Technology
Consider this - you are standing in front of a class of 25 students trying to demonstrate how to sew a neat line of stitching. Those in front can only just about see, those in the back definitely can’t. This then leads to a lesson where the teacher is running around trying to show small groups of students how to sew whilst the rest of the class are waiting and getting bored and frustrated as they don’t know what to do. This isn’t only in the textiles classroom, similar scenes are also happening in the workshops and in the food rooms.
The introduction of the iPads allowed us to not only project via airplay our live demos, it also allowed us to record and publish all the practical skills the students need to complete the projects. This means that we can do our live demo, film them and then allow the students to watch and rewatch them at their own pace which has resulted in a more productive classroom and a teacher who is able to focus their help where it is needed.
The skills videos have led iPads to be fully integrated within the Technology department.
In Key Stage 3, all projects are accompanied by a digital workbook that includes all relevant materials needed for the project in one place. Links are given to skills videos to allow students access whenever they need. Quiz links (think socrative, Kahoot! Google forms and Quizlet) can be given that allow us to give instant feedback and tasks for improvement. Space is included to create detailed making diaries allowing students to express their ideas and thoughts. Thinglinks and hyperdocs have allowed us to have more interesting Home Learning. Overall we have allowed learning to become more dynamic and interactive.
In Key Stage 4, iPads enhance the students' learning. All lessons are uploaded onto Google Classroom meaning that students can revisit where necessary.
In Graphics, Year 10 students are using design apps such as procreate, ibis paint photoshop and illustrator to help create their work.
In food, all NEA assessment work is carried out using the iPads. This allows for better presentation and wider research opportunities (especially for suitable recipes).
In Design Technology, apps such as Seneca are used to help with the revision process. Socratives are used to help assess where students are at in their learning and to check concepts are grasped. Revision and retrieval tasks are posted to Google Classroom to allow students to revisit.
Within Child Development students are given the chance to use the iPads to present their work in a manner that suits them and allows collaborative learning. For some this is a keynote presentation, for others this is a video that they record using the camera facility and then edit in imovies. Filming also allows students to offer feedback to their peers. They will often film a practical task such as bathing a baby (plastic dolls are used) and then watch it back and give feedback to each other. Coursework and class work is often completed digitally allowing for greater feedback dialogue between teacher and student.
Around the department, QR codes are placed to allow students to scan and be directed to relevant information to help with their practical work.
