Poppy Gibson is a lecturer in Primary Education in the Teacher Education Department, coming into HE after over a decade working in several London Primary schools. Poppy currently works on the University of Greenwich's Accelerated degree programme in Primary Education, and is the Modern Foreign Language coordinator, teaching MFL on the PGCE and BA QTS programmes. Key research interests include identity, motivation, and the integration of technology into our lives.
I recently received an invitation to chair the Westminster Insight forum in London on the assessment reform in our Primary schools. At first, I felt a little unsure; the word ‘baseline’ was being muttered on everyone’s lips in the staffroom, and I wondered if this could end up being a rather fiery forum to have to control. I realised, however, that the main reason so many teachers and parents - as well as fellow lecturers in the Teacher Education Department - seem so concerned about the new baseline testing for Reception is that there is still much ambiguity about how the testing will be done.
Modern edtech often allows hugely enjoyable ways of learning, and even fun ways of running a school. Here, teacher and ICT coordinator Poppy Gibson discusses the major possibilities presented by augmented reality to teachers.
Augmented Reality (AR) is cutting-edge technology that allows for a digitally enhanced view of the real world, uncovering hidden images, videos and texts to the user when the 'trigger' (or 'marker') image or item is scanned by a camera, adding layers of digital information directly on top of objects around us.
QR codes are on just about every product you might want to buy. Poppy Gibson, a Year 5 teacher and ICT coordinator in North London, has employed this massively-used technology for fun use in her classroom.
What do tea bags, bananas and concert tickets all have in common? Amongst many other products, these are just some that have used Quick Response (QR) codes to help advertise, inform and link their consumers to further details.
Tablets are becoming more popular in schools as each term goes by, and it’s handy for teachers to share tips on the technology. London-based primary teacher Poppy Gibson has a bevy of experience when it comes to tablets in the classroom, and gives her best pointers on the matter.
[As seen in the February 2014 edition of our magazine]
Many teachers have explored and established effective ways of using iPads within a range of subjects. This article shares ideas of inspiring extra-curricular clubs that could be offered to pupils outside of timetabled lessons, during lunchtimes or after school, with simple set-ups but powerful results.
Tried and tested, and proving incredibly successful, these simple ways of integrating iPads into a lesson helps to keep pupils focused, organised, and engaged with their learning. These tips could be used in any lesson with any year group, but I will share examples of contemporary best practice from my role as Upper Key Stage 2 teacher and ICT Coordinator. A teacher does not even need a whole class set of iPads to be able to replicate these methods; one, six, or eight devices will also work well.
A great way of controlling both the physical storing, charging and distribution of a set of mobile devices, and also to assist the smooth running of iPad lessons, is by allocating the role of ‘Digital Leader’ to a small group of pupils within your class. Digital Leaders are students who are enthusiastic about technology and are able to share examples of best practice and model correct behaviour to their peers, supporting teachers and increasing the potential of ICT in the school. They can be trained to conduct a wide variety of weekly jobs, such as deleting photographs on the iPad camera roll, and can support other pupils and teachers when needed, perhaps when using a new website or App, or updating the class wiki or blog.