Inquiry-ICT-T3

= Inquiry- ICT =

RTC 6 7 8
toc
 * Context for Learning **
 * For our inquiry ICT in Term 3 Miharo (Room 2) focused on ICT and the changes in ICT over the years. From Then to Now.**
 * We discussed what ICT was and who used ICT, as well as how we could use ICT and compare ICT to how it was and the changes over the years. We also focused on other questions from Kipling's seven servants such as where we could see old technology and access information about it eg computers, why we wanted to, when we could do it, as well as which ICT examples we could investigate. Children recorded their answers to the questions in Wonderings and we placed them on the wall. ( Refer evidence below in pictures) **


 * What I did **
 * I helped the children with their initial wonderings and together we developed our essential question- "How ICT has changed over the years?" I took the role of the teacher providing and guiding experiences for the children to help them develop inquiry skills and relate their findings and knowledge to our question. I guided them to compare then to now.**
 * I facilitated the initial discussions and guided them further so that the children could think about and compare ICT to years ago rather than just what they could relate to and use now.**
 * By showing effective leadership I helped contribute to effective teaching and learning as well as providing experiences and opportunities for children to be involved directly in hands on learning using guided discovery methods.**
 * I helped conceptualise, plan and implement appropriate learning programmes, as well as use critical inquiry and problem solving skills. I set up learning opportunities by arranging a trip to the Faraday Centre where children were able to experiment with, use and view technology and ICT from years ago and be able to compare it to the technology and ICT used now. I arranged for the children to email my friend in Auckland continually where she answered and asked questions with the children. I set up homing pigeons for the children to attach messages to demonstrate other ways of sending messages. I also used De Bono's hats to help children think more specifically about ICT and technology from then to now. I took pictures and videos of children's stories, evidence of work and discussions of what they had learnt and videos of children reading the work that they had done ( See evidence below) **


 * What the children did and the impact on their learning. **
 * As can be seen from the photos and videos the children were involved in lots of learning and experiences that helped them answer the essential question and be able to talk about how ICT has changed over the years.We investigated our wonderings by accessing information and pictures on the computer. We experienced ICT from years ago by visiting the Faraday Centre where children loved being involved in using ICT from years ago. They were able to gain experiences from using, experimenting with and viewing ICT and technology from years ago that helped them to compare and see the changes made over the years. One area the children focussing on was sending messages. They compared from using horses and walking to transport messages, to pigeons, to computers and emails. The experience of using homing pigeons to send messages was an exciting experience for the children. They wrote their own messages and held and attached the messages to the pigeon's legs. We then let them go and the next day a group of children went with me to retrieve the messages. We got 14 out of 15 messages back and it promoted lots of discussion about how messages were sent by pigeons in war time years ago ( Refer Ryder's story) and children enjoyed seeing where the pigeons lived and flew back to and were able to use the ipads to take pictures of their experiences.**


 * Evaluation- **
 * The children were able to reflect on how ICT had changed over the years, talk about it, show their own evidence (photos, stories and videos) and also compare ICT from years ago and the changes using a comparison method of Then to Now.**
 * The children developed holistic learning especially skills in literacy- oral and written, problem solving, ICT, physical, cognitive, cultural and social skills. Although I helped to conceptualise, plan and implement appropriate learning programmes, as well as use critical inquiry and problem solving skills, the children helped lead it through their own inquiries and reflections and interests. They were able to write about, record and take photos of their learning.**
 * I further developed their evaluation of their learning by using De Bono's hats to help them to describe the changes in ICT from then to now. Chiuldren were able to describe the 'then' example by using say a black hat to say why something may not work and problems associated with it and describe the 'now' example of the same ICT using say a yellow hat and be able to describe why it works and what are the benefits of it. ( Refer evidence below) **


 * Where to next? **
 * We plan to continue using ICT and developing our skills in the "now." We will still compare ICT to changes from years ago and more recently as new ICT updates regularly. Children will be able to compare changes from then to now in such short periods as a year.**

Teacher pedagogy
I looked at where my children were at, what they knew and what was important, establishing a baseline and a guided direction for the inquiry. By seeing what they already knew I could determine some of the things that they wanted to and needed to learn next. I also looked at. strategies for achieving these aims and the results of our learning and experiences in ICT, helping to decide on implications for future teaching. By involving the children in many hands on learning activities and experiences they had many opportunities to reflect and assimilate new ideas, experiences, information and learning.They were able to relate this knowledge to what they already knew, adapt it relevantly, compare from then to now as they discovered and experienced how ICT had changed over the years and translate those thoughts into action. As a result the children have more understanding and can talk about changes in ICT as well as a wealth of hands on learning and experience which they can continue to adapt and use accordingly.
 * Teaching as inquiry. **
 * Encouraging reflective thought and action **

** Videos and photos, Student voice **

 * ( Refer below) **

** Evidence, including student voice **
 * Storywriting **

Noah **video** reading his story about homing pigeons and talking about our experiences. Ryder **video** reading his story about pigeons and messages in War time and talking about our experiences Anaru **video** talking about his ICT story using Tony Ryan's thinking key- Different uses where his Banana is a phone.( Story able to be viewed on Writing T3 thread) He also talks about our visit to the Faraday Centre.

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**Wonderings**
 * Wonderings**
 * Faraday Centre,**
 * Pigeons**


 * The Faraday Centre.**

The old car

Hurae doing the washing.


 * Pigeons**

Ryder, Noah looking at loft and taking ipad photos


 * Evaluation/Assessment-Then and Now- Using De Bono's hats**


 * Video of Noah and Anaru talking about Then and Now ( How ICT has changed over the years) and relating their pictures and conclusions to De Bono's hats.**
 * Also video of Ryder and Ataahua talking about Then and Now ( How ICT has changed over the years) and relating their pictures and conclusions to De Bono's hats.**

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 * Photos of their work**


 * Noah and Anaru using the yellow hat for Then and the green hat for Now.**


 * Ryder and Ataahua using the black hat for Then and the white hat for Now.**




 * Other examples of Children's work Then and Now using De Bono's hats for conclusions.**


 * Kawiti and Tapsell using a green hat for Then and a red hat for Now.**




 * Alex and Soul using a black hat for Then and a yellow hat for Now.**




 * Anaru and Cheyden using a blue hat for Then and a black hat for Now.**