New and Emerging Technologies Student Number U1215706

Abstract New and emerging technologies are being implemented into education and it has been suggested that technology can help to motivate students in schools and give them the ability to develop problem solving capabilities. Both the UK and America incorporate ICT into the learning environment and schools try and incorporate the latest technologies where possible as it has been found to engage and enthuse students. Three emerging technologies, Balsamiq, Adobe Photoshop and Mockflow have been identified and evaluated for their benefit and impact on the learning environment. Each of these technologies have been implemented into a classroom environment in an East London school and further research on each technology has been compared. Balsamiq as a new and emerging technology has been found to enrich the learning environment in schools to a greater degree compared to Adobe Photoshop and Mockflow. Primary and secondary research has proven that Balsamiq has enriched the learning environment in a school in East London. A similar impact has also been found in a school in California where Balsamiq was implemented to support application design. Balsamiq is a tool that will familiarise students with software that is used in over one hundred and fifty thousand companies worldwide; this will enable students to gain specific skills that can then be applied in the workplace. Balsamiq isnt just a tool that can be incorporated in ICT, it can be used across multiple subjects such as graphic design; textiles and should students need to design a blog or portfolio for another subject, Balsamiq will equip students with a tool for the wireframe design of the website. When considering e-safety polices should the school purchase the full version there is very little e-safety risk for students. However, when accessing the free online version possible risks of students accessing the internet means that students may stray off topic and access inappropriate content. In providing these two options for schools, Balsamiq is more readily accessible even for schools who may not have budget to invest in new technologies.

Introduction Schools and Universities are continuously trialling new technologies to enrich the learning environment for students. As technology continues to develop, new educational software is being developed which can cater for all students whether they are in primary school or doing a Masters degree at University. Using new technologies in education can lead to a positive and successful learning environment. It has been identified that the use of IT can lead to greater motivation,

give students the ability to develop problem solving capabilities and also enhance students questioning skills (Capel 2005). Although technology can help to improve various areas of students education, new and emerging technologies are key in doing this. If a student is faced with using the same computer programme that is commonly used in many secondary schools, they can become disinterested, and where technology can be used as a tool to motivate them and get them interested in subjects cross curricular, without introducing new software and using the same Microsoft pattern of programmes can do the opposite and de-motivate the students (Capel, 2005). A number of researchers educational bodies have identified a continual trend in technological changes and new and emerging technologies in education. In 2005, a research paper Harnessing Technology was written by the government with an overview to address system wide strategies for technology in education. The aim of this research was see how teaching and learning could be transformed and how technology could achieve greater efficiency and effectiveness in education (Becta, 2008). Another version of Harnessing Technology was released in July 2008, this paper identified the many positives technology brings to education and how technology has enriched students and teachers lives in education. The paper identified that if technologies in education are used in the right way, it can enable effective personalised teaching and learning. It has been suggested that now a vast range of technologies are available in the education sector, these technologies can enable more tailored types of learning, a learning environment that can take some responsibility away from the teacher and enable students to take control of their own learning environment in certain aspects (Becta 2008). It is suggested that technology in the UK is used by learners in education confidently and that learners have access to technology through various platforms comparably at an international level (Becta 2008). Over thirty-eight percent of teachers now use subject specific software in over half of their lessons in the UK (Becta, 2008). There was an enlightening research paper written in America, Learning Powered by Technology, in which it was identified that much of the failure of the education system in the U.S stemmed down to not being able to engage students, meaning they were possibly bored or de-motivated. The paper identified that as technology is the core of virtually everybodys daily lives, it was imperative to try and implement technology into education by providing engaging and powerful learning content, resources, experiences and assessment systems and that it was pivotal to improving students learning across all levels (The U.S Department of Education 2010). Annually, The New Media Consortium write a research paper on the use of new media and technologies, in their research it identified the different types of technology and how these are being used in education to date. Tablets have

become the new technology and one that is being implemented into the learning environment. The New Media Consortium outlined how tablets have become popular in education throughout the world. Rather than students carrying a large amount of textbooks, if the software is available students now carry their tablet around and access all necessary resources through their device. Plymouth University have recently introduced ipads for their illustration degree whereby students use an application called Brushes to produce drawing that can be played back as a video. The University of Plymouth is trying to encourage reflection and discussion on the drawing process which enables students to self evaluate their own work and evaluate peers work (NMC Horizon, 2013).

