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Titre original : ict assignment 2 aleena arnold s239067

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ict assignment 2 aleena arnold s239067

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Year Level/s: Transition Date: 2014 Curriculum topic: Transition- Counting/ Use of Smart Board Syllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus or curriculum?) Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002) Duration: 1 Hour

. Understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are, and that the last number counted answers the how many question Using scenarios to help students recognise that other cultures count in a variety of ways, such as by placing one pebble in a bag to represent one object (for example to count the number of cattle). (ACARA Australian Curriculum, Assessment and Reporting Authority, n.d., p. 1-2)

Lesson Objective: What specific part of this broad goal does this lesson aim to develop? A good objective must indicate Given what, Do what, How well?

Given the above learning objective, students will need to be able to count up to 20.

Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) do students need to develop? Students need to know ... Students need to be able to

What a number is. What is counting What a number word is. Count up to 5 Count up to 10 Count up to 15 Count up to 20 How you would right the word one?

Evaluation/ Monitoring and Assessment: Prior Knowledge: (How will I find out what the Formative Assessment: (How will I monitor student

students know and/or remember?): understanding along the way?):

evidence of student learning?):

Prior knowledge will be ascertained through looking over previous work covered by the students and the goals of the prior years curriculum. It will also be uncovered through monitoring students answers to questioning about the topic. Aleena Arnold, S239067, EST 204- ICT

Formative assessment is taken consistently throughout lessons as the teacher monitors student participation, answers to questioning and written work accuracy. The teacher can also gauge student understanding through monitoring on-task behaviour.

Students complete textbook or written activities that allow for the teacher to collect concrete evidence of what students have learnt. Students also participated in a mini test at the end of the number unit and a purchasing activity at the end of the money unit to demonstrate their learnings. 1

Resources Needed:

- Student books, - Student pencils, - Erasers, - Interactive Smart Board to use for Do- Jo (class management) Interactive Smart Board to access the website http://est204portfolio.weebly.com/teddy-numbers.html -

Time Allocation: 10 minutes Have Students to sit down at their tables and discuss that they will be playing Around the World. Around the World is when a student has been picked out randomly and they have to go and stand behind another student. The teacher picks a random addition, e.g. 1+ 1= 2 and the student who guesses it correctly gets to move onto the next student. If the person who is standing up gets the answer incorrectly they have to sit down and the student who is sitting down stands up and goes onto the next student.

What to say

Organisation/Resources Students will be sitting at their tables during this activity. Only one student will be standing behind other peers.

Individualising learning

Quick thinking, Problem solving.

Introduction - key learnings and how they will be achieved (Consider strategies, relevance, individual/group work, clarify student understandings of task, student voice, student choice etc.)

Ask students what is counting? Going to play Around the world. Who knows how to play it?

Lesson Body - step by step outline of learning experience sequence (Consider HOTS tasks, monitoring understandings, provision and use of resources, general student responsibilities etc.)

Time Allocation: 40 minutes Have students to sit down on the floor for a re-cap on what counting is. Introduce to the students on how to play the game, Teddy. (1) To use this program you need to click on the link. (2) There should be a teddy bear on the home page with the following links on the right hand side. Numbers up to 5, 10 or 15 and words up to 5, 10 or 15. You as a teacher need to pick which game. Its better to start from the beginning since you might have students who are behind and that they don't Aleena Arnold, S239067, EST 204- ICT 2

What questions will I ask? ... Resources and Transitions. How will I know if students are achieving the learning objective/s?

What is counting? What is a number? Who can count up to ten? Why do we use cupcakes?

understand numbers since they have not had the chance to learn at home due to low- socioeconomic background where their family who can not afford to have the computer, so they wont get access to the internet. (3) Click on numbers up to 5. The question then asks you, Give teddy 5 cakes. So the student can go up and drag the cakes to the teddy bear, which is on the left hand side.

After that activity have the students to right the numeric version up to 10. Have students to write the number words up to ten.

Conclusion - reviewing learning/ Summarising/Articulating where to next (Strategies to capture learning that occurred and move thinking forward.)

