Having been in school, share your observations and reflections in terms
of the use of technology/new literacies. What surprises you? What were the
challenges and how might you overcome these? What questions arise for you? What
have you learnt? Make links to any relevant readings.
The National Curriculum (2014) mentions that children in Key Stage 2 need
to be able to utilise and connect software together on a variety of devices, to
complete set targets involving collecting and presenting data. During the visit to Shirley Warren Primary
School we met this requirement when we used various apps on iPads with a group
of Year 6 children, including: ExplainEverything, Book Creator and Animation
Studio. We were required to create an e-book based upon data that the children
had previously collected, in relation to pets in the local community compared
with pets around the world.
Higgins et al (2012) discovered that technology can be especially beneficial for those children with a low attainment, which I agree with from an observation in the classroom environment. I witnessed the development of a child with little confidence in writing, successfully type on the iPad with encouragement, allowing the child to engage in the task and feel motivated to continue. Furthermore, as the children were working in groups on the e-book task, it obvious that collective use of technology is more valuable (Higgins et al, 2012) because peers can learn from one another and collaborate ideas. Through group discussion, questions are raised and answers are justified allowing the children’s learning to be purposeful and providing the teacher with a means of assessment.
Through discussions I was surprised at how knowledgeable the children were with regards to using the iPads and the apps, which provided me with the opportunity to learn new skills and deepen my understanding. It is evident from this observation that these children are what Palfrey & Gasser (2008) and Prensky (2001) would refer to as ‘digital natives’. It has been said that digital natives crave interactivity (Prensky, 2001), therefore using digital technology provides hands-on experiences that allows children to become involved and more engaged outside and inside of the school environment.
From the visit into school, I have learnt how to incorporate the computing curriculum into wider areas of study, as the e-book task included elements of maths as well as computing. By making ICT cross-curricular it permits children to become more familiar with areas of technology and use it as a resource to further their learning in every subject (FutureLab, 2010). Due to the fact the children had ownership of their learning throughout this activity, I have realised that especially in Key Stage 2 the children need to take control and the role of the teacher is to be the facilitator and support next steps in their learning.
A personal challenge was that I was unfamiliar with the apps used to complete the activity and so I had to observe the children using them to gain an understanding of how they worked. However, I view this as a positive experience as I feel it is important that as a teacher the children do not only learn from you but you also learn from them. In future I need to ensure that if I am teaching a topic using technology, I need to become familiar with different devices and software’s to ensure I teach efficient and varied activities.
Bibliography:
DfE. (2014)
National Curriculum in England. Computing
Programmes of Study: Key stage 1 and 2. [online] Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf (Accessed: 18/10/14)
FutureLab.
(2010) Digital Literacy Across the Curriculum: (Sections 3.1 – 3.4 Digital
Literacy in Practice) [online] Available at: http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf
(Accessed: 18/10/14)
Higgins, S.,
Xiao, Z. & Katsipataki, M. (2012) The Impact of Digital Technology on
Learning: A Summary for the Education Endowment Foundation. Durham: School of
Education. P.4
Prensky, M. (2001) 'Digital natives, Digital Immigrants. Part ii: Do they
really think differently?' in On the Horizon 9 (6) p.1-4
I, too was unfamiliar with the apps used at Shirley Warren. I felt that the experience of exploring the apps with the children was beneficial also. Do you think that a workshop to explore technologies would be useful? This is something i have considered to develop my learning.
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