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How technology can support children’s development within geography

By Stephanie White. How technology can support children’s development within geography. The school educates children from 2 years up to 19 year olds. The school educates children with statement diagnosis of: PMLD – Profound Multiple Learning Difficulties SLD – Severe Learning Difficulties

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How technology can support children’s development within geography

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  1. By Stephanie White How technology can support children’s development within geography

  2. The school educates children from 2 years up to 19 year olds. The school educates children with statement diagnosis of: PMLD – Profound Multiple Learning Difficulties SLD – Severe Learning Difficulties MLD – Moderate Learning Difficulties ASD – Autistic Spectrum Disorder However these are broad categories which involves many different conditions under theses sub categories. The resource is being taught and delivered to an year one and two class with statement needs of MLD, SLD, ASD and several with behavioural difficulties. Brief description of my school

  3. ICT Key Stage 1 1a gather information from a variety of sources 1c retrieve information that had been stored 2c how to plan and give instructions to make things happen. 3a how to share their ideas by presenting information in a variety of forms. (QCDA) the national curriculum criteria

  4. Due the individual needs of the children within the school majority of the children’s ability is pre national curriculum therefore we are required to differentiate from the national curriculum to meet the needs of the children. We assess using p levels and assess the children in accordance with B2 programme. The assessment criteria for the children within the class is P3(ii) Pupils can remember learned responses over increasing periods of time and may anticipate known events, for example, looking at the monitor screen as they activate a concept keyboard. They may respond to options and choices with actions or gestures, for example, operating one switch rather than another to achieve a desired result. They actively explore objects and events for more extended periods. assessment

  5. P4 Pupils make selections to communicate meanings, for example, identifying a symbol or creating a sound. Pupils make selections to generate familiar/preferred sounds or images. They know that certain actions produced predictable results. P5 Pupils use computer programs, for example to move a device to manipulate something on the screen. They make connections between control devices and information on screen. P6 Pupils use ICT to interact with other pupils and adults, for example, touching the screen to select letters and/or images for their names. They show they understand that information can be stored on a computer, They respond to simple instructions to control a device. They operate some devices independently. (B2 software)

  6. The Learning topic of geography was a local enquiry The local enquiry was based on a story of Where’s my Teddy? • 1a Ask (and answer) 3a Identify and describe • geographical questions what SturminsterNewton is like? • 1c Express their views • about people, places • and environments. • 1d Communicate in • different ways • 2a Use geographical • vocabulary. • 2b Use fieldwork skills • 2d Use secondary • sources of • information. To promote the learning of geography

  7. The sequencing of photographs, flip chart examples

  8. Sequencing of sound effects flip chart examples

  9. To enable all children to participate with the activity there will be an pen to use on the interactive white board and also a roller ball mouse which enables the children to access the programme and a switch concept to hear the sounds that were recorded. Inclusive

  10. The movie of the journey around the local area

  11. Within the sensory room the program ‘Ensemble designer’ allows the equipment to work within sequence with the film to stimulate the children through senses of sight, feel and smell. Sensory integration

  12. Ensemble designer map to work within the sensory room

  13. B2 Squared software Halocha, 2002; Taylor, 2003, cited in Becta (2004) What the research says about using ICT in Geography. Available at: http://www.bee-it.co.uk/Guidance%20Docs/Becta%20Files/Reports%20and%20Publications/Archive/04v%20wtrs_geography.pdf [online] (Accessed on:20.11.11) Walsh (1998) cited in John, P.D. and Sutherland, R. (2004) Teaching and Learning with ICT: new technology, new pedagogy? ‘Education, Communication and Information’ 4 (1) pp. 101-107 Haydon (2003) cited in John, P.D. and Sutherland, R. (2004) Teaching and Learning with ICT: new technology, new pedagogy? ‘Education, Communication and Information’ 4 (1) pp. 101-107 QCDA (no date available) Key stage 1/ICT/Subjects/keystages 1 and 2/National Curriculum. Available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx (Accessed on: 2.11.11) Smeets , E. and Mooji, T. (2001) Pupil-centred learning, ICT and teacher behaviour: observations in educational practice ‘British Journal of Educational Technology’ 32 (4) pp.403-417 Streluk,A. and Rogers,A. (2002) Primary ICT Handbook Geography, Cheltenham: Nelson Thornes Ltd. Sutherland, R. Armstrong, V. Barnes, S. Brawn, R. Breeze, N. Gall, M. Matthewman, S. Olivero, F. Taylor, A. Triggs, P. Wishart, J. John, P. (2004) Transforming teaching and learning: embedding ICT into everyday classroom practices. ‘Journal of Computer Assisted Learning’ 20 (6) pp.413-425 Tondeur, j. Van Braak , J. and Valcke, M. (2007) Curricula and the use of ICT in education: Two worlds apart? ‘British Journal of Educational Technology’38 (6) pp. 962-976 Bibliography

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