Chosen new and emerging technologies Balsamiq, Adobe Photoshop and Mockflow are three emerging technologies that are used for different areas of design. These programmes can be used in education to support specific subjects where students require a tool for wireframe design, graphical interface design or data capture form design. Each of these programmes has varying benefits and can implemented into the learning environment with varying ease. Balsamiq Balsamiq is an online tool that is used for wire framing, designing, prototyping and communicating user interface design ideas. The software enables individuals to design ideas of any of the above categories and more. Although Balsamiq can be used to prototype user interfaces, websites and so on, it can also be used to develop data capture forms, questionnaires and anything else that has a graphical interface. Previously people, companies and design experts would use pen and paper to design graphics, an outline of a website, how an application would look using a pen and paper, this would be for people who are not familiar with software like Adobe Photoshop, Mockflow or other interface design software. Balsamiq was designed and invented by Peldi Guilizzoni, a man from Italy who pursued his dream of moving to America to learn about how to develop software in corporate America as stated by R.Morris (2012). Peldi Guilizzoni worked for Macromedia and Adobe for around 6 years and tried to create and find software he could use to develop simple wireframes when he was developing software for these large corporations. After much research and exploration of the software market, he was unable to find a piece of software he could develop wireframes from. Guilizzoni started to develop a wireframing tool and after showing it to various people and with many positive comments such as I need this as quoted by R.Morris (2012) in Geek of the Week, Peldi Guillizzoni developed and launched Balsamiq in 2008, by 2011 it had turned over $9million in total sales.

Balsamiq has been able to enrich the learning environment and familiarise students with software that is used by 150,000 global companies such as Apple, Sony, IBM and Ebay (Balsamiq, 2013). The president of Ace4education.org, Martha Sessums, wrote an inspiring article in this year (Sessums,2013). Sessums was invited to Bullis Charter High School, California where she met a class of 25 students who were developing an entire life cycle development for ipad applications where they used Balsamiq to brainstorm; ideation; and create testable wireframes for these Ipad applications. Sessums explained how the group of 8th graders were given a task to develop an application to help students in the third-fifth grade reader music faster. Sessums witnessed how these students created wire framing applications and then tested them among students in the lower grades, Sessums described it as electrifying. Sessums reiterated the fact that how so many people struggled with general technology and how she had never witnessed this kind of excited around application design before (Sessums,2013). Photoshop A comparable new and emerging technology is Adobe Photoshop. This software has been around since the mid nineties, global organisations have used it since it was released but due to the licensing cost, Photoshop only became popular among individual designers; educational establishments; and people who use computers since they became powerful enough in the 2000s. Adobe is a tool that is used to design graphic interfaces; websites; manipulate photographs; design logos and these days, Photoshop can be used to pretty much design anything. The difficulties with Photoshop and the continuous releases of Photoshop and all the different plugins is the actual makeup of the programme. Unless you are able to understand how to use this software and have been taught, or followed various guides or tutorials, it can be tough to master this software. There was a study carried out at Payame Noor University whereby researchers conducted a study into developmental factors in multimedia design for a better learning among web learners. This study identified that Photoshop, being so advanced these days, when people do start to learn this software, the guides on how to use this software are way normally to advanced, the general computer user such as a graphical designer or someone who wants to create a design of a logo for their textiles class at school will struggle to use this software (G.Saeidi, G.Hemmatirad & N.Tavakoli 2012). Without mentioning licensing costs for Photoshop in comparison to Balsamiq, a user who may want to design a data capture form or create wireframes of their designed web page would need to be taught how to use this tool. Mockflow

Mockflow is a wire framing tool that is similar to Balsamiq. Out of the three chosen technologies, Balsamiq & Mockflow are far similar in comparison to Photoshop. Mockflow was released several months after Balsamiq. Since Balsamiq was released, there have been quite a few similar wireframe tool releases. Mockflow is a Flash based design application; people who view these mock-ups need to have different plugins installed so Mockup can run. Many of the features inside Mockflow are the same as Balsamiq, you can create wireframe designs, create designs of data forms as well as export wireframes pages to HTML5. This can be extremely useful for students in school and university who are studying ICT or Computer Science or students who may have to design a website. Mockflow flow also offers facilities that Balsamiq doesnt offer such as the option for designers to work on the same programme at one time as long as it is hosted through a server. However a major problem for Mockflow is that it doesnt offer any licensing, individuals are able to purchase Mockkflow for $59 for a single license, but if a school who requires Mockflow to be installed in 200 computer or even an organisation, each individual computer would have to have this installed and all separate licences purchased. Comparison An in-depth study has been done into each of these emerging technologies as well as an environment setup in a secondary school in East London whereby students were given a task to complete the wireframe design of their website and choose the technology they found most user friendly & had the tools available for their design. Adobe Photoshop is an extremely strong design tool, many schools do have licences for this software now however, it is not always fully utilised as the makeup of the software isnt straight forward. Using this software as a design tool to design wireframes, to create data capture forms as well as many other things has its positives, this software allows individuals to design an enhanced graphical interface. However, using Adobe Photoshop isnt straight forward, using this emerging technology and incorporating it with a scheme of work to enrich the learning environment would prove difficult unless the students had a lot of experience in using this software. It was mentioned earlier in this assignment about the learning process involved with Adobe Photoshop, even though there are many tutorials and help documents out there which could help students when using Adobe Photoshop, normally they are to advanced for the basic computer user (G.Saeidi, G.Hemmatirad & N.Tavakoli 2012). In the trial lesson at a school in East London where students experimented with the three emerging technologies discussed in this assignment, to be able to create any basic design in Adobe Photoshop requires advanced computer skills and understanding of how to use this software. The impact this software had and would

