Children are exposed to technology on a frequent basis as it
is utilised in the majority of home environments through television, internet
or games that they play. Therefore, I believe that technology in the classroom is
positive and should not be resisted as you can build upon pupils’ current
interests and bridge the gap between home and school (Lambirth, 2003).
Technology is an aspect in society that is rapidly growing
and Higgins (2012) confirms that it is a tool that should not hinder learning
but aid it, through short and focussed intervention. For kinaesthetic learners
it would be beneficial to use technology such as iPads or cameras when studying
English and Dean (2010) believes that Literacy is not just about the written
word. I have noted that technology can increase motivation and engagement
within a task, because the children are enjoying more practical learning. Lambirth
(2003) agrees that by using technology within the classroom children feel more
comfortable and welcome into the learning environment.
During my school experience, I was involved in using
the interactive whiteboard to present information to the children through
websites, videos and images for lessons such as; phonics. I observed that using
new technologies helps to exemplify a topic that you are trying to explain to
your class and Dean (2010) states that it allows pupils to visualise what they
are learning, enabling them to reflect instantly about what they observe, as
well as encouraging conversation.
A personal challenge of this module I think will be studying
comics and graphic novels, as this is an area that I am not familiar with and
therefore have limited knowledge on. However, I feel it will be interesting to learn
and hopefully it will help my confidence in teaching the topic in future.
(Word count: 294)
Bibliography:
Dean, G. (2010) ‘Rethinking Literacy’ in Bazalgette, C. (ed) Teaching
Media in Primary Classrooms. London: Sage. p.56
Higgins, S. (2012) ‘Summary
of Key points’ in ‘The Impact of Digital Technology on Learning: A Summary for the Education Endowment
Foundation: Full Report’. Durham University. p.4
Lambirth, A. (2003) ‘”They get enough of that at home”:
Understanding aversion to popular cultures in schools’ Reading 37 (1)
pp.9-13
I really like how you have observed the use of IWBs in teaching phonics and i would be very interested to know how this was done. Your view that kinaesthetic learners especially would benefit from the use of ipads and other technologies in the classroom is one that i completely i agree with. From experience, i have seen that these really keep the pupils engaged, especially those who are prone to playing with resources as they are encouraged to be active in sessions.
ReplyDeleteThe comment you make about technology such as iPads and cameras being beneficial for kinaesthetic learners is a really interesting point, particularly as I had not come across this idea within my reading. It is also interesting that you go on to link this with the fact that technology engages children in practical learning. This has expanded my view on the use of technology as it has led me to reflect that within the classroom, it’s use can take children from being passive to active learners, as they respond with technology that is multi-sensory (audio, visual and touch responsive). Tactile engagement therefore seems fundamental to the appeal that technology holds for many children.
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