After doing GCSE's in ICT and Electronics and an A-level in Computing, I have seen enough of flow charts and diagrams to last me a lifetime. However, Flowol brings it down to a child's level. There are only so many options, and with teaching input from the teacher, and the children having the time to interact with Flowol beforehand, can create some phenomenal pieces using this technology.
Children have to start by thinking logically to get the basic system to work. However it is good for promoting creativity. For example, the ferris wheel system is fairly simple to set up to go round and stop. However, children can think creatively to say how many turns, when to stop, how the lights will flash, and can have diagrams that cover the whole page.
I would certainly consider using this with older KS2 children, certainly as an option to push and develop children's logic and to some extent creativity through ICT.
Wednesday 1 April 2009
...that Interactive maps would be useful for Geography
After linking this topic to our presentation, and the wonderful feedback we received from Rachael and the group, it was felt that this worked really well in the topic and would benefit children's geographical skills!
However, one question that I would like to pose is, do we as teacher's have to ensure that there is one place to do it on? Is this empowering? Our task was to create an interactive map of the campus, however, one group went one step further and did a brilliant one of their home. It was funny, enjoyable and well made. Could children do this? Or would it take away from the possible skills they can build up from doing it in a specific place?
I think teacher's have to consider why doing something will benefit the child more so than anything else, but in todays world, where we wish to empower, we have to get children to being doing this critically themselves.
However, one question that I would like to pose is, do we as teacher's have to ensure that there is one place to do it on? Is this empowering? Our task was to create an interactive map of the campus, however, one group went one step further and did a brilliant one of their home. It was funny, enjoyable and well made. Could children do this? Or would it take away from the possible skills they can build up from doing it in a specific place?
I think teacher's have to consider why doing something will benefit the child more so than anything else, but in todays world, where we wish to empower, we have to get children to being doing this critically themselves.
...Interesting how an iPod won Carling Cup for United, no?
"Ben Foster revealed he watched videos of Tottenham players taking penalties immediately before his Carling Cup shootout heroics.
The final went into a penalty shoot-out after a goalless 120 minutes.
Foster studied an iPod with goalkeeping coach Eric Steele with footage of Spurs' spot-kick takers."
Imagine taking this information into the classroom with you. If you have any boys in the class who might not like ICT or using it, this is surely a fantastic way to proove that their heroes are doing it as well, and it works for them. Thoughts?
The final went into a penalty shoot-out after a goalless 120 minutes.
Foster studied an iPod with goalkeeping coach Eric Steele with footage of Spurs' spot-kick takers."
Imagine taking this information into the classroom with you. If you have any boys in the class who might not like ICT or using it, this is surely a fantastic way to proove that their heroes are doing it as well, and it works for them. Thoughts?
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