Data Handling and Technology

By Maggie Morrissey on May 6, 2013 in IT & Computing

I have often noticed that Data Handling in the primary school can become rather dull. How many surveys can children do about their favourite foods?

With this in mind I decided to grab their interest with technology. We started to discuss mobile phones and if they had one, what make was this and why they had that particular device? The children decided to find out if this was the same in other year four classes and the rest is history. This was their introduction to finding out about the most popular laptops and Internet service providers. They really enjoyed not just the maths part but actually thinking about how this technology is used and why.

This is also a great chance to look at advertising and how companies persuade people to buy their particular device or service. Oh and of course costs of making the devices and how are the workers treated who make them? Endless potential for the learning opportunities to grow!

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This course opened pathways into science that I never realised were there. One activity on the course involved fruit. We had to make a list of adjectives on what we could see, not touch or taste. This was a perfect example of how to begin an investigation in the classroom; start with the visual aspect and then move onto other senses/experiences to build on, evaluate and cement our first thoughts/findings. I have applied this approach in the classroom (reception class) while teaching about minibeasts: we started by reading a book about spiders; described the spider in the book; looked at and discussed a picture of a real spider; talked about what spiders can do and how they do it; went outside to try and capture a spider discussing where they might live; finally caught one and the children intuitively went to find food and made a habitat for it in the container; took the spider into the classroom and are now studying his behaviour and appearance first-hand. This in depth investigative process took little time to prepare and deliver. It also helped the children to overcome their fear of spiders and helped adjust their preconceptions. The course definitely challenged my thinking about science and has made it a much more enjoyable experience for the children I teach and for me. For them it's fun, informative and hands-on, they cant believe that it's actually a lesson. The outcomes and observations produced are outstanding. I can't believe the amount of information they could absorb in such a little amount of time.

Went to Technology To Teach's course on developing self-confidence not knowing what to expect at all. I was very impressed! She turned a roomful of awkward young people (myself DEFINITELY included!) into a group of warm acquaintances, laughing and joking, sharing experiences and ideas. It was quite an innovative form of teaching, compared to what I've previously experienced - focusing on IT communication solutions, visual aids and good old fashioned discussion. After every session I went home with a spring in my step, and a smile on my face. Also, I've since successfully done a presentation to thirty business people and government executives! If you have the opportunity to work with Maggie, take it up - so, so worthwhile.

Maggie was an outstanding course leader who was informative and provided realistic content."

I am currently not attached to a classroom but from my previous experience with Investigative Science, it showed me that it is a process which enables all students to see Science as an area of learning, which they are able to participate in, as it involves observation and experimentation to describe and explain natural phenomena which they are often naturally inquisitive about. I was challenged to redefine my approach when teaching Science. I gained understanding of how Investigative Science lends itself to all aspects of the Science curriculum and the need to take small steps in order to achieve the desired learning outcomes . I also understood how Investigative Science was able to differentiate and involve all students in the classroom thus enabling all students to become thinkers and involved in the scientific process. I would highly recommend this PD to other schools who are grappling with Investigative Science or would like to introduce this concept of learning to all teachers, whether experienced or not. The presenter was well spoken, engaged her audience with practical activities and listened to all the questions asked, responding with answers which clearly displayed her knowledge and understanding. A very passionate and motivated speaker.

Course leader was outstanding – providing practical strategies and creative ideas."

Data Handling and Technology

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