ICT in Practice Issue 3

ISSN 2053-5104

ICT in Practice Transforming education through sharing knowledge and practice Created by educators from around the world ISSUE 3

P4 / VIDEO COMMUNICATION Reflections about international video communication with younger pupils

P10 / VIRTUAL CLASS How being part of a virtual class can motivate your students?

SPRING EDITION APR 2013

P12 / LETS GET CODING Teach coding with the CODE CLUB

P20 / MAKING LITERACY APPier!

Selected Literacy APPs for use in the class with iPads

www.ictinpractice.com

www.ictinpractice.com

2

In this issue

Contents

Although the struggle between work, my studies and life outside, the third issue of ICT in Practice is now online.

In this issue rather than focusing on one area, we have included many different articles on the use of a wide range of new technologies in education. From literacy apps for iPads to online learning, many interesting articles are shared by some wonderful educators.

In being different from previous issues we have also included some students’ views of technology in a primary classroom. I think it is really important to monitor and record student’s perceptions of various digital technologies to understand both the impacts on their learning and also to inform the design and development of further instruments. Who could tell us whether a game is fun or not, or describe the context of learning with technology better than the learners themeselves. We really need to spend more time with students and also learn to listen to them, rather than making assumptions that are based upon our expectations. I know many researchers will talk about the difficultues with having time to spend in schools, but what about using the other main character of the learning cyle, ‘Teachers’ as a resource to gain an understanding into a students’ mind. In other words, giving teachers another role, the opportunity to become ‘active researchers’. If the aim is to gain an insight into how new technologies shape teaching and learning, then the main players of the scene, students and teachers both need to be part of the process not once in a while, but continually.

“Reflections about international video communication with younger pupils”

by Johan Eggers

Pages 4-5

“Lets hear from the kids”

by Yasemin Allsop

Pages 6-9

“ How being part of a virtual class can motivate your students?”

by Marina Screpanti

Pages 10-11

Lets get Coding!

Meet the Code club

Pages 12-13

Introducing The North London Schools International Network (NLSIN)

Pages 14-17

“Tambark Web based class management and collaboration platform”

By KIran Harpanhalli

Pages 18-19

“Making Literacy APPier!” Pages 20-24

by Des Hegarty

I hope there will be better communciation between the industry, researchers, teachers and students in order to utilise the full potential of new technologies in education.

A new approach to Page 25 Professional development of educators Collaborating, networking, sharing, discussing online!

Yasemin Allsop

Editor

3

Reflections about international video communication with younger pupils

by Johan Eggers Johan Eggers is a teacher in the primary school and kindergarten at Rodeby primary school (Sweden), responsible for the morning and afternoon centres, which he refers to as educarecentres. He is the co-ordinator of International School Projects.

For the last few years I have been co-ordinating school projects working together with lots of

For me who am Swedish, English has been the common language when video-communicating.

different European partners. The one major goal

I work with pupils from ages 6 to 12 and

for which I have aimed over these years, is that

although their English is not that good in their

the pupils, and their teachers, would find that –

younger age, they learn quickly and by having

my European friends are not that different from me. All kids are the same, but different- In these

recurring video-communication they are triggered to become better and better. They get a

projects I have always included the use of video-

real hands on experience about the importance

communication, because I believe it is important

of good English. I also believe that video-

that the pupils meet each other, even if it is only

communication gives and encourages so many

via screens. In my case, my pupils are too young to travel and actually meet with their peers, but

more ways to communicate other than just talking to each other. This is about speaking

given modern ICT-technology they can meet,

English. Now, about communication. The pupils

without leaving home.

need to overcome the nervousness and anxiety that comes with a “blind date” on the internet, and this one is with sound and moving pictures.

This means that “my” Swedish pupils work with their questions and practice how to talk, discuss and prepare on their English in lessons. And, on the Skype conferences they go LIVE. Skype is the program which I have used for the conferences. It is free, easy to navigate and another big advantage….many of the pupils can help me if I lose myself in the program. They are quite used to using Skype. Its not only about talking, they also see each other and each others classrooms. Similarities and differences, the diversity of Europe.

4

The way I have used this is by having a Skype-relay with all partners and a given theme. The theme has been obligatory since I have always had a project to report back to. It is also nice to have the talk maybe divided into four parts. The first one would be establishing contact, greetings etc. The second one is about the theme questions from both parts. Then it would be time for the most popular part, the pupils own questions, time to discuss music, football teams etc. The fourth part is about closing and saying goodbye.

