Computer Control and Computer Monitoring

The world that we live in suggests that we are controlled by computers.
To shed a little light on this, we are reliant on:

1. Washing machines
2. Microwaves 
3. Oyster cards  
4. Traffic lights 

The list is endless....  
 

Drawing this back to ICT in the classroom...There are many new and exciting ways to incorporate ICT into lessons and across the national curriculum.

In today's blog I am going to touch the surface on a few of these... 


Programmable toys and robots:
The following images are examples of programmable toys/robots.

BEE-BOT

The BEE-BOT is an award winning programmable floor robot, the Bee-Bot's simple and child friendly layout is a perfect starting point for teaching control, directional language and programming to young children. Bee-Bot

   

PIXIE

PIXIE is our smallest simplest robot. It is less than 6 inches across and has only 7 buttons. It is intended for use with children from 5 to 8, but many are in use in playgroups and nursery schools. Pixie

During the ICT lesson, we entered a  procedure (sequence of instructions) into the Romer so that he would find his way to the volcano. 

This is an engaging and stimulating activity that can be used with nursery and primary classes. 

For support with programming a PIP robot please see link below:
Instructions



Digital Microscope:

The digital microscope is a new and exciting resource to look at something in high magnification. This can be anything from an individuals eye to jumper material. 

(please see examples of images below).

'An eye'

'A wool jumper'

Computer Monitoring: 

This monitoring technology is great when measuring environmental changes, such as, light, sound and heat over a period of time.
Data logging this information can be presented into graphs and tables. This also draws upon cross curricular subjects for example, Science, Maths and ICT. 

All the activities that I took part in today were both motivating and stimulating. Having said this, I enjoyed using the digital microscope most.  The digital microscope can be used in all national curriculum lessons. For example, it could be used as part of a science lesson where children are encouraged to investigate or in mathematics where children may be asked to predict.  Science involves engaging students in the kinds of processes used by scientists.

An investigative activity may involve asking the children in a class to look at a flower under a microscope and discuss/investigate the different parts of a flower. This activity could be extended by asking the children to label the flower accordingly. Key vocabulary could include, ‘digital microscope, ovary, anther, stigma, petal, oval, sepal, filament.’ I would have a picture of a labelled flower on the interactive whiteboard throughout the lesson. This would support the less able children with the activity. The TA would also be asked to sit and support the less able children. The skills taught would be to record the findings by labeling the flower. I would ensure that there were sufficient digital microscopes for groups of four. The children would be asked to take turns, collaborate ideas and to team  work. I would manage the classroom by working with all groups (excluding the less able group who would be working directly with the TA). I would be able to assess all groups, supporting and challenging children accordingly. This activity is exciting, investigative, and engaging for children. It is not a simple tool that focuses on one subject area but can be used across the curricular.