Week 5 - Significant learning from this module.

From this module, I have learnt the importance of incorporating digital media into literacy lessons and wider areas of study. It is evident that technology can provide a means of learning for most children, especially kinaesthetic learners and lower attaining pupils who require hands-on and interactive experiences to remain engaged and supported (Higgins et al, 2012). I am now more aware of the fact that most children are ‘digital natives’, the term used to refer to those who have access to a range of new technologies and the ability to use them (Palfrey and Gasser, 2008). Hence, it is obvious that my knowledge of technology needs to be extensive and it is possible that occasionally I will be able to learn from my pupils as I did at Shirley Warren Primary School.

However, it is important that as a teacher I ensure that the use of digital media and technologies is facilitating learning within the classroom, not replacing the traditional methods of teaching (Higgins et al, 2012). Occasionally technology can be misleading or inappropriate, as children are prone to believe everything they are told or they see (Byron, 2008). Therefore, as a teacher I need to teach children how to distinguish between reliable and unreliable sources and monitor the content of what they use. In order for children to use technology securely, I have also learnt how I need to teach the relevant areas of the computing curriculum such as “children should be taught to use technology respectfully and responsibly and recognise acceptable/unacceptable behaviour” (DfE, 2013).

In order to teach effectively I need to create a bank of appropriate and educational websites and software’s to use within the classroom, so that the content is suitable for the age group and the task. From seminars and a school trip I have already been introduced to new technologies and software’s, such as ComicLife and Book Creator, that I will now be able to use within the classroom more confidently, however this growing understanding needs to continue. I have found the practical elements of the module the most beneficial, as it has allowed me to visualise and witness first-hand how technology is used for teaching within the classroom.

A further implication for my future teaching role is to ensure that I continue to practice using a range of technological devices to ensure that I teach successfully and that the devices facilitate learning, not hinder it. It is important that as a teacher I have confidence in using technology and teaching digital literacy, as it supports children in expanding their knowledge, becoming more critical and allows them to take control of their own learning (Futurelab, 2010). Since the beginning of the module my confidence with regards to ICT has definitely improved and I am now more aware of how the computing curriculum can be incorporated into wider areas of study, such as Literacy.

The module has also made apparent to me the fact that popular culture is a serious issue within the classroom. Previously I have not been aware of this, but since learning about how popular culture is a shared frame of reference that children draw upon through play (Arthur, 2005), I have realised how I need to be able to address this within the teaching that I deliver. Hopefully if this is a topic that is addressed regularly, then it will reduce the amount of negative connotations that arise with the term ‘popular culture’, such as the fact that it defines children as consumers (Arthur, 2005).

 

Bibliography:

Arthur, L. (2005) ‘Popular Culture: views of parents and educators’ in Marsh, J. (2005) Popular Culture, New Media and Digital Literacy in Early Childhood. Oxon: Routledge Falmer

Byron, T. (2008) Safer Children in a Digital World: The Report of the Byron Review. London: DCSF Publications. P.2

DfE. (2013) The National Curriculum – Computing Programmes of Study: Key Stages 1 and 2. [online] Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf (Accessed: 29.10.14)

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: 29.10.14)

Higgins, S., Xiao, Z. & Katsipataki, M. (2012) ‘Summary of Key points’ in ‘The Impact of Digital Technology on Learning:  A Summary for the Education Endowment Foundation: Full Report’. Durham University. p.4

Palfrey, J. & Gasser, U. (2008) Born digital: understanding the first generation of digital natives. New York: Basic Books