During these talks which sometimes could involve 7 countries and over 100 pupils I have many golden memories. On one occasion I remember how my pupils, talking to our English partners about how the Swedish football player Zlatan Ibrahimovic crushed England with a bicycle kick from 30 metres. Another memory is when my 5th graders tried to speak Croatian with the Croatian kids. Pupils discussing if One Direction is the best pop group ever or not. A great feeling of being together and European.

And also very funny. On another occasion we had a Facetime conference via iPads and sang songs to each other and showed photos. This time without understanding a word each other said. Still it was great fun and a good learning experience. I encourage all to use video-communication as it enriches school and gives the pupils good practice in preparing their talks, language skills etc.

5

by Yasemin Allsop, ICT Coordinator Wilbury Primary School

I asked children in Year 5 and Year 6 three

YR 5 - Question 2

questions. I found it fascinating that they had so

Can you compare the way you use technology at home and at school?

At Home You can use it for an unlimited time You can use for anything you like You can get cool apps, but you need to pay for it.

Websites are not blocked The Internet is a lot faster No one watching you, you can do what you like You can speak while you are using the device More fun At home, on the phone we have more interesting games than the school one At School We can use it for a limted time We use it just for learning We are not allowed to go to any social network site We do get cool apps and school pays for it Some websites are blocked Takes longer to load a page Teachers always watching you You are not allowed to speak Technology lessons are sometimes boring, but it is exciting when you make your own game because it is challenging.

much to say, so much to share with extordinary enthusiasim. Maybe we have focused too much on technology itself, and forgotten about the learners, the main core participants of the learning cyle.

Or perhaps, we ask the

questions, but without giving them enough time to answer, or our listening skills are failing.

Whatever the reason is, the information gained about a child’s mind through their own words cannot be substitued by our assumptions.

YR 5 - Question 1 What do you use technology for at home?

Homework Playing games Making games Facebook Listening to music Downloading films Reading news Shopping Images iPlayer for watching TV Watching trailers ( Games and Films) Creating/writing stories

6

YR 5 - Question 3

It explains step by step.

If you don’t hear a teacher very well, you

Do you prefer to learn using a website/

may miss the part of the lesson, especially if

program such as mymaths.co.uk or from a

they talk fast.

teacher in the classroom?

when you use the program for learning, no

The class was divided 50 : 50 in this

one to distract you, you focus better.

question, some of the chidlren talked about the advantages and disadvantages of both

Teacher in the classroom

options rather than selecting one.

if you don’t understand you can always ask and they will explain to you in a different

Website/program

way.

It has images and teaches you in different

Programs cannot tell you in a different

ways

way, they will just repeat the same thing.

If the teacher is there you need to ask

If you tell the program you don’t

questions all the time, but when you learn

understand they won’t hear you, real teachers

using a website/program you can decide

can hear you.

what you want to learn and when, basically it

Computers may get virus which stops the

makes you independent.

program from working, teachers don’t get a

It teaches you faster

virus.

If you forget how to do something, you

Talking face to face with the teachers helps

can’t always find the teacher quickly, but

you to understand better.

using the program you can.

Computers get freeze but real teachers

Teachers can make mistakes but computers

don’t.

never gets it wrong.

If you are not the smartest kid and put your hands up all the time, teachers may get annoyed, but with the program if you get stuck, you can go over again and again, computer will not be cross.

7

YR 6 - Question 1

YR 6 - Question 2

What do you use technology for at home?

Facebook

Can you compare the way you use technology at home and at school?

At Home Freedom

Twitter You Tube

Social networks available

Skype

No blocked games

Virtual games

Unlimited time

Cheat codes

You can watch any videos/films

Homework

You need to share laptop at home

Email

Some parents monitor their kids strictly

Wiki

You can use your phone to access games/

Search/Information

music/Internet

Learning

At home, we have more technology

Map/route

devices

Dictionaries

You can talk while you are on the computer

Blogs

At home you have privacy and freedom

Online game forums

At School More restrictions at school

News/weather Making games

Most of the games that we enjoy are

Shopping

blocked

Videos

We mostly use technology for work, not

Listening music

for fun

Minecraft

Teachers are always watching you

Google translate

At school you can’t talk while using

Cooking sites

technology

My Maths

You can’t use your phones

Messaging

No game consoles

Watching films

Latest version of technology

8

YR 6 - Question 3 Do you prefer to learn using a website/

Computers get frozen, but teachers can not !

program such as mymaths.co.uk or from a teacher in the classroom?

