[Sabrina Mc Brien]

This module has definitely made me think more about how I use technology in my role as a SET teacher. Every child I work with is different, so there isn’t one piece of technology that will work for everyone. It’s about finding what suits each pupil and giving them the chance to use it with confidence.

One thing that really stood out to me was that introducing technology is only the first step. Children need time to practise using it, and we need to give them opportunities to use it regularly so that it becomes part of their everyday learning. The more confident they become, the more independent they can be.

It also reminded me how important it is to keep learning ourselves. Technology is changing all the time, and there are always new ideas and resources becoming available. I think it’s easy to keep using the same approaches because we know they work, but this course has encouraged me to step outside my comfort zone and try something new.

I’ll definitely be taking ideas from this module back into school next year. Even making a few small changes could make learning more accessible and enjoyable for the children I support, and that’s something I always want to keep improving.

[Sabrina Mc Brien]

I really liked your idea of having the pupil write about something they enjoy. It makes the activity much more engaging and meaningful for them. Using Dictate alongside Immersive Reader is a great way to support both writing and editing skills, and I like how you extended the activity into PowerPoint. I also agree with your reflection on CPD. Every year brings new challenges and opportunities to learn, and I think that’s one of the things that makes teaching such a rewarding profession.

[Sabrina Mc Brien]

Part 1:

As a SET teacher, I would use Microsoft 365 to support a pupil in Fourth Class with dyslexia during a literacy lesson.

Using Microsoft Word, I would provide a short reading passage and encourage the pupil to access it through Immersive Reader. The pupil could have the text read aloud, change the text spacing and background colour, and use the syllable and picture dictionary features to support decoding and vocabulary. This would help reduce the barriers they experience when reading independently.

After reading, I would ask the pupil to complete a short written response using Dictate in Word. This would allow them to focus on expressing their ideas rather than worrying about spelling or handwriting. Finally, the completed work would be saved and shared through Microsoft Teams/SharePoint, allowing the pupil and parents to revisit the activity at home if needed.

I chose this activity because it promotes independence and confidence while allowing the pupil to access the same curriculum as their peers. Rather than simplifying the learning, the technology removes barriers so the pupil can demonstrate their understanding. As a SET teacher, I want pupils to become confident in using these tools themselves so that they rely less on adult support and develop skills they can continue to use throughout their education.

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Part 2:

I think the Cosán Framework is a great reminder that learning doesn’t stop once we become qualified teachers. Every year we meet different pupils with different strengths and needs, so it’s important that we continue to develop our knowledge and skills. Education is always changing, especially with the increasing use of digital technology, so I think keeping up to date is essential.

As a SET teacher, I enjoy taking part in CPD because I usually come away with practical ideas that I can use straight away in school. This module has definitely done that. Although I had used Immersive Reader before, I hadn’t explored all of its features. I also hadn’t realised how useful tools like Dictate and SharePoint could be in helping pupils become more independent and confident in their learning.

Another part of professional learning that I really value is hearing about other teachers’ experiences. Reading discussion posts and seeing how colleagues use different strategies has given me ideas that I can adapt for my own pupils. Sometimes the simplest ideas are the ones that have the biggest impact.

For me, professional learning isn’t about completing courses just to tick a box. It’s about reflecting on my own practice, trying new approaches and continually looking for ways to make learning more accessible and inclusive for the children I support. This course has certainly given me plenty to think about for the new school year.

[Sabrina Mc Brien]

I completely agree. Like you, I hadn’t realised just how many features Immersive Reader has until I explored it properly. The picture dictionary and syllable feature really stood out to me too, especially for younger pupils and those with literacy difficulties. It’s great to hear that Dictate worked so well in Irish—I hadn’t thought about using it that way, but I can definitely see how it could help pupils share their ideas more confidently. Your point about making better use of the technology we already have related to what I was thinking about my own school. Especially with the wait time for AT applications.

[Sabrina Mc Brien]

This module really made me stop and think about how much we already have available to support pupils through Microsoft 365. As a SET teacher, I was surprised by how useful tools like Immersive Reader, Dictate and SharePoint can be in helping pupils become more independent without needing expensive or specialist equipment.

I particularly liked exploring Immersive Reader. I can see it being really helpful for pupils who find reading difficult, as it allows them to have text read aloud, change the way the text looks and reduce distractions. Dictate is another feature that I think could make a real difference for children who have lots of ideas but struggle to get them down on paper because of handwriting or spelling difficulties.

The module also made me think differently about the equipment we already have in school. Sometimes it’s not about buying something new but making small changes, such as adjusting accessibility settings or trying different keyboards, mice or touchscreens to help a child access learning more easily.

I also hadn’t really considered how useful SharePoint could be. Having class resources available online means pupils can revisit lessons, practise at their own pace and use tools like Immersive Reader whenever they need them, both in school and at home.

Overall, this module has reminded me that assistive technology doesn’t have to be complicated. Often, it’s about making the best use of the tools we already have and thinking a little differently about how they can support every child to take part and succeed.

