Week 12 Final formal blog task: Ephrem Uwalaka

 

Summarise and reflect on your own significant learning from this module. Identify its implications for your future role as an English or ICT subject leader. Make links to relevant readings.

Yesterday I picked Isobelle up from primary school and I asked her if they use iPads in the classroom? She replied “no”.  Just as Latchem (2014) stated, traditional teaching methods remain the back bone of present teaching at present.  Herrington and Parker (2013) undertook research of emerging technologies (ET) in a teaching context with trainee teachers and found they had difficulties utilising the potential of ET. Audain (2014) highlights some of the questions teachers have to ask, such as: what are the limitations of ICT? How to assess? How to gauge the learning? Is it ephemeral? Etc. This module has for me, addressed the findings of Herrington and Parker (2014).  Furthermore, it has answered many more questions that Audain (2014) envisaged. My attitude has changed considerably, just as Kirkwood and Price (2013:538) visualise the comparative approach- ‘Doing better things’ as opposed to ‘doing things better’.

 

Regarding sessions nine, ten and eleven, some literature contradicts the progress that some schools similar to the one used in this module for our practice. Latchem (2014) implies,  little evaluation of teaching practice appears to cover how and in what ways educational outcomes can be improved by employing the new tools such as iPads, and methods in ways that will convince the politicians and policy makers of the benefits of these approaches and the best ways to manage their adoption (Latchem, 2014).  I witnessed in the above sessions and testament from the teachers, heightened pupil participation, the fostering of learning communities for knowledge creation and progressive shifts in the type of teacher’s delivery methods (Rambe and Bere, 2013). Moreover, the school is using technology to improve their outcomes and they apply their assessment tools to all cross curriculum subjects. This is transforming educational technology into successful evidence-based policy and practice, which Latchem (2014) calls for. Gartner’s (2013) emerging technologies hype cycle would be very relevant to apply the doctrine but word count will not allow discussing in depth.

 

 

 

 

The emerging technologies hype cycle (Gartner Inc. 2013)

Literacy is a subject I am developing; combining ICT with Literacy has raised the profile of ICT generally as a subject and it has helped me access literacy with strength and confidence in a way I hope to be able to enthuse my future learners.  Not just as a subject but as an accessible resource, embedded in every lesson, for all curriculum subjects for all pupils, just as the school mentioned earlier, expect the future to hold. The last exercise in school today supported this assumption. At every table, different models supported different year groups and subjects that exemplified the comparison of Kirkwood and Price (2013). The module embraced the pedagogy and practice; it covered in detail digital literacy to prepare the children for their future in a digital world. In addition, it included popular culture and graphic novels and comics, which, goes against the traditional teaching approach mentioned earlier. Lastly, e-safety was discussed at length and depth, virtually in every session, this is so important in my future as a potential subject leader.

One day, I will pick Isobelle’s little sister up from school and I will say “what did you do today?” And Harriet will tell me all about how she wrote an iBook and narrated an animation and that her homework is to write a blog about Article 15 on the freedom of association (Unicef). I will then reminiscent on how I reflected on this module.

Bibliography

Audain, J. (2014) The Grassroots Guide to Primary ICT: Embedding the basics and beyond: Chapter 3 – Mobile devices (forthcoming, expected April 2014)

 [online, accessed through the University of Winchester learning network] http://learn2.winchester.ac.uk/pluginfile.php/295225/mod_resource/content/1/Chapter%203%20-%20Mobile%20devices%202nd%20edit%20JM%20JA.pdf (Accessed on: 19/02/2014).

 

Gartner Inc. (2014) ‘The emerging technologies hype cycle’  www.gartner.com/technology/research/methodologies/hype-cycle.jsp (Accessed on: 21/02/2014)

 

 

Herrington, J. and Parker, J. (2013) Emerging technologies as cognitive tools for authentic
learning. British Journal of Educational Technology. Vol. 44 No. 4 pp607-615.

Kirkwood, A. and Price, L. (2013) Examining some assumptions and limitations of research on the effects of emerging technologies for tweaching and learning in higher education. British Journal of Educational Technology Vol. 44 No. 4 pp 536-543.

Latchem, C. (2014). Editorial: Opening up the educational technology research agenda. British Journal of Educational technology. Vol.45 No.1 pp3-11.

 

Rambe, P. and Bere, A. (2013) using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology. Vol. 44 No. 4 pp 544-561.

