1. By Yvonne Lusty 0605733

2. Using new technologies to enhance children’s learning in Literacy “If we are to educate children to be fully literate in the twenty-first century as new modes of communication develop, the timeless tools of creativity, imagination and playfulness are more vital than ever” (Rudd & Tyldesley, 2006, p.152).

3. Why use new technologies in literacy sessions? Enhances learning Is motivational Inspires creativity Hooks in children who have additional learning needs Engages children with behavioural issues Promotes collaborative and independent learning Supports the Every Child Matters Initiative (Marsh, J. Brooks, G. Hughes, J. Ritchie, L. Roberts, S. &Wright, K., 2005; DCFS, 2009b & Wheeler, S., 2005)

4. The Unit of Work This unit of work was based around the rhyming story of ‘Smarty Pants’, By Joy Cowley.

5. Sequence of lessons Lesson 1 – Guided reading session Lesson 2 – As a group brainstorm rhyming words Lesson 3 – Children to write their own version of ‘Smarty Pants’ Lesson 4 – Children to read their Smarty Pants rhymes to rest of group Lesson 5 – Record the original ‘Smarty Pants’ rhyme using the storyphones Lesson 6 – Listen to recording using the storyphones and record children’s own versions Lesson 7 – Children to use moviemaker to create short movie using photographs taken during circus skills workshop Lesson 8 – Insert Smarty Pants recordings on to movie

6. National Curriculum Links (KS1) ICT Literacy 1 (a-c) Finding things out 2 (a-d) Developing ideas and making things happen 3 (a&b) Exchanging and sharing information 4 (a-c) Reviewing, modifying and evaluating work as it progresses En 1 (Sp 1a-f) To speak clearly, fluently and confidently to different people En 2 (1a-n) To read with fluency, accuracy, understanding and enjoyment, pupils should be taught a range of strategies to make sense of what they read En 2 (3a-f) To develop their understanding of fiction, poetry and drama En 3 (1a-f) Composition DfEE & QCA, 1999

7. What are StoryPhones? The traditional listening station in the classroom has evolved! Each headset is an MP3 player and the whole system is wire free! There are 4 main aspects to the StoryPhones System:  StoryPhones MP3 Headsets  StoryPhones Remote Console  StoryPhones Base Unit  StoryPhones Bookshelf Software StoryPhones has been designed by an Early Years teacher for young children to help them develop their language, communication, listening and literacy skills. Click link below to find out more http://www.youtube.com/watch?v=lDu0IzL-pbE

8. Storyphones Pros Wireless (listen anywhere) Download and listen to podcasts Develops speaking and listening skills Record function Inclusive Enables practitioners to use audio ICT across the curriculum Provides and alternative means of assessment and tracking Allows children to share their recordings with parents on learning platforms and by email Longlife rechargeable batteries – provides 8 hours of continuous play Simple to use Cons Very difficult to get a clear recording of children’s voices Bookshelf not that easy to navigate No instructions in manual or on website on how to import recordings to learning platform or how to email Some recordings too big to email

9. Movie Maker Pros Cons Movie Maker is a free Windows resource Users have the ability to upload images, moving image, text and sound clips After capture and download, any clip can be dragged and dropped anywhere on the timeline There are lots of effects, transitions, titles, and credits available Can be difficult for young children (KS1) to edit and drag items to correct place on timeline It can be difficult to align the visual and audio so that it flows systematically Is prone to freezing and crashing Unable to email large files

10. Children’s Resource Photographs - Parental permission has been sought

11. Bibliography Ameeca Limited (2009) ‘StoryPhones’ http://www.storyphones.co.uk/http://www.storyphones.co.uk/ (accessed 5/11/2009) Davies, H. & O’Sullivan, O. (2002) ‘Literacy and ICT in the primary classroom: the role of the teacher’ in: A. Loveless &B. Dore, (ed) ICT in the Primary School Buckingham: OUP DCSF. (2009a)‘Teaching ICT at key stages 1 and 2’ http://www.standards.dfes.gov.uk/schemes2/it/teaching?view=get http://www.standards.dfes.gov.uk/schemes2/it/teaching?view=get (accessed 30/10/2009) DCFS. (2009b) ‘Every Child Matters’ http://www.everychildmatters.gov.uk/aims/outcomes/ (Accessed 30/10/09)http://www.everychildmatters.gov.uk/aims/outcomes/ DfEE & QCA. (1999) The National Curriculum London: DfEE & QCA Marsh, J. Brooks, G. Hughes, J. Ritchie, L. Roberts, S. &Wright, K. (2005) Digital beginnings: Young children’s use of popular culture, media and new technologies, Sheffield: Literacy Research Centre Rudd, A & Tyldesley, A. (2006) Literacy and ICT in the Primary School London: David Fulton Wheeler, S. (2005) Transforming Primary ICT Exeter: Learning Matters Ltd You Tube (2009) ‘StoryPhones Video’ http://www.youtube.com/watch?v=lDu0IzL-pbE (accessed 5/11/2009)http://www.youtube.com/watch?v=lDu0IzL-pbE