In the world around us there are a number of gadgets and devices that have been made to make our lives easier, or to keep an eye over places, areas or people where an actual person is unable to do so. For example, the congestion charge cameras throughout London that make sure all those that go into the zone pay, this is one of the ways in which to describe computer control.
The term Digital Media is in fact the plural for a digital medium. "A 'medium' is a communicative form" (Davis, 2010, p14), it can be represented in print, film or even the Internet. In the classroom this can include the use of cameras for still pictures and films.
In this weeks session we focused on the use of Dataloggers, Digital Microscopes and Programmable Toys.
Dataloggers
Data loggers, like the one seen in the image above, are generally used to measure sound, light and temperature levels. This information is recorded onto the central unit and once you have finished recording the information you need, it can be transferred over to the PC, where it can be displayed in a number of different options. You can created graphs, charts and table to show the data that has been collected.
I was given a substantial amount of time to learn and explore with this resource and I found it to be a very interesting, and fun, piece of equipment. From just my first description, it is easy to see how they can be used for science lessons. Below are just two suggestions that the data loggers could be used for:
- Recording light and soil temperature data for plant experiments
- Recording sound levels in different parts of the school
They are very simple to use, so the children in school can easily oversee their own practical activities. Personally I would hopefully like to see data loggers being used in my own school experience, but as of yet, I have not seen them.
Programmable Toys
When I was in Primary School, we used to have a resource which we called the 'Turtle'. It used the computer programme 'LOGO' and with it we learnt how to create shapes, different angles and how they were used in relation to shapes. We also learnt how to navigate our way through mazes drawn onto the floor using direction and angles once more. It was an experience that was fun and a good way to embed information. The one negative about the LOGO Turtle would had to have been the fact that the turtle itself was quite large and took up a lot of space.
But that equipment was from the 1990s. Today we have smaller versions of the turtle. Today we there are, to my knowledge, two versions of a programmable toy suited to Key Stage 1 and Key Stage 2 children respectively. First we will look at the BeeBot.
The BeeBot is a basic version of the LOGO turtle and I believe it would be best used for the Key Stage 1 pupils. The description for the BeeBot and what it can do is as follows:
- Robust and small design.
- Clear and bright buttons.
- Memory of up to 40 steps.
- Clear and bright buttons.
- No confusing degrees to program.
- Sounds and flashing eyes confirm your instructions.
- Fantastic cross-curricular resources also available.
- Moves accurately in 15cm steps at a time and turns in 90 degrees.
It is a colourful and fun way to teach children about shape, space and angles. The buttons on top are easy to see and easy to manipulate. Hopefully this will provide a fun and meaningful learning experience that will engaged children.
The next 'step' up from the BeeBot is a small machine called a Pippin.
The Pippin is most like the turtle I once used at school. It can be used to draw shapes by placing a pen or pencil into it. It is much more accurate than the BeeBot, as it can work in all different degrees of angles. The input on the device allows for users to have more precise control over it. The Pippin is more suited to Key Stage 2 children, in particular, those in the later years - 5 & 6.
Both programmable robots have their place in both Key Stages and I find them to be brilliant resources for children to use, especially when it comes to learning about shapes and angles.
Digital Microscopes
I did not get a chance to actually get a hands-on experience with the digital microscope, so I can only go by the reaction that others in our class had. From what I could see and experience from observing, they are useful pieces of equipment. The microscope is connected directly to the computer so whatever it sees can be seen on screen.
Predominantly these again can best be utilized for a science lesson, looking closely at different materials and what they are made of. But this activity could also be a brilliant starting point for a literacy class, getting children to describe what they see and put it into a piece of writing.
And Finally.....
It is clear to see that each of these resources has it's place in the classroom and each can provide an enjoyable, interactive learning experience for the children to improve their knowledge. I hope that in my teaching career I will have the opportunity to use these in my lessons and use them effectively to give the children I teach a meaningful educational experience.
Later Days,
Reference
Davies, M (2010) Children, Media and Culture, Open University Press
And Finally.....
It is clear to see that each of these resources has it's place in the classroom and each can provide an enjoyable, interactive learning experience for the children to improve their knowledge. I hope that in my teaching career I will have the opportunity to use these in my lessons and use them effectively to give the children I teach a meaningful educational experience.
Later Days,
Reference
Davies, M (2010) Children, Media and Culture, Open University Press