have on a learning environment would not enrich the learning environment if it is used to coincide with an existing scheme of work. Mockflow is extremely user friendly and when tested among a class of students in a school in East London, students were able to experiment with this tool and start to create their wireframes for their project. The issues surrounding Mockflow in this lesson were that some of the machines didnt have Adobe Flash as a plugin, this caused the session of Mockflow to crash or sometimes not even open. There are many benefits to this software, unlike Balsamiq it has the option to share the work environment on different screens, which means users are able to see a live development of a website or mobile application. Although this is a positive, it isnt really beneficial in the learning environment. Implementing this software into the learning environment may not be suitable in schools as it depends if their machines support Adobe Flash. Using a tool that requires Flash plugins is now seen as an old technology and many schools would most likely prefer to opt out of software that requires a plugin on their computers as it can be seen as an extra cost. The chosen new and emerging technology chosen in this assignment has proved that it can be integrated into the learning environment across an area of specific topics and can enrich the students learning with current schemes of work. This software has been compared and tested against possible alternative new and emerging technologies and has proved to be a tool that can aid in students learning environments as with Bullis Charter High School, California and with a school it was tested on in East London. Perceived/actual impact of new and emerging technology Balsamiq was introduced in a secondary school in East London in a web design section of the curriculum and a year 8 class where they were designing a data capture form. A trial lesson was planned with a year 8 class where they were studying databases, towards the end of this section of the scheme of work, students had to design a data capture form which would then be given out to other students to fill in so they could collect data for their database. The scheme of work had a strong emphasis on students using Microsoft Word or Microsoft Publisher to design their data capture forms. Balsamiq was introduced to all year 8 students as a piece of software which would enable them to design a data capture form whilst experimenting with new tools. Students were introduced to this software and were shown the tools that were available to design a data capture form for the lesson and were given a handout of a badly designed data capture form in Microsoft Word, students fed back as to how this data capture form may be improved using various tools in Balsamiq. Different students explained how their design would capture the eye of their audience when people completed the data collection part of the task in the next lesson.

Referring to lesson plan 8Y IT2 Thursday Lesson 4.doc in the appendices, clear objectives were set out for this task and students would be evaluated on their ability to experiment with the new tools in Balsamiq and their ability to demonstrate effective presentation skills. Once students had started to create their data capture forms using this software, students were monitored and notes were taken on if the introduction and implementation of the software and if students were able to grasp this concept of the new software which had been introduced. This was an observed lesson by a senior teacher in the school who expressed that the students were completely engaged with the task that had been set and the new software that had been introduced. He explained that this particular set of students had never worked so quietly and been engaged with any piece of work that had been set in the past. Students in a Key Stage 4 GSCE coursework class in this same secondary school had started a task on the design of website of a local radio station as part of their GSCE coursework. The majority of these students were struggling with the design aspect of how their website should be laid out when it came to the implementation section on Dreamweaver. The particular class which will be discussed in this section of the assignment were a low ability class, many of whom struggled to get their heads around how to create a simple design for their webpage on paper. Students had an outline of what information needed to be included on their web pages and how many pages they needed. Students were introduced to three different technologies which would enable them to design the wireframes of their website. Students were given access to Adobe Photoshop, which the school already held the license for, and Mockflow and Balsamiq which were online trial versions. Students were shown how they could create wireframes of their websites using each of these tools and how they were able to design the graphical interface for each of their websites. A demonstration of each piece of software was given to the students, afterwards help & tip sheets were given to the students on how to create a wireframes in each of these pieces of software. The aim of the lesson which is attached in the appendices (Year 9 lesson plan wireframing.doc) was for the students to experiment with the three pieces of software and have a tool which could better aid them in the design section of this project. Balsamiq was favoured among the majority of the class, 22 out of 23 students at the end of the lesson favoured Balsamiq and explained why this tool was extremely easy to create their designs on for their coursework. The aim of the lesson was to try and see if a specialist wire framing tool could firstly aid this low ability class which would then help them quickly move onto the implementation section, the second aim was to test out a similar wire framing tool, Mockflow. The aims set for this lesson were successful, Balsamiq enriched the learning environment, a specialist wire framing tool was introduced which aided the students

