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How technology can support childrens development within geographyBy Stephanie White

1Brief description of my schoolThe school educates children from 2 years up to 19 year olds.The school educates children with statement diagnosis of:PMLD Profound Multiple Learning DifficultiesSLD Severe Learning DifficultiesMLD Moderate Learning DifficultiesASD Autistic Spectrum DisorderHowever these are broad categories which involves many different conditions under theses sub categories.The resource is being taught and delivered to an year one and two class with statement needs of MLD, SLD, ASD and several with behavioural difficulties.The school I work in is a special educational needs school which educates children from the age of 2 19 years with statement diagnosis.The children are educated in accordance to the national curriculum however is differentiated to meet their needs. The class this resource is based on is a year one and two class which has statement needs of MLD and SLD and consists of nine children with one teacher and fur teaching assistants.2the national curriculum criteriaICT Key Stage 11a gather information from a variety of sources1c retrieve information that had been stored2c how to plan and give instructions to make things happen.3a how to share their ideas by presenting information in a variety of forms.(QCDA)3assessmentDue the individual needs of the children within the school majority of the childrens ability is pre national curriculum therefore we are required to differentiate from the national curriculum to meet the needs of the children. We assess using p levels and assess the children in accordance with B2 programme. The assessment criteria for the children within the class isP3(ii) Pupils can remember learned responses over increasing periods of time and may anticipate known events, for example, looking at the monitor screen as they activate a concept keyboard. They may respond to options and choices with actions or gestures, for example, operating one switch rather than another to achieve a desired result. They actively explore objects and events for more extended periods.

Due to not being able to be educated to within mainstream the assessment criteria does not follow the standard criteria therefore as a school we use b2 to assess the children in relation to the p levels which is pre national curriculum.4P4 Pupils make selections to communicate meanings, for example, identifying a symbol or creating a sound. Pupils make selections to generate familiar/preferred sounds or images. They know that certain actions produced predictable results.P5 Pupils use computer programs, for example to move a device to manipulate something on the screen. They make connections between control devices and information on screen.P6 Pupils use ICT to interact with other pupils and adults, for example, touching the screen to select letters and/or images for their names. They show they understand that information can be stored on a computer, They respond to simple instructions to control a device. They operate some devices independently. (B2 software)

5Here are several benefits and difficulties in incorporating ICT. There are many advantages that can contribute to the childrens learning within in geography and other subjects. 6To promote the learning of geography The Learning topic of geography was a local enquiryThe local enquiry was based on a story of Wheres my Teddy?1a Ask (and answer) 3a Identify and describe geographical questions what Sturminster Newton is like? 1c Express their views about people, places and environments.1d Communicate in different ways 2a Use geographicalvocabulary.2b Use fieldwork skills2d Use secondary sources of information.

The promoted learning was to revise the fieldtrip out around the local area to find teddy these are the skills from geography which the resource will help to promote.7The sequencing of photographs, flip chart examples

To met the individual needs of the students the module of work within ICT was to sequence photographs in order of the walk around the local area. Using the interactive whiteboard to order the photographs.

8Sequencing of sound effects flip chart examples

The following step was to order the recorded sound effects which were recorded from the walk. Using Activinspire flipcharts to instigate these activities.

9InclusiveTo enable all children to participate with the activity there will be an pen to use on the interactive white board and also a roller ball mouse which enables the children to access the programme and a switch concept to hear the sounds that were recorded.

These are examples of the external uses that I used to help the children access the flip chart and a touch screen computer. 10The movie of the journey around the local area

After the children had sequenced the photographs and sounds into the correct order from the Activprimary I converted the sequenced order onto Movie Maker to produce a movie to produce a visual aid for the children to remember the journey of the local area from the previous geography lesson.

The movie will be used in several session as a starter activity to help the children recap the local enquiry of what we found within Sturminster Newton to enhance their learning and provide stability within a secure environment for the children.

The movie will also be used within the sensory room where the film will be played and various equipment within the room will activate in various colours that relate to the movie to enhance the childrens sensory requirements.

11Sensory integrationWithin the sensory room the program Ensemble designer allows the equipment to work within sequence with the film to stimulate the children through senses of sight, feel and smell.

Here is an example of the sensory and some of the equipment working at the end of the movie production.12Ensemble designer map to work within the sensory room

This is the map of ensemble designer which is a programme which allows all the equipment with the sensory room to be programmed using the arrows to work and at various times to a chosen film clip this is the programme for the movie of wheres teddy?13BibliographyB2 Squared softwareHalocha, 2002; Taylor, 2003, cited in Becta (2004) What the research says about using ICT in Geography. Available at: http://www.bee-it.co.uk/Guidance%20Docs/Becta%20Files/Reports%20and%20Publications/Archive/04v%20wtrs_geography.pdf [online] (Accessed on:20.11.11)Walsh (1998) cited in John, P.D. and Sutherland, R. (2004) Teaching and Learning with ICT: new technology, new pedagogy? Education, Communication and Information 4 (1) pp. 101-107Haydon (2003) cited in John, P.D. and Sutherland, R. (2004) Teaching and Learning with ICT: new technology, new pedagogy? Education, Communication and Information 4 (1) pp. 101-107QCDA (no date available) Key stage 1/ICT/Subjects/keystages 1 and 2/National Curriculum. Available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx (Accessed on: 2.11.11)Smeets , E. and Mooji, T. (2001) Pupil-centred learning, ICT and teacher behaviour: observations in educational practice British Journal of Educational Technology 32 (4) pp.403-417Streluk,A. and Rogers,A. (2002) Primary ICT Handbook Geography, Cheltenham: Nelson Thornes Ltd.Sutherland, R. Armstrong, V. Barnes, S. Brawn, R. Breeze, N. Gall, M. Matthewman, S. Olivero, F. Taylor, A. Triggs, P. Wishart, J. John, P. (2004) Transforming teaching and learning: embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning 20 (6) pp.413-425Tondeur, j. Van Braak , J. and Valcke, M. (2007) Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology38 (6) pp. 962-97614