FaceTime allows children to make video calls. This app has huge
potential for collaborative learning. For example, children could
use FaceTime to interview someone who is from another place or country
who could be an expert in a particular area.
In order to FaceTime with someone, they just have to do this by key in their email address.
Integrating Face Time into children’s learning always bring impact as children could see and talk over to the other person no matter where the person is. I have found one of the websites, called LD RESOURCES which talks about using FACE TIME to Teach and Communicate. You may CLICK into it in finding more how FACE TIME could be integrated into lessons as well as how it benefits and maximize children’s learning.
In one of my lessons during the 15 days of Professional Practice, I did try to integrate it into classroom as the lesson required children to conduct an interview with a mother from Swedish. It was for children to learn more about Swedish culture as well as how families celebrations were celebrated. The interview was conducted in a very wonderful way in the very beginning, however, it was spoiled due to the connection failure of the mother’s area. FaceTime only can be supported when there is a good WIFI connection. Children and I were so disappointed over this.
Lesson learnt for this, as teacher, I should always ensuring everything before the lesson starts, even the connection of the another side of the mother should also be ensured that it would be in good condition.
One of the most obvious successes in the implementation of the lessons during my professional practice was the integration of iPads into children’s learning. With the sufficient amount of iPads, children were able access it individually without any problems. In addition, they were highly exposed to the usage of iPads such as the touch screen features at their homes respectively. There were two specific apps that were used, namely, Little Story Maker App and Drawing Free App. These tools were used to assist children in representing and expressing their ideas in a variety of ways. The success of integrating Little Story Maker app into children’s learning about ‘My Family’ could be clearly seen from Lesson One whereby the children created photo stories of themselves from past to present (from baby to preschooler). From the lesson, it is known that children were given opportunities to apply their knowledge, sequencing and ordering skills that they have learnt and to present it to the rest of the class. The learning outcomes of the lessons were met and the feedback from my mentor was great. In addition, it enhanced children’s learning in seeing the pattern of human’s physical growth from birth to becoming preschooler. This is truly a successful one.
While browsing through the internet, I have found one great blogpost, named Bloom’s Taxonomy and iPad Apps. It provides us a list of a wide variety of Apps available which matches the levels in Bloom’s Taxonomy. You may check it out.
After completing the 15 days of Professional Practice, I really can tell that ICTs have the ability to directs children’s behavior while learning in class. One of my friends, Sing Ying actually talked about this few weeks ago in her blog. I totally agree what she mentioned about, that children tend to be more engaged and engrossed in lessons when ICTs are integrated. This simply shows that children love seeing and trying new things. According to Oldknow, Taylor and Tetlow (2010), through integrating ICTs in learning, children’s attention will be engaged desirably which motivates them in learning a particular concept.
I personally experienced it during my Professional Practice that ICTs could actually draw children attention again and again. With videos especially, could actually stop and cease them from shouting, screaming and even crying in the classroom. Seriously, with ICTs, children’s behaviors can be transformed so fast!
Sing Ying had tried using computers to manage behavior in children but I have used iPads to manage their behavior. For example, iPads time was called off due to the misbehavior in children for a particular time and because of this, this group of children would turn out to be good and active in engaging in learning.
Children were quietly sitting down on the mat and watching the video played.
I have found an article from the web which talks about the Effective Classroom Management Strategies for Technology. It has provided us with some ways and method in managing classroom when ICTs are integrated into children’s learning. One of the great example is through pairing or grouping children up into small groups. You may read more on it.
Effective Classroom Management Strategies for Technology
Oldknow, A., Taylor, R. & Tetlow, L. (2010). Teaching mathematics using ICT (3rd ed.). New York: Continuum International Publishing Group.