in their design and the tool actually helped the students to complete the design sections of their website quicker and more in the detail required in comparison to the initial designs they had started on paper. Since these lessons have taken place, Balsamiq has been introduced to all members of the ICT department in this East London school, a free license from Balsamiq has also been given to the school should they want to use Balsamiq as a tool when Computer Science is introduced in the next academic year. Although the license that has been offered is only the online version, should the school run with this software, it will enable students who study ICT & Computer Science to become familiar with a tool that is used by global companies for design such as Apple, Sony & Cisco (Balsamiq, 2013). How the chosen technology can and has enriched the learning of other subjects in ICT Discussed earlier in this assignment was how a high school in California implemented Balsamiq into a learning environment where 8th graders were making applications in Balsamiq (V.Liberty, 2013). Balsamiq had been introduced to Bullis High School, California so students could design an application which could aid 3rd graders in learning to read music quicker, the 8th graders designed applications for Ipads using Balsamiq with the assistance of two teachers and then exported the wireframes as PDFs so they could test their application designs with students in the school. One of the benefits of Balsamiq is that although it may be a wire framing tool, Balsamiq has the ability to function as an application or a website with working buttons, menus etc. During this event at Bullis Charter High School, the atmosphere was described as The room was electric with excitement and a comment from a student from the 5th grade in the school I cant wait till Im in 8th grade so I can learn to make applications, too!. Balsamiq proved to enrich the learning environment at Bullis Charter High School, California just as it enriched the learning environment at the school it was introduced to in East London. The software can give students the ability to design wireframes of websites and applications with ease, without being overwhelmed by programming languages and tricky design software such as Adobe Photoshop which is complicated and advanced as mentioned by G.Saeidi, G.Hemmatirad & N.Tavakoli (2012). Identified in an earlier part of this assignment, introducing new and emerging technologies into the learning environment can have a positive impact among students (Capel, 2005). Balsamiq is one of those tools that can be introduced and really enrich the learning environment. After implementing Balsamiq into the learning environment in an East London School and looking at how Balsamiq was implemented into a section of education at Bullis Charter High School, California, this is a tool that can fit into schemes of work where appropriate and enable to students

to use this software to aid with their current learning as well as expose to them to a design tool that can be used and is used in the workplace by over 150,000 companies globally (Balsamiq, 2013) New technologies are being introduced throughout the world and are being trialled and implemented into education constantly. Earlier in this assignment it identified that new and emerging technologies that are introduced have the ability to enrich education, not only for students, but also for teachers (Becta, 2008). When new technology is introduced into education, for it to be effective and prove to inspire students it has to used in the right way. Balsamiq is a tool that is suited to certain areas of education, it can be used for website and application design, it can be used to design graphic interface or even design data capture forms, questionnaires etc, which was discussed and implemented in a school in East London. Balsamiq isnt a tool which will take the take away the learning of a current scheme of work, it is a tool that can be used to aid students in their schemes of work and enrich the learning environment. E Safety Incorporating Balsamiq into the learning environment means that it either has to be run through an internet browser or if the school has purchased the full licence, it can be run through the school server. Different schools have different e-safety policies when it comes to using computers and the internet in the school. It is suggested that schools should audit training needs of staff in the school regularly so they have up to date knowledge and expertise when new technologies are implemented into the school environment (Ofsted, 2010). Even though schools have different policies and procedures when it comes to e-safety, it is noted that schools use Ofsted as a guideline when updating their e-safety policy and procedures. Schools should systematically review and develop e-safety policies and procedures, include training among their current and any new staff members, this will ensure the e-safety policy has a positive impact on pupils knowledge and understanding of the current and any new e-safety policy and procedures (Ofsted 2010). A review of schools e-safety policy and procedures took place in September 2007 by Dr Tanya Byron, she was asked by the Prime Minister at the time to conduct a review to look at risks to students from potentially harmful or inappropriate materials available through electronic sources. During this review on e-safety policy and procedures in schools, Dr Bryon staff in schools rarely evaluated e-security as they relied on outside agencies, since the review took place, it has been suggested that staff working with computers & technology are aware of e-security and e-safety (Ofsted, 2008). When implementing Balsamiq, staff should be aware of the latest e-safety policies in schools and by Ofsted. Balsamiq poses no major e-safety issue if implemented into the school environment, if schools are implementing this software and have access