[Sabrina Mc Brien]

I agree. As a SET teacher, this module has encouraged me to look beyond the individual child and think more about the bigger picture. While it’s important to identify the right support for each pupil, it has also made me reflect on how assistive technology can be embedded across the whole school. Taking this whole-school approach through the School Self-Evaluation process can help ensure that digital supports are used consistently and benefit all learners.

[Sabrina Mc Brien]

I really enjoyed the first module it has given me the opportunity to reflect on how assistive technology can support pupils in a practical and meaningful way especially from a SET prospective. One aspect I found particularly useful was learning about the different levels of technology integration – low, medium and high tech. It highlighted that effective assistive technology is not always about using the newest or most advanced devices, but about choosing the most appropriate support to meet a pupil’s individual needs. Sometimes simple, low-tech strategies can have just as much impact as more sophisticated digital tools.

I also found the SETT framework (Student, Environment, Tasks and Tools) to be an excellent way of thinking through decisions about assistive technology. It provides a clear, structured approach that keeps the pupil at the centre of the decision-making process. Rather than focusing on the technology itself, it encourages us to consider the learner, the learning environment and the tasks they need to complete before selecting the most appropriate support.

This module also reminded me just how many digital tools are available to enhance teaching and learning. While having access to these resources is important, it is equally important that they are introduced thoughtfully and used consistently. The Digital Learning Framework provides a valuable structure to help schools evaluate current practice and identify areas for development. Through the School Self-Evaluation process, schools can identify priorities for assistive technology, plan staff professional learning and monitor the impact these supports have on pupils’ learning and independence.

Overall, this module has reinforced that assistive technology is about removing barriers and providing pupils with the best opportunity to succeed. It has encouraged me to reflect on my own practice and to think more carefully about how technology can be embedded into everyday teaching to support inclusion and improve outcomes for all learners.

[Sabrina Mc Brien]

These ideas for your lessons are excellent  Mary. You have successfully  combined story, science, creativity, and play in a way that will be so engaging for your students. Using the Humpty Dumpty poem as a starting point is a wonderful hook, and each lesson builds curiosity step by step for the pupils and ensures their engagement. What I think will work so well is how hands-on and active the activities are – children are observing, building, experimenting, and creating, which makes the experiences more memorable. The lessons encourage  imagination, problem-solving, and collaboration, while naturally weaving in STEM skills such as designing, testing, and measuring. The real benefit will be that it shows pupils that science is something they can do, not just something they learn about.

[Sabrina Mc Brien]

Space week in Junior Infants – Activity

Making a Rocket – Theme: Exploring space through a simple rocket-making activity.

Learning Objectives:

• Pupils will recognise that rockets are used to travel into space.
• Pupils will design and create a simple model rocket.
• Pupils will explore materials and forces (pushing/blowing to launch).
• Pupils will work collaboratively and use creativity.

Introduction

Introducing the topic of rockets and spaceships Use the ‘Look Up’ story – ask the children what they think ships to the stars are? Ask children what they know about rockets and spaceships. Put out any books that the school has that featuring rockets and get some from our local library.

Show a picture/video of a rocket launch. Ask: “Where do rockets go? What might you see if you went in one?” Briefly link to planets, stars, and astronauts.  Show a video of a rocket launch example: How Do Rockets Fly? | Let’s Explore Mars! | SciShow Kids on you tube.

Main activity: Make and launch a model rocket

Paper Rocket with Balloon Power – Materials Needed

• Balloons (round or long)
• Paper (A4 cut in half)
• Tape or glue
• Crayons/markers for decorating
• String (about 2–3 metres)
• Straw (just for threading the string, not the rocket itself)
• Chairs or door handles to tie the string

Steps:

• Pupils decorate a piece of paper as their “rocket body.” Roll it into a tube shape and tape it closed.
• Tape the decorated “rocket” securely on top of an uninflated balloon.
• Thread string through a straw, then tie the string tightly between two chairs at child height.
• Tape the balloon rocket to the straw.
• Pupils (with help) blow up the balloon, pinch it, and then release.Watch the rocket zoom along the string!

Follow-up Activity:

Pupils draw their rocket in their copy or on paper and describe (or dictate) what planet/star they’d like to visit. Class discussion: “What helped the rocket move?” (air push).
Plenary

Recap: Rockets move because air pushes them—like real rockets pushing against space. Link back: Rockets help us explore the Earth’s sky, the Moon, and planets.
STEM Links

Science: Forces (push/air), materials.
Technology: Using simple tools
Engineering: Building and testing rockets.
Maths: Counting rocket launches, measuring (which rocket flew the farthest).

[Sabrina Mc Brien]

Steellarium app in my opinion could be a powerful tool for learning about space because of how realistic the night sky is and the tools teh app has. I like the way you can choose any location and time, making abstract ideas like stars, planets, and constellations easy to see and understand. Its interactive visuals would help keep pupils engaged and help them remember what they learn by linking facts to images. The fact the app can be used on tablets, computers, or whiteboards, making it accessible in class, while students can explore the sky in ways they normally couldn’t during the day. By encouraging curiosity and hands-on exploration, Stellarium supports science curriculum goals and brings the wonder of astronomy directly into the classroom without huge cost implications.

