Early Years – ict and Interactive whiteboards Reviewing good practice

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Early Years – ICT and Interactive whiteboards

Reviewing good practice

Children working with ICT tools

Ease of access

Moveable toolbar for children to reach

Toolbar can be moved to bottom of screen

Possible alternatives to finger

Finger pad, back of nail or knuckle

Some children find dragging objects difficult to sustain. Try the ‘point-to-point’ way of moving (left hand digit on object, right hand digit on where you want it to go and release left hand digit) Pointer, finger puppet

Provide exploratory and problem solving activities

Open’ activities

Closed’ activities

Children explore

suitable website e.g. Poisson Rouge www.poissonrouge.com

suitable software e.g. ‘Musical Leaps and Bounds’

They use an Intel microscope to share small things, look at skin, nails buttons, money etc

They are provided with blank canvas or a Notebook or Textease page with background image and clipart bank to choose, images which children can drag, drop and manipulate
Children are given time to explore new ICT playthings and adults observe their actions and talk before they intervene. Adults could sometimes record their play (camera / microphone/recorder) to share with them later. Use open-ended questions and prompt to encourage children to talk about their actions.
Adults should provide a variety of ICT-based activities, integrated into the range of indoor and outdoor classroom activities, which children can choose from. It is important to provide ‘open’ activities for children to be in control, to make choices and create/innovate e.g. 2Paint, 2Publish and 2Create a Story. Screens, particularly large screens (projected, interactive whiteboard) encourage audience and talk. Encourage collaboration.
Some ‘closed’ activities can be useful for particular children at times, if used with other children or adults to encourage talk and questioning, but avoid too much repetition, commonly known as ‘drill and practice’, where children might be tempted to spend long periods working in isolation.

Some resources to consider:

(Somerset license - Granada Primary Zone literacy, numeracy and science activities and Maths Movies from Dfee)

I-board www.iboard.co.uk

Creative activities where children can take risks and change their mind

Open canvas’ with tools like 2Paint, 2Create a Story, Music Toolkit, Notebook

Children can be encouraged to make marks, drag and drop, choose and manipulate shapes (resize, move, rotate) and tools – pens, rubbers, shapes,

Undo option

Purposeful tasks – use finished work as place mats, cards. T-shirt designs etc

Personalise resources

Bring the world into the classroom

Digital camera / Digital Movie Creator

Children take photos and video

They view photos and video (with pause, stop, forward, back controls) sharing on a screen
They can add drawing and annotate photos, particularly photos of experiences, events and familiar places
(photo) They can record work which has to be packed away/dismantled e.g. a completed puzzle, building brick model
They record their own voice using a microphone attached to the computer, linked to resources such as photos. Smartboard recorder
They respond to ‘webcams’ of role play area (Digital Movie Creator)
Children choose what to view and review from saved photos and recorded voices and favourite activities, using shortcuts from desktop or friendly front page with hyperlinks (e.g. Textease page), created by teacher
Notebook pages contain links to websites, files, sounds and video clips which all support meaning and stimulate ideas by varying the approach and resource

Models to help children visualise concepts

Visualisations can help with understanding, particularly where objects can be animated and manipulated at a speed controlled by the child and where children can talk with others about what is happening on screen.

It is important to be able to make choices and add own ideas

Children can select an answer, manipulate objects but also use tools to add own ideas

e.g. Notebook file ‘5 Little Piggies’

Sharing stories

Big Books

Animated stories

With sound

With animation

With hyperlinks / interactions

Using navigation buttons – back, forward, start again

If there is an interactive whiteboard, give children an opportunity to annotate using whiteboard pens


Adult-led activities using ICT tools

Hide and Reveal

Use colour pens or shapes, blind or spotlight tool to cover and reveal parts of a picture/photo

“Who am I?”

“What am I?

“What’s happening here?”

“What will happen next?”

Use the transparency option to see through objects, using them as highlighters

Recall events, stories

Recall events, stories

Adult saves photos in accessible collections/folders

View through Slideshow on Windows XP viewer

Adult sets up photos which can then be reordered (Textease or Notebook page)

Adult records child(ren) retelling story by manipulating objects on screen and narrating Smartboard Recorder
Adults help children record their sounds, reading and comments directly on to a page using a microphone attached to the computer (Textease)

Children can choose to see/hear these because adults have set up shortcuts on the desktop.

Big Books

Adult uses photos, printscreen and screen capture to capture scenes or characters from the story to use in sequencing and other activities which help children to focus on different features of the story.

Story telling


Recounting events

Adults provide a variety of backgrounds and clipart for children to work with on a page where objects can be moved and manipulated.

Using photos and screen capture these can be ‘situated and contextual’, relevant to the particular child’s world.

Even better where children can add their own drawings and notes.

Adults can take a photo of a child and use the lasso in screen capture to cut out the outline of the child. This could then be copied and pasted onto a picture of a different scenes to help children ‘see’ themselves in different contexts.

Internet use

Adults help children to find information about the world around them

Save favourites and make hyperlinks to webpages so that children can choose to visit
Copy and save resources from the Internet to use with children
Find suitable Internet-based interactive Use Internet and email to communicate with others and to ‘publish’ work
Adults use screen capture to collect sections from a web page, perhaps part of a picture, or screen capture children’s work on a screen, so that these can be saved, recalled for children to see later or used to record children’s work for assessment.

Using ICT to model ideas

‘Drag and drop’ and object manipulation support visualisation

Smart Notebook, Textease and My World are all examples of this type of program

e.g. make copiable objects to test ideas Textease (copiable money)

Use hide and reveal techniques to help children predict.

Copying/cloning objects can support counting, doubling and grouping

Other multimedia features, like the use of colour, animation and sound, engage and help children to focus and support understanding.

Some Maths Interactive Teaching Programs are suitable for Early Years work

Adults as role models

Let children see adults working with ICT so that they can mimic and learn from watching and trying themselves

Provide real and pretend ICT equipment for children to use and play with in role play situations

e.g. http://www.scholasticgroup.co.uk/magazines/ce-iposter.htm

e-learning curriculum team

Summer 2006

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