Time Allocation: 10 minutes With this time have students packing their utensils. Having two students to collect all the maths books and putting them away.

What have you learnt? Re-cap on what is a number and counting. What plans are in place for those who finish early? What about those who need more time?

Students can complete work they havent already finished or play a relevant game using Cool maths.

Offer one on one time with the teacher/teacher aide during breaks and class time. Allow the student to take work home to complete it at his or her own pace.

Did students learn what they were supposed to? How could this lesson be improved for next time?

(Self-evaluation of learning experience outcomes) Needed to spend more time on the strategy learning. Have students go up and demonstrate.

(If I was to teach this lesson again what would I change and why?) *To keep stopping to make sure students didnt disrupt others. * Need to spend ore time on strategies

Re-cap on the lesson before.

(e.g. Productive Pedagogies, Blooms Taxonomies, Habits of Mind) Knowledge- from what they know and being taught.

Literacy

Year Level/s: Transition Date: 2014 Curriculum topic: Duration: 1 hour Syllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus or curriculum?) Creating literature Retell familiar literary texts through performance, use of illustrations and images (ACELT1580) Lesson Objective: What specific part of this broad goal does this lesson aim to develop? A good objective must indicate Given what, Do what, How well? . Given the above learning objective, students will need to . Drawing, labeling and role playing representations of characters or events . Reciting rhymes with actions Using digital technologies to retell events and recreate characters from favorite print and film texts

Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) do students need to develop? Students need to know... Students need to be able to

What a story is. What an illustrator is. Who the Author is. Memorise what the Grandmother, Little Red and the Wolf says to one another. Role play Work as a team

Evaluation/ Monitoring and Assessment: Prior Knowledge: (How will I find out what the Formative Assessment: (How will I monitor student

students know and/or remember?): understanding along the way?):

evidence of student learning?):

Prior knowledge will be ascertained through looking over previous work covered by the students and the goals of the prior years curriculum. It will also be uncovered through monitoring students answers to questioning about the topic.

Formative assessment is taken consistently throughout lessons as the teacher monitors student participation, answers to questioning and written work accuracy. The teacher can also gauge student understanding through monitoring on-task behaviour. Grade 4

Students complete textbook or written activities that allow for the teacher to collect concrete evidence of what students have learnt. Students also participate in a little role-play, which will be assessed.

Resources Needed:

- The Australian Curriculum Interactive Smart Board to access the website http://learnenglishkids.britishcouncil.org/sites/kids/files/short-stories-little-red-riding-hood.swf 5

Video recorder Prop e.g. Red hood, basket, pillows, blanket and a wolf mask.

Time Allocation: 5 minutes Have the students to sit down in front of you. As a class have a discussion on what they think a, story is. Write up their definition on the board. Then tell the students what the actual definition is which they can understand. E.g. A story can be a narrative. This is a made up story with characters. There is a plot. Introduction- main plot and a conclusion.

What to say

* What is a story?

Individualising learning

Introduction - key learnings and how they will be achieved (Consider strategies, relevance, individual/group work, clarify student understandings of task, student voice, student choice etc.)

Lesson Body - step by step outline of learning experience sequence (Consider HOTS tasks, monitoring understandings, provision and use of resources, general student responsibilities etc.)

Time Allocation: 50 minutes

What questions will I ask? ...

Have the students to, Predict Connecting ideas Visualise Have the students watch the story and pause at sections and ask the students what is happening? Lastly, have the students to, Question, and SummariesThe story! After that have group activities e.g. Group 1- Role playGroup 2- Building an object to help, "Little Red"Group 3- Car mat and have the students to make their own story.

What is happening? What happened in the end? Why do you think it ended in that way? How could it ended?

Have the students to be sitting down on the floor when you get them to predict on what is going to happen. While reading the story, the students are still on the mat. Group time students are sitting in different table groups doing set activities. Role-play is to be set down sitting on the floor.

Through questioning and monitoring of on-task behaviour, participation and the summative assessment students complete.