to the free licensing that is run through internet browsers, staff and teachers should monitor that students are solely working with Balsamiq and not looking at inappropriate content online, which should be blocked by the network administrator anyway. Conclusion There are different strategies that are used in learning ICT in the UK and in America. There is a strong emphasis on introducing new technologies into the learning environment where possible, by implementing new technology that has been identified that this can improve motivation among students. Schools that continue to use the same existing technology such as word processing programmes, spreadsheets and so on may not see improved motivation among students in comparison to a school that uses recently released technology that students may be familiar with outside of the school environment. The given example of Bullis Charter High School in California, it was seen that the impact Balsamiq had on the students in this school demonstrates how technology can boost the motivation and excite students. Students who enter a classroom with technology that will challenge them such as Balsamiq, and a technology such as this that will enrich the learning environment and actually benefit the students in areas of work such as wireframe design of their website will truly appreciate this technology when it is implemented into the learning environment. As with many types of new software, licences can be extremely expensive, some schools dont have the budget for new software and dont have the luxury of having it installed on one hundred plus machines. With Balsamiq, schools have the option to actually get a free license from Balsamiq, although they will need to run the software through the internet browser, there wouldnt actually be cost with regards to licensing, the school wouldnt need to upgrade the memory on the computers like with other software such as Adobe Photoshop to make sure the computers are fast enough. Balsamiq allows the software to be implemented to education for free and give schools full access to the software through the internet browser. Schools who do wish to purchase licenses for Balsamiq so they can have it installed on individual machines can do so at a relatively low cost in comparison to other software that is on the market. Each of the new and emerging technologies have been discussed in this assignment and strong comparisons about each technology have been discussed. As mentioned in the analysis of technologies in the UK and internationally in the first part of the assignment, schools who choose to use the latest technology within reason may see a boost in motivation from their students, software such as Balsamiq also gives students to become familiar with design software that is used by major organisations such as Google, Ebay, Apple and give them experience with working with such software that they may use when they go out to work in the future.

If schools choose to adopt new technologies, the possibilities are endless in regards to the opportunity it creates for the students, if the technology is used in the right way it can have a huge impact on the learning environment and really engage students with schemes of work like Bullis Charter High School or the year 8 lessons Balsamiq was introduced in at the school discussed in East London.

References Capel, S. Leask, M. Turner, T (2005). Learning to Teach in the Secondary School. 4th ed. Oxon: Routledge. p118-127. Faranello,S. (2012). Balsamiq Wireframes Quickstart Guide. Birmingham: Packt Publishing. p7-24. Johnson, L.,AdamsBecker, S.,Cummins,M., Estrada,V., Freeman,A., and Ludgate, H.. (2013). Higher Education Edition. The NMC Horizon Report. 4 (1), p3-17. Leon,L. (2013). Apps-for-Good. Available: http://blogs.balsamiq.com/champions/2013/03/11/apps-for-good/. Last accessed 9th April 2013. Meinke, J. Dean, S. Benjamin, G. Gousie, M. (2013). The Journal of Computing Sciences in Colleges. The Consortium for Computing Sciences in Colleges. 28 (6), 58-125. Morris,R. (2012). Geek of the Week. Available: https://www.simpletalk.com/opinion/geek-of-the-week/peldi-guilizzoni-geek-of-the-week/. Last accessed 28th March 2013. Noor-Ul-Amin, S. (2009). An Effective use of ICT for Education and Learning by Drawing on Worldwide Knowledge, Research, and Experience. Available: http://www.nyu.edu/classes/keefer/waoe/amins.pdf. Last accessed 28th March 2013. Ofsted. (2012). Staying Safe Online. Available: http://www.ofsted.gov.uk/news/staying-safe-online. Last accessed 7th April 2013. Ofsted. (2010). The Safe Use of New Technologies. Available: http://www.ofsted.gov.uk/resources/safe-use-of-new-technologies. Last accessed 10th April 2013. Ofsted. (2010). Inspecting E-Safety. Available: http://files.lgfl.net/eSafety/Publications/Inspecting%20e-safety.pdf. Last accessed 12th April 2013. Rammell, B. Knight, J. (2008). Next Generation Learning. Harnessing Technology. 1 (1), p13-29.

