Issues+Brainstorms

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 * **How to manage the one computer classroom - how can you maximise its use?** ||
 * * Roster system - pegs moving down names, stopwatch/ timer
 * Previous child taps next person
 * An activity that finishes - they can show the next person
 * Expert - driver + passenger
 * Rotation stations
 * Use of data project for modelling
 * Use of ICTskills across the curriculum ||
 * **How can you enhance your literacy programme using ICT? How can you manage this?** ||
 * * Online books - pm programme, big books, CD Rom
 * Data projector (shared writing)
 * Photos - writing a story together
 * PhotoStory - digital stories.
 * Sites eg Woodlands - ABC - Letter formation
 * Starfall.com
 * CDs
 * Podcasts
 * Kidpix slideshow stories - recording voices and letter practice
 * More PD
 * More $$
 * Kidspiration, Mindmapping
 * [|VoiceThread.com] ||
 * **What systems have you used to timetable children? How do you monitor what they do when they are on the computer?** ||
 * * Class ladder - pegs with children taking turns
 * Popsicle sticks with names that move from a 'Waiting' to 'Had a turn' tin
 * Children in pairs - timer
 * Buddies
 * Rotations/ stations
 * POD - all on at the same time
 * Data projector - as a guide/ role modeling stages and what they can achieve.
 * Roving
 * COW
 * Some computers step up as children achieve certain standards
 * Children have a checklist ||
 * **How can ICT provide evidence of children's learning? How can ICT aid reporting to parents?** ||
 * * Can make it more accessible to parents as well as children.
 * It can provide assessment data eg eTap
 * Use as a digital porfolio
 * Blogs
 * Podcasts, emails - can all be accessed from anywhere
 * Photos as examples of what children have learned
 * Movies
 * Examples on class pages
 * Online newsletters ||
 * **Skills vs Context. When is it appropriate to focus on skills? Can this be done through authentic contexts?** ||
 * * With younger children basic skills for using ICT are a definite and contexts can be found to support this eg paint for mouse control/ drag 'n' drop
 * Use of digital camera for photos of friends/ teachers etc
 * Determine the skill and then the context or vice versa but not one without the other
 * Whole school matrix progression so different levels can see what has gone B4
 * Is 'playing' an authentic use of your time? We think so - it is exploring and learning skills and knowledge
 * Independent activities to practice skills
 * There are some skills that children need to know before they can access products to use for authentic context projects. ||