Although we have been using it for only 6 weeks, it was interesting to see some children using the mymaths website as an

Teacher in the classroom

example to answer this question. I do believe

Teachers explain it fully, but programs like

that if they had more experience of learning

my maths doesn’t

with more programs they may have had

Teachers show you simple strategies to

different views of learning with programs.

solve problems, programs show you long

Website/program

methods

My Maths makes learning fun with games

Computers get frozen which distracts

You have variety of lessons

learning, but teachers don’t

My maths can allow you to take extra step

You can’t ask question to my maths but

with level 7 lessons

you can ask a real teacher

Computer programs/learning websites are

Real teachers care for you and for your

more intelligent than teachers

learning, but computers don’t care if you

if you are not a good student, then you will

learned or not, they just tell you what to do.

not focus and misbehave, no one to tell you

You may not understand the teacher

to behave properly.

Teachers don’t break down

Programs don’t make any mistakes, but

You may now hear them properly

teachers can.

They listen your questions and help you

If you are not sure about something, you

It is easier to learn from a real teacher,

can learn it again, then do the quiz.

because you talk with them face to face.

You may get bored, if you dont udnerstand

Real teachers can understand your feelings

the lesson, as it won’t tell you in many ways.

9

HOW BEING PART OF A VIRTUAL CLASS CAN MOTIVATE YOUR STUDENTS?

by Marina Screpanti

I’m a Primary School teacher and I’m involved in

A new way where “fun” is the most important word

many European projects, both Comenius and

and where effective and real “communication” is

eTwinning. I teach English but I am fortunate to

the winning key. I have experienced a lot of games

also teach PE, history, geography and technology

and examples of communication via the virtual

so my teaching definitely has a wide range of

class. This has led to improving my pupils’

topics. Lately my eTwinning partners (“V.O.I.C.E.”

language competences and their self-confidence in the use of a foreign idiom. The virtual class allows you to work using video-conferencing or communicating through platforms like eTwinning on various activities such as working on the same documents like google docs.

If you would like to get an idea of how my students have worked on their virtual class, have a look at: http://newtwinspace.etwinning.net/c/

and “SUPERCITIZEN’S ALMANAC” projects’

portal/layout? p_l_id=20179680

partners) and I created a VIRTUAL CLASS with all of our students. The pupils worked together

In this game both French and Italian students wrote

basically through playing, so they didn't even

their descriptions and then they exchanged them

realize that they are studying and acquiring

publishing them on the Twinspace (a special place

competences and skills and connecting information.

online platform where partners can share materials

This new way of approach to studying is real and

and communicate).

emotional and this helped them to improve their learning.

10

During the video-conference, one French student sat in front of the webcam while the Italian students, were looking at the French descriptions, asked questions to the mysterious boy/girl about his/her family, likes/dislikes, hobbies trying to guess his/her name. In the descriptions, in fact, each student had to talk and write about the information above. After having guessed, it was the turn of an Italian pupil to be mysterious….

This game led students to use a common foreign language (which in our case was English) in a real communicative context, enhancing their speaking and listening competences, also improving their vocabulary but first of all having fun !

Another way our virtual class experienced is shown on http://new-twinspace.etwinning.net/c/portal/ layout?p_l_id=21272324 where Polish and Italian students tested their knowledge about Europe by creating a quiz for their European classmates. The questions and anwers have been shared through the eTwinning platform constantly opened in the classrooms. Have a look at it!

The virtual class we created in V.O.I.C.E. also invented a way to help each other, in fact each country had to propose to the partner countries a way to solve one of their school problems asking for suggestions (click on……).

To understand the positive impact of working in virtual classes, the best thing is to have a try! I recommend every teacher tries this new experience.

It opens students’ minds and horizons !

