication squares and fraction walls.I would use Khan academy in class and for homework. I think Maths Solver woud be great for word problems, as would the highlighter in Immersive reader. I think a microsoft calander would help with a visual of the week and to help organise when they need to bring items to school such as swimming gear. Teams would be a good place for children to centralise communication and keep resources in one place. Recorded lessons as a tool to pre-teach concepts such as renaming and using maths solver within this would be a fantastic boost for children with maths anxiety. I think its great that Immersive reader can be accessed on all platforms.
I agree the combination of the DLF and the SETT plan creates a concrete pathway to develop a fluid school digital strategy that can benefit a wide range of children’s needs. I would like to work with other schools SET teams to gather ideas and share successes.
I agree Ciara, is so important to learn new digital techniques and often it’s overwhelming to begin with. I have experienced children take over my basic knowledge and explore and use the tools with curiosity. It can often be informative to let children use the technology and learn with them.
Michael I think One Note is a great way of storing all the information that the pupil has gathered in a digital scrapbook. Some children enjoy labelling and organising work into chapters and folders so as to make a readable book that would include videos, website links, drawings , art ideas and Space News. I could see many of my pupils being excited by your lesson suggestion.
I love the idea of a specific interest to motivate the children Conor. SET relies on the children teaching us about the characters they enjoy. Minecraft Education would be a fun way of introducing Sonic to a world and the pupil could navigate a journey for others to follow using the programme.
Part 1:
A few of my SET pupils were interested in reading Harry Potter last year but where not ready to read the whole text. I would use Office 365 to help them access a summary of the one of the chapters. I would first use one note to make a graphic of what the pupils know about Harry Potter including characters, story plots and settings.I would use Weebly to access the chapter summaries and use this on word with Immersive reader. I would let the group listen to the text while creating a storyboard of the chapters, this could be just one chapter per lesson. The children could then extend the story with their own version of the next chapter on their storyboard and then using dictate to read write the chapter. Having completed the dictation pupils listen to the text using Immersive Reader and edit the work they have done. The edited work could be listened to as a group or in pairs to expand ideas or add adjectives.The final draft could be saved on SharePoint to use as a reading activity for homework.
I chose this activity because it is often a barrier for struggling readers to access Harry Potter, the text is difficult and interested pupils often feel left out when they cannot reach the reading level of the text. Allowing them to access it on a differentaited level gives them access to the plot and allows them to discuss the characters and story. The children’s play can sometimes be Harry Potter themed and this gives the opportunity for all children to play together, not just the advanced readers who can access the books independently.
https://word.cloud.microsoft/open/onedrive/?docId=F51A9C5C28631057%21s9ebdf2b8fe7c41ab94d609c25f0b4d48&driveId=F51A9C5C28631057
Part 2:
I think the Cosán Framework gives teachers an incentive to follow their interests in education. Teachers bring a lot of talent and skills to their classroomsthat are unique to their lives. Many teachers have specific interests that can translated into digital learning and finding the pathway to that involves a genuine interest on the teacher’s part. Many teachers have hobbies outside of the school community that they like to share with the children, this extra knowledge is exciting for the children. I have seen teachers who have shown children their farm at home, geology projects, dance and music that is their natural interest. It makes sense that teachers decide their learning journey and hopefully share that with other staff members.
https://word.cloud.microsoft/open/onedrive/?Harry Potter Chapter Summary.
Open the text in Immersive reader .
Listen to the text and draw a story board for each chapter.
Use speech to text to write the next chapter from your imagination.
Listen to your chapter using Immersive reader.
Edit your work.
