Engaging in this module has highlighted the importance of
incorporating a wide range of technologies into literacy lessons, as well as
other areas of the curriculum. I have learnt that it is vital for teachers to
keep up-to-date with technologies, as they largely impact the way in which
literacy can be taught in the primary classroom (Halsey, 2007). Introducing a
wide range of technologies into the classroom is a form of popular culture,
giving children access to a broader section of texts to support the literacy
curriculum. In turn, this has a large impact on children’s ability to recognise
and be familiar with a range of different genres of text, their comprehension
of texts and overall engagement with a given text. Using technology allows
children to be involved in creating their own version of certain texts and
present their work in an interactive manner, which ultimately engages them in
their learning. This will have significant impact on my future practice in
school, as I will introduce a range of technologies into the classroom as a
means of encouraging children to read a wider range of texts, including online
articles, comics and novels. By doing this, children will have more freedom to
choose and explore a range of texts and media to support their early reading
ability.
This module has also educated me that children are exposed to
different forms of technology in their day-to-day lives (Merchant, 2007), and
it is important to have high expectations of children when they are working
with different types of technology and media. The day spent at Shirley Warren
Primary School demonstrated that children already have a solid understanding of
how to operate different technologies, and it is the role of the teacher to
scaffold their learning and reinforce ideas of how to be safe online (Hudson
2013).
In addition, this module has highlighted the benefits of keeping
a record of useful websites and apps that can help to facilitate children’s
learning in literacy and other areas of the curriculum. I have already
witnessed the use of apps such as ComicLife and BookCreator being used in the
classroom, and I am aware of useful interactive websites such as TES and
Education City. I feel very confident using these in the classroom to engage
children in their learning and I wish to discover more and make myself familiar
with these. Using programmes and apps as such, has allowed me to identify that
children respond incredibly well to activities that are interactive, hands-on
and allow children to work collaboratively, share ideas and problem solve to
extend their knowledge. As a result of my key learning in this module, I hope
to include interactive activities in most of my lesson plans in order to give
children a short relief from pen and paper, and introducing a 360 degrees
approach to learning involving, books, teachers and digital services (Hudson,
2013).
Overall, I have thoroughly enjoyed this module and the combined
element of it. I have learnt how technology can have a very positive impact on
literacy lessons and I feel inspired to include technology and popular culture into
my future literacy lessons as a means of giving a different dimension to
children’s education.
Bibliography
- Halsey, S. (2007) ‘Embracing emergent
technologies and envisioning new ways of using them for literacy
learning in the primary classroom’ English Teaching; Practice and Critique 6
(2) pp 99-107
- Merchant,
G. (2007) ‘Writing the future in the digital age’ pp 118 – 128
- Hudson, A. (2013) Angry Birds game fires into the classroom. BBC News Magazine, Friday 27 September
2013
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