Saeidi, G. Hemmatirad, G. Tavakoli, N. (2012). Developmental factors in multimedia design for a better learning among web learners.International Journal of Management and Humanity Sciences. 1 (1), p25-29 U.S Department of Education. (2010). Transforming American Education. Learning Powered by Technology. 1 (1), p9-51. Zaki,T. Warfe (2009). Prototyping: A Practitioners Guide. New York: Rosenfield Media. p86-201. Appendix:
Appendix A 8Y IT2 Thursday Lesson 4 Appendix B Year 9 Lesson Plan Wireframing

Appendix A 8Y IT2 Thursday Lesson 4 ICT Lesson Plan

Key Stage/Syllabus Reference (14-19): Date: 21/03/2013 Period 2 0940-1035 Lesson No: 4 Teaching Group: 8Y IT2 Room IT3 No. of Pupils: Boys: 6 Girls: 12 G & T/SEN/EAL - 9

Trainee Target(s) coming into lesson from previous taught lessons/ observations: Issues from previous lesson pupil/ content/ delivery/ completion etc:

Georgia is not listed as an SEN student. The SEN students that are listed below have not needed differentiated work up until now. Georgia is always given similar tasks to the other students but a work load that she is able to handle as she struggles with ICT

SEN details for King Solomon

Seating plan on the last page seating plan previously adjusted on 12/03/2013 Student grades/current/predicted/assessed/homework grades all attached under the seating plan

S = Statemented

Behavioural strategies: P = School Action Plus identified as having an outside agency needed Angela has been seated by the teachers desk alone, she works extremely well individually away from other students and enjoys working with the teacher when there is time in the lesson.

SA School Action = Pastoral, department issues

N = No Longer SEN

Shamauya has quite a few behavioural issues last lesson she was given a warning and spoken to about her attitude, after that she was excellent. She is normally 15-20 minutes late to the lesson as she has counselling. If she does come to the lesson with the other students, redirect her to her counselling session.

EMA No Longer SEN Classroom rules: EMA Ethnic minority attainment Not British White Boys and girls to line up on opposite sides outside classroom Uniform check as students come into class LAC Looked after children Students to stand behind chair and way to be seated No walking around the classroom FSM Free School Meals No shouting across the classroom One warning with regards to attitude, behaviour etc then an order mark will be

given detention if issues dont improve in the lesson All students to face the whiteboard when the teacher is talking/teaching/demonstrating students aware that an explanation will stop if there isnt 100% focus on the topic (students playing with computer etc)

EAL Farnosh Tolu

SEN Louis Barnet- No details listed on SEN register monitor in class and see where he/she needs assistance Shamauya Matthews She has issues maintaining friendships, she says things without thinking and can upset students easily. Her behaviour needs to be monitored and positive reinforcement through praise needs to be used. Cassie Sherwin - No details listed on SEN register monitor in class and see where he/she needs assistance Joanna Vernon- No details listed on SEN register monitor in class and see where he/she needs assistance Ellie Wise Drake- No details listed on SEN register monitor in class and see where he/she needs assistance

FSM Diva Ferreira Shamauya Matthews Farnosh Tolou Ellee Turner Ellie Wise Drake

NC Level(s) targeting (inc. AT/ APP statement(s) for level) (if applicable): GCSE grade/ standard(s) targeting:

Overall Lesson Objective (must be clear and specific and LEARNING LED):

To be able to adapt to new software and use a range of tools to create a graphically enhanced data capture form

Resources needed, including the role of additional adults:

Intended Learning Outcomes/Success Criteria: (What will pupils have achieved by the end of the lesson refer to AT link to level/ grade outcomes where possible)

Interactive whiteboard Copy to student area\Data capture form Lesson 4.ppt snip of bad data capture form.JPG New seating plan.PNGObjectives, data capture form criteria and example of bad design of data capture form.doc Objectives, data capture form criteria and example of bad design of data capture form differentiated.doc Fruit machine - http://www.classtools.net/education-gamesphp/fruit_machinehttp://www.classtools.net/education-gamesphp/fruit_machine

Websites

Specialist subject terminology that you will introduce to pupils:

Lesson phase & time

Learning & Teaching Tasks & Activities

Teaching Points to Improve

Differentiation

Assessment Criteria

PLTS

Learning (What will you tell them?) Teacher Activity/

How can you make the learning easier/

(How do you know they have learnt? What will they show/ do to prove

(Evidence of research, team work,

Pupil Activity

Questions

more challenging?

learning?)

independent learning, reflection, creative thinking etc.)

