Using & Teaching Educational Technology
Learning Platforms in the 4 to 7 Age Range
By Fiona Aubrey-Smith
Thu, 11 Jan 2007, 01:43

Fiona Aubrey-Smith

Continuing this mini-series on learning platforms, this article looks at how Fiona Aubrey-Smith has used one with children aged 4 to 7 years.

Ranvilles Infant School begun using Fronter in May 2006; 7 months ago. We were introduced to the Virtual Learning Environment (VLE) concept at a DfES/SEGfL conference in March 2006 and immediately questioned how it would apply to children of our age range (4-7 years).

In discussion with Hampshire County Council we excitedly agreed to be part of a project which would attempt to find a VLE solution which could be used by Infant children to enhance their learning experiences. We begun our project; using Fronter, in May 2006 with a days training for two teachers and three teaching assistants.

To begin to apply the use of Fronter within our school we surveyed Year 1 with their level of internet access, and if the children's families would be willing to try online learning at home. We had a surprisingly positive response; 85% of the year group had internet access at home; 78% had broadband access, and all respondents were willing, and keen, to trial online learning at home. So, we invited the 8 keenest children and set up a simple activity for them on Fronter. Following very positive feedback we offered this to the whole year group and this soon became a weekly routine; using forums, quizzes or weblinks to reinforce learning at home; at this stage about 85% of the class were accessing our VLE outside school. Of course we offered time and support in school to those children who did not have home internet access so that no-one missed out. Year 1 children soon became proficient at using Fronter and we constantly sought feedback from children and their families and directed our development to complement their ideas.

At the beginning of this academic year we continued to use Fronter in Year 1 with a new cohort, and with Year 2 who were now confident in using it both at home and school. We've continued to provide home learning opportunities through Online Homework, and in schooltime by setting up Online Classrooms and Online Topic Rooms where children can find out about, and discuss, their learning with other children, teachers, parents and helpers; even our School Cook is involved! The most successful usage has been where we have set up a Topic Room full of weblinks, fun quizzes, discussion forums and activities. In these rooms we have been able to provide children with opportunities to share their work with their families online; particularly relevant for us as many children have a family member serving with the Royal Armed Forces. We have also begun many activities at school which children have then been keen to continue at home; one child logged on every day over a two-week holiday period to add to a forum which he was particularly excited about! The most purposeful use of a Learning Platform has been where children's learning is actively enhanced.

Examples of activities include

*Online Book Reviews conducted through a forum where children could recommend their book to another child; the other child would then read the book and respond through the forum;

*A Forum with a weblink to an online map (Local Live) - children were encouraged to find their home on the map and then comment on what they could see in the forum;

*Pictoral Quizzes where children were asked to name famous places in London as part of their topic research;

*Class Pet diary;

*WebLinks with related questions for children to research;

*Links to versions of the Christmas story; children were then invited to add their own version of the Christmas story.

The important focus of our development has simply been to seek feedback, reflect on what has been said, and improve our provision for children, families and staff. Thus, the next step for us is to explore ways which we may be able to make teaching and school life easier through the use of Fronter; resource sharing & lesson preparation.

Reflecting on our VLE journey so far we have learned a great deal. Our key focus is to enhance children's learning rather than to make use of tools per se. For this reason we have spent a great deal of time trying to adapt tools to meet our needs. 

I believe that Learning Platform providers need to develop their solutions further such that their products meet the needs of Infant children and their teachers. If an Infant child finds something overly complicated then the chances are that their teacher will not make use of that tool, and I feel that setting up relatively sophisticated activities for children is, at the moment, more complex than teachers should have to contend with. We are, after all, teachers not technicians and we want to focus on learning, not just learning new tools.

This said, I believe that Virtual Learning in the ways which we have explored so far, has made an enormous impact on motivation and engagement of children and their families. It is with this excitement that I eagerly anticipate whatever may happen next. Watch this space!...

(c) 2007 Fiona Aubrey-Smith

Ranvilles Infant School / Lead Teacher for ICT (Hampshire County Council)

Fiona will be presenting at the Fronter stand at the Bett show on Friday 12th Jan 2007 at 12 and 3pm.

© Fiona Aubrey-Smith Thu, 11 Jan 2007