Emerging and Existing Technologies and Children and Young people’s learning. 1 Introduction This report will explore the various methods in which emerging and existing forms of communication through ICT can be used to enhance learning across the curriculum. For this assignment I am going to evaluate the outcomes for using computers and interactive whiteboards in Primary schools. I currently work with children aged five and six that are using both these technologies as part of their everyday learning. So from using different resources and information I am hoping to find out ways in which they assist and encourage children to use different learning methods to foster an enjoyment of learning.
I chose to focus on the PK-2nd Grade guidelines developed by NETS for Students. It is important to keep in mind that the profile that is set up for PK-2nd grade is meant as a guide for teachers to use as “indicators of achievements at this certain primary stage (“ISTE/NETS,” 2007) and it is based on the assumption or idea that these children will have regular access to several different types of technological tools. There is a multitude of technology that is widely available for the K-12 classroom. Software as simple as Microsoft Powerpoint and as complex as Auto CAD is available for every type of classroom. Hardware such as scanners, digital cameras, and flash drives are also a tiny handful of hardware that is available.
I believe that students also need to learn about effective communication strategies primarily in school so that they can find ways to work together with their teachers and peers to find academic success. The successful methods of communicating that is learnt in school can be carried out in communicating with others out side of school as well. Within the classroom I encourage
Abstract: The Sheltered Instruction Observation Protocol (SIOP) has provided great benefits from its delivered instruction for students of all ages and grade levels. The SIOP model, in compliance with content standards, has established itself to being an effective strategy, addressing all students’ needs by focusing on correlated components. Using strategies that relate to these components, educators may plan design and allocate lessons that focus on the academic and linguistic needs of all students (The Arizona Department of Education). Included in this paper is an unambiguously defined SIOP model lesson plan and rationale created for the purposes of this essay. Identified within the SIOP lesson plan is the content and language standards and objectives to be attained by students.
Children 40-60 months should be able to complete a simple program on the computer and use ICT hardware to interact with age appropriate computer software (pg 42). ICT can be used effectively across all six areas of learning and development to engage the children in learning and enhance the EYFS curriculum. ICT is not just a computer with Early Years software
To: From: Akeem Whyte Physical, technological and human resources used with in a school Microsoft office software Microsoft office software allows well developed work to be completed to a good standard by pupils and staff. The software provides an important part of school life in terms of teaching lessons and producing work. The software allows the school pupils to gain necessary knowledge and skills for use in slater life as Microsoft office is the most profound and used software in the world Tables and chair For children to work on and to create a formal seating which is appropriate for the work they need to produce and to get them used to the environment of work and exams. Classroom Classes to create quiet working environments
2. Documentation folder contains three files which will guide you through software installation steps, project creation and loading program. 3. Experiment_ATMEL-Studio-6 folder contains master code written in ATMEL STUDIO IDE. These codes are for reference and can be used by teams to understand the programming logic.
• Youth/activity club- young people aged 11-16years. • A reception class/ks1 class in primary school. • Crèche- children up to the age of 5years. For a young child the environment is particularly important. For example, the size of the classroom and outdoor play areas, the colours of the walls, the type of furniture and flooring, the amount of light and the number of windows all influence how children learn.
There are assessments when a child is aged between 2 and 3 years and at the end of the academic year when they turn 5. The assessments are based on EYFS practitioners’ observations. Information from the assessments is used for parents, practitioners and teachers to support children’s learning and development. The 7 areas that early years learning concentrates on are: * communication and language * physical development * personal, social and emotional development * literacy * mathematics * understanding of the world * expressive arts and design Teaching is often done through play, where the child learns about subjects and other people through games. At the end of the academic year when a child turns 5, the practitioner records each child’s development by watching the child playing and in the classroom.
The aims and importance of learning provision for numeracy development. The curriculum provides pupils a solid foundation in all aspects of numeracy and a Key feature of developing skills in numeracy is for pupils to understand its purpose and be able to not only learn but also apply it to real life situation which is why it is important to establish mathematical skills at a early stage. In reception classes Teachers follow through a Foundation Stage Curriculum which includes problem solving, reasoning and Numeracy for pupils 40-60+ months old. In Key stage 1, numeracy skills are developed practically in shape, pattern, counting, sorting and measuring. Teachers plan activities in order to help the pupils develop mathematical skills through exploring, playing games.