1 minute

This will be displayed on the board as students come into the classroom - Previous lessons learning What was covered in the previous lesson? What did you complete in the last lessons learning? Can you recall one way to capture data? What is a hypothesis? Students to be questioned on the above which will be on slide 2 students to feedback

Students who give vague/one words answers will be asked to expand on one of the 3 questions in regards to what was learnt the previous week

Students will be given 3 initial questions before they are seated. Students are able to reflect on the previous weeks learning

1 minute

Students to be seated register done whilst students log on

Students are to logon in silence whilst the register is done

Starter Super hero/heroine designs students to be shown short youtube clip on Presi for

Teacher will point out the software that is being

2 minutes

superhero design inspiration the idea of this video is to give students some inspiration for superhero design what superheros are great/not so great

shown for the starter Prezi, will be something they will be working with after Easter

Individual Task Students to draft who their superhero will be 4 minute task 1-2 students to feedback to class. paper given to students

Students will individually create the identify of their super heroes

5 minutes

Students who finish within 1 minute will be asked to add extra details to their super hero i.e. powers, strength etc This task can be continued as an extension activity students to design their superheros for homework See homework section for details

This is a creative task, students will use their imagination to create a character these details will be used in the following lesson when students are collecting data using their capture forms

Independent learning/work

2 minutes

Objectives/Targets for todays lesson go

Students will be

Students will use the

through targets with students on power point and give them a printed copy of the targets they are being assessed on

given a handout with objectives and task that has to be completed in lesson students will be given an overview of how to complete the objectives

objectives in the lesson as these have been set as parts of an assessment criteria students will be able to measure their own learning

3-4 minutes

Data capture form Students to be shown an example of a data capture form that was created in Microsoft Word (printed document) Students will be introduced to a new piece of free online software Balsamiq to design a data capture form so they can collect other students information on what superhero/heroine they want to be/create.

Students will be told that the current data capture form that they have been given in their handouts is dull/boring a new data capture form consisting of the same data needs to be created

This task heavily relies on the students ability to adapt to new software. This software is very easy to grasp as items can be dragged and dropped.

Georgia has been given a different handout She isnt listed as SEN but struggles with ICT. Other SEN students havent needed differentiated work up to now

Teacher able to assess students when they start work with Balsamiq Teacher will be able to understand if students listened/understood the instructions/need further assistance

Students will be a handout which outlines what needs to be included on their data capture form. The criteria will be shown on the whiteboard and explained as well as given to the students on a handout

2 minutes

Assessment criteria for lesson for student grading students will be given this criteria so they know what to work with

Students have a copy of the objectives all of the objectives can be completed by all students in the lesson, even the SEN students which have been given differentiated material.

Students who complete the green and yellow objective will have their current grades increased by 1 level i.e. if they are on 4A it will be increased to 5C.

Students who complete all 3 objectives will have their current grades increased by 2 levels.

This is also dependant on how students normally work, the quality of their normal work and the overall effort/contribution in class.

Individual task students will use Balsamiq to recreate their data capture forms. Students will be given assistance in the class for design

ideas, tools that are available etc. The 3 previous lessons learning have covered how to layout databases, data forms, spreadsheets, collect/collate data & ways of collecting different types of dasta

Extension Activity:

Students are able to start their homework early:

Design your superhero In the first part of the lesson today, you were asked to list details of your superhero/heroine If this task isnt finished, finish it off for homework and either design your super in paint, Photoshop or another programme of your choice or design your superhero on paper that can then be scanned into a computer and added to your data capture form 25-30 minutes

Students will use the handout, instructions given and Balsamiq to complete the assessed task set Differentiated/simpli fied task has been created for Georgia

Students will be assessed on the objectives they complete, the types of tools they use, their ability to explore different tools independently and their overall design in Balsamiq

Plenary & Reflection

Post it notes students to write down one thing they enjoyed in todays lesson or one things they learnt or one thing they liked about the new software Balsamiq

1-2 minutes Stick on the whiteboard on the way out

Feedback on software is crucial as this software is being tested among year 8 classes enjoyment/learning aspect key when students give feedback on post it notes

Homework Activities:

Design your superhero In the first part of the lesson today, you were asked to list details of your superhero/heroine If this task isnt finished, finish it off for homework and either design your super in paint, Photoshop or another programme of your choice or design your superhero on paper that can then be scanned into a computer and added to your data capture form

Other relevant information required for the lesson:

Initial thoughts for evaluation how did it go?: (Completed full evaluation Y/N ) :

Appendix B Year 9 Lesson Plan Wireframing ICT Lesson Plan

Key Stage/Syllabus Reference (14-19): Date:11/3/2013 Period 310551150 Lesson No:3 Teaching Group: 9X IT3 No. of Pupils: Boys: 14 Girls: 9 G & T/SEN/EAL - 14

Trainee Target(s) coming into lesson from previous taught lessons/ observations: Issues from previous lesson pupil/ content/ delivery/ completion etc:

SEN details for King Solomon

Behavioural management strategies using (inc. attached seating plan):

S = Statemented

Behaviour

P = School Action Plus identified as having an outside agency needed

Monitors off when teaching talking (or use RM tutor if necessary) No hands up policy (when teacher asking questions) Order Marks Students to be given order marks if they are unable to control them

