Upon
reflection of the past six weeks, I believe that I have significantly deepened
my knowledge and understanding of IT within the classroom, personally developing
in the process myself as a future IT teacher.
Through the practical sessions, I was presented with various different apps
that could be utilised within classroom allowing children to become independent
learners. However, this also highlighted a learning opportunity, that I need to
focus upon myself, (as I do not own an IPad) I struggled to use certain apps
effectively, resulting in lost time while I grasped all the ‘short cuts’ necessary
when utilising an IPad to maximum effect. This represents a challenge that I am
going to focus upon before returning to school life, it is vitally important
that I am able to demonstrate knowledge and confidence, when introducing
children to these technological advancements, in order that they can learn and
develop appropriately.
From
the theory sessions, I have developed my knowledge of ‘digital literacy’ significantly,
understanding in the process the mixed reviews it often receives from fellow
teachers and even the media. I have learnt the benefits of encouraging digital
literacy through its various forms- (Comic books, graphic novels, magazines and
computer games). As an IT specialist, I found it interesting to discover how
important digital literacy has become in modern day education, reflecting upon
this I realised I was unaware of how many life skills children can learn
through this, these include: an ability to absorb text and images at the same
time; develop their meta- language; whilst developing their patience and
persistence. Despite this, the sessions also covered certain implications,
explaining what teachers would need to be aware, of when promoting digital
literacy within a classroom environment.
Many
of the above implications centred around the suitability of written text
provided for the children. Comic books and graphic novels are often ‘painted in
a bad light’ viewed as offering poor diction and for promoting violence, even encouraging
juvenile delinquency (Marsh & Millard, 2001). Lambirth A (2003) disagrees with this point,
stating that popular cultural texts such as comics often ‘capture’ the essence
of childhood, connecting with the interests of children, assisting teachers to
introduce texts that are part of the curriculum. I found this debate between
various literary writers, very interesting helping me to frame my own opinion
of whether comic/graphic novels should be utilised within a classroom
environment. Retrospectively, I believe they can be really beneficial as long
as the teacher checks for age suitability ensuring the material is curriculum
focussed, developing the children’s reading and understanding in the process.
From one of my readings, I found this quote really useful as a developing
teacher, according to Millard and Marsh (2001) one teacher suggested that working
with comics was invaluable, because it was helping children to read print,
whilst interpreting visual elements, another teacher said they incorporated work,
based on comic characters and the linguistic features of comics into their
literacy curriculum. This is something that I would like to experiment within
my own class, embracing the children’s popular culture to utilise it to
maximise their learning.
The
trip to Shirley Warren, allowed me to experience a school that promotes IT
throughout the age groups and across the curriculum. Having the opportunity to
work with a class of year six children, being able to experience the enjoyment
and confidence they had with using various apps and forms of technology. Allowed
me to reflect and realise, this is why I chose to become an IT specialist. It
really motivated me to make my future school, every bit as confident with
technology, allowing the children freedom of expression with technology,
incorporating this into the curriculum as much as possible.
In
conclusion, I have thoroughly enjoyed this module. It has helped me to identify
future teaching techniques whilst appreciating the full implications as an IT
specialist. It has also allowed me to experience how IT can be promoted across the
entire curriculum, through various forms, understanding how vital this teaching
has become in an increasingly technologically reliant world we live in today.
Bibliography:
Millard and Marsh
(2001) 'Sending Minnie the Minx Home: comics and reading choices' Cambridge
Journal of Education, 31:1, 25 - 38 (pdf)
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