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24 PANORAMA Digital Camera – images can be taken of children in PE when working on balances. The class can discuss how to improve own and other’s balances. Pupils can take photos outside the school to show features of their community. The images can then be used in a powerpoint display that the children create as part of their topic work. The images can also be used to highlight different architectural features. In addition, images can be taken of different parts of a plant which can then be uploaded and manipulated with text being added to produce an information text. Pupils can also create a story by uploading their own images and then manipulating them into an order which supports their writing. Digital Video Camera – record pupils’ PE efforts and analyse the film on screen to improve work. Can be used with dance, jumping, catching and throwing etc. Also a camcorder can be used to record pupils’ puppet show using puppets that the pupils made themselves and script that they write themselves. Sound Recording – children are able to record their own and other pupils’ opinions and conversations. This can be undertaken in history lessons when pupils take on roles of given characters, in literacy when pupils’ are taking part in a discussion and other similar situations. Spreadsheets and Graphic Presentation – mathematics, literacy. Information can be collected from internet research and then manipulated into a graphical format. For example pupils can research how to ‘think global, act local’ and then organize the information in a different manner. Also, pupils can devise their own questionnaires and collect their own data e.g. water usage at home. The information can then be collated on a spreadsheet such as excel and manipulated to show different bar charts, line graphs and pie charts. The findings can then be written up in the form of a report. Desktop Publishing – all subjects. This is a very rewarding exercise for the pupils and teacher. Obviously pupils can produce their own ‘books’ or ‘leaflets’ or work collaboratively to produce a more substantial piece of written work. Examples include production of books about given topics such as Medieval Life as seen by a Knight or a peasant and the production of guidebooks for any location or time period. Internet Research – can be used in all subjects and then the findings manipulated in a form suitable for the task and audience. For example: How did peasants live in the Middle Ages?
References: Leading ICT Teachers Course; Norfolk Education Advisory Service Using ICT Effectively in the Literacy Hour – ICT and Electronic Texts; Norfolk Education Advisory Service Generic Ideas for Literacy – Using an Interactive Whiteboard; Primary National Strategy Useful Websites: www.primaryresources.co.uk www.bbc.co.uk/schools/scienceclips www.bbc.co.uk/schools www.coxhoe.durham.sch.uk/ www.teachingandlearningresources.co.uk/ www.atozkidsstuff.com/middleages.html www.northpole.com Maps: www.worldatlas.com www.geography.about.com www.activityvillage.co.uk www.eduplace.com www.yourchildlearns.com www.mapsofworld.com PANORAMA 25
Page 1: 1/2010 N° 234 ALICANTE BERGEN N.H.
Page 4 and 5: 2 PANORAMA "SAME PROCEDURE AS EVERY
Page 6 and 7: 4 EDITORIAL BY RICHARD GALVIN, DIRE
Page 8 and 9: 6 VORWORT VON RICHARD GALVIN, DIREK
Page 10 and 11: 8 EDITORIAL PAR RICHARD GALVIN, DIR
Page 12 and 13: 10 PANORAMA
Page 14 and 15: 12 PANORAMA ICT IN ADMINISTRATION:
Page 16 and 17: 14 PANORAMA NEW TECHNOLOGY TRENDS F
Page 18 and 19: 16 Alison Yun is a teacher in the p
Page 20 and 21: 18 PANORAMA Should all children be
Page 22 and 23: 20 abc PANORAMA Advantages for Teac
Page 24 and 25: 22 PANORAMA book, they take an incr
Page 28 and 29: 26 Richard Mann is a geography teac
Page 30 and 31: 28 PANORAMA of learning and whether
Page 32 and 33: 30 PANORAMA learning. The learning
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Page 36 and 37: 34 PANORAMA the pupil identifies wi
Page 38 and 39: 36 PANORAMA important information a
Page 40 and 41: 38 THE IMPACT OF INTERACTIVE WHITE
Page 42 and 43: 40 PANORAMA INTRODUCTION January is
Page 44 and 45: 42 PANORAMA creation tools for use
Page 46 and 47: 44 abc PANORAMA Stage 3: teachers u
Page 48 and 49: 46 PANORAMA a whole class (Moss et
Page 50 and 51: 48 PANORAMA References: Armstrong,
Page 52 and 53: 50 Roger Blamire is Senior Manager
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Page 62 and 63: 60 PANORAMA HOW TO USE ICT IN YOUR
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Page 66 and 67: 64 Annick Fauconnier est enseignant
Page 68 and 69: 66 Jose Fragoso is a teacher, ICT c
Page 70 and 71: 68 PANORAMA SOME PRACTICES It is ag
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Page 74 and 75: 72 PANORAMA CREATING MP3 FILES TO E
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74 PANORAMA to do is to fire up you
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76 PANORAMA was done in a tradition
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78 DISTANCE-LEARNING AND TEACHING O
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abc 80 PANORAMA In the organization
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82 PANORAMA place “live”, we de
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84 PANORAMA WHAT KIND OF LEARNING M
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86 Samantha Malmbergs is a primary
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88 PANORAMA in the bottom corner of
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90 PANORAMA
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92 ˝SAME PROCEDURE AS EVERY SCHOOL
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94 PANORAMA Lernen von und miteinan
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96 Jean-Pierre Coppens est Biblioth
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98 PANORAMA vaste que divers systè
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100 PANORAMA en conservant son cara
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102 D’UN LOCAL VIDE À UNE BIBLIO
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104 PANORAMA La sécurisation est u
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106 François Roosegaarde Bisschop
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108 PANORAMA EUCLIDEAN GEOMETRY AND
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110 PANORAMA The ‘code’ is then
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112 PANORAMA PROBLEM SOLVING Alread
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114 L’INFORMATIQUE, LES TECHNOLOG
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116 PANORAMA de composition avec ce
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118 PANORAMA de l’infographie, de
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120 PANORAMA du gaélique, langue m
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122 PANORAMA
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124 “CAN A DIGITAL VISUALISER HEL
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126 PANORAMA In my own context the
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128 PANORAMA In this series of imag
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130 PANORAMA Teachers can also demo
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132 EASY COMMUNICATION IN THE CLOUD
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134 PANORAMA Since every room in sc
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136 PANORAMA EASY COMMUNICATION IN
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138 Charles Nihoul est professeur d
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140 PANORAMA INFOGRAPH’ART ? Le c
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142 PANORAMA Décoration de bus d
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LA FORMATION ON-LINE DES ENSEIGNANT
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146 PANORAMA et des connaissances d
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148 PANORAMA le jour après des ren
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150 COMPUTER-ASSISTED TEACHING AND
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152 PANORAMA presentation of inform
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154 PANORAMA The objectives set for
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156 PANORAMA The European Schools h
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158 PANORAMA PROPOSALS TO THE SCHOO
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