Unicef [online] http://www.unicef.org/crc/files/Participation.pdf (Accessed on: 01/04/2014)

 

 

Reflect on the personal development that has taken place over the course of the module.

This blog will reflect upon my personal development as a direct result of undertaking the module, and how my future practice has been influenced. Despite being a formal blog post, in order to fully reflect on my experience, reflective language will be used.

It would be reasonable to argue that Information Communication Technology is becomingly increasingly prominent in today’s society, with more children having access to technology, including a wide range of media devices (Ofcom, 2012). This rapid emergence of technology has became an integral role in education, providing educators with vast opportunities to further enhance learning (John and Sutherland, 2004), accounting for why the theory underpinning digital literacy was such a significant aspect of the module.
During these seminars, it could be argued that a crucial aim was to inform us as future teachers, of the impact implementing digital literacy can have on learning. Torjussen and Coppard (2002) reinforce this, acknowledging the significant responsibility of the teacher in delivering ICT, as well as emphasising that it is essential teachers have a sound understanding of how ICT can be integrated into the curriculum to maximise learning outcomes. From this, it can be argued my subject knowledge regarding digital literacies has benefitted immensely and has given me a suitable foundation in which to further develop my understanding of digital literacies within the classroom.

Additionally, an interesting aspect of the module was considering the controversial topic of popular culture, and whether or not it should play a role in education.  Particularly interesting in terms of my future practice was the use of comics and graphic novels to support literacy.  Despite Stafford (2011) claiming that comics are often perceived by both teachers and parents as low culture literature, the future National Curriculum (2013) suggests that combining word and image in texts can be beneficial to children. Furthermore, Stafford (2009) argues that comics are a useful way of explaining the structure of a narrative by using the panels to show a progression of a plot, as well as gaining a deeper understanding from visual cues.  As a result of these benefits, I intend to further explore this area in an attempt to integrate it into my future practice, as Vasquez and Felderman (2013) suggest that by using popular culture in the classroom, teachers can encourage a learning environment that is engaging and enjoyable.

Equally as important, was the practical element of the module. This enabled me to experience the types of applications available to teachers as well discuss how these may be used within a classroom. John and Sutherland (2004) outline that due to the complexity involved with integrating ICT in the classroom, it is either avoided or highlighted as a concern. However, as a result of these practical sessions, my confidence has increased dramatically with using technology, as was shown during the trip to a local primary school in which contextualised the learning that had taken place.

Another important theme that was significantly useful to my personal development was that of Internet safety. Although using web.2 technologies and other forms of digital media can be beneficial to children (Evans, 2004), teachers need to be extremely mindful of the dangers involved with being online as well as informing children of these (Wishart, 2004). From discussing Internet safety during seminars along side my own personal research, I have discovered schemes and websites that can be used as valuable resources to support teaching Internet safety to children, which I intend to integrate into my own practice.

To conclude, this blog attempted to summarise the impact this module had on my personal development. However, due to the limitations of a word count, only certain aspects could be addressed.  Despite this, the module has confirmed that implementing digital literacy is not as difficult as first anticipated and can be incorporated across the curriculum, as reinforced through our visits to a local primary school.

Bibliography

 Department for Education (DfE) (2013) The National Curriculum in England: Key Stages 1 and 2 Framework Document London: DfE

Evans, A (2004) The joys of text: TES Magazine

John, P. and Sutherland, R. (2004) Teaching and Learning with ICT: New Technology, New Pedagogy?, in Education, Communication and Information, 4, pp. 101-1-7.

Ofcom, (2012) Children and Parents: Media use and attitudes report. Ofcom

Stafford, T (2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching Children’s Literature: Making stories work in the classroom Abingdon: Routledge

Stafford, T. (2011) Teaching Visual Literacy in the Primary Classroom Abingdon: Routledge

Torjussen, M and Coppard, E (2002) Potential into Practice: Developing ICT in the Primary classroom, in Loveless, A. and Dore, B. ICT in the Primary school. Buckingham: Open University Press

Vasquez, V. & Felderman, C. (2013). Technology and Critical Literacy in Early Childhood. New York, N.Y.: Routledge Press.

Wishart, J (2004). Internet safety in emerging educational contexts. Computers and Education. 43 (1) p.193-204

Week 12 Blog

From this module I have gained knowledge about what digital technologies and literacies are available and how they can be used to support children’s learning and development. This has also allowed me to recognise the importance of providing children with the opportunity to experience and explore different technologies and literacies (Futurelab, 2010). Additionally the module has demonstrated how children’s popular culture of media, comics, technology and toys can be used to support, develop and engage children in all areas of the curriculum (Lambirth, 2003) as well as support them socially and culturally.

