Glogster is the new Wordle!

17 12 2008

Glogster…. WOW- I so love it…… all, the things you can do… I could play all day! and how much fun to tell family at christmas that your new hobby is glogging???

http://alilydon.glogster.com/alilydon/

 

This is such a cool way to present learning….. the list is endless….. but my question which I will no doubbt think about…. should this replace learning how to make publisher in publisher….. which is the  most valid learning experience… the one with the best poster outckme or the one which teaches the most skills? Which skills are the best to learn? Surely the Inrernet can only continue to expand with more and mpore applications such as these… so are the days of Publisher limited in my school?

 

 me

 

What skills do children born in the 21st Century need to learn? Should applications such as this replace the traditional software skills such as Word, Publisher or Serif? As more and more web applications become available  should I be using these, or ensuring that a sound basis of core skills is learnt in popular (Microsoft?) applications. Glogster allows links straight into social networking sites, should I be encouraging this or keeping the children in nice safe places?

 

I have a niggling feeling which is taking a while to come to terms with. I have a feeling that my current curriculum was great. It suits ‘web1.0’ and ‘generation Y’. But in my school there are over 650 children born after 2000. They deserve to learn skills needed to survive in the 21st century.

 

I find myself at a crossroads. I can see next year I might need a travel pass as I pick a path through web 2.0. How much of my current curriculum I keep and how much I change I am not sure of, but if today is anything to go by, it’s going be fun finding out.

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the welly walk

16 12 2008

img_5434To observe objects in more detail I was keen to use our newest microscope- the easiscope from TTS. At £30 it is amazing and again just right for little children with big questions. We plugged it into the computer and allowed pair to bring some of their finds up to look. All the children found the easiscope simple to use, although some needed initial help to move it slowly enough so it would focus on their leaf. I hoped the children would explore the properties of their finds, use descriptive language and compare and contrast their specimens. For some this was true. Did the children extend their observation skills?…Yes. They were very keen and excited to point things out, lots of children looking carefully and describing their leaf as “Cool”! Was language extended and enriched?… Yes, but only once I had an adult working there who could point things out and make suggestions and ask questions to extend their observations. Otherwise words such as “Cool” and “look” were the most used.

 

Other follow on activities helped to extend and enrich vocabulary and observations. The chatterboxes allowed everyone to record information about their numbered find so others could easily identify a find on an exhibition table. Digital photographs were mounted onto talking postcards, explanations recorded and put with the exhibition. The ‘exhibition’ was very popular and served as a constant reminder of the walk.





a great camera

31 10 2008

I am so pleased with my new wee camera- fits into my pocket, bag, etc, takes great video, easy to get off the camera- just need to work out how to edit… didnt need to worry though- Easy peasy!

. Plug into the USB, choose play, and there it was. I was really impressed with the sound, as although the built in microphone was tiny, it picked up most of the voices well.

 

 

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The children loved the video. They were keen to point out what they had taken video of and why, and also looked again at the natural objects the teacher has shown them during their trip. There were a lot more focused questions about particular objects asked in the classroom than whilst they were outside. On the welly walk they were more interested in what they had found and in finding more things, than in looking in more detail at the objects. By being able to pause the video, the teacher could extend, reinforce and question their learning.

ways i have or will use my flip camera

1) blazer cam- to record what happens on a trip, this can then be shown, discussed, paused, shapshots taken etc on return

2) PE- staff take it with them to PE- video children who then watch themselves straight away on the IWB and are able to discuss their performance

3) general videoing of children doing things- but so easy to play.

4) Playground cam- get the children to explain their game into the video, and then record playing the game. use at wet playtimes to share games for the future.

5) video of small objects infornt off blue folder to make chromakey videos about moon landings  news reports

6) video children in front of blue screen and chroma key into a nature video (which they video themselves by getting down and dirty in the school grounds)- they love being so small on the video and then they write detailed descriptions of objects they would see.

7) video concrete materials being used in maths so the videos can be linked into flipcharts for supply teachers or for support or to ebnsure consistency of teaching

8) video