Conclusion - reviewing learning/ Summarising/Articulating where to next (Strategies to capture learning that occurred and move thinking forward.)

Time Allocation: 5 minutes Have students to pack up and sit down. Discuss as a whole class what they got out of that lesson. Re-cap on why Red Riding hood spoke to a stranger for and how could you stop that to happen.

What did you learn? Why did you think the wolf went to the Grandmothers place for? If you were Little Red, what have you done to prevent this situation on happening? What plans are in place for those who finish early? What about those who need more time?

Offer one on one time with the teacher/teacher aide during breaks and class time. Allow the student to take work home to complete it at his or her own pace.

Did students learn what they were supposed to? (Self-evaluation of learning experience outcomes) How could this lesson be improved for next time?

(If I was to teach this lesson again what would I change and why?)

(E.g. Productive Pedagogies, Blooms Taxonomies, Habits of Mind)

Maths

Year Level/s: Transition Date: 2014 Curriculum topic: Maths- Counting I-pad Duration: 1 Hour Syllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus or curriculum?) Transition: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002) . Understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are, and that the last number counted answers the how many question Using scenarios to help students recognise that other cultures count in a variety of ways, such as by placing one pebble in a bag to represent one object (for example to count the number of cattle). (ACARA Australian Curriculum, Assessment and Reporting Authority, n.d., p. 1-2)

Lesson Objective: What specific part of this broad goal does this lesson aim to develop? A good objective must indicate Given what, Do what, How well? The objective of the lesson is for students

Given the above learning objective, students will need to be able to count up to 20.

Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) do students need to develop? Students need to know... Students need to be able to

What a number is. What is counting What a number word is. Count up to 5 Count up to 10 Count up to 15 Count up to 20 How you would right the word one?

Evaluation/ Monitoring and Assessment: Prior Knowledge: (How will I find out what the Formative Assessment: (How will I monitor student

students know and/or remember?): understanding along the way?):

evidence of student learning?):

Prior knowledge will be ascertained through looking over previous work covered by the Aleena Arnold, S239067, EST 204- ICT

Formative assessment is taken consistently throughout lessons as Students complete textbook or written activities that the teacher monitors student participation, answers to allow for the teacher to collect concrete evidence of 9

students and the goals of the prior years curriculum. It will also be uncovered through monitoring students answers to questioning about the topic.

questioning and written work accuracy. The teacher can also what students have learnt. gauge student understanding through monitoring on-task behaviour.

Resources Needed:

Student books, Student pencils, Erasers, Interactive Smart Board to use for Do- Jo (class management) I-pad

Time Allocation: 5 minutes Have Students to sit down at their tables and discuss that they will be playing Around the World. Around the World is when a student has been picked out randomly and they have to go and stand behind another student. The teacher picks a random addition, e.g. 1+ 1= 2 and the student who guesses it correctly gets to move onto the next student. If the person who is standing up gets the answer incorrectly they have to sit down and the student who is sitting down stands up and goes onto the next student. This activity gets the students to start thinking quickly.

What to say

Organisation/Resources

Individualising learning

Introduction - key learnings and how they will be achieved (Consider strategies, relevance, individual/group work, clarify student understandings of task, student voice, student choice etc.)

Ask students what is counting? Going to play Around the world. Who knows how to play it? What is 1+1? 2 Students need to be able to sit down at their tables. One student to be standing behind another student.

Lesson Body - step by step outline of learning experience sequence (Consider HOTS tasks, monitoring understandings, provision and use of resources, general student responsibilities etc.)

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Time Allocation: 45 minutes Have students to sit down on the floor for a re-cap on what counting is. Introduce to the students on how to play the game,

Park Math- by Duck Duck moose. This teaches early math concepts based on Common Standards. It allows students to learn about numbers. Counting, addition, subtraction, sorting and patterns. Have a group of students play the duck game where students have to count and also learn addition at the same time. E.g. a question could ask the student, If 2 ducks climb up, how many will be at the top? on the picture will have 3 ducks and the student needs to add 2, which will equal to 5. The answers will be on the side where students can click on the screen. Have the students to do this for a half an hour. Group 2 will be playing the game Teddy again to strengthen their skills and understanding.

