school

Wow pretty much sums up my thinking when I first explored this new application on the iPhone. 

I've seen and attempted (!) to use dictation software on a variety of systems in the past, all mostly, time consuming and wildly inaccurate. At first, I doubted likelihood of this software being any better, but I installed it and gave it a go!

It's really this simple...

Step 1. Load Dragon Dictation	Step 2. Get ready to dictate!	Step 3. Dictate!
Step 4. Edit any mistakes.	Step 5. Choose an alternative?	Step 6. Complete and post.

Inspired by the accuracy of this tool, I'll be introducing it to some teachers tomorrow to discuss how it can support learners who struggle with writing. This of course isn't a substitute for pupils writing, but initially, it will be highly effective at allowing unconfident writers to communicate their ideas, their story without having to worry about how words are spelt or letters are formed. This can be the cause of a huge frustration for young learners, especially those who find writing difficult further into KS2 where their peers are writing confidently and freely.

On further reflection, the dragon dictate software could be a useful tool to support speech and language work, providing that reassurance and reward when pupils are speak clearly and confidently. Lots of potential here I feel.

The software also works brilliantly on the iPod Touch and iPads. Could this be yet another use for these portable devices in the classroom?

How else could this software be used to support learning in home and school? Please add your thoughts here.

It never ceases to amaze me how important Role Play is in engaging pupils in understanding and performing tasks to the best of their ability. I remember quite early on in my teaching career when I was working with friends from Ultralab on an eTui research project. The afternoon involved my pupils playing with toys, a radio controlled car, a programmable toy and an eTui (a meta-level learning toy.) We asked my pupils to complete a questionnaire about what they understand about how each toy moved, what it sensed and how it responded to the environment in which it was being used. 

Crucially, we gave the pupils the title of 'researcher' and issued them each with a clipboard. Short of giving them a white 'lab' coat, they were every bit the researcher, and assumed that role throughout the afternoon. Interestingly enough, I remember questioning how most of the children understood the role of a researcher, yet their experience of what a researcher actually does was limited.

Recently, in discussion with colleagues during lunchtime, I reiterated how significant children in my Enterprise Team, had taken to the idea of being in-role as designers, inventors and business people. Here's why.

Over a period of 4 days next week, pupils at Kings Road Primary School are taking part in an Enterprise Week. The pupils have been tasked with designing and making products (or providing services) to sell with the intention of making a profit on the £50 they have received to buy resources. The ideas that each team are developing are already proving to be highly secretive and there is much competition between teams and keeping ideas top secret is the name of the game.

Whilst pupils in my team were in-role, I had them sign a child-friendly version of a NDA (Non-Disclosure Agreement) which gave them a sense of loyalty and assurance to each other that our ideas will not be shared with other children or teachers. Whilst other pupils have since shared confidential information, my team haven't. How significant was role-playing in ensuring that our ideas weren't readily shared with others?

Today, we finalised our plans, discussed and voted on our team name, 'The F Factor' and began work on designing a logo for the team. Again, I used role-play with the help of preprinted stationery to ensure pupils engaged with the idea of being a creative designer for our team. The logos they presented were of a high standard and their understanding of the task was obvious in the designs they had produced.

Role-play had an enormous significance in the primary classroom and is not just the domain of Key Stage 1 pupils, but can, and should be given opportunities throughout all year groups in the school.