Improving Access and Inclusivity One Step at a Time

Microsoft Education is one of the giants leading the tech revolution in education. Our editor caught up with Chris Rothwell, Director of Education for Microsoft in the UK during January’s Bett conference. In this interview, Chris talks about what he sees as the most important issues facing educators today and talks about some of the ways Microsoft is addressing these challenges.

As the world is becoming digital, every industry is changing, and the employment landscape is changing. You know the people that are in school today are going to enter a workforce that is very different than the one today. And so we know that we have this skills gap in the area of digital. And really we wanted to try and understand how that was impacting teachers. So we initiated some research to try to connect with teachers and really find out how it is showing up in education and maybe start to try and look at what what what might we do about it.

Create an account to read this article

£5.83+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#87778"
  ["title"]=>
  string(48) "The Hitchhiker’s Guide To The Galaxy Of Edtech"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(76) "https://www.teachingtimes.com/the-hitchhikers-guide-to-the-galaxy-of-edtech/"
  ["post_date_timestamp"]=>
  int(1594824658)
  ["objectID"]=>
  string(12) "post-87778-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(220) "For those of you who are not aficionados of Edtech, this surf along the breaking waves of Virtual and Augmented Reality will orientate you to the extraordinary possibilities for schools. Joe Smith is your guide."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(326) "... were some notable early adopters of the technology in the UK. In the mid 1990s, Dr David Brown, currently Professor of Interactive Systems for Social Inclusion at Nottingham University, and David Stewart OBE, then headteacher of Shepherd School in the city, worked together on a project called LIVE (Living in ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(57) "The Hitchhiker’s Guide To The Galaxy Of Edtech"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "edtech"
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(9) "Joe Smith"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(220) "For those of you who are not aficionados of Edtech, this surf along the breaking waves of Virtual and Augmented Reality will orientate you to the extraordinary possibilities for schools. Joe Smith is your guide."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "edtech"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5588) "virtual reality world , where teachers and students could create and test out physical experiments that could be replicated in real time.The software tools let them analyse forces, mass and paths etc. before, during and after the experiment.The authors noted: ‘We consider the analyzing functionality an important strength of a virtual laboratory like PhysicsPlayground. It offers possibilities that are far superior to what can be done in a real physics lab.’For other science experiences take a look at:Another case study of a virtual reality physics simulation at a junior high school, Virtual Reality Simulations in Physics education. Jong-Heon Kim, Sang-Tae Park, Heebok Lee, Keun-Cheol Yuk, Heeman Lee, Feb 2001 Will Virtual reality Drive Deeper Learning, Holly Korbey, July 2017 Cellscape: A virtual Reality Journey Inside a CellAutism, disabilities and virtual realitySome of the most interesting examples of VR lie in the field of special education.A recent noteworthy example is V.O.I.S.S (Virtual Reality Opportunities to Implement Social Skills) headed by researchers at the University of Kansas. This has attracted multimillion-dollar investment from the United States Department of Education. It aims to help students with high functioning autism and low incidence disabilities to improve recognition of social cues and emotions that often they do not understand or pick up on at the same rate as their peers.There are many projects such as these designed to provide training and supported rehearsal for people who need to develop life skills, communication and other essential skills for life. Some applications have provided training for work in warehouses, factories and supermarkets.Virtual reality lets people with disabilities, neurodiverse or mental health conditions, learn skills or develop different behaviours in an environment free from pressure and anxiety.There were some notable early adopters of the technology in the UK. In the mid 1990s, Dr David Brown, currently Professor of Interactive Systems for Social Inclusion at Nottingham University, and David Stewart OBE, then headteacher of Shepherd School in the city, worked together on a project called LIVE (Living in Virtual Environments). This was focused on finding innovative and visual methods to teach basic life, communication, personal and social skills.Many of the children at Shepherd School had profound disabilities and /or life-limiting conditions. The project set out to offer environments for children to use their Makaton symbols. According to Brown and Stewart, ‘…some students are so disabled they may only ever learn the meaning of ten symbols in their entire school life. Even if it were proven that the VE method didn’t encourage the students to learn the meaning of more symbols or at a faster rate, they still provided a stimulating and alternative teaching method, especially important for both teachers and pupils.’Subsequently, they developed a range of virtual environments – city, house, supermarket and, most memorably and with the help of engineers, skiing. The purpose was to provide real world experiences, for students who could not take part, because of ‘physical disability, logistical constraints and well-meaning but overprotecting parents and teachers’.See An emergent methodology for the design, development and implementation of virtual learning environments for a full account of their ground breaking early work as presented at the European Conference on Disability, Virtual Reality and Associated Technology 1996.For more on the impact of VR on the education and lives of people with disabilities or mental health issues, see:How VR is Being Used to Help Children with Learning Disabilities and Autism, Emily Gera Dec 2018Director of Education for Microsoft in the UK talks about his VR app that helps with Dyslexia and discusses how to improve the access to improving technology in Schools, Chris Rothwell, Improving Access and Inclusivity One Step at a Time, Digital Learning, Aug 2019More on the impact of VR on learning and using a virtual classroom for teacher training, Reimagining the Teacher Experience: Improving Training Opportunities with VR Classrooms, Upping the Ante on Teacher Training: The Virtual Classroom That’s Just for Teachers Lorna Burrows Nov 2018 Applications and SoftwareImplementing a functional VR classroomThe major drawback is obviously the high price point associated with VR headsets and computers. There is no standardised headset for use in schools. Prices range from:About £30 for a headset designed to incorporate a smartphoneTo £400 for the Oculus Rift S considered to be the best all-around affordable headset for use with a PCAround £500 for the standalone Oculus Quest, which does not need a pc at allAbout £1000+ for a top of the range ultra-high quality headset such as the Valve indexHowever, workarounds do exist and Google has already started a free program that donates its simple cardboard headsets, which can incorporate almost any smartphone to function, to schools along with a free piece of software called ‘Expeditions’. This offers over 100 simulated school trips, from the streets of Verona to help better connect with the characters from Shakespeare, to the offices of the Lehman Brothers to give a ‘crash course’ in financial crisis management.For more guides on implementing VR, have a look at: Jory Debenham’s 8 Apps for Enriching your Geography Lessons Shawn McCusker, Learning by Doing: The Power of Immersive Learning ExperiencesA comprehensive Guide"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(9) "inclusion"
        [1]=>
        string(9) "microsoft"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

