A6: Creating an Interactive Whiteboard Resource

I decided to test the tools available on the interactive whiteboard programme 'SMART Notebook.' I could see an array of resources available to just simply insert into the page. However, while I wanted to make use of the software opportunities, I wanted to create something myself. Therefore, I found the 'SMART Blocks' (intended for the purpose of mathematics). You simply insert a box (e.g. addition, subtraction, multiplication etc) into the page and use the pen to choose the numbers to add together. You then direct these numbers to the box's by drawing a line with the same pen.

I found that once the second number is inputed the answer immediately appears, acting like a calculator. I then attempted to make the task more complex by directing the second number to the answer instead so that the child needs to calculate the missing number. However, this did not work as the resource did not respond to it. This is part of the problem with technology, it must act as a 'mind-reader'. Moreover, the creator must already have assumed what you would intend to use the software for before its elaboration for public use.

I was disappointed that the resource immediately gave the answer. Instead I chose to use a second page to add a number line. This was a resource available on the programme, which allowed you to input your own choice in first and last number. I would then use this as a starting point, and then use the initial SMART box creation as a method for checking the answer. This would also give a visual presentation of the results, that would enable learners to analyse and notice patterns. Furthermore, children could use the interactive pen to highlight this on the page, acting as a piece of work in their own books. This was the reasoning behind choosing the square-tiled background, as it is stereotypical of a maths school book.

A5: Creating a Teaching Presentation

I chose to use Prezi to create a step-by-step tutorial on how to make the Kusudama flower. I screen-shot elements of the video to visually present how to follow the written instructions. This would allow someone to follow the tutorial in their own time, rather than have to keep up with a video.

 Prezi was more effective than using powerpoint as it shows a progression of steps by the arrows and moving across the page. I was unfamiliar with the tool and so I did keep to basic functions rather than take risks. However, my use to bring in other modes (images & screenshots) enabled me to make the resource much more original.

A4: Creating a Digital Demonstration

For my PGCE interview we were required to do a 5 minute micro-teach to our peers. I decided to teach how to make an origami kusudama flower because this would get my audience engaged rather than listening passively. I taught myself how to do this from picture demonstrations but found that it was not until I attempted it myself that I noticed the difficulty it was to understand the stages using this mode of teaching. Therefore I decided to create a video. I did wish to film from a birds-eye position but I did not have the equipment to do this. Instead I used my laptops built-in webcam.

This practice allowed me to see the timing of the activity, but also how it will appear to others. This then made me aware of how my hands may be often blocking their view. Therefore I have made a mental note to pause and show the group at each stage. I think this is an effective strategy for teachers as they are able to perceive how the children perceive demonstrations.

While I had achieved my purposes from filming the demonstration, I decided to make use of the editing tools available on youtube. I then used text, transition signals and audio to make the video more interesting. I also experimented with the filters to make the picture look sharper for clarity. Using youtube to edit the video made the uploading of it simple and quick, and their tools gave me further ideas. However, in choosing this simple editing tool, I sacrificed the extent I could edit. Therefore, my ability to be individually creative was limited. For example, I wanted to add text on top of the video to explain certain steps yet the tools were not set up to do this. However, this did prompt me to look at other devices to teach this skill (A5).

A3: Multi-Modal Photostory

For a module last year we were asked to create a multi-modal photostory. The process of creating the photostory was recorded in a blog (available here).

My work entailed using sound clips, images and animation in powerpoint. This enabled me to build a video rather than film one. I feel this made the final product much more original and authentic, which is in accordance with meanings of creativity.

I think this is an example of the great length technology has towards creativity. Furthermore, the images shown were the product of internet sources, my own drawings and my undertaking of photography. While some of these modes were sources and not my own work, the technology enabled me to bring together all these different elements in communicating something original.


  Multimodal Text

Edited image from the multi-modal photostory

Using powerpoint's animation tools in the multi-modal photostory

A2: Creating an Interactive Game Using Excel

I have created an interactive game. Excel was the most appropriate tool to achieve this, as I was able to use the formula buttons to give the intended user instant feedback (e.g. =IF(E2=10,"CORRECT", "WRONG"). This was created by placing the cells into a formula.  In addition I added a formula, taught to me in the seminar, that changed the sad face to a happy face when the answer is correct. This provided instant feedback for the user.

It was important to make the game appealing in order to motivate the user to interact with it. I chose add a school theme as it fitted with the purpose of the activity. I was able to find cartoon images that fitted well with the positioning of the sums. I used a chalkboard as a background which enabled the whole page to be filled with the theme. Below is the screen shot of the game.

A1: Creating Digital Images

For the purpose of a maths lesson in my school placement, I decided to created some digital images. They were learning how to write formulas for subtracting from 10 (e.g. 10-3=7). I constructed an initial task of manipulation to help children understand this. This involved children rolling a dice and placing this number of people in the bus. They would then calculate how many of the ten people were left outside.

To the right is the bus I created in paint. I used this mostly by using the shape functions. I felt I needed to create the stereotypical representation of it in order for children to recognise it.

As I needed 10 seats, I chose to create a double-decker bus. As shown, I initally used a cut out of a image I found on the internet for the bus driver. However, when i went to enlarge the image it was blurred. Instead, I decided to create all characters myself.

Here is the characters I created in paint. For practicality, I created the images large and then cropped them to fit in the bus. The task was made quicker by my ability to copy and paste the two children to create multiple passengers.

The finished product: