1. Enhancing Geography with ICT By Tracey Charlton : 0505790

2. Why Use ICT? The Rose Review (2009) recently strives towards ICT joining English and maths as the centre piece of new primary curriculum, illustrating the key role it has to play in learning today. Studies suggest that ICT can result in positive motivation for both learners and teachers (Pasey et al. 2003) "There’s no question that technology plays an increasing part of our everyday life at home and school. Clear evidence shows effective use of technology really does boost a child's achievement”. (Crowne, 2009) Through the use of ICT and the learner being taught by a more experienced other, children are scaffolded as they learn so they can enter into their ‘Zone of proximal development’, (ZPD) pushing their achievement forwards. (Vygotsky, 1978).

3. Key Benefits of Using ICT in Geography ICT can make geography more authentic and relevant ICT allows more time for discussion and analysis Using ICT increases opportunities for communication and collaboration encouraging a sense of teamwork, citizenship and thinking skills. The internet allows geography teachers to search quickly retrieve, use and store digital images which may stimulate and provoke discussion and travel to places that may be unreachable to the children. It enables learners to access new and exciting ways of exploring the world through interactive maps. Using the internet can help the children to interact with peers and other communities, to share information and resources and to celebrate diversity around the world. (Becta, 2004 & 2009)

4. with Movie Maker. Positives: Child Friendly Straightforward to use Used easily to take photos and digital movies Simple to download onto moviemaker. Lightweight easy to carry. Child- led learning. Great assessment opportunities! Movie Positives: Child Friendly Straightforward to use Used easily to take photos and digital movies Simple to download onto moviemaker. Lightweight easy to carry. Child- led learning. Great assessment opportunities! Movie Negatives: Negatives: Hard to hold record button for lengthy periods. Hard to hold record button for lengthy periods. £80 per camera (Expensive for a whole class) £80 per camera (Expensive for a whole class) Short-term memory, however memory cards can be purchased. Short-term memory, however memory cards can be purchased. Batteries! Batteries! Can be a little hard to keep stable. Can be a little hard to keep stable. Hard to insert multiple pictures on 1 slide in Movie Maker. Hard to insert multiple pictures on 1 slide in Movie Maker. Encorporates a range of Learning styles Visual Auditory Kinaesthetic (Gardner, 1983) Using Tuff-Cams, Easi-Speak

5. Winklebury: A special Environment? This unit of Work is A Geographical enquiry, year 3, containing 8 sessions. To identify features of their local area To explore their feelings about the areas environment. To present their findings and suggestions through pictures and a moviemaker presentation to persuade the local environmental officer to act. ICT is present in: Lesson 1: Moviemaker introductory film Lesson 2: Internet: interactive websites Google Earth/ Direction Map games Lesson 3: interactive ma fieldtrip using Tuffcams and easi-speak Lesson 5: Quick maps Lesson 6: Data collection (use digital pictures on bar chart) Lesson 7 & 8 complete movie maker, insert pictures, film, sound and text related to persuasive environment enquiry.

6. National Curriculum Links Relates to Unit 6A: Multimedia presentation (gifted and talented group producing movie) In this unit children learn to create a multimedia presentation using text, images, and sounds. They will be taught to create links between pages and show sensitivity to the needs of their audience. Children will apply what they have learnt in this unit when communicating and presenting information in geography. 1a Ask (and answer) geographical questions 1b Collect evidence 1c Analyse evidence 1d Identify and explain views 2a Use geographical vocabulary 2b Undertake fieldwork at Winklebury 2c Use maps 2d Use secondary sources e.g. newspapers, leaflets, internet. 2e Draw maps and plans of Basingstoke and Winklebury 1a Talk about what information they need and how they can find and use it e.g. People, Internet, books. 2a How to develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate (PowerPoint/ Moviemaker). 4a Review what they and others have done to help them develop their ideas 2f Use ICT to report visit to Winklebury (digicams, digital cameras, PowerPoint, easi-speak, moviemaker) 3a Identify what the Winklebury area is like 3c Describe where Winklebury is 3e Identify how and why Winklebury might change 5a Recognise how the communities actions can influence, improve or damage the Winklebury environment 5b Recognise how and why people may seek to look after the Winklebury environment and take responsibility for their actions (sustainability). Persuasive writing Speaking and listening (Discussion of ideas about the area) QCA (1999)

8. The Resource: Where in the World is your Special Place? Used as a starter to get the children to think! Created to stimulate discussion/ideas Encourage the children to engage with their ‘special ‘place Enthuse the children to want to know more. Gifted and Talented group then create their own movie to present to the local Environmental officer and the rest of the class. Other children write their own persuasive letter after they watch the movie and carry out their field trip investigation.

9. Lesson Plan TITLE/CURRICULUM FOCUS: Geography (ICT Moviemaker sessions 3,7 & 8) **Digital images and voice recordings collected on Fieldtrip in Lesson 3** LEARNING OBJECTIVES/INTENTIONS: To use Movie Maker to persuade the local environment officer to improve the local area. Lesson 1 Creating the movie Lesson 2 editing the movie / presenting the movie SUCCESS CRITERIA: Each movie must include: A title Images/pictures Text transitions Sound MONITORING, ASSESSMENT, RECORDING: Gifted and able group: The children will work in pairs to complete their Movie Maker films..The film will be completed over sessions 7& 8 (2 hours). The finished product will be presented to the remaining year group and then the rest of the school in a ‘Environment assembly’. Children check against success criteria: Afl sheet self assess, peer assess and teacher assess (traffic light) Teacher and LSA to observe groups as they work. Final movie to be assessed by teacher and peers (highlight how could of improve Resources:: Tuffcam/ Download digital images Easispeak Moviemaker & Audacity programme Memory storage Device LESSON CONTENT/ORGANISATION AND MANAGEMENT OF LEARNING: GAT group split up into pairs Teacher/LSA models use of Movie maker software with children and success criteria. Each pair is downloads images and sound from tuff- cam and Easi-speak Children are given approximately 1 hour to create their movies Children given 1 hour to edit and improve their movie Assessment for Learning: Children review their own work with their partner/year group/teacher/LSA Lesson 2: Editing and improving their movie. Present to peers and environmental officer.

10. Assessment Teacher and children can assess the Videos and photos taken by the children Teacher observations of children using the Tuff cameras and movie-maker to create movie. Communication, interaction and collaboration oration through Peer and self-assessment (AFL: Assessment for learning) “Research has shown that being part of the review process raises standards and empowers pupils to take action to improve their performance” (QCDA online)

11. Key teaching points to remember! Use ICT as a tool, not just as an information resource. Give pupils greater independence in their geographical investigations. Incorporate the use of portable ICT equipment in teaching, not just the computer in the classroom! “Schools that combine good ICT resources with very good ICT teaching gain better results than those with good ICT resources but poor teaching” (Ager, 2003, p.16). Enhance Geography with ICT and open up the world into your classroom!

12. Bibliography Ager, R. (2003) Information and Communications Technology in Primary School: Children or Computers in Control? London: David Fulton Publishers. British Educational Communications and Technology Agency (2004) ”Key Research Evidence about using ICT in Geography” http://partners.becta.org.uk/upload-dir/downloads/page_documents/ research/wtrs_geography.pdf British Educational Communications and Technology Agency (2009) “Rose Primary Review Interim Report” http://about.becta.org.uk/display.cfm?resID=38918 Department for Children Schools and Families (2009) “ICT at Key stages 1 & 2, Unit 6A: Multimedia Presentation” http://www.standards.dfes.gov.uk/schemes2/it/itx6a/?view=get Pasey, D., Rogers, C., Machell, J., McHugh, G. & Allaway, D. (2003) Department of Educational Research Lancaster University The Motivational Effect of ICT on Pupils Emerging Findings December 2003 Nottinghamshire: DfES Publications Gardner. J. (1983) Frames Of Mind New York: Basic Books Qualifications and Curriculum Authority (1999) The National Curriculum. London : Department for Education and Employment & Qualifications and Curriculum Authority. Qualifications and Curriculums Development Authority “Assessment for Learning Guidance” http://www.qcda.gov.uk/4334.aspx Vygotsky, L. (1978) Mind in Society Cambridge, MA : Harvard University Press.