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In an ever changing digital world, the need to introduce coding and computer science skills to our pupils is a necessity. In order to prepare our pupils and set them up for long term success, we need to help them develop the computational thinking, creativity, collaboration and coding skills that they will need. The earlier we can introduce our pupils to a coding mindset, where asking questions, problem-solving and logical thinking are encouraged, the more we instill a resilient mindset in our pupils.
Throughout my career, I have used Scratch, Beebots, CodeLogic and Lego WeDo to varying success. I have found the use of coding activities challenges the pupils to become critical thinkers and evaluate the processes they are taking. I have seen pupils develop their collaboration skills while working in small groups. Reasoning and logical thinking skills develop quickly when pupils are coding. Pupils enjoy engaging in these fun activities and helps them to become more resilient, as they realise that it is expected that they will make mistakes and that it is ok to make them, but to try and correct them if they can.
Challenges that may arise in introducing coding into schools is inadequate digital infrastructure, lack of a clear and achievable digital learning plan, lack of trained or confident teachers that are willing or able to implement coding and computer science in the schools. to overcome these challenges I believe schools need to develop their ability to introduce coding and computer science, through investment in infrastructure(grants), continuous professional development, teacher lead training and using outside agencies if available.
I look forward to the introduction of the new curriculum and stem education, as this may alleviate the time pressure on teachers to cover an overloaded curriculum.
Curriculum Area Explored
Literacy- Responding to a novel- The Cay by Theodore Taylor
History- Life during World War 2
Geography-Locating Curacao on a map
Science- Human Life
SPHE-My Body
Learning Outcomes
-Identify the three essential items needed to survive on the island
-Discuss, analyze and report on the themes of friendship and racism found in the novel
-Create their own desert island in Minecraft Education.
-Using evidence from the novel, develop graphical and mapping skills to locate Curacao
Critical thinking skills will be developed through discussion on how to survive on the island and how institutional racism permeates the novel, oral presentation skills will be developed through presenting their ideas on how to survive on the island and mapping skills will be developed through locating Curacao and mapping other areas of conflict in World War 2. Creativity and collaboration skills will be evident through the work of the group
Student Roles
Project Leader: Facilitating the work of the group, ensuring all voices are heard and that agreed upon tasks are completed in a timely manner
Architect: Designs and maps out the world.
Builders: Build their digital world
Researchers: Identify the evidence from the novel that support survival and identify certain topographical features from the novel. Research the key elements needed for survival.
Reporters: Present their completed project to the class.
Supporting Work:
History- Lessons on World War 2
Geography- Using maps to locate the areas of conflict of World War 2
Literacy- Respond to the novel critically, both orally and written through various exercises such as, discussing themes found in the novel, book report and what they thought of the novel.
Art- Creating their own Book Cover as a poster and Pixel Art
Build Prompt
You must build a desert island on Minecraft Education, inserting 5 natural or man made environments found in the novel.
The three elements needed for survival must be evident on your island.
Digital technologies create different opportunities for all learning styles to access the teaching and learning in the classroom. Assignments can be easily assigned to individual pupils and quickly evaluated to check on progress, it allows pupils to immerse themselves in worlds that they might not be familiar with through interactive maps, videos,etc.. Digital technologies can help pupils motivate themselves and allows them to become active and inquiry-based learners.
I need to reflect on how I use digital technologies in the classroom and how best I can implement the use of these technologies on a cross curricular basis and how it can help me to improve my summative assessments of the pupils. I feel the SSE guidelines can help me to set goals and to develop my abilty to implement a digital based, inquiry lead environment in my classroom, through reflecting and evaluating on my own practices and monitoring the progress of the pupils.
Developing my own use of technology gives me the confidence to try and implement some digital lead initiatives in the school and to facilitate discussion among staff and pupils on the use of technology in the school and how we can improve the teaching and learning to benefit the pupils.
With the introduction of STEM as a formal part of the curriculum, schools can use the SSE 2023-2026 to develop or strengthen their digital learning plan. Schools need to inventory their ICT equipment and broadband capabilities, develop strategic goals for the development of digital based learning skills and need to develop their own capabilities to help implement these goals.
The digital strategy offers schools the opportunity to reflect on their ability to implement a digital learning plan in their school. Through the data collected during the SSE process, schools can identify the needs of the school and create targets that align with the needs of the school, create a forum for discussion on how best the teachers can create an environment where pupils can develop their computational thinking, digital and coding skills and discuss what opportunities teachers can avail of for CPD or allow teachers with these skills to upskill other teachers and give them the confidence to implement these changes.