The Hitchhiker’s Guide To The Galaxy Of Edtech

15 Jul 2020

array(8) {
  ["distinct_key"]=>
  string(10) "post#44442"
  ["title"]=>
  string(45) "Creating a vision for technology in education"
  ["categories"]=>
  array(3) {
    [0]=>
    string(16) "Digital Learning"
    [1]=>
    string(17) "Editorial/Opinion"
    [2]=>
    string(20) "Information Literacy"
  }
  ["url"]=>
  string(44) "https://www.teachingtimes.com/dl11editorial/"
  ["post_date_timestamp"]=>
  int(1541506279)
  ["objectID"]=>
  string(12) "post-44442-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(38) "The editorial for Digital Learning 1.1"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(371) "... innovators to forge a strong partnership which will ‘ultimately support and inspire the learners of today and tomorrow’.  Hinds’ desire to improve educational access and inclusion, create efficient assessment practices, reduce the burden of administrative work on teachers and to help those outside of the formal education system access online ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(45) "Creating a vision for technology in education"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Jory Debenham"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(38) "The editorial for Digital Learning 1.1"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4459) "In August of this year, Education Secretary Damien Hinds put forth a challenge to the tech industry to ‘launch an education revolution’.1 Along with promise of funds to get more schools connected to ultrafast broadband, he placed a call for educators, government and technology innovators to forge a strong partnership which will ‘ultimately support and inspire the learners of today and tomorrow’.  Hinds’ desire to improve educational access and inclusion, create efficient assessment practices, reduce the burden of administrative work on teachers and to help those outside of the formal education system access online learning systems is reasonably laudable, but his ultimate aim of allowing teachers to ‘focus their time and effort on the pupils in the classroom’ is hardly revolutionary. His examples and his vision for the future lack all sign of inspiration and creativity, and leave us to wonder which of the technology leaders could possibly be interested in taking up such a mundane challenge.  This is yet another example of how the extremes of the positions held by policy leaders and technology leaders are growing further and further apart. Tech companies like Microsoft and Google are developing incredible educational initiatives worldwide, from inexpensive AI wearables to ‘mixed reality’ initiatives and a comprehensive Digital Skills Programme. They have also become the leaders in funding and promoting evidence-based research on the impact of technology on learning. The UK government, meanwhile, is barely registering the developmental potential of educational technology and is instead focusing on safeguarding regulations and administrative efficiency.What does it mean to educate students effectively in 2018 and beyond? We know that technology permeates all areas of existence, yet its role in the classroom is not clearly defined. Should schools spend their budgets on technology infrastructure and take on all the headaches that go along with regular upgrading, troubleshooting and safeguarding issues? Or do we need to protect our children from digital overload and the increasing levels of mental anguish young people are experiencing as a result of digital connectivity? Is technology proving to be a time-consuming distraction to students or is it bringing new depth to the curriculum that is expanding their minds and future possibilities? With these questions in mind and the understanding that the complexities of modern education cannot be easily resolved, we decided it was time for a rebrand and reconfiguration of our e-Learning Update magazine to better align with our strengths and the needs of our readership. Within the pages of Digital Learning, you will still find our same commitment and dedication to exploration of current trends in teaching and learning with technology. However, there will be a more critical look at the tools on the market and a deeper focus on creative and innovative approaches to teaching and learning with technology. In this issue, EdtechTeachers Shawn McCusker and Tom Driscoll  show how to bring the history curriculum to life with great tools that support students in developing critical analytical skills and using resources to construct a narrative to decode the past (p. 36). Andrew Shenton explores what information literacy issues many Sixth-Form students are encountering in their independent study projects (p. 74), and Common Sense Media (p. 48) offers their latest research on some of the dangers of technology use and offers tools for helping young people navigate its perils. In addition, we highlight some of the latest blogs, tools, initiatives and apps that are helping classrooms connect learning to technology.  There is a common belief being put forth that education technology should free students and teachers from the utilitarian need of content mastery and that it should involve developing learning and skills that also transfer to authentic contexts. This is nothing new. Progressive educators have been calling for contextualisation and creation of meaning for students in learning now for centuries. And, as it has proved successful in the past, it is necessary to employ and develop nuanced pedagogy that incorporates technology in a meaningful and transferable manner. We look forward to continuing to inspire and promote creative solutions to this end. Jory Debenham Editor"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(9) "inclusion"
        [1]=>
        string(9) "microsoft"
      }
    }
    ["categories"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(17) "Editorial/Opinion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(20) "Information Literacy"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(6) "Access"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(15) "edtech"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(6) "edtech"
        }
      }
      [2]=>
      array(4) {
        ["value"]=>
        string(18) "Inclusion"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "inclusion"
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(10) "technology"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