11

http://www.codeclub.org.uk/

Although much research shows that games facilitate

that would support teaching and learning.

technical skills also motivated this interest.

learning through increased

Recent influences of

However most of the game

motivation and offer play

constructivist theories on

making activities have just

opportunities that are very

technology- supported

remained as an after school

important for promoting children’s development in

learning, where learners actively build knowledge

club that are run by some enthusiastic teachers. We

numerous areas including,

through experiment and

are so far away from

mathematics, literacy and

discovery; there is an

embedding game making

critical thinking, the use of

increasing interest in

activities into our school

games in our primary classrooms is still a new

children creating their own games and its educational

curriculum.

and challenging concept

value. The ease of having

As a class teacher and an

for many reasons. Some

access to a vast range of

ICT coordinator I did run a

claim that teachers subject

game design programmes

couple of after school

knowledge is the barrier to GBL, others suggests that

online and the ability to create digital games

clubs to teach children how to design their own games,

there aren’t enough games

without any knowledge of

neverthless I knew that without a structured or well designed tasks, teaching game design could be a very confusing activity for both learners and teachers. Whilst I was searching for some activity plans on Scratch and Alice game design programs, I came across with an interesting website called Code Club.

12

First I thought it was only for after school clubs, but then I realised that using the well

teach children how to make computer games, animations and websites. Volunteers usually go

designed tasks by Code Club I could teach game

to primary schools for an hour a week and teach

design in our own school as part of the curriculum.

one project a week. During Term 1 and Term 2

So I registered as a volunteer which was very

focus is on basic programming using Scratch, but

straight forward and I was given a link to First Term Plans. When I opened the project folder and

in term 3 focus moves to basic web development using HTML and CSS. Code Club aims to have a club in 25% of primary schools in the UK by the end of 2015.

You can register as a volunteer online on www.codeclub.org.uk, and also search for the list of code clubs in your local area. Code Club is run for free by volunteers, so if you would like to support children having a chance to learn code, you can be one of the volunteers but also sponsor the Code Club movement by sponsoring a child. I do believe that this is an amazing way of bringing schools, parents and skilled volunteers

tried it out before I taught, I was not only impressed by how well they were designed and

together for a very valuable purpose. We have been raving about 21st Century skills and the use

how appropriate the level was for my Year 5 and

of technology creatively for a long time. I think

Year 6 kids, but also how it basically develops the

Code club will lead this idea through community spirit.

concept of coding/ programming using structured sequencing. I will write about the impacts of game making activities on students in a forthcoming

So Lets Get Coding!

issue, but for now I would like to give you little bit

Visit www.codeclub.org.uk for more

of information about Code Club.

information.

by Yasemin Allsop

Code Club was co-founded by two inspirational people Clare Sutcliffe and Linda Sandwik in April 2012. Although it was aimed to be run as a volunteer-led after school coding club for children aged 9 - 11, I don’t see any reason for not using it as part of the school curriculum. Code club is run by volunteers, who use predesigned projects to

13

Using International School and Project Links to develop Technology Supported Learning Introducing The North London Schools International Network (NLSIN) www.nlsin.co.uk !

Today, using online learning spaces we are able to connect students around the world to work on a shared task. Surely, as easy as it seems, linking schools through exciting projects and supporting them is a challenging job. In this issue I would like to give you information about The North London Schools International Network (NLSIN), managed by Anne Roots.

Europe with ICT as their main focus. Any area of the curriculum lends itself to this type of collaborative international learning with topics ranging from A Day in the Life of Our School to ICT Across Europe or Water – Building Bridges but ICT is often at the centre of the project.

Schools are using email / on-line forums / Skype / videoconferencing / file sharing software / Managed Learning Environments to communicate but also as the focus for cross curricular activities.

Other schools are involved in one to one partnerships with schools through our Area Link with the Adansi region in Ghana. These pairs are exploring active global citizenship and development education but again using technology to communicate.The secondary school in Ghana has been developed as an ICT hub for local schools in the region and is training teachers to use technology within the curriculum.

Background: The North London Schools International Network (NLSIN) is a north London based organisation that plays a key advisory role in supporting nursery, primary, secondary, special schools and colleges in developing the international / global dimension to education.

As the only organisation of its kind nationally, our member schools are at the fore-front of international activity in London – there is concrete evidence that across the network participation in international programmes far exceeds that of any other area in the capital. Of NLSIN’s 180 members, over two thirds are involved in funded collaborative curriculum based international activities with schools across the globe.

Most of the projects which our schools are involved in use ICT as the main method of communication and vehicle with which to exchange and deliver project work.