SA School Action = Pastoral, department issues

self, be quiet when the teacher/other students are talking New classroom rules/expectations on slide 5 students to copy these rules and expectations into their planners students will be referred to these rules/expectations in the lesson/future lessons if they break the rules New seating plan students have been put into a new seating plan based on ability/behaviour

N = No Longer SEN

EMA No Longer SEN

EAL EMA Ethnic minority attainment Not British White Sharia Hussain Gurpreet Lakhanpal LAC Looked after children Mykolas Pazemeckas Haris Raja FSM Free School Meals Ahona Roy Sumaiya Sattar Ammad Sulehri Izabela Zera

SEN Armani Baptiste (A) Needs to be monitored and shown praise

Phoebe Joseph (A) Participates in extra literacy classes keep an eye on behaviour/show praise Lauren Mead (A) Testing scores from year 8 Good ensure she writes homework in diary/clear instructions on how to complete homework Mykolas Pazemeckas (A) No SEN details listed monitor in class and see if the needs differentiated material Brandon Roberts (S) He has been absent a lot, need to make sure he writes down homework each lesson and check to ensure the instructions for homework are clear any detentions, ensure they are written down when the detention is given so his mum is aware Has fallen behind on work due to being absent, anything he misses, photocopy where possibly or write down what he needs to do to catch up monitor his progress in the lesson sit him next to a mid-high ability student to assist him Harrison Zemmel-Gallagher (A) Harrison is colour blind handles verbal learning better than visual learning important when giving instructions make sure after a class has been given instructions, Harrison has a clear understanding Unable to show creativity through writing, when he has to write a lot, he spelling/grammar deteriorates. Give him chunks of information for instructions

FSM Haris Raja Jordan Sion Izabela Zera

NC Level(s) targeting (inc. AT/ APP statement(s) for level) (if applicable): GCSE grade/ standard(s) targeting:

Overall Lesson Objective (must be clear and specific and LEARNING LED):

Students will be given an overview of how to judge a website and what should/should not be included on their designs.

Resources needed, including the role of additional adults:

Intended Learning Outcomes/Success Criteria: (What will pupils have achieved by the end of the lesson refer to AT link to level/ grade outcomes where possible)

Interactive whiteboard Dreamweaver http://bierzto.pl/administrator/teacup-pigs-full-grown&page=3 Tracing in Flash logos.doc dreamweaver help sheet.docx 3D box with shadow instructions.docPhotoshop tips.doc www.balsamiq.com www.google.sketchup.com Be able evaluate having experimented with the different software which was easiest Most students should: Be able to experiment with the 3 different pieces of software and be able to select a program using suitable tools to create wireframes for your website All students must:

Adobe Photoshop

to use/create your wireframes on

Some students could:

Been able to write 2-3 paragraphs on the benefits of each piece of software/what software is most suitable for wireframe designs

Specialist subject terminology that you will introduce to pupils:

Lesson phase & time

Learning & Teaching Tasks & Activities

Teaching Points to Improve

Differentiation

Assessment Criteria

PLTS

Learning (What

How can you make

(How do you know they

(Evidence of

Pupil Activity

will you tell them?) Teacher Activity/ Questions

the learning easier/ more challenging?

have learnt? What will they show/ do to prove learning?)

research, team work, independent learning, reflection, creative thinking etc.)

3-4 minutes

Starter look at 3 different sets of wireframes that have been designed using Photoshop, Balsamiq & Google Sketchup. Compare the different tools that have been used in each design and the detail of each design Experiment with each piece of software. Use each of the help/tips sheets and decide on what piece of software will be most suitable for your wireframes. Using the AQA specification/guide on what detail needs to be included/how many pages you need, start to create your wireframes after experimenting with each of the different software. Refer to Analysis & Design for what needs to be included.

20 minutes

3-4 lessons

45 minutes

Write a critical evaluation on each piece of software. Include: The different tools available in each piece of software Was it user friendly Ability to design an effective set of wireframes Benefits of the software you have chosen to create your wireframes Using the post it note given to you write down something you would like to learn about your chosen software/something you need help with

Plenary & Reflection

Homework Activities:

Continue to develop wireframes in after school club

Other relevant information required for the lesson:

Initial thoughts for evaluation how did it go?: (Completed full evaluation Y/N ) :

Over a period of 4 lessons, students designed their wireframes prior to developing their web pages on Adobe Dreamweaver. Students were introduced to three different types of software they could use for this task. Students were to design wireframes using a piece of software rather than by paper, this would give them extra marks/credits.

Students spent one lesson tests out the different types of software. Overall, 22/23 students chose to use Balsamiq. This piece of software allowed them to create wireframes quickly, this is because Balsamiq has tools where they can drag and drop objects and they are able to create wireframes in a short time frame.