Week 5 (Part 2) - Summarise your own significant learning from this module.Identify its implications for your future as an English or IT subject leader. Make links to any relevant readings.

As a result of engaging in this module, I feel that as an IT specialist, I have gained further awareness of the importance of digital literacy and its implications within the primary classroom. The use of practical sessions alongside theory to make understanding more concrete has provided me with appropriate opportunities to develop my awareness of various technologies and their uses across the curriculum. I feel that because of these, I have a better knowledge of ways in which we as practitioners can encourage children to become more independent learners and furthermore, ‘active meaning-makers’ (Futurelab, 2010). In terms of my own development as a learner, my limited experience of using an iPad meant that my use of the technology was not as seamless as I would have liked. In order to address this, I feel that I would benefit from looking further into the use of iPads and access some tutorials, so that when I am in the classroom I feel confident in my own knowledge of using the technology and can demonstrate clearly to children ways to effectively utilize iPads.

The joint elements of this module have given me further insight into the cross-curricular nature of ICT and how it can be integrated appropriately. This was extremely evident in the session spent on investigating the merit of comics in the classroom. Multiple views were expressed, the majority of which saw the use of comics in a positive light, as something that can give children a wider understanding of texts and their different forms. It seems though that some theorists have a more negative view of the use of comics and graphic novels in the classroom for example Millard and Marsh (2001)  suggest that some have expressed the concern that children who are choosing to read comics are denying themselves the opportunity to experience more nourishing material. However this view is contradicted by Stafford (2009) who doesn't seem to have an issue with comic use in the classroom but merely suggests that 'when you are selecting comic books for use with children, it is also important to ensure that they are not presented with superhero titles only' and that we must be careful in terms of the suitability of the comics for the age range we are teaching.’ 

Views such as these have helped support my learning in that it has allowed me to compare and contrast theories with my own views and gain a better understanding of myself as an ICT specialist. Combining this with the visit to Shirley Warren school, I can see the kind of ICT teacher I wish to be, this being a teacher who encourages children to have ownership of their learning and provides children with opportunities to develop themselves through the use of digital technologies. I am now aware that I want my classroom to be an environment where technology is integrated and gives opportunities that may not happen if it were not used.

In conclusion, I have found that this module has given me inspiration to further pursue an understanding of technologies in the classroom as well as highlight areas for my own learning.

Bibliography:

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: 30/10/14)

Millard and Marsh (2001) 'Sending Minnie the Minx Home: comics and reading choices', Cambridge Journal of Education, 31:1, 25 - 38 .

Stafford,T (2009) Teaching Comics in Duncan, D. (2009) Teaching Children's Literature: Making Stories work in the classroom Abingdon: Routledge (pdf)