ICT in the Primary School by Gary Beauchamp

Author:Gary Beauchamp
Language: eng
Format: epub
Publisher: Routledge

Our outdoor play area

ICT Equipment: video or sound recorders, IWB or computer with sound capability

Features of ICT:

Speed

Automation

Range

Provisionality (taking and discarding of photos)

Interactivity

Provisionality: As well as using features such as undo and redo on the IWB, provisionality also applies to other ICT equipment, such as the taking and deleting of photographs and the digital camera – see below.

Although this is about the outdoor area the activity can be repeated in other contexts, such as ‘My favourite place’ (in school). The focus of the activity is to produce material for a new page on the school website. (If you search the internet for ‘Our outdoor play area’ you will find some examples but few contain materials by pupils – the vocabulary is a giveaway – and limited use of ICT except for digital pictures.) The pupils are asked to take pictures of their favourite part of the outdoor play area, record thoughts (using a variety of media) on why they like it and what they do there. The activity takes place in small groups as part of a rotation of activities and the group is supported by an adult helper – but only in using equipment if they choose to use it. After material is collected the class discuss what they would like to use by viewing on the IWB or other suitable medium. The end product is uploaded to the school website.

Research tip: Mosaic approach

As many teachers undertake research of some kind, even if not for an academic qualification, we will briefly consider the advantages of using ICT in the Mosaic Approach, as the activity outlined above could form part of such the piece of research. Clark (2010) provides more details of the Mosaic approach, but in essence it uses a mixture of traditional (observation and interview) and other techniques (or pieces) to build a picture from a variety of sources and individuals. It is particularly useful for finding the views of pupils in EY settings – but could be used with all ages including adults. The ‘pieces’ of the mosaic are:

• Observation

• Interviews

• Book making

• Tours

• Slide shows

• Map making

Each technique/piece is intended to contribute to the whole picture/mosaic, but there is no reason why each should not be used separately – such as in ‘Our outdoor play area’. Of particular interest to us is how ICT can contribute. In the context of traditional techniques such as observations and interviews, there is an obvious role for video and audio recording. What is perhaps of more interest is how ICT can contribute to the other ‘pieces’.

Book making provides pupils with an opportunity to use photography to take photographs of important things in their environment to compile them into a book. Only one child at a time uses the camera, but others may accompany the photographer, including the adult in a passive role – in other words making sure not to suggest what is to be photographed. Any device can be used to take the pictures, but it may be best to use digital cameras designed for use with EY pupils.

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