EdPuzzle is not a new site to me, however I’ve never had the time to sit down and investigate it properly. I got the opportunity today as the rain made an overdue visit to Milan.
My Year 10 Computer Science students are revisiting the Python language and I gauged their knowledge during class last week. As they all selected similar problems to solve I decided to share my solutions via video and take advantage of the embedded questioning offered by EdPuzzle.
I had intended to link to the finished EdPuzzle from a Google Form and then mark student submissions using Flubaroo however I was happy to see that EdPuzzle linked to Google Classroom and recorded student results and progress for me.
I’ve attached a quick video walkthrough of one of the tasks below, in case you want to see how it works. I think that next time I’ll make one video so that students do not have two tasks to complete but would appreciate any other feedback or suggestions!
I had a few hours to fill on my flight this morning so decided to finish off a few iBooks which I’d been experimenting with this session. The one on storage terms is short and sweet, with video examples of conversion between bits, bytes, kilobytes, megabytes, gigabytes, terabytes and petabytes. There are also a few challenges (and answers) too.
As Russel Tarr’s recent response to a high-profile attack on his methods of teaching the history of the Weimar Republic (1918-33) gathers deservedly increasing views across the Internet, other parts of Michael Gove’s “Mr. Men” speech align with my concerns about the move away from teaching of ICT in schools and its replacement with (the far more high-brow sounding) Computing Science.
“As long as there are people in education making excuses for failure, cursing future generations with a culture of low expectations, denying children access to the best that has been thought and written, because Nemo and the Mister Men are more relevant, the battle needs to be joined.” (Michael Gove, 2013)
Contrast with one of the recommendations from the Next Gen. report mentioned by Michael Gove:
“Recommendation 3: Use video games and visual effects at school to draw greater numbers of young
people into STEM and computer science.” (Next Gen., Ian Livingstone & Alex Hope, 2011)
The draw of the shiny and new! As scenarios go I would far rather create video games or animations related to Finding Nemo or the Mr. Men than Of Mice and Men and Henry V and I’m pretty sure my students would too, given the choice. Seriously though, creating video games and visual effects using industry-standard software applications requires advanced problem solving skills, application of mathematics and physics and understanding of how a computer system can turn instructions into actions on the screen. It also involves management skills, teamwork, design and creativity. My concern is that a large number of schools are using the headline “games design”, “app design” or “computer animation” to try and reverse declining numbers taking the subject, then use the same teaching methods as they did with package skills…
“What has been wrong with education and IT is that it has been very much focused on the clerical aspect of IT – Microsoft Word, Powerpoint – and that has gone into every remit of the curriculum. It is about giving students access and inspiration so when they go into the wider world of work they are part of the technological advances of the country.” (Depute Principal of St Matthew Academy, http://www.bbc.co.uk/news/education-16186705)
“It was a boring set of documents that encouraged boring teaching of boring tasks in a field which should be one of the most exciting in education. The ICT curriculum we inherited was a tedious run-through the use of applications which were becoming obsolete even as the curriculum was being written.” (Michael Gove again, 2013)
Interest in film production, digital games and media arts preferred
Multitasking skills – Working on multiple projects with strict deadlines
Ability to work well in a multi-cultural team environment with diverse personalities
Strong verbal and written communication skills
Computer skills: Microsoft Word, Excel, Outlook. FileMaker Pro experience a plus.
So an interest in digital media would be desired but most important are: social skills, time management, presentation skills and ICT skills to aid communication (wouldn’t that be classed as clerical skills?). The only other nod to multimedia computing on the page is a request to “link to your online/downloadable reel or portfolio (if you have these)”. Yes this is just one example but highlights the need for continued teaching of ICT. Perhaps just in a different way?
As a programmer I’m glad the focus has been shifted back to using computer systems to create software or link to hardware devices such as the Raspberry Pi or Arduino but without ICT skills linked to the essential processes involved in the world of work and Higher Education, you risk creating skilled coders who are unable to apply for and retain the jobs waiting for them to fill.