Creating a vision for technology in education

6 Nov 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#61583"
  ["title"]=>
  string(61) "H5P: Creating Interactive Resources for the Primary Classroom"
  ["categories"]=>
  array(4) {
    [0]=>
    string(19) "Adaptive Technology"
    [1]=>
    string(25) "Applications and Software"
    [2]=>
    string(18) "Digital Assessment"
    [3]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(91) "https://www.teachingtimes.com/building-fluency-and-independence-with-learning-by-questions/"
  ["post_date_timestamp"]=>
  int(1565609195)
  ["objectID"]=>
  string(12) "post-61583-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(224) "Creating Digital Materials can be time consuming and overwhelming, but it doesn’t need to be. Digital learning specialist Daniel Scott offers guidance on using H5P to easily create interactive activities while on a budget."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(315) "... website to view the examples of what is possible. This content type can mirror your content structure and flow as you might have in a Microsoft PowerPoint. However, you can create a variety of interactions like Interactive Video, Drag and Drop, Hotspots, Flashcards and a range of question types.To ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(61) "H5P: Creating Interactive Resources for the Primary Classroom"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Daniel Scott"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(224) "Creating Digital Materials can be time consuming and overwhelming, but it doesn’t need to be. Digital learning specialist Daniel Scott offers guidance on using H5P to easily create interactive activities while on a budget."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4018) "VLEImprove engagement and presentation of contentYou may want to create individual games and quizzes, which is appropriate for your learners. However, a good way to get started with H5P is via the Course Presentation content type. Access Course Presentation on the H5P website to view the examples of what is possible. This content type can mirror your content structure and flow as you might have in a Microsoft PowerPoint. However, you can create a variety of interactions like Interactive Video, Drag and Drop, Hotspots, Flashcards and a range of question types.To get started shaping your content, select a resource to use, preferably a Microsoft PowerPoint, Word or PDF document that has potential to be developed into an online activity. Check it has got:An appropriate amount of text (not text-heavy)Enough text to write instructions and short activitiesSome imagery (illustrations or models you can use)Perhaps videos to embed and layer some questions overWeb links to further resourcesSome tips for organising your material:Outline titles, the flow of content to appear in each section, and trim out unnecessary material – Microsoft PowerPoint is helpful for doing thisDivide learning content into relatable groups of knowledgeDescribe any activities you wish to include so that learning can be assessed and checkedBe mindful of putting too much content in as this can lead to information overload. Equally, including too many interactions can lead to user fatigueDon’t put too much text on screen as it makes it very text-based and may make the object longer. Only keep essential text and present it in small bite-sized chunks, or provide an option saying ‘read more’Use relatable images to match your textUse video and interactive elements to make content engaging and meaningfulThere is a larger process to creating interactive eLearning activities where you will sketch out a storyboard of what will happen. However, as this is rapid you can use the following quick framework that includes key instruction and assessment principles to guide your content development. This rapid approach is not about creating polished eLearning activities, but rough and ready ones based on a take-and-reshape approach. You don’t need to be an instructional designer expert, but having the understanding and skills will help.Aims and objectives (what learners will learn)Introduction/ build-on from previous learningBite-sized theory/interaction Formative assessment activitySummative assessment Aims and objectives (what learners have learned)Do bear in mind that the design and development process could take longer than expected due to the amount of time you put into learning H5P, complexity/volume of content and the level of your digital capabilities, so do consider the following:Time to develop eLearningContent design/structure/layout of your contentWriting instructional contentSourcing quiz questionsSourcing and presenting meaningful/user friendly multimedia contentPerfecting—don’t over produce it, it’s rapidAccessibilityMeeting specific needs – more in-depth guidance Technical guidance from H5P GDPR/confidentiality of contentsCopyright and Creative Commons (you could make your eLearning activity an Open Educational Resource)This topic, along with resources to support you, as well as sourcing, designing and safely and purposefully using digital technology is in the book Learning Technology: A Handbook for FE Teachers and Assessors from Critical Publishing Ltd. Join the conversations on social media following and using #LTbookFE.Daniel Scott is a digital learning specialist who won the ALT Learning Technologist of the Year award 2016.  He holds a Technology Enhanced Learning MSc and is a qualified teacher, assessor and lead internal verifier who can be reached via Twitter (@_Daniel_Scott or LinkedIn. Daniel also blogs about his experiences of learning technology and eLearning practices, ideas and challenges with learning."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(9) "microsoft"
      }
    }
    ["categories"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(19) "Adaptive Technology"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(25) "Applications and Software"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(18) "Digital Assessment"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(4) {
        ["value"]=>
        string(15) "edtech"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(6) "edtech"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(11) "interactive"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(9) "resources"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(18) "teaching resources"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Adaptive Technology

