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Open Source software and principles in education
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Keynote presentation to Croydon primary ICT coordinators, 4 March 2014
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Presentation to Merton primary teachers, 30 January 2014
Computing: planning, assessment and resources
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Roehampton computing workshop 3
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07 Navigation Tab Bar Controllers
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Mahmoud
04 Model View Controller
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Keynote presentation to Croydon primary ICT coordinators, 4 March 2014
Croydon 121
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Miles Berry
Presentation to Merton primary teachers, 30 January 2014
Computing: planning, assessment and resources
Computing: planning, assessment and resources
Miles Berry
Elsoi8
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Miles Berry
Video and the reflective practitioner (Y1 T&L)
Video and the reflective practitioner (Y1 T&L)
Miles Berry
Designing for the Web
Designing for the Web
Miles Berry
Roehampton computing workshop 3
Roehampton computing workshop 3
Miles Berry
Roehampton computing workshop 2
Roehampton computing workshop 2
Miles Berry
Roehampton computing workshop 1
Roehampton computing workshop 1
Miles Berry
Hampshire ICT Conference, 27 June 2013
Computing curriculum design workshop
Computing curriculum design workshop
Miles Berry
We look briefly at examples of robotics work in schools, and explore the use of Lego kit to provide children with an introduction to control technology. You video one another working with the robotics kit used, adding an interview or narration.
Robotics 12 13 y1 ict ssp l18
Robotics 12 13 y1 ict ssp l18
Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands. After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it. We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Innovation and the future: Y3 ssp 12 13 l15
Innovation and the future: Y3 ssp 12 13 l15
Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support. We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development. I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
Professional Development Y3 ssp 12 13 l14
Professional Development Y3 ssp 12 13 l14
Miles Berry
We look at some examples of mobile phone use within the curriculum. We consider issues raised by pupils’ access to personal technology. You experiment with Google’s App Inventor toolkit, creating a simple game for an Android handset.
Mobile app development 12 13 y1 ict ssp l17 rev
Mobile app development 12 13 y1 ict ssp l17 rev
Miles Berry
Whilst school budgets are not likely to fall within your remit in the early stages of your career, specifying and choosing resources may well fall onto your shoulders. At a time when all public sector funding is squeezed, ensuring best value in ICT procurement is essential, as is making the best possible use of the resources currently available. Some sort of technical support for ICT in schools is now common, and the management of this may well form part of your role. You reflect on the range and quality of technology available in the schools visited during your placements, making comparisons with national statistics. We consider a range of approaches to ICT hardware provision and consider some more economical approaches to ICT resourcing. We discuss criteria for selecting ICT resources and for obtaining best value. We look at approaches to supporting ICT in schools, and consider the role of the school network manager. READING Becta (2007). Quality principles for digital learning resources. Coventry: Becta. Becta (2009). Harnessing technology review 2009: The role of technology in education and skills. Coventry: Becta. Berry, M. (2010) An ‘open source manifesto’ to counter the ICT cuts. Fleming, R. (2010) Saving Money with ICT. Reading: Microsoft Ofsted (2011). ICT 2008-11. London: Ofsted.
Resources and Support - Y3 ssp 12 13 l13
Resources and Support - Y3 ssp 12 13 l13
Miles Berry
The session looks at some tools for working with media on the web and how media can be incorporated effectively in your site. We review some of the developments in web design and draw together a number of principles for effective design.
Media and Design. Y3 Teaching and Learning L2
Media and Design. Y3 Teaching and Learning L2
Miles Berry
Building on Papert and others’ use of the microworld with Logo, I will discuss some aspects of virtual worlds today, focussing on their applications in education with relevant case studies. Practical work explores Google Sketchup as a tool for creating representations of 3-D objects.
Working with virtual worlds: y1 ict ssp l16
Working with virtual worlds: y1 ict ssp l16
Miles Berry
Y3 ssp 12 13 l12
Y3 ssp 12 13 l12
Miles Berry
T and L websites (lecture 1)
T and L websites (lecture 1)
Miles Berry
We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software. FOLLOW-UP • Post your screen cast and interview to your blog. • Make a start on creating your video essay, perhaps incorporating sections of your screencast. • Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay. • Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980) ADDITIONAL RESOURCES • Chapter 3 of Pritchard (2008) • Counts (2004)
Developing ideas with video - Y1 ICT Specialists, Lecture 15.
Developing ideas with video - Y1 ICT Specialists, Lecture 15.
