Reflection

Reflection of activity. I continue by reflecting on the Knowledge and Understanding of the World (KUW) activity and discuss how Information and communication Technology (ICT) supported learning for the children during the lesson. I choose this area of learning as the class teacher informed me that this is a new skill the children need to acquire according to the Bridgend County council skills ladder. I intend to support my findings in the light of current literature. The children seemed to enjoy listening and learning about Laura Ashley’s life, they appeared to be paying appropriate attention sitting quietly and looking at the pictures in the information book. At the end of the book I asked the children some open questions such as ‘Who can tell me what kind of clothing Laura Ashley made?’ ‘Can you describe the fabric she used?’ I ensured to asked these questions to provide opportunities for the children “… to engage with ideas rather than closed questions that demand only short, factual responses.”(Hammersley-Fletcher et al 2006, p, 47) Hammersley et al (2006) state that questions plays a key role in supporting learning. I agree with this statement, by questioning the children and listening to their response’s indicated their level of comprehension. Some of the children independently described the flower fabric patterns Laura Ashley used and why she used them. By beginning to talk about famous a women from the past this suggests that some of the children are beginning to apply the skill required to be able to meet the outcome at a later date. After the group discussion I explained to the children that they were going to design a fabric using software on the computer and reminded them to think about what designs Laura Ashley made. I modeled how to use the pattern making templates as “ children need to be taught some simple skills and techniques” (Cooper al, 2010, p 64) Several authors Elson (2007), Price (2012) ,Cooper et al(2010) and Hall (2010) identify that to add value to a child’s learning experience ICT should be meaningful and used “…for a real purpose” (Cooper et al,2010, p, 57) and not just a new skill to be learned although Price (2012) state that “…being able to handle and operate ICT is obviously essential” (p,7). Reflecting on my activity I value that children need to be able to handle and operate ICT otherwise it can be frustrating for the child and possibly resulting in them giving up on the task. This could have negative consequences on their self esteem. Rudd and Tyldesley (2006) states that using ICT …”should also encourage a positive attitude and disposition to learn and aim to prevent early failure.” (P, 68) During the activity I observed the children to ensure they were enjoying and able to and operate the programme. It appears that ICT made learning meaningful during this activity as the children were given the opportunity to use the 2simple, 2 paint a picture programme. The children were able to experiment with a variety of brush styles and pattern making templates. This activity would not be successful without the use of ICT. Beauchamp (2012) state that a unique feature of ICT is speed as it can make processes happen more quickly than other methods. Designing fabric by using another method such as sponge painting to create patterns would have been very time consuming and would probably take more than one session to complete the activity as there would have been more preparation before the activity and cleaning up afterwards. Rudd and Tyldesley (2006) also state that Other benefits of using ICT to support learning is giving the children the opportunity to build on what they already know and can do. Hall (2010) state that by using the mouse it helped developed fine motor control, I believe that this was also beneficial to some of the boys in the group who have difficulty in maintaining the correct pencil grip. Rudd and Tyldesley(2006) suggest that some children may have no or little experience using a mouse and as a practitioner it is our role to support the children in these cases. Some of the children found it difficult to control the mouse and needed little support to use to maneuver to the desired areas on the monitor. Two children needed 1:1 support, however to ensure that the child’s work was personal and uniquely their own I talked and discussed with them which colours ,brush size and which shape flower they wanted to create. I believe that giving the opportunity for the children to create a fabric using software inspired the children. Most of them confidently chose colours swapping them if they had changed their mind and erasing when they felt appropriate. They all appeared so happy with the work they produced and were smiling when we saved their work to their own personal file. This suggests that although the children did not meet the outcome as it was the first time for the outcome to be introduced the use of ICT had a positive impact on learning as I believe all the children enjoyed participating in this activity .Most of them were coming over to the computer and watching their friends for a short period and asking if they could go next, this is not something I whiteness during a writing or math’s lesson! The class teacher was so pleased with the work the children had produced that she wanted me to create a display from their work. The children were given the opportunity to enhance their learning by using the pattern they had created to make a dress from paper using a stencil in the following weeks enhance provisions. I have used the children’s fabric designs and statements of information that they could remember about Laura Ashley to make an information display all about her life. The display has been made interactive to provide a range of ICT experiences as suggested by DCELLS (2008) including talking tins. Some children recorded basic information of what is visible on the wall display. I am so pleased with what the children have achieved by doing this activity and it was made possible through the use and impact of ICT. I now have more confidence in using the 2simple programme and have familiarised myself with the other programmes it has to offer. During enhanced and contintious provisions I am able to choose a relevant software programme that will enhance learning ,for example out theme this term is in my little garden. 2simple has a programme that allows the children to independently create a garden and plant, water them and watch them grow into flowers and vegetables. I feel that my activity was successful although we only had one computer on offer next time it would be useful to have two computers. I was conscious of the time because the activity was done before afternoon play and I had to tell two of the children that they had a few minuets left to finish their design as play time was fast approaching. Next time maybe it would be beneficial to do the activity in a longer session to ensure all children had enough time to explore and create a design. References Beauchamp, G. (2012) ICT in the primary school. Oxford: Routledge. Elston, C. (2007) Using ICT in the primary school. London: SAGE. Cooper,L. Johnson, J. Rotchell, E. and Woolley, R. (2010) Supporting Development in the Early Years Foundation Phase Knowledge and Understanding of The World .London: Continuum. DCELLS. (2008) Framework for Children’s Learning for 3-7-year olds in Wales. Cardiff: WG. Hall, D. (2010) The ICT handbook for primary school teachers. Oxford: Routledge. Hammersley-Fletcher, L, Lowe, M and Pugh, J. (2006) The Teaching Assistant’s Guide. Oxford: Routledge. Price, H. (2012) The Really Useful Book Of ICT In The Early Years. Oxford: Routledge. Rudd, A. and Tyldesley, A. (2006) Literacy and ICT in the Primary School. London: David Fulton Publishers.