Within in this blog entry, I am intending to
debate the pros and cons as well as future challenges associated with digital
literacy within a classroom environment.
Reflecting upon my reading, I discovered that the
usage of digital literacy within the classroom often received mixed views from
practitioners, many declaring that the use of television was harmful to
children’s overall language development, proposing negative views towards the
use of gaming, (Marsh et al 2005). Despite this view, the majority of
practitioners expressed favourable opinions of the utilisation of digital
literacy and of gaming in general, recognising in the process, that education
has a responsibility to embrace modern technology that wider society recognises
so readily. In order that children are adequately prepared for ‘working life’,
believing that children’s popular culture had a significant role to play in the
overall educational process, suggesting even more activities could be based
upon this, (Marsh et al, 2005).
Digital Literacy is represented in many different
formats, Heick (2004), describe digital literacy as the ability to interpret,
design and nuance communication across fluent digital formats, including: television,
video gaming, graphic novels and even modern day comic books. Children are
frequently exposed to technological advancements and achievements on a daily
basis (television, media outlet, school playground), (Higgins 2012). In addition,
popular culture is often utilised within an early years setting with popular
children’s characters and programmes providing many distinctive props and
narrative to enthuse early year practices i.e. role play- imaginative learning,
(Marsh et al 2005).
However, as mentioned previously, it has been
documented, that all aspects of popular culture has received universal acclaim.
In fact, certain educators disapprove of the utilisation of comic books, within
an educational sphere. Often believing that comic books represent inferior
reading material, (Marsh & Millard, 2000). However, Marsh et al (2005),
disagrees with this opinion, commenting that comic books produced for early
years children are designed to promote learning, containing activities which
required a certain amount of adult interaction, embedded within them.
Considering other important aspects of digital
literacy, highlighted within my reading was the utilisation of IT resources within
early year’s settings. The reading outlined quite shocking statistics
confirming how little IT is utilised within early years. Statistical analysis
suggests, that 18% of practitioners work within a setting that has to a
interactive whiteboard and only 7% confirmed they had utilised this device
within the last week (Marsh et al, 2005). However, perhaps an even more
alarming figure, was that 48% of all settings did not have access to either a
television, DVD/video player, desktop computer, CD player or a digital camera,
(Marsh et al, 2005). This situation, opposes a massive challenge, when
practitioners are trying to introduce children to digital literacy without the appropriate
devices, resulting in the tuition of technology being compromised, limiting
children’s experiences and understanding of digital literacy.
Another challenge, highlighted in my reading, was the
training and the subsequent confidence demonstrated by early years
practitioners. Marsh et al (2005) explains that the overall level of
qualification required (of many practitioners) often has a negative impact on
the practitioner’s abilities to determine ‘practised confidence’ when utilising
various forms of digital technology. This only serves to highlight the
importance of high quality training provided to all staff members, which is
constantly monitored and revisited. It is fair to comment that many older practitioners
are generally more likely to demonstrate a lack of confidence when utilising
digital technology within a classroom environment. Marsh et al (2005) explains
that there appears to be a ‘digital divide’ with regard to digital insiders and
outsiders- between people who have been immersed in technology from a young age
and people who have had to acquire the skills at a later stage in life.
In conclusion, my reading supports the utilisation of
popular culture within early year settings, this has been clearly demonstrated by
the educational fraternities, thorough use of various surveys carried out in
different early year settings. It would appear that the use of children’s
popular culture to promote learning in early years settings, is more prevalent
than has been previously identified, (Marsh et al, 2005). The reading also discusses the utilisation of
new technologies, explaining that many practitioners were less confident in
this area, despite the extensive body of work available for practitioners to utilise,
(Marsh et al, 2005).
Bibliography
Heick, T. (2014) The
Definition of Digital Literacy. Available at: http://www.teachthought.com/technology/the-definition-of-digital-literacy
(Accessed: 27.10.2014)
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
Marsh, J., Brooks, G., Hughes, J., Ritchie, L.,
Roberts, S. & Wright, K. (2005)
Digital beginnings: Young children’s use of popular culture, media and new
technologies, Literacy Research Centre: University of Sheffield
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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