Miles Berry
• ICT Capability • Exploratory play with ICT • Programmable toys • Game based learning SESSION TASK • Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment. • Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology. FOLLOW-UP ACTIVITY • Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education. • You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing. • Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.
Toys, play and games : Y1 ICT, Lecture 5
Toys, play and games : Y1 ICT, Lecture 5
Miles Berry
• Video and multiple intelligences • Reflections on using video to evaluate teaching • Video editing skills revisited • Other software for video editing (as required) SESSION TASK The session provides an opportunity for you to work on your Teaching and Learning video reflection with support from your ICT Tutor. FOLLOW-UP ACTIVITY • Read Chapter 4: The Meaning of Making III, Digital, from Gauntlett (2011). Post a reflection to your blog.
Year 1 Lecture 4 - video workshop
Year 1 Lecture 4 - video workshop
Miles Berry
12 13 y1 ict ssp l13
12 13 y1 ict ssp l13
Miles Berry
12 13 y1 ict ssp l12
12 13 y1 ict ssp l12
Miles Berry
Preliminary reading: Stoeckelmayr et al (2011). As well as learning something about programming, what else might young children learn through working with Bee Bots? Programmable toys are very common in early years settings and key stage 1 classrooms, with practitioners and teachers showing lots of imagination in how these can be used meaningfully across the curriculum. We look at some of the models available and you create and record a role play of a classroom based activity based around these. Task: Working in a group, you plan a learning activity involving Bee Bots (or similar) and then role play this as teacher and pupils. You record your activity and upload this to your blog. Resources: The Lulham ICT suite has a small stock of Bee Bots, Pro Bots and Roamers, as well as more advanced Lego WeDo and Mindstorms robotics kit. There is a rather good Bee Bot app available for iOS. Free versions of Logo, a simple programming language, can be downloaded from the web, eg http://www.softronix.com/logo.html, although Scratch (see Session 7) is easier to use and increasingly popular. It interfaces directly with Lego Wedo.
PGCE Foundation Computing EYFS/KS1 - Robotics
PGCE Foundation Computing EYFS/KS1 - Robotics
Miles Berry
Keynote presentation at MGL's spring conference, Manchester, 8 Feb 2013 Recording at http://www.youtube.com/watch?v=c7HRdv_gwrA
The computing curriculum beyond 2014
The computing curriculum beyond 2014
Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
12 13 PGCE ICT Reflective Practice Seminar 2
12 13 PGCE ICT Reflective Practice Seminar 2
Miles Berry
Students will get the knowledge of the following- meaning of the pricing, its importance, objectives, methods of pricing, factors affecting the price of products, An overview of DPCO (Drug Price Control Order) and NPPA (National Pharmaceutical Pricing Authority)
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Roehampton computing workshop 2
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Computing curriculum design workshop
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Miles Berry
We look briefly at examples of robotics work in schools, and explore the use of Lego kit to provide children with an introduction to control technology. You video one another working with the robotics kit used, adding an interview or narration.
Robotics 12 13 y1 ict ssp l18
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Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands. After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it. We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Innovation and the future: Y3 ssp 12 13 l15
Innovation and the future: Y3 ssp 12 13 l15
Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support. We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development. I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
Professional Development Y3 ssp 12 13 l14
Professional Development Y3 ssp 12 13 l14
Miles Berry
We look at some examples of mobile phone use within the curriculum. We consider issues raised by pupils’ access to personal technology. You experiment with Google’s App Inventor toolkit, creating a simple game for an Android handset.
Mobile app development 12 13 y1 ict ssp l17 rev
Mobile app development 12 13 y1 ict ssp l17 rev
Miles Berry
Whilst school budgets are not likely to fall within your remit in the early stages of your career, specifying and choosing resources may well fall onto your shoulders. At a time when all public sector funding is squeezed, ensuring best value in ICT procurement is essential, as is making the best possible use of the resources currently available. Some sort of technical support for ICT in schools is now common, and the management of this may well form part of your role. You reflect on the range and quality of technology available in the schools visited during your placements, making comparisons with national statistics. We consider a range of approaches to ICT hardware provision and consider some more economical approaches to ICT resourcing. We discuss criteria for selecting ICT resources and for obtaining best value. We look at approaches to supporting ICT in schools, and consider the role of the school network manager. READING Becta (2007). Quality principles for digital learning resources. Coventry: Becta. Becta (2009). Harnessing technology review 2009: The role of technology in education and skills. Coventry: Becta. Berry, M. (2010) An ‘open source manifesto’ to counter the ICT cuts. Fleming, R. (2010) Saving Money with ICT. Reading: Microsoft Ofsted (2011). ICT 2008-11. London: Ofsted.