Whats counting? What do you think is adding? Read out the instructions to the students. Go through the questions as a class until they can understand how to do the game.

Have students in two groups. Group 1- sitting on the floor in front of the Smart Board. Group 2- sitting at the tables. On the half hour ring a little bell for students to stop what they are doing. Ask the students that group 1 needs to go to the I-pads and group 2 needs to sit on the floor in a quiet manner. If students obeyed that instruction give them a Do Jo point. This is called a positive reinforcement.

What plans are in place for those who finish early?

Through questioning and monitoring of on-task behaviour, participation and the summative assessment students complete.

After the half an hour change the groups around. Conclusion - reviewing learning/ Summarising/Articulating where to next (Strategies to capture learning that occurred and move thinking forward.)

Time Allocation: 5 minutes Students to pack up. Two students to collect books. Get ready for the next class.

What have you learnt? What happened if you got the answer incorrect? What did you do?

Did students learn what they were supposed to? How could this lesson be improved for next time?

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(If I was to teach this lesson again what would I change and why?)

(E.g. Productive Pedagogies, Blooms Taxonomies, Habits of Mind)

12

Literacy

Year Level/s: Transition Date: 2014 Curriculum topic: Stories I-pad Duration: 1 Hour Syllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus or curriculum?) Creating literature Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

Lesson Objective: What specific part of this broad goal does this lesson aim to develop? A good objective must indicate Given what, Do what, How well? . Given the above learning objective, students will need to be able to Given the above learning objective, students will need to . Drawing, labeling and role playing representations of characters or events . Reciting rhymes with actions Using digital technologies to retell events and recreate characters from favourite print and film texts

Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) do students need to develop? Students need to know... Students need to be able to

What a story is. What an illustrator is. Who the Author is. Memorise what the Grandmother, Little Red and the Wolf says to one another. Role play Work as a team Carve a block of wood on the I-pad Understand why Pinocchio turned into a real boy.

students know and/or remember?): understanding along the way?):

evidence of student learning?):

Prior knowledge will be ascertained through looking over previous work covered by the students and the goals of the prior years Aleena Arnold, S239067, EST 204- ICT

Formative assessment is taken consistently throughout lessons as Students complete textbook or written activities that the teacher monitors student participation, answers to allow for the teacher to collect concrete evidence of questioning and written work accuracy. The teacher can also what students have learnt. 13

curriculum. It will also be uncovered through monitoring students answers to questioning about the topic.

Resources Needed:

Time Allocation: 5 minutes Before the class starts go into the settings and make sure the students can only access the activity, which you want them to do, so that they don't go wondering off on other programs. Have the students to sit on the mat. Re-cap on the last activity about what a story is? Tell the students that they will be reading through the story about Pinocchio. Remind the students on how to use the I-pad. Give a demonstration to remind them.

What to say

What is a story? Narrator? Illustrator? Predict what is going to happen.

Organisation/Resources IPad

Individualising learning

Working individually, Use of knowledge, Defining.

Introduction - key learnings and how they will be achieved (Consider strategies, relevance, individual/group work, clarify student understandings of task, student voice, student choice etc.)

Lesson Body - step by step outline of learning experience sequence (Consider HOTS tasks, monitoring understandings, provision and use of resources, general student responsibilities etc.)

Time Allocation: 45 minutes Pinocchio- An Interactive Childrens Story Book: This app has the favourite story of Pinocchio being read out by an narrator with amazing illustrations for the students to visualize what is happening. Included with the story are endless games and activities, which are relevant to the story. You can help Geppetto carve a block of wood into a wooden puppet, paint and dress up a puppet, watch Pinocchio appear in a play and make your own, play soccer and feel the magic when Pinocchio turns into a real boy. Have the students to listen to the narrative being read out to them. Aleena Arnold, S239067, EST 204- ICT

Go through how to use the app. Step by step.