Schools are now being inspected in terms of how they support the development of Social, Moral, Spiritual and Cultural skills and activities of this kind are a perfect vehicle with which to do this.

Etwinning As a prelude to large multilateral funded project, many NLSIN schools are involved in Etwinning projects which are a great for those new to working collaboratively in an international context. The portal, which is an online community for school staff across Europe provides teachers with little ICT expertise the opportunity to find and work with partner institutions through curriculumfocussed classroom projects. ETwinning offers wide-ranging help and support from ICT training and partner finding to developing project ideas.

There is an eTwinning Desktop and TwinSpace and large bank of resources for participating schools.

NLSIN schools are involved in very simple 2 week projects looking at ‘Our School’ or ‘A Day in the Life Of’ to more complex termly projects around European identity and European history.

The Range of NLSIN Activities: Some schools we support are involved in large multilateral Comenius EU funded projects across

14

Through its close links to the British Council NLSIN runs joint hands-on INSET for local

legends as part of the literacy curriculum which were then integrated into ICT lessons

schools new to the programme.

by turning them into an animation: http:// connectingclassroomswithchina.wikispaces.c

Area Link with China:

om The children not only found out about

The network now has 26 schools linked with

Chinese culture but they developed higherlevel skills through technology such as;

its partner, The Shunde Education Bureau in

critical thinking, problem solving, communication, creativity and team work. The children learned to use an online shared p l a t f o r m collaboratively and developed their critical thinking skills through joined activities on this platform.

One

Shunde, Guangzhou, China and again most of these are involved in ICT projects with each other. Several are now using Fronter / Managed Learning Environments to upload joint project work and communicate with each other – these platforms are often the easiest way for schools to overcome problems with firewalls and access that are particular to linking with China.

A cluster has just finished a British Council Connecting Classrooms project focussing on Creativity – for many this involved innovative ICT activities: Wilbury Primary School in Enfield used Wiki as an online platform to extend learning

of

our

Academies in Enfield worked on a collaborative project with their Chinese partners Building on Digital Maths and the Chinese British Youth Experience of Digital Technology. From this a digital sound wall / media installation was developed. Pupils in both schools electronically produced music describing their experiences of Chinese/English teenage life. This was done using free online digital sound editors and children in both China and the UK jointly edited the work hosted.

Forums and Moodle provided digital interface and outcomes were published online and presented to BBC The Word as a completed sound file.

– pupils looked at Chinese myths and

15

The project is being embedded as a specific unit of work on Digital Sound (called Creating a Digital Sound Track by understanding Digital Maths) and published as a creative unit of Work for Maths, Media and ICT. Software such as Shareware / Audacity (multilingual audio editor recorder for Windows, Mac OS X, GNU/Linux and other operating systems) was used and sounds and Images were shared at Google Drive and Vimeo which was the final home for output.

All of the above are now being used as resources for both schools.

project ideas on a range of themes from the World Market Place to Urban Stages.

International School Award (ISA): Over 90 NLSIN schools have achieved the British Council’s International School Award (ISA) – an on-line accreditation scheme which celebrates the embedding of the international / global dimension to education. This award recognises the fact that across a school pupils / staff and the wider community are actively involved in collaborative international activities – again, many of these have innovative ICT activities at their core.

Global Partners Junior:

Model United Nations:

Global Partners Junior is an award-winning educational program that connects New York City youth, ages 9-12, with students around the world through the internet. Throughout the

In 2012 5 NLSIN schools participated in this collaborative initiative with the School Linking Network (SLN) and a further 3 will be taking part in 2013. The overall aim of SLN-MUN programmes is to engage students – from year 9 to 13 – in current world affairs while providing them with the opportunity to explore the four key questions: Who am I? Who are we? Where do we live? How do we all live together?

It is a starting point for students in their understanding of why people or countries are in conflict and how the International community is responding.

Most importantly, the programme encourages young people to make a difference as citizens of their local as well as International communities.

SLN-MUN students are tasked with representing 20 countries from across the world and work in mixed teams to consider ways to resolve the issue debated.

