Where do you stand at present on using new technologies in the English classroom?

Children are frequently exposed to technological achievements on a daily basis, whether this is through parental guidance, television, media or the latest children’s craze. As a result of this children are now known as ‘digital natives’. I believe that technology within the classroom environment, enhances children’s overall learning experience, as the educational interactive games often utilised in the classroom, stimulates the brain; assisting the development of operational skills, whilst helping children to understand the world around them. Further to this, children that embrace these technologies often gain enhanced problem solving skills and the ability to develop creative solutions according to Higgins (2012).

 Allowing children to access technology, in order to answer a question or to revise a certain subject matter, provides then with independence, allowing a certain control of their learning.

Children have a far greater ability to understand technology from a very early age.  Often understanding the complexities of television, iPads and even laptops better than many parents. As a result of this, I believe teachers should always encourage children to demonstrate their skills, understanding that technology is fast becoming an even greater influence upon our daily lives. I agree with Higgins (2012) statement that technology can be as powerful as a short but focused intervention to improve learning.

Lambirth A (2003), discusses the idea that popular media and consumer texts can be used as a ‘vehicle’ to teach traditional skills; in this method children’s interests are best captured. I was lucky enough to experience first-hand media being utilised within the classroom environment from my school placement experience.

I was placed within a Reception class; during their literacy lessons the children were split into abilities and there were various activities available one of which was an IT activity. The children could work on laptops playing different interactive games based around their level of literacy. A popular activity was ‘A Sailor went to sea’ which involved the children singing along to the words that were displayed on the screen whilst a video played in the background.

 

An obvious challenge for myself in the future will be to ensure that my knowledge of interactive games and technological advancements (available apps) for children’s learning and development are constantly monitored and kept up to date.

Bibliography

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

Lambirth, A. (2003) ‘”They get enough of that at home”: Understanding aversion to popular cultures in schools’ Reading 37(1) pp.9-13 (pdf on LN)