Resources and Transitions. How will I know if students are achieving the learning objective/s?

I-pad

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Group1- can carve the wood out on the I-pad. Group 2- reenacts the story. After 22 minutes change the groups over. If students finish the activities get them either play the soccer game for the Pinocchio or do a panting activity. The students will get to choose which game they like since they completed the activities.

Conclusion - reviewing learning/ Summarising/Articulating where to next (Strategies to capture learning that occurred and move thinking forward.)

Time Allocation: 5 minutes Students to return the I-pads to the teacher to put away. Students to sit on the mat waiting for further instructions for the next subject or a lunch break.

What plans are in place for those who finish early? What about those who need more time?

Offer one on one time with the teacher/teacher aide during breaks and class time. Allow the student to take work home to complete it at his or her own pace.

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Semester*: Summer semester Date Due*: 21/2/2014 Unit Code*: EST 204 Students Full Name*: Aleena Evelyn Ann Arnold Assignment Title*: Assignment 1- Essay Students Email: * aarnold_1990@hotmail.com Students Phone No: 0439505214 Unit Name*: ICT

in Education

Student No*: S239067

I declare that all material in this assessment is my own work except where there is a clear acknowledgement and reference to the work of others. I have read the Universitys Academic and Scientific Misconduct Policy and understand its implications.* http://www.cdu.edu.au/policies/academicandscientificmisconductpolicy.pdf I agree I do not agree

CHECKLIST*

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Task 1 2 3 4 5 6 7 8 9 10 I have completed the form above*: My CDU email address is activated* I have read and understood the important information on this form*. I have kept a copy of my assignment*. I have acknowledged and referenced the work of others* I have named my file correctly using my full name, student number and assignment number. E.g. DowJane_s123456_A2 I have filled in the footer page and identified my file correctly* I have saved the assignment in a compatible format e.g.. Microsoft word doc or txt* My assignment file size does not exceed 2MB* I have reread and checked all the assessment requirements. *

Checked

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This essay will be introducing the ICT resources, which have been chosen, describing and justifying the approaches, as a teacher would carry out within a classroom.

The two resources, which have been picked out to demonstrate to help students with their learning, are, 1. The interactive Smart Board and 2. The Apple- I-Pad.

ICT refers to technologies that provide access to information through telecommunications. It is similar to Information Technology (IT), but focuses primarily on communication technologies. This includes the Internet, wireless networks, cell phones, and other communication mediums. (Tech Terms, 2010, p. 1) To be able to function efficiently in todays world students must be able to navigate and communicate within a society, where they can be able to navigate around the new technology and analysis the information from it. As teachers, the need for technological skills must be addressed in the curriculum to give students the best chance of success when they enter the high level of the technology world. (1) The Interactive Smart Board is created by SMART Technologies.

Its an interactive projection display that projects the computers video output. A Smart Board operates with the combination of the interactive whiteboard, a computer, a projector, and Smart Board software. The projection screen is available as a white board or as a display frame that fits over a plasma screen. Functions on the Smart Board such as scrolling and mouse click works the same way as it would on a computer. The Smart Board typically comes with four digital markers: red, blue, black, and green, and one digital eraser. Below the pen tray are two buttons. One button is used like a right click on the computer for functions such as; copy, paste, select all, etc. The other button brings up a traditional keyboard, displayed on the screen that by touch can be used. Smart Board Software is needed for your computer to use to

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actually connect your computer to the Smart Board. The software is called Smart Notebook. It includes animations, templates, manipulative, and other useful tools for creating lesson plans and presentations. ("Integrating Technology In K12/Smart Boards in a Classroom - Wikibooks, open books for an open world", n.d., p. 1- 2) The subjects, which were chosen to show the understanding of the topic, are Numeracy and Literacy. These two subjects are important for students, since they are the main topic, which they need to learn to help them with their futures to build on their skills and understanding. While teaching the Numeracy class a teacher can use the Smart Board. An excellent topic for Counting is the game Teddy Numbers. Teddy Numbers is an interactive counting game. Students get the chance to be able to count from 0-15. Students recognise the digits from 0 to 15 and the also the words representing those numbers. Suitable for young children from Pre-School to transition. There are different levels for students who are at different learning levels (Top Marks, 1998, p. 1) The approaches as a teacher to use this resource is to first, Introduce the topic of counting. So what is counting? Have th e students to discuss their ideas of what they think what counting is and how they would do it. The Interactive Smart Board engages the students to learn.