During the preparation stages the students, who meet twice prior to the final event, communicate with their team members via a specially created online virtual learning environment.

school year, activities are guided by a teacher (during school) or after-school leader (afterschool time). Students post and read messages on a secure, password-protected internet forum, share media projects and research facts about their communities. Students develop local pride and learn about international cities. This program provides an extraordinary opportunity for children to develop global awareness, computer literacy and communication skills. Since 2010 NLSIN schools have been involved in this Global ICT project - communicating and sharing

16

Training: NLSIN runs an annual staff development programme to support schools in addressing issues around the international / global

Advice and support in developing the global dimension Regular information about funding, international programmes and initiatives Network of advice from other schools

dimension genda which includes sessions

Summer Exhibition to display work Help with partner finding

such as Using Your Managed Learning Environment Within International Projects / Etwinning – Developing Collaborative Online Projects With Schools Across Europe /

NLSIN can help bring funding into

Gaining Accreditation through the On-line

schools for:

International School Award

Study visits for TAs, teachers, headteachers Pupil travel

NLSIN is a membership organisation providing the following core service to London schools: On-going and unlimited individual support on all funding applications Unlimited support with all levels of the

Local, national and global funded linking opportunities If you would like to find out more about NLSIN / membership fees / support offered please contact: nlsin@barnet.gov.uk

International School Award Free staff development for all member schools Tailor made staff INSET

17

18

19

Making Literacy APPier!

by Des Hegarty

Go by recommendation. Read the reviews – see what the public have to say.

Find out what you can get for free. Some of the more expensive apps are too distracting with unnecessary add-ons and showy graphics. Keep it simple to allow the learning to embed.

In an attempt to make this article both interesting and useful (!) I’ve been routing round

Handwriting and Phonics

the internet to recommend some literacy apps.

I am a tablet novice.

Tablets have seemingly

passed me by, so when a friend suggested I borrow an iPad for the weekend I duly obliged with some hesitation. I had survived so far without one, so I wasn’t expecting it to bring anything to the table. However, the draw of the screen and the graceful glide of my fingers, as

Pocket Phonics (£1.99)

they slid across the surface like Torville and Dean, was far too tempting. Alright, so perhaps I am romanticising slightly but I came to the

This has been designed and tested by teachers in the UK – so if it isn’t any good, then you’ve got

instant conclusion that they are so addictively

them to blame! Having said that you shouldn’t

good!

have any real complaints as this is pretty perfect for letter sounds, handwriting and first words.

There’s bags of learning opportunities to be had too, with each month bringing a slew of

Children are guided to write each letter with a ‘follow me’ arrow. An award winner, and a

educational apps ripe for discovery. My Year 1

thoroughly decent app!

class of 5 and 6 six year olds have been very

https://itunes.apple.com/gb/app/abc-

enthusiastic test subjects. Their fingers have furiously flicked from app to app in an attempt

pocketphonics-letter-sounds/id299342927?mt=8

to channel and challenge their creativity. (It’s at this point I would like to say that the whole class get a higher score than I do on ‘Temple Run’.

Sigh!)

My advice when roaming around for the best education apps are:

Alphabet Tracing (Free)

20

Making Literacy APPier!

by Des Hegarty For beginners this is a must have app. It is not a phonic app so don’t expect it to feature, but it does

This is challenging and awfully addictive.

This is an interesting twist on ‘Boggle’. Some of

have the means to practice upper and lower case

my Year 6 children were puzzling over it for some

letters as well as numbers and words. There’s also

time. There would be occasional shrieks of ‘I’ve

ABC Letter Tracing too which again doesn’t

got GLEAMING!’ and ‘I’m one letter off of

phonetically sound out the letters. It could use a starting arrow too for each letter but on the whole

FORTUNE!’. I would use this as a starter to a lesson or as early morning work to get their brains

it’s not bad at all!

into gear.

https://itunes.apple.com/gb/app/alphabet-tracing/

https://itunes.apple.com/gb/app/popwords!/

id374493089?mt=8

id472853634?mt=8

https://itunes.apple.com/gb/app/abc-letter-tracing-

Grammar and spellings

free-writing/id416326981?mt=8

Squeebles spelling test (£1.49) This comes with three test modes and there’s a

Cursive practice (Free/£0.69 for Full Screen

mini-game with bonus rewards for high scores. It

version) This is very loopy indeed! It has famous quotes to

allows you to set up tests, enter words and then record audio versions of those words for the

copy and the full screen version will set you back

children to listen back to before they spell them.

