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22 PANORAMA book, they take an increased interest in the characters that they have already examined. Sound Files – by allowing pupils to listen to sound files through a computer from sources such as the BBC or original ones made by the teacher, pupils can formulate ideas about news articles or a piece of persuasive writing. For example pupils could listen to screeching tyres coming to a stop and then be asked to discuss and write a persuasive text about the impact of traffic lights where families cross a road. Teachers can also locate readings of famous poems to enable pupils to appreciate how poems can be read in different ways to make them more powerful. Word Sorts – pupils are asked to sort a given set of words. For example for a grammar based activity a teacher might provide a variety of adjectives and nouns and ask the pupils to sort them. The results would then show the teacher the pupils' understanding. Using Video Clips – this is a powerful resource if used effectively with a clear focus on the learning objective for a lesson. A teacher must be careful to select clips that enhance the learning. Video clips can be used across all genres; for example when examining instructions, it is useful for pupils to view a video clip of, say, the different stages of making a wooden hut, so that they are able to follow the stages involved and thereby organise their writing into suitable paragraphs. Video clips can also be used in pupils’ own role-plays. For example a group of children can create a television advert, which can then be recorded and shown back to the class through the IWB. Such work can then be analysed with reference to the key features and success criteria, so that all pupils are able to assess the work and make amendments and improvements to their own work. Another example that pupils enjoy is when they have written a playscript which is then acted out, recorded and played back to the class through the IWB. Much can be learnt from such an activity. Saving Shared Writing – this is a wonderful tool as work can be saved so that it can be retrieved on another occasion. The writing can be examined and improved at a later date when all pupils have been able to undertake their own writing and therefore be in a better position to identify ways to improve the shared writing and then move onto their own writing. Scanning work - pupil’s work can be scanned and imported into the IWB software and then manipulated according to the lesson objectives. The past five years have seen a dramatic increase in the application of ICT resources within the primary classroom. As a result they are becoming well-equipped for a future centred around ICT in the work place. Pupils are able to use such resources more confidently, and to enjoy the process.
APPENDIX A PRACTICAL SUGGESTIONS ON HOW ICT CAN ENHANCE CROSS-CURRICULAR LESSONS The following is a list of ideas that can be used with different ICT resources. This list is certainly not exhaustive as the possibilities are endless. Multimedia - Powerpoint Presentations across all subjects created by groups or individuals incorporating images (created by pupils, images found from the internet, images uploaded from digital cameras) and also sound files (again from the internet or made by the pupils). Presentations can also be prepared by the teacher to support their teaching and presentation of the subject or use presentations already prepared by others. Emails – to pupils in other classes or other schools across the world. Music – software, electronic keyboard, tape recorder. Composing music for a given text such as the pupil’s own story or a piece of music to accompany a journey through space or a given time period. Databases – geography, mathematics, Discovery of the World. Pupils can create their own databases after undertaking surveys and then manipulate the data using different criteria that they devise themselves. This supports the pupils’ enquiry skills. Art & Design – Escher, tessellating shapes (mathematics). Pupils can work on paper and then recreate their tessellating images easily on a computer program. Create a self-portrait using a paint program or manipulate digital images uploaded from photographs taken by another pupil. Communicate ideas about themselves and develop appropriate vocabulary. Digital Microscope – there are many opportunities when images can be projected onto the wall for all the class to see. Examples include the investigation of the qualities of natural and manufactured materials; looking at a seed, looking at mould etc. PANORAMA 23
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Page 6 and 7: 4 EDITORIAL BY RICHARD GALVIN, DIRE
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