[Sabrina Mc Brien]

I like the idea of using these cartoons as well. Children are so use to cartoons that it is a great way to make learning naturally happen in the classroom.

[Sabrina Mc Brien]

Assignment

In my opinion and from my teaching experience I have found hands-on activities are important for learning about Earth because they make big ideas easier to understand. Instead of just listening or reading, kids get to touch, see, and try things for themselves—like building a model of the Earth, planting seeds in soil, or making a mini volcano. Doing these activities helps them stay interested and remember what they learn, since they are part of the experience, not just watching it. It also lets them explore, ask questions, and solve problems in fun ways. By using their senses and being active, children connect what they learn in class to the real world around them.

Here is an example of a hands-on lesson for: Animals in the Cold -How animals survive in cold places (e.g., Arctic/Antarctic) that I have used with Junior Infants.

Learning Objectives

• Pupils will learn that some animals live in very cold places.
• Pupils will explore how animals stay warm (fur, feathers, blubber)
• Pupils will use a hands-on activity to test how animals adapt.

Materials Needed

• Pictures of cold-weather animals (polar bear, penguin, seal, Arctic fox)
• Two bowls of water (one with ice, one room temperature).
• Ziplock bags, vegetable shortening (or margarine), rubber bands.
• Gloves or plastic bags for hygiene.
• Paper and crayons for drawing animals.

Introduction (5 min)

Show pupils pictures of polar animals. Ask: “What do you see? What might it feel like where they live?” Talk briefly about ice, snow, and very cold places.
Main Activity (15 min) Hands-on Experiment: Blubber Glove

Fill one ziplock bag with shortening, place another empty bag inside to create a “glove.” Pupils put one hand into the “blubber glove” and dip it into the icy water. Then they try the same with a bare hand (very quick dip only!). Compare: Which hand feels warmer? Explain: “Seals and polar bears have a thick layer of fat called blubber to keep them warm.”
Follow-up Activity (10 min)

Pupils draw their favourite cold-weather animal and colour in features that keep it warm (fur, feathers, fat). Optional: Build a “penguin huddle” with children standing close together to feel how body heat is shared.
Plenary / Closing (5 min)

Recap: “What helps animals stay warm in the cold?” Emphasise adaptations: fur, feathers, blubber, huddling.

Extension: I like the idea of dressing teddies for the weather. I would bring in a selection of small baby clothes and get pupils to dress the bears for living in the cold. Then we would have a discussion about what each is wearing an why.
STEM Links

Science: Animal adaptations.
Technology: Use magnifiers to look at feathers/fur (if available).
Engineering: Build a simple shelter for a toy animal using blocks/cotton.
Maths: Count and sort animals (who has fur, who has feathers?).

[Sabrina Mc Brien]

Yes I agree. Most children are familiar with Peppa Pig and is a good way to engage them from the beginning of the lesson.

[Sabrina Mc Brien]

I love the hands on nature of your lesson. It is very engaging for the pupils. You can see how how it is suited to various learning styles and incorporates a variety of teaching styles.

• This reply was modified 10 months, 2 weeks ago by Sabrina Mc Brien.

[Sabrina Mc Brien]

Lesson Stars

Lesson introduction:

I would begin the lesson by inviting the children to the carpet and turning off the lights. Next, I would turn on my star light projector and ask the children what they see. We would discuss this and what they look like. I would then read them the story ‘Can You See the Stars Tonight?’. We would discuss how stars were described in the story and what time of day the story takes place. I would ask the children to close their eyes and imagine the night sky. What do they see? What sounds might they hear?

Responses will included stars, the moon, a planet, a satellite, an aeroplane. Ask them to describe the stars they can see – are they shiny, twinkly, sparkling, bright, yellow, etc. Has anyone seen a very starry night? Where was this? Explain that many years ago, people looked at the stars and imagined they could join them up like dot-to-dot pictures and make animals, objects and story characters. Show the children a picture of the Plough and explain that a plough is a tool used to dig up the earth ready for planting. Show the picture of the old-fashioned plough if you have one. We can often see the Plough in the night sky as it’s near to the pole star which is always visible in the sky. Has anyone seen the Plough in the sky? A group of stars that forms a pattern is called a constellation. Practise saying this together.

Development:

I would explain that each child will create a starry night sky showing a constellation. Show them some pictures of simple constellations and talk about the patterns they form. Give each child an A5 piece and ask them to create a constellation with the stickers, once they are finished each child will brush the dark blue paint across the picture. While the picture is wet, ask them to sprinkle some table salt across the picture and observe how the salt draws the watery paint into patterns. Leave the paintings to dry. Once dry, rub off the salt and unpeel the stickers to reveal the constellations

While waiting on the pictures to dry explore how we need a dark sky to see the stars.   I would turn off the classroom lights and close the blinds. Asking them to spot where the light creeps in under the blinds, through the windows/doors, etc. This is a bit like a nighttime sky, where light creeps into the sky from various sources like street lights. This means we can’t always see the stars properly.

Finish:

We would watch ‘Stars in the Solar System | Science for Kid’ as a concluding activity an get the pupils to paste up their pictures to form a class display.

[Author]

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