£0.69. Something I have discovered is that even

Stats are available too on each child so that you can

the most stubborn pupils who don’t like to write are easily convinced when presented with an ipad

see which words they are struggling with. I

and a splendid app like this.

recently trialled this at school and it went down well with a group of Year 2 children. Thankfully

https://itunes.apple.com/gb/app/cursive-practice/

their spolling spelling has got bitter better through

id492625990?mt=8

the experience!

Pop Words (Free)

21

Making Literacy APPier!

by Des Hegarty

Grammar Up (Free)

The three Little Pigs (£3.99)

Grammar Up provides 1800 multiple choice questions for English in over 20 grammar categories. I tried it and quickly discovered that my grammar ‘weren’t goodish’! So back to the drawing board for me! Also LearnEnglish Grammar by the British Council (Free) gives you a series of tests which you can improve on and build your score.

The pupils can work up the levels to be a grammar master! https://itunes.apple.com/gb/app/grammar-up-freeedition/id299024911?mt=8 https://itunes.apple.com/gb/app/learnenglishgrammar/id488099900?mt=8

When it comes to story apps, Nosy Crow are the ones to beat for sheer excellence.

They are consistent award winners - but plaudits aside children are fascinated by their apps. Their apps entertain and educate effortlessly and they have chosen a winning formula by updating the fairytale classics. There are loads of characters to discover and plenty of interactive surprises too. The best bit of course is when you get to be the wolf and blow the houses down through the microphone. Who hasn’t wanted to do that? https://itunes.apple.com/gb/app/three-little-pigsnosy-crow/id418543664?mt=8

Stories for Reading and Retelling in Key Stage 1 (Nosy Crow steal the show!)

Cinderella: a 3D Fairy Tale (£3.99) Again, Nosy Crow have come up trumps. So often app animation can look so formulaic but this looks stunning thanks to the creative eye of Ed Bryan.

Children can read along and interact with the story .

Highlights include building the magical carriage with the Fairy Godmother, and selecting music for the Prince and Cinders to dance to. (Which would you choose – Bollywood or Disco?) With ‘Cinderella’ and ‘The Three Little Pigs’, children are guaranteed a different reading experience every single time. It’s magic! Seriously, I can’t wait for ‘Little red Riding Hood’ which should be downloadable sometime this month. https://itunes.apple.com/gb/app/cinderella-nosy-

Pip and Posy (£1.99) This is one for nursery and Foundation stage but a great app to start off with. Axel Scheffler’s drawings are as delightful as ever. The games are spot on with ‘matching pairs’ and ‘making a face’. I found the ‘spot the difference’ quite tricky but observational skills have never been my strong point! https://itunes.apple.com/gb/app/pip-and-posy-funand-games/id514916095?mt=8

crow-animated/id457366947?mt=8 22

Making Literacy APPier!

by Des Hegarty Creative Writing Apps

The Grunts: Beard of Bees (Free) (Just as a little free extra, it’s worth downloading The Grunts: Beard of Bees. This is also produced

by Nosy Crow taken from the enormously enjoyable books by Philip Ardagh . He also narrates this ‘bees’-tly game as you try and attach as many as you can to Mr Grunt’s face before the timer runs out. Though please take care of stray butterflies and flowers as Mr Grunt will tell you off for trying to add them to his ghastly face. I should also like to point out that Philip has the most wonderful beard in real life but thankfully it is not made of bees.) https://itunes.apple.com/gb/app/the-grunts-beardof-bees/id548325168?mt=8

Poetry Creator (Free) I don’t know about you but my refrigerator is covered in magnetic words to make amusing little phrases as I burn dinner for my family. This app essentially does the same but it doesn’t come with a fridge! This app has brought tears of laughter to a collection of Year 4 and 5 pupils as we were testing its mettle. It inspired the glorious poem that we called ‘Florist Robber’. It is a pretty little ditty that goes like this: ‘The Florist Robber’ by Wilbury School ‘Everyone of you Freeze!’

Said the ‘balaclava wearing’ cheese.

‘Give me the money please!’

Raged the banana-wielding cheese.

‘Those flowers make me sneeze!’

Gasped the allergy ridden cheese!

‘Atchoo- Atchoo-Atchoo!’ – and he surrendered to his knees!