Chapter 1 The Boy Who Lived:
The story starts off by describing the Dursley family. This family took pride in being as normal as possible. Mr. Dursley soon started to notice some peculiar events; the first event being a cat reading a map. Mr. Dursley assumed it to be a trick of the light, and continued on his normal way to work. At work he noticed many people wearing cloaks. Mr. Dursley didn’t think much of it, until he heard them murmur about his sister-in-law’s family, the Potters. Many other strange events took place that night, such as owls flying about during the day, and many shooting stars. The story then skips to a man named Albus Dumbledore on the Dursley’s street. The same cat Mr. Dursley noticed morphed into a woman by the name of Professor Mcgonagall. The two talk about how a seemingly evil you-know-who, or Voldemort, has gone away for good. They also talk about how he killed Harry Potter’s parents, Lily and James, but he failed to kill the little boy Harry. Then a man named Hagrid brings Harry, and leaves him with his only living family… The Dursley’s.
Chapter 2 The Vanishing Glass:
Ten years have passed. Harry, now almost eleven, has been living in a small cupboard under the stairs. Harry has been abused by the Mr. and Mrs. Dursley, as well as their only son, Dudley. Dudley is spoiled and whiny. Today is Dudley’s birthday, and he complains about getting only 37 presents this year. Harry is very self-conscience, and the only thing he likes about his appearance is a lightning shaped scar on his forehead. He is told he got that in a car crash when his parents died. The phone rings, and the babysitter for Harry had to cancel. This forces the Dursley’s to take Harry with them to the zoo. While at the zoo, the Dursley parents completely neglect Harry, so he goes to the reptile area. Much to Harry’s astonishment, he starts to have a conversation with the snake. Dudley, noticing Harry, came over and pushed Harry out of the way. As Dudley leaned against the glass, it vanished. The Dursley’s punished Harry for the incident, and sent him to his cupboard with no food.
Chapter 3 The Letters From No One:
The next summer, when his punishment had finally wore off, Harry was told to get the mail. Harry notices a letter, addressed to him in “The Cupboard Under the Stairs.” The Dursley’s snatch the letter, and move Harry into a different room. The next day, another letter arrives, this time addressed to “The Smallest Bedroom.” Letters continually came for Harry, until Mr. Dursley nailed the mail-slot shut. More letters came, slipped under the door. The Dursley’s move into a hotel, and then into a isolated small island. At this island Harry realized he would turn eleven in ten minutes. Harry began counting down the time, and as soon midnight came, there was a ground shaking thump on the door.
Chapter 4 The Keeper of the Keys:
There were two more thumps on the door, waking everyone in the house. Finally, the door was smashed down. A giant, who called himself Hagrid, was holding a birthday cake. Hagrid says he is the keeper of the keys at Hogwarts. Hagrid expected Harry to know what he was talking about. When he didn’t Hagrid was outraged. Hagrid, after screaming at the Dursleys, explains to Harry that he is famous in “their world.” Hagrid explains that Harry is a wizard, and he has been accepted into Hogwarts, the most prestigious wizarding school. Harry at first, is in denial. He then begins to think about it, and realizes the vanishing glass was an act of wizardry. Hagrid takes Harry away with him, as Mr. Dursley protests.
https://1drv.ms/w/c/f51a9c5c28631057/IQC48r2efP6rQZTWCcJfC01IAQSeTAj_PN21iualoZXFt68?e=eGcLBN
I feel the same Conor about familiarising myself with updated technology . I think it will become a yearly audit where we will need to see what’s happening next and upskill. Development is so fast now that I feel AI may be of use to help teachers pick and chose quickly for the benefit of the children.Rather than spending time trying to find apps we will be using the best apps creatively to create powerful learning hubs for children and be able to jump across apps to really show children the possibilities of where their ideas can go.
I agree Marta, children who are often shy and unwilling to contribute will join in using digital technologies. Using a blended approach there is enough stimulus and change to facilitate young students who are used to fast changing pace. It is also going to be their future, they need to be trained to access digital platforms without hesitation or fear. The children themselves need to be aware of the learning they can achieve with the extra supports that are available to them.The are exposed to digital devices so early now they also need to be aware of good and dangerous practice digitally. Technology can be a support for so many needs , academically and emotionally. Young children are so lucky to have everything at their fingertips.
