Activity 5.1.2 An inspiring project that overcame some challenges (Core)

Watch the inspiring example of a science project that was used in a primary school: the Darwin project. 

Think about the following questions. 

• How would you describe this innovation from your point of view?
• What kind of challenges do you think this team of educators have faced while implementing and developing that project?
• What are the elements of this project that you find inspiring and that you might use to overcome some of your own challenges?

Record your answers into your Course Journal. You will come back to them again towards the end of the week.

I believe its an outstanding effort to bring children into a scientific reasoning procedure. However, I feel more in touch with Beau Lotto's approach toware scientific thinking and kids in 'Beau Lotto + Amy O'Toole: Science is for everyone, kids included',  (Lotto, 2012)

The principal challenge I believe would be how to develop the concept respecting children's essence in order that they feel themselves respected, while incorporating science in their research. The Darwin project structure seems quite complex and not very accessible in terms of interface graphic design. Almost the whole tool is dominated bay text. And while the concept and involving specialists to follow-up children's achievements seems a great idea, I still get the feeling that the Darwin project tends to go more to the adult side than to the children's world.

I really didn't find any particular element inspiring. I think the mechanic is quite complex.

Reference

Lotto, B. & O'Toole, A. (2012). Science is for everyone, kids included.  [Video archive]. Retrieved from https://www.ted.com/talks/beau_lotto_amy_o_toole_science_is_for_everyone_kids_included

Activity 1.4.2 (Core) 'Supporting teachers'

Assess your priorities for teachers’ and leaders’ needs as they plan the integration of ICT, using Section 1.5 ‘The lessons learned’ from the document you downloaded in Activity 1.2.5, Chapter 1: Setting the Context. 
Record them in your Course Journal in the 'Supporting teachers' section

Key (levels of priority after assessment excercise)

(1)= immediate
(2)= medium term
(3)= long term

Notice: Since this is not my institution but the school my children are attending I am doing the exercise based on what I have seen could be done in there from the position toward ICT from the institution.  

Leadership issues

(1) Recruitment is important, so aim to attract teachers who can work like with
learning technologies.
(2) Remove external constraints on the teaching where possible, to enable innovation to be carried through more easily.
(1) Set out to learn from the successes in other schools.
(1) Unlock sites like YouTube, Facebook, Google, as otherwise it is not possible to teach a consciousness of appropriate ICT use to the students.
(2) Put ICT devices in the library and access halls because it is important for everyone to see the children working on computers.
(3) Instead of a one-off large entrance fee to pay for ICT at the school there should be a lower cost annual fee per student, to allow more mobility in the application of funds. This would enable them to serve the distinctive needs of classes over time.
(2) Give a greater role to ICT in development and assessment, as it is very motivating for learners to get immediate feedback.
(2) Provide more mobile devices with wifi. Fixed equipment is expensive and their scope of use is limited, while mobile devices plus wifi allow more flexible use of ICT.

Lessons learned about what teachers need

(3) Give teachers and students one-to-one access as soon as possible.
(3) Teachers should have received much more attention: they should have received Notebooks prior to engaging them at school with pupils.
(1) We should have inspired teachers more, by helping them understand that ICT is not necessarily evil, but one of many opportunities to enable the growth of the child’s mind and soul.
(2) From the earliest opportunity, provide consistent and frequent technology training sessions for staff members, so that they feel comfortable incorporating the technology, which can be uncomfortable or overwhelming, making some teachers hesitant to use the technology.
(2) Provide professional development for teachers to be better trained by external trainers.
(2) A technician oriented towards pedagogic innovation is needed more regularly in the school.
(1) Recognise teacher leaders for their contribution to the training of their colleagues.
Give teaching staff:
(2) good conditions for their work,
(1) open, public acknowledgement of their activities,
(3) a special financial bonus,
(2) opportunities to take part in conferences.

Activity 3.2.2 Opportunities for Learning Types (Optional)

Read Chapter 3.1 “Opportunities provided by ICT for teaching and learning in primary schools” from UNESCO Book “ICT in Primary Education. Volume 1: Exploring the origins, settings and initiatives” http://iite.unesco.org/publications/3214707/ pp. 39-46 categorizing the use of ICT tools. 

Select a few examples of ICT-based learning activities that you find interesting, making a note on each within your own Course Journal.

Examples selected:

LITERACY

ICT communication tools

(Hartley, 2007)

"ICT-mediated writing can release students from dealing with many problems associated with writing by hand – like letter formation and alignment – and hence facilitate editing, rewriting and spelling. Freedom from these chores allows them more time for thinking and reflecting about the content of writing."

Personal comment: I find interesting the example because of the transformation in written expression focus. The motor cognition (reflected in handwriting) goes to a second place and special emphasis is given to analysis oriented cognitive processes. Could that be a forecast of what could eventually happen to handwriting? 

MATHEMATICS (NUMERACY)

ICT construction tools

(Lin et al. , 2011)

"Tangram puzzles are a common topic for primary geometry. Tangram puzzle facilitated 

learning geometry in a computer-supported collaborative learning environment based on Tablet PCs. Advantages of the software were identified: (1) it enhanced the students’ perception of shape rotation and their spatial ability; (2) it improved students’ competence in spatial reasoning and sensing; (3) it increased face-to-face discussions as well as online communications among students; and (4) it boosted students’ critical thinking, confidence and willingness to learn. In addition, teachers also found it easy to summarize and explain the geometrical concepts involved using the virtual Tangram puzzle."

Personal comment: I find this kind of form resources quite appealing. About the same basic theme but in a 3d emulation context there is an iPad and Android game called Monument Valley ( http://ustwo.com/blog/monument-valley-out-now/ ) which rescues. I believe, principles 2, 3 and 4 by discovering a narrative through "a la M.C. Escher" impossible forms.

ICT information tools, tutorial tools and construction tools

(Barker and Ansorge, 2007), (Jermann, Soller, and Mühlenbrock, 2001), 

"Robots as instructional assistants or learning companions enable teachers to provide digital learning content which facilitates students to interact with real learning materials"

Personal comment: In Mexico, roboticss feels like an emergent activity quite appealing to kids. Where I live (Cuernavaca, Morelos), there is a small Science Museum which offers a 20 minute robotics workshop with Lego's NXT intelligent brick. For more enthusiastic kids a local store called Steren offers also some kits to build different types of robots. The only downside is the price going from  £12, to £36 in a State where the minimum daily wage is about £ 2.3 approx.

SCIENCE

ICT construction tools

This case wasn't referred in any of the resources given for this activity, but I would like to share it as well since I think it covers this specific classification type:

"Foldscope: Microscopy for everyone

a new approach for mass manufacturing of optical microscopes that are printed-and-folded from a single flat sheet of paper, akin to Origami from a research team at PrakashLab at Stanford University."

The Foldscope site can be reached here: http://www.foldscope.com/10ksignup

The discoveries made with the firs prototpypes can be viewed here: http://www.ted.com/talks/manu_prakash_a_50_cent_microscope_that_folds_like_origami

Regards