The Smart Board is great for putting things up there and having them move the shapes, move the numbers, actually do the calc ulations. (Trainer, 2012, p. 1-3) Another approach to using a Smart Board and an I-pad is to teach the students on how to use the program, which you will be choosing. For example, in the Numeracy class students will be learning about, Counting. The Teddy numbers program Teddy Numbers is an interactive counting game. Students get the chance to be able to count from 015. Students recognise the digits from 0 to 15 and the also the words representing those numbers. Suitable for young children from Pre-School to transition. There are different levels for students who are at different learning levels. (Top Marks, 1998, p. 1) (4) To use this program you need to click on the link. 19

(5)

There should be a teddy bear on the home page with the following links on the right hand side. Numbers up to 5, 10 or 15 and words up to 5, 10 or 15. You as a teacher need to pick which game. Its better to start from the beginning since you might have students who are behind and that they don't understand numbers since they have not had the chance to learn at home due to low- socioeconomic background where their family who can not afford to have the computer, so they wont get access to the internet.

(6)

Click on numbers up to 5. The question then asks you, Give teddy 5 cakes. So the student can go up and drag the cakes to the teddy bear, which is on the left hand side.

Smart Boards are an excellent source to introduce a topic to determine the students prior knowledge and understanding. (Pres ton & Mowbray, 2008, p. 1-5) The teacher will have a PowerPoint and be able to have an, Introduction lesson. E.g. the heading counting. Have the definition so the students can see, but first you can hide the definition so you can allow the students to discuss among themselves what they think the definition is. This allows the students to apply their prior knowledge, which they have been taught, and to be able to argue their point of view by using the Thinking Skills Framework by Blooms.

Students tend to wonder off on different programs while on the I-pad. So an approach for the teacher to make this not to happen in their lesson is to go into the settings of each I-pad, which will be getting used in that lesson.

20

A good approach is to break a class down into smaller groups, have each group work on different projects (or on separate components of a lesson plan). For example, a group of 10 students could be working together using an iPad while the rest of the class works on a different task before rotating places.

21

References Grossberg, B. (n.d.). Best Ways to Use Technology in Private Schools. Retrieved February 15, 2014, from http://privateschool.about.com/od/educationaltechnology/a/The-Best-Ways-To-Use-Technology-In-Private-Schools.htm

Integrating Technology In K12/Smart Boards in a Classroom - Wikibooks, open books for an open world. (n.d.). Retrieved December 15, 2013, from http://en.wikibooks.org/wiki/Integrating_Technology_In_K12/SmartBoards_in_a_Classroom Preston, C., & Mowbray, L. (2008, June). Use of Smart Boards for teaching, learning and assessment in Kindergarten Science. Retrieved February 15, 2014, from http://smartboardita.pbworks.com/f/smartboard+with+kindergartener.pdf

Tech Terms (2010, January 4). ICT (Information and Communication Technologies) Definition. Retrieved December 13, 2013, from http://www.techterms.com/definition/ict Top Marks (1998) Learning to Count up to 15 with Teddy Numbers Interactive Maths Game. Retrieved February 15, 2014, from http://www.topmarks.co.uk/learning-to-count/teddy-numbers Trainer, M. (2012, February 24). Making Tech Work for Teachers | IIP Digital. Retrieved February 10, 2014, from http://iipdigital.usembassy.gov/st/english/article/2012/02/201202241327.html#axzz1pr45jaDK

Aleena Arnold, S239067, EST 204- ICT 22

http://est204portfolio.weebly.com/ict.html

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