H5P: Creating Interactive Resources for the Primary Classroom

12 Aug 2019

array(8) {
  ["distinct_key"]=>
  string(10) "post#61064"
  ["title"]=>
  string(37) "Starting Out With Grid Algebra in KS1"
  ["categories"]=>
  array(2) {
    [0]=>
    string(16) "Digital Learning"
    [1]=>
    string(11) "Mathematics"
  }
  ["url"]=>
  string(68) "https://www.teachingtimes.com/starting-out-with-grid-algebra-in-ks1/"
  ["post_date_timestamp"]=>
  int(1565267852)
  ["objectID"]=>
  string(12) "post-61064-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(271) "Algebra is not often a concept we often think of for KS1 pupils, but Alison Parish has found that laying some foundations early on can make a big difference. In the first of this two-part series, she outlines some great ways of using the Grid Algebra software to help ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(284) "... numbers with questions such as ‘What do I add to 7 to make 10?’ When Grid Algebra was first proposed to the ATM committee, the inclusion of ‘Algebra’ in the name sparked a debate of who the software was for, as at the time of development algebra was very much ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(37) "Starting Out With Grid Algebra in KS1"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Alison Parish"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(321) "Algebra is not often a concept we often think of for KS1 pupils, but Alison Parish has found that laying some foundations early on can make a big difference. In the first of this two-part series, she outlines some great ways of using the Grid Algebra software to help pupils in year 1 and 2 develop their numeracy skills."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5604) "This article describes how I have introduced Grid Algebra (software published by the Association of Teachers of Mathematics) to pupils in Key Stage 1, but I have also used these activities with other age groups, who are not familiar with the software, as an introduction. Although the software is not new and was written for earlier operating systems, it also has full functionality on Windows 10.I have taught students from pre-school to sixth form and adults looking to achieve Level 1 or Level 2 qualifications and have run workshops for teachers on the use of digital technologies at mathematics conferences. I believe that digital technologies are a tool to support teaching and learning by providing opportunities for visualisation and interactivity.To many primary teachers, the concept of algebra being taught to KS1 might suggest ‘hard’ maths. In fact, much of the maths in early years is about finding missing numbers with questions such as ‘What do I add to 7 to make 10?’ When Grid Algebra was first proposed to the ATM committee, the inclusion of ‘Algebra’ in the name sparked a debate of who the software was for, as at the time of development algebra was very much thought of as something for KS3 and upwards in schools. Eventually it was also marketed for KS2, but has also been used successfully in KS1. Although algebra is not formally met at KS1, Grid Algebra helps lay some of the foundations. One of the problems with learning how to use any piece of software is the temptation for those demonstrating to show too much so there becomes information overload without the chance to consolidate the basics. I have personally used Grid Algebra with all key stages, and beyond into adult education, and found that everyone has responded very positively to it, as the learning is visual and interactive whatever stage their mathematics. Here I do not describe all the features of the software straight away but instead, show how I have used it with a mixed Y1/Y2 class before moving onto other features. I have deliberately not put in curriculum links, leaving it to the reader to think of their own classes and as to where Grid Algebra could enhance learning through interactivity and visualisation. With learners, especially younger children, I do use it with manipulatives. I use individual or paired whiteboards when using it with a group or whole class so that all are engaged in the activity.Getting startedThe front page has three options, Run runs the grid, Tasks has some ‘ready prepared’ activities with a choice of levels and can be used whole class, pairs or individually, Resources includes lesson ideas, and prepared grids for printing. What I like is that it is open content and therefore flexible, it can be used by individuals or teachers and/or pupils and with an interactive screen so I can choose how to use it with my own pupils, particularly when reinforcing concepts. Learning the gridIn Key Stage 1 I used it to develop a sense of number by encouraging pupils to look for patterns. The simplest interface option is one line with 5 or 24 spaces, which can be used with children learning to count. Numbers are added to the grid by dragging the number from the bar into a space with the initial input any number up to maximum of 50 in the final space, negative numbers are also possible. Any incorrect numbers are dragged to the bin or can be rubbed out using the rubber icon (click it again to switch it off). Dragging numbers left or right creates a calculation and if there is more than one shown by the tag, the magnifier reveals all!This is one my grandson did when he was four. He was given a blank 6×5 grid and asked if he could find the missing numbers in the first three lines. He put in the 2 on the top line first and realised it was counting the boxes. Then just by chance he ‘pulled’ 2 down to get 2 x 2 then 2 x 3. Using our fingers, we spoke about what that meant and so he was able to add the 4 and 6 and so applied this to the first column. He recognised the even numbers so filled them in, we spoke about how we could move across by adding and applied this to rows 2 and 3, (and past what you see on the screen). He also commented that the fifth column was counting in 5s. Using one row sliding can be used to challenge pupils to find more ways of making numbers by sliding from one cell to another, providing plenty of ‘what if …’ or ‘predict the number if I …’ opportunities. When used with a whole class, questions can be tailored to individual needs with an invitation to write potential answers on individual whiteboards. This encourages a deeper understanding of the interconnectedness of our number system. As the screens can be saved individually, advanced preparation and re-visiting is possible. MultiplicationAs pupils’ understanding develops, new, more challenging tasks can be given, such as increasing the size of the grid and not putting 1 in the first square. With small children, this can be used to build up a multiplication grid, supported by manipulative aids such as counters where appropriate and help develop correct use of equivalence, symbols and language.An example of table building is doubling where the children build the table, entering the missing numbers by saying double … is … then filling in the gaps, by for example, counting in twos.By sliding the numbers across, addition and subtraction calculations are displayed while sliding down created multiplication and upwards displays division as shown in the illustration. Being able to highlight"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(9) "inclusion"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(11) "Mathematics"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(7) "algebra"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(15) "edtech"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(6) "edtech"
        }
      }
    }
  }
}

Digital Learning

Starting Out With Grid Algebra in KS1

8 Aug 2019