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Pick your resource by topic:

- [[Topics/Assessment|Assessment]]
- [[Topics/E-safety|E-safety]]
- [[Topics/Blogs|Blogs]]
- [[Topics/E-skills|E-skills]]
- [[Topics/Blogs|Blogs]]
- [[Topics/E-skills|E-skills]]
- [[Topics/Copyright|Copyright]]
- [[Topics/E-skills|E-skills]]
- [[Topics/Digital Art|Digital Art]]
- [[Topics/QR codes|QR codes]]
- [[Topics/Games|Games]]
- [[Topics/ICT|ICT]]
- [[Topics/Wikis|Wikis]]

Relevant resources

Assessment	Using Assessment to Raise Achievement in Maths
	Learning goals; self & peer assessment; effecting questioning; marking and case studies This resource explores approaches to assessment^(ta) in maths, including the sharing of learning objectives^(ta), group work^(ta), whole class^(ta) assessment, questioning^(ta) and more. Four case studies serve as useful discussion prompts to share practice^(ta). This .doc version of the QCA's 'Using assessment^(ta) to Raise Achievement in Maths' allows schools to select parts of the document that are most relevant to them.
Blogs	Digital Reporters at Camp Cardboard
	Children using iPads to blog about Cardboard Sculptures This activity is a cross curricula^(subject) activity, involving a collaborative^(tool) approach, giving children the opportunity to work together on a blog. Children were encouraged to engage in group talk^(ta) and discussion^(ta) in the classroom to reflect on the activity they were to report on. The activity furthers e-skills^(topic) and e-safety^(topic) through the use of whole class^(ta) participation. The specific art activity provided a great stimulus for the blogging. Equally, however, this approach could be applied to any event in or out of school. The use of blogging and social media gave the opportunity for children to share their ideas with a wider audience, and also gave opportunities for real-time feedback to their work. The use of hand-held technology also enabled active learning^(ta) as the portability of the iPads and iPods allowed them to be used outside the classroom.
Blogs	Getting a buzz out of blogging
	Starting with the basic principles of blogs^(tool) and blogging, this primary course looks at their use within education and how they can be used to improve teaching and learning. The focus is particularly on blogs as an ICT⁽ⁱ⁾ tool for collaboration^(ta) which encourages the effective use of reasoning^(ta) and language^(ta). The unit also discusses practical elements such as e-skills^(topic) and copyright^(topic) issues you might encounter in blogging.
Digital Art	Creating Digital Painting using iPads
	Children using iPads to create observational drawings of flowers This activity is a cross-curricular^(subject) activity, that gives children to opportunity to work independently on an art activity that also encourages the development of E-skills^(topic). This activity encouraged inclusion^(ta) as the children's final work was displayed as a collaborative^(tool) piece, where all children had the opportunity to make an equal contribution. In this instance, the children created observational drawings of flowers. However, the subject of the art could change to fit with any topic across the curriculum. The use of hand-held technology could also active learning^(ta) as the portability of the iPads and iPods would allow them to be used outside the classroom, thus enabling observational drawings to be made in a range of locations.
Games	Introduction to games
	This courses provides an introduction to games^(tool) in the classroom. The course will focus on freely available online games, which can provide a starting point for exploring their use in the classroom without investment in hardware and software. At the conclusion of this course you will have engaged in lesson planning^(ta), ready for implementation in your classroom.
QR codes	Editing Using QR Codes to Engage Children with Learning
	Children using digital literacy to engage with reading and writing This lesson idea uses technology to promote active learning^(ta) as resources were produced to be located and explored in a public park. The early stage of the activity, involving the creation of the resources by the children, required discussion^(ta) involving the whole class^(ta). Group talk^(ta) was also employed as a strategy, with the children agreeing on a narrative^(ta) outline relating to the event. The creation of the online materials encouraged development of e-skills^(topic). The later stages of activity, where the children were looking for clues, required them to ask questions^(ta) and to take a collaborative^(tool) approach to find a solution, based on the digital texts they found.