Surreal beauties like this can then be shared via email or saved to your devices’ photo album. A simple, effective app for any budding Shakespeare or would–be rapper. https://itunes.apple.com/gb/app/poetry-creatorverses-poetry/id371925480?mt=8

Sir Charlie Stink Socks and the really big adventure (£2.99) You can download the lite version of this but don’t be put off from buying the real deal as it is a lovely app. It is brilliantly written and illustrated by Kristina Stephenson. The children can interact by playing with the Wiggly Woos, or press the words to hear Michael Maloney’s narration; or simply use the painting mode to colour their own pictures from the story. It helps with learning and literacy development and is a whole heap of fun to boot! https://itunes.apple.com/gb/app/sir-charlie-stinkysocks-really/id408773184?mt=8 (lite version!)

23

Making Literacy APPier!

by Des Hegarty

Each level poses different problems to solve by bashing the critters that have the right answers. https://itunes.apple.com/gb/app/mind-over-monsterenglish/id399191336?mt=8

APPy Endings!

As an extension to all these apps is the teaching that accompanies them. The speech and language opportunities are plentiful and it’s just as important to ensure that time is taken to discuss collectively what you are setting out to achieve. They key is to not let apps take over but to use them selectively and purposefully to back up the pedagogy.

Writer’s Hat (£0.69) This a great table top app to help generate ideas for stories. The word prompts help to stimulate creative thinking for writing, speaking, drama and art. Once your class has generated some words they can plan and piece together a narrative independently or in a group. Again, simplicity is the key here. By listing words to accompany ‘Who’, ‘What’, ‘Where’ and ‘When’ the student is given the opportunity to play around with their imagination. It’s easily reset and there’s also a bank of words which can be added to.

Here’s a sample for you to try. Make a story from the following: Who: Policeman What: Spaceship Where: City When: 1970s What are you waiting for? Go and create a masterpiece! https://itunes.apple.com/gb/app/writers-hat/ id449796394?mt=8

Happy APPing!

Des

Des Hegarty is a teacher at Wilbury Primary School. You can follow his book blog ‘Storysplat’ by clicking here: www.storysplat.co.uk/ Also you can watch Des in action telling stories on Youtube: ‘Gus You Are a Superstar’ http://www.youtube.com/watch? v=ePrPdDYaOQw ‘The Grizzlegrog’ http://www.youtube.com/watch? v=CDkd6HG1chQ&feature=player_detailp age Mr Gum and the Goblins – by Andy Stanton http://www.youtube.com/watch? v=j5oxVvuK0rQ ..and finally you can follow him on Twitter @The Grizzlegrog)

Mind Over Monsters (Free) Those darn, pesky monsters! Perhaps I’m being unkind as while they are causing havoc in the stratosphere, they are enabling children to brush up on their literacy skills.

24

A new approach to Professional development of educators Collaborating, networking, sharing, discussing online!

I think it is really important to be part of the online world, through blogs, discussions and groups not only to share our experience but also for networking, resource sharing, collobaration and professional development. Below are some online communities that I have found exteremly useful for collobarative knowledge building. http://www.edweb.net/ It offers free professional learning communities and webinars. You can be part of current communities or create your own one and invite your colleagues to join in. http://www.wise-qatar.org/wise-community You can communicate with educators, innovators from many countries who influence education. You can create your own group and join many fascinating ones and become a part of an exciting community. http://www.tigweb.org/ TIG Initiatives provides you a flexible and powerful online space to share what you're working on with the world. It encourages collaboration with other motivated individuals and organizations. You can change your own design, add your own features and content, and even link it with social networking tools like Facebook and Twitter. Showcase and connect your ideas to a global community! http://www.linkedin.com/home Linkedin not only allows you to connect with your colleagues, you can also join many linekdin groups in your interest area and create your own groups.

https://twitter.com/ You can find what’s happening with the people and organisations, but also share your activities with them. I love it because it is the fastest way of communicating at the moment!!!

http://twbglobal.org/ Teachers without borders connects teachers to information and each other so that they can create lcoal change on a global scale.

25

EDITORS

Š ictinpractice.com

Yasemin Allsop

All materials are strictly copyrighted and all rights are reserved. Reproduction of any materials from this

@yallsop

magazine without permission is strictly forbidden. We accept no liability in respect of any material submitted by users and published by us and we are not

Des Hegarty

responsible for its content and accuracy.

@TheGrizzlegrog Published by ictinpractice.com London, UK

26