Resources and Support - Y3 ssp 12 13 l13
Resources and Support - Y3 ssp 12 13 l13
Miles Berry
The session looks at some tools for working with media on the web and how media can be incorporated effectively in your site. We review some of the developments in web design and draw together a number of principles for effective design.
Media and Design. Y3 Teaching and Learning L2
Media and Design. Y3 Teaching and Learning L2
Miles Berry
Building on Papert and others’ use of the microworld with Logo, I will discuss some aspects of virtual worlds today, focussing on their applications in education with relevant case studies. Practical work explores Google Sketchup as a tool for creating representations of 3-D objects.
Working with virtual worlds: y1 ict ssp l16
Working with virtual worlds: y1 ict ssp l16
Miles Berry
Y3 ssp 12 13 l12
Y3 ssp 12 13 l12
Miles Berry
T and L websites (lecture 1)
T and L websites (lecture 1)
Miles Berry
We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software. FOLLOW-UP • Post your screen cast and interview to your blog. • Make a start on creating your video essay, perhaps incorporating sections of your screencast. • Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay. • Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980) ADDITIONAL RESOURCES • Chapter 3 of Pritchard (2008) • Counts (2004)
Developing ideas with video - Y1 ICT Specialists, Lecture 15.
Developing ideas with video - Y1 ICT Specialists, Lecture 15.
Miles Berry
• ICT Capability • Exploratory play with ICT • Programmable toys • Game based learning SESSION TASK • Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment. • Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology. FOLLOW-UP ACTIVITY • Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education. • You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing. • Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.
Toys, play and games : Y1 ICT, Lecture 5
Toys, play and games : Y1 ICT, Lecture 5
Miles Berry
• Video and multiple intelligences • Reflections on using video to evaluate teaching • Video editing skills revisited • Other software for video editing (as required) SESSION TASK The session provides an opportunity for you to work on your Teaching and Learning video reflection with support from your ICT Tutor. FOLLOW-UP ACTIVITY • Read Chapter 4: The Meaning of Making III, Digital, from Gauntlett (2011). Post a reflection to your blog.
Year 1 Lecture 4 - video workshop
Year 1 Lecture 4 - video workshop
Miles Berry
12 13 y1 ict ssp l13
12 13 y1 ict ssp l13
Miles Berry
12 13 y1 ict ssp l12
12 13 y1 ict ssp l12
Miles Berry
Preliminary reading: Stoeckelmayr et al (2011). As well as learning something about programming, what else might young children learn through working with Bee Bots? Programmable toys are very common in early years settings and key stage 1 classrooms, with practitioners and teachers showing lots of imagination in how these can be used meaningfully across the curriculum. We look at some of the models available and you create and record a role play of a classroom based activity based around these. Task: Working in a group, you plan a learning activity involving Bee Bots (or similar) and then role play this as teacher and pupils. You record your activity and upload this to your blog. Resources: The Lulham ICT suite has a small stock of Bee Bots, Pro Bots and Roamers, as well as more advanced Lego WeDo and Mindstorms robotics kit. There is a rather good Bee Bot app available for iOS. Free versions of Logo, a simple programming language, can be downloaded from the web, eg http://www.softronix.com/logo.html, although Scratch (see Session 7) is easier to use and increasingly popular. It interfaces directly with Lego Wedo.
PGCE Foundation Computing EYFS/KS1 - Robotics
PGCE Foundation Computing EYFS/KS1 - Robotics
Miles Berry
Keynote presentation at MGL's spring conference, Manchester, 8 Feb 2013 Recording at http://www.youtube.com/watch?v=c7HRdv_gwrA
The computing curriculum beyond 2014
The computing curriculum beyond 2014
Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
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Professional Development Y3 ssp 12 13 l14
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Mobile app development 12 13 y1 ict ssp l17 rev
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T and L websites (lecture 1)
T and L websites (lecture 1)
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Developing ideas with video - Y1 ICT Specialists, Lecture 15.
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Toys, play and games : Y1 ICT, Lecture 5
Year 1 Lecture 4 - video workshop
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12 13 y1 ict ssp l13
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