“For children who have become digital natives and who speak fluent technology as an additional language, the ICT curriculum was clearly inadequate.” (more from Michael Gove, 2013)
Perhaps rigour in teaching ICT skills and ensuring that the skills they learn are relevant to the rest of the curriculum at the right time would make them more useful. I’m keen on not having ICT on the timetable as it identifies it as a unique entity – unrelated to other subjects the student encounters at school. Tracking progress at primary school and allowing individual students to follow challenging pathways which further develop their skills is tricky to plan and implement, but I think also extremely important.
Here’s why: Children are, in the main, not digital natives. They might wear the badge with honour but, without developing their understanding of what a “digital native” actually is, you may find they are wearing that badge upside down. Students may be confident enough to explore and experiment when faced with a new software application but find it very difficult to recall practical skills when the Computing department see them for around an hour each week (if you’re lucky!).
The solution mooted in Scotland a few years ago was to teach ICT in every subject and leave the programming and multimedia-specific elements to Computing Science teachers. Increased exposure to tasks which relied on students applying their ICT skills to solve problems, create reports or prepare presentations would reinforce practical skills and re-engage disaffected learners. Great idea, poorly planned and implemented due to a stunning lack of staff CPD, limited resources for using ICT in all subjects, corporate filtering and application deployment systems and push-back by subject teachers who felt they had enough to cover already without also including ICT in their remit. It is understandable: staff need to trust that the technology will work consistently enough to be able to teach their subject content. If it is unreliable and the root cause is not remedied, it will be treated as a strategy that does not provide benefit to the student – and abandoned.
The current pedagogy of how ICT lessons are delivered, assessed and reinforced must change to suit the needs of the individual learner.
Over the past week I have been introducing my S3, S5 and S6 pupils to their myriad Edmodo groups and getting them to set up their profiles, communication preferences and folders. Compared to last session (BE: Before Edmodo) the learners have hit the ground running with regard to interacting with their peers and making a contribution to class discussion.
I introduced Edmodo as an electronic extension of their classroom. This helped set out my expectations quickly without having to labour through lists of rules. Over three quarter of the 31 pupils surveyed found setting up their pupil accounts straightforward and our mechanisms to ensure an element of data privacy (if not protection) – first name and initial of surname only, and no real profile photographs – were easy to implement.
Opening tasks were straightforward but promoted collaboration and contribution. For example my S3 class were investigating the different graphical user interfaces encountered on mobile devices and making notes in their jotters for a future lesson. While they did so I took photographs of their devices and uploaded each one to Edmodo. The class were then encouraged to either log in or use the mobile app from home and claim the photo of their device and say why they liked or chose that particular make or model. So far, over half of the class have successfully completed the task (and the follow up dialogue!) and been awarded the “Alert” badge I created for learners who keep up to date with their group posts outside of class time.
My Higher Computing class, who began today by learning how to play and then extend the card game War, Shove Ha’penny and Penny Football, were then set a paper-based challenge entitled Mia’s Maze. This task was a Primary 2 homework sheet dutifully completed by my daughter a few years ago but is, I think, perfect for reinforcing the need for establishing good boundaries before developing winning strategies. The target is zero or lower. I used Edmodo to successfully share a video of the solution but want to encourage my learners to start submitting their own screencasts or video responses in the coming weeks.
Out of all the benefits to me as a teacher I think the top one is the quick construction of positive relationships with the classes. Already I feel I know more about my S3 and S5 classes than I usually would at this stage in the term (less than 1 week in!). Also all my learners are included in the dialogue. They can take time to formulate and express their opinions and connect more with the lesson objectives. I’m excited to find out if continued use of Edmodo will help deepen their understanding of the course.
I thought I’d finish with a quick Edmodo tip: if you want to award badges to multiple pupils from your group. Right click on each desired pupil name in the posts section of Edmodo and select “Open in a new tab”. This allows you to award the pupil their badge and then close that tab while still being able to see what is going on with the rest of the group.