Control technology

1. Control technology

2. What and why? All the automatic electronic devices that regulate and control other devices. Control technology… …helps children understand technology in the wider world …provides a context for learning …contributes to social, mathematical and language development …can speed up the learning process …is fun

3. Foundation stage The Early Years Foundation Stage • Specific reference to ICT in the Curriculum Guidance for the Foundation Stage is in the area of Knowledge and Understanding of the World Link • ‘Find out about and identify the uses of everyday technology and the use of information and communication technology and programmable toys to support their learning’ (e.g. p.92) Birth - 11 months: Show interest in toys and resources that incorporate technology 8- 20 months: Explore things with interest and sometimes press parts or lift flaps to achieve effects such as sounds, movements or new images 11 – 26 months: Show interest in toys with buttons and flaps and simple mechanisms and begin to learn to operate them 22-36 months: Show interest in ICT/…basic skills to operate equipment 30-50 months: Know how to operate simple equipment 40-60 months: Complete simple computer program/…perform simple functions e.g. use remote control to turn on TV/… use mouse and keyboard with age appropriate software

4. National Curriculum Developing ideas and making things happen Key Stage 1 2c how to plan and give instructions to make things happen (for example, programming a floor turtle, placing instructions in the right order) 2d to try things out and explore what happens in real and imaginary situations (for example, ....using an adventure game or simulation) Key Stage 2 2b how to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them (for example, …detecting light levels and turning on a light) 2c to use simulations and explore models in order to answer 'What if …?' questions, to investigate and evaluate the effect of changing values to identify patterns and relationships [at least part of this can be approached through control technology]

5. QCA Scheme of work The QCA Unit most directly related to using Roamer/ programmable toys is: ICT Unit 2D Routes: Controlling a floor turtle However, several QCA Units relate directly to Control Technology: ICT Units:- 1F, 3D, 4E, 5E and 6C D&T Units:- 3C, 4D, 6C and 6D The National Numeracy framework also includes references to the use of a floor robot and Logo

6. Planning for progression • NC level descriptors identify progression in terms of: • Simple instructions • Simple sequences of instructions • Procedures e.g. using Logo or flowcharts • Greater precision • Analogue and digital sensors • Also progression in awareness of control technology and engagement with related issues

7. Web sites http://www.flowol.com (includes demo software to download) http://www.kented.org.uk/ngfl/ict.html (examples of use in KS1 and KS2 http://www.bbc.co.uk/science/robots/indexlater.shtml (includes video clips on the history of robots and simulation software to use on line) http://www.rogerfrost.com (well worth a visit) http://www.lasy.com (general info on Lasy) http://www.logiblocs.com (general info on Logiblocs) http://www.lego.com (general info on Lego) http://www.el.media.mit.edu/groups/logo-foundation/index.html (the gateway site for all things Logo)

8. Topics for Reflection • Some ideas: • Consider advantages and disadvantages of using Roamer/ programmable toys • You could reflect on your own experience of Roamer/ programmable toys • You could review the http://www.kented.org.uk/ngfl/ict.html web link or any relevant resources for control technology