The experiences in schools have enabled me to see how popular culture and digital literacies can be planned for, taught and used in schools, such as using comics to extend more able pupils in reading comprehension, as well as demonstrated the importance of teaching children  and young people life skills (Medwell, Moore, Wray and Griffiths, 2012). Because digital technologies are growing more vital to everyday life, it becomes more important to teach children how to use them effectively (Johnson and Kress, Unknown) and that they are taught how to be safe using technologies and made aware of the risks that can occur (Burnham, 2008). Another aspect that the module and school experiences have demonstrated is that digital technologies, media and multiple literacies can be embedded into a cross-curricular approach to learning (Futurelab, 2010). This enables children to learn curriculum knowledge and skills through resources which are more applicable to real life and are more engaging (Medwell et al.  2012) as well as allows the teacher to cover multiple areas of assessment for learning.

In conclusion, the implications for my own practice and development are many the first being to develop my own knowledge and skills in using different technologies and literacies (Lambirth, 2003). However on reflection this alone is not enough as teachers we also need to be ready to adapt to new and developing technologies, as it grows children will also need to develop an adaptive approach so that they can continue to fit into society (Johnson and Kress, unknown).  Secondly I should use technology, comics, advertising, media etc. to enhance and develop children’s learning (Futurelab, 2010). And finally to not be afraid to let children to simply have a go and explore as this is the main way we learn to begin with as well as supports planning and progression.

 

Bibliography

Johnson, D & Kress, G, ‘Globalisation, Literacy and Society: redesigning pedagogy and assessment’ Assessment in Education: Principles, Policy & Practice Vol 10, (1) pp55-14

Burnham L. (2008) 'Unit 8 Use Information and Communication Technology to Support Pupil's Learning' from The Teaching Assistant's Handbook: Supporting teaching and learning in schools S/NVQ Level 2 (2nd Edition) pp 127-144 Essex: Pearson Education Limited

Lambirth, A. (2003) ‘”They get enough of that at home”: Understanding aversion to popular cultures in schools’ Reading 37(1) pp.9-13

Futurelab (2010) Digital literacy across the curriculum a Futurelab handbook Bristol: Futurelab

Medwell J. Moore G. Wray D. and Griffiths V. (2012) ’14 Electronic texts’ from Primary English Knowledge and Understanding London: Learning Matters Ltd.

Reflections of learning from the module - Week 12

This blog post aims to be reflective on my own learning from this English/ICT module identifying its implications for my role as a future ICT subject leader. As a formal blog post, personal reflective language will used picking at only a few things due to the restrictions of the word count. 

My first point of reflection is that throughout the whole module it has been evident that working with technology and incorporating English into this is a refreshing change from the more routine elements of the curriculum (Stafford, 2011). Stafford (2011) explains that we are continuously surrounded by information conveyed to us through a variety of visual media, where the learning during this module that we must incorporate technology into our teaching has been apparent. The outlook to my future as an ICT subject leader has been greatly looked and thought upon through this module. The considerable amount of learning and reflecting upon different aspects of technology which incorporates English, such as advertising, multimodal texts, copyright and many more has had a clear position on how personally I see technology being used and how in the future as a subject leader the different technologies which could be implemented into children's learning.

The stance throughout this module that children of today are growing up in a highly multimodal environment (Bearne and Wolstencroft, 2007) has had an impact on the way I will be teaching in future practices. From the start of this module on interviewing adults on their attitudes to popular culture and seeing that people agreed that it should be used in the classroom, to the end of the module where the experience of using all kinds of technology in the classroom with children, has been very beneficial and proven that it is valuable to children’s learning. Stafford (2011) states that visual literacy is an exhilarating way of improving and supporting current literacy teaching in primary schools, which holds valuable educational and life skills. Dondis (1973) agrees with this explaining that the advancement of visual literacy is vital to our teaching of current media as reading and writing was to print, asserting that this is truer than ever before.

Through the learning about inter safety issues has had a great impact on the way I will be cautious when setting children tasks to do with the internet.  Duerager and Livingstone (2012) enlighten that it’s the role of the teacher as well as the parents to educate children on internet safety and has taught myself to be aware of the issues of the internet within my teaching. As a future ICT subject leader I will be taking internet safety very seriously and will implement internet safety teaching with children as well as making other adults aware of this.

In conclusion from undertaking this module of ICT with English has furthered my knowledge on all the different types of technology and the issues which these hold in the primary classroom. This module has definitely enriched my learning with how as a future ICT subject leader I could incorporate a cross curricula approach between English and ICT. For the National Curriculum, as far as ICT is concerned, learning means findings things out, developing ideas and making things happen, exchanging and sharing information, and reviewing, modifying, evaluating work as it progresses (Andrews, 2000). This module has shown to me the great importance which technology brings to children’s learning within these aspects. Andrews (2000) explains that literacy is closely tied in with ICT development through changing patterns in communication, which as a future subject leader this module has enlightened me on all aspects of technology which children need to come across within their education.

Bibliography:

Andrews, R. (2000). Learning, Literacy and ICE What’s the Connection? Journal into English in Education. Vol. 34 (3). Pp 3 – 18.

Bearne, E & Wolstencroft, H. (2007). Visual Approaches to Teaching Writing London: Paul Chapman

Dondis, D. (1973) A Primer of Visual Literacy. Cambridge, MA:MIT Press.

Duerager, A. and Livingstone, S. (2012). [pdf] How can parents support children’s internet safety? Available at: <http://eprints.lse.ac.uk/42872/1/How%20can%20parents%20support%20children%E2%80%99s%20internet%20safety%28lsero%29.pdf> [Accessed on 28/03/2014]

Stafford, T. (2011). Teaching Visual Literacy in the Primary Classroom. Abingdon: Routledge

Week 10 Post school informal blog.

This blog reflects on the challenge to produce a talking book on Children’s Rights.

Prior to working with the children, our group planned the project through group messaging on Facebook. We discussed elements such as learning objectives, resources, apps and outcomes etc.  This planning was invaluable to a successful outcome, just as Franklin and Stringer (2010) state about the important stages because creative processes in collaborative work for children rely on planning and evaluation.

The children were shy at first, but once we had introduced ourselves and explained our purpose and the project, the children became responsive. On reflection, it would have been easier to have known the children’s capabilities and their personalities beforehand in order to pitch our level of teaching and engagement to the individual learner. Our aim was to incorporate media literacy in to the curriculum by creating an iBook using Book Creator. The children did successfully create an iBook. The children took to the exercise well and behaviour was very good, except on one occasion, in the nurture room where we had gone to in order to use a quiet area as envisaged by (Franklin and Stringer, 2010). During our transition from the T.V. to the floor, two girls were distracted by a dolls house which was next to them. I was just about to intervene and bring them back on task when, another teacher stepped in and did what I was about to do. In a normal situation, preparing the teaching environment in advance, distractions such as a dolls house could be removed. On reflection, it was only for a brief moment and considering the attention span of Year One children, it is expected.

 

Our first learning objective was, by the end of the session, children could in ‘child speak’, tell us ‘Article 15 on Freedom of Association: Children have the right to meet together and to join groups and organisations, as long as this does not stop other people from enjoying their rights’ (Unicef).  One child kept on referring to article 15 as the right to join a gang; I saw this as his limited connection of prior knowledge and him making inference in order to make that connection. A gang can be an innocent friendly group (such as the Famous Five or My Gang by Brian Moses etc.), only modern reference and media gives it the bad image.

 

The second learning objective was, to understand what animation was and to explain the process. The children found it hard to make connection between pictures and animation. Children will have their own ‘preconceived ideas about what animation is from what they have seen at the cinema and watched on television’ (wikispaces, 2014). Animation is the process by which we see still pictures move. Each picture is shot on film one at a time and is shown consecutively, making the pictures appear to move. We had thought about showing flick books (Warner, 2014) as an example of simple animation but time was critical. At the end of the session they were able to describe what animation was.

The third learning objective was, to learn some capacity in using iPads. One function was the drag and drop to delete a picture while in ‘I can animate’ app. I demonstrated the process and then the children copied.

 

‘One thing that is now widely accepted is that blending animated images with narration rather than text is more effective’ (Manroop, 2008). The children included in their iBook, interviews on their understanding of article 15, this exercise involved speaking and listening which is a curriculum requirement. ‘Ainsworth, S. (2008) suggests that there are six levels to understanding learning through animation: expressive; cognitive, motor and perceptual; affective and motivational; strategic; metacognitive; and rhetorical’ (Cited in Manroop, 2014).

 

Other Challenges that I and my peers found were, letting go, giving ownership, letting children make their mistakes. I found adding captions to iMovie hard and I had to seek help. Holding the iPad still, while moving pieces was difficult for the children and I had to hold the camera while they pressed the camera button. In a future lesson I would consider using the iPad mini for this age group and also add a challenge for them to solve the problem of keeping the camera stationary. One change I would have liked would be to have six children instead of five, because I found the numbers were not balanced.

 

Teaching children digital literacy and capacity is, from my work experience, essential. Therefore, in a future lesson I would set aside more time to fully cover techniques, skills and processes, and knowledge to understand the outcome to achieve the objectives that reach the purpose for the intended audience (Franklin and Stringer, 2010).

 

Bibliography

City and County of Swansea Rights Respecting Schools Award (2014) https://swansea-edunet.gov.uk/en/schools/gwyrosydd/Pages/Rights_Respecting_Schools_Award_.aspx (Accessed on: 21/03/2014)

Clioflics (2014) One Teachers Story http://www.cleo.net.uk/resources/displayframe.php?src=321/consultants_resources%2Fteknical%2Fflashideas%2FButtonTemplate2.html (Accessed on: 20/03/2014)

Franklin, J. and Stringer, O. (2010) I Can Animate Teacher’s Book [online] http://teachnet.eu/cmacaulay/files/ICA_Teachers_Book.pdf (Accessed on: 21/03/2014)

Manroop, (2014) http://www.qudos-animations.co.uk/blog/how-can-animation-facilitate-learning/ (Accessed on: 20/03/2014)

Unicef [online] http://www.unicef.org/crc/files/Participation.pdf (Accessed on: 21/03/2014)

Warner, M. (2014)  Animation Ideas http://www.teachingideas.co.uk/ict/animationideas.htm (Accessed on: 20/03/2014)

Wikispaces (2014) https://internet-safety-primary-education.wikispaces.com/animation (Accessed on: 20/03/2014)

Week 12

This blog post reflects upon my own personal development throughout this module, and how it has impacted my future practice. Although a formal blog post, reflective language is used to give a clear perspective of the reflection.

The first point of reflection is the theory. Throughout this module we have had many theory-based lectures, covering a wide range of many sub headings under the umbrella of ‘Digital Literacy’. These have included examining the use of graphic novels, to the ethical issues surrounding ICT. This element of the module is vitally important, as it provides us, as future teachers, with a broad range of knowledge (Bazelgette, 2010), which Robinson (2011) promotes, suggesting that teachers need to be models to the children, and show them that resources do not have to be limited, taking (safe) risks is an innovative way to learn. This is expressed through our seminars, and I feel the message promoted is that there are endless possibilities when using digital literacies (Hague and Payton, 2010), which teachers need to become aware of, so they can enhance children’s learning experiences (Vasquez and Felderman, 2013).

Another main message that is potent through our theory for this module, is that popular culture should be used more in classrooms (Lambirth, 2003). Through using this blog as a basis for reflection and comment throughout the module, and after reading through previous blog posts and comments by others, it is clear that the argument of whether or not popular culture should be used in the classroom sways heavily towards the fact that it should (Kinder, 1999). Marsh and Hallet (2008) suggest that using popular culture is a key way of engaging children with literacy. This relates back to ICT, as popular culture in the modern western world is heavily based around ICT (Bezemer and Kress, 2010). Therefore the logical steps as a teacher, is to introduce elements of ICT within literacy teaching (Burn and Durran, 2007), to ensure children are getting a modern education, which will best equip them with skills they will use later in their lives (Conole, 2010). Pearson and Koppi (2002) harness this message, suggesting that using Web.2.0 technologies as a way of promoting digital literacy, can engage children, and also familiarise them with the skills needed to successfully use ICT and the internet (Potter and Darbyshire, 2010).

Using Web.2.0 technologies, and other forms of digital literacies can also enhance aspects of inclusion (Zhao, 2009; Pearson and Koopi, 2002). However, there are some dangers with using both Web.2.0 technologies and popular culture in the classroom. Marsh and Hallet (2008) express concerns over the types of materials used in the classroom, suggesting that teachers need to be careful with what they choose to use, so as not to upset parents or even other teachers. Pearson and Koppi (2002) highlight the importance of inclusion within all learning, and although they promote the use of ICT as a platform for inclusion, it is important to keep in mind that there are many dangers that come with using ‘risky’ mediums in the classroom (Walsh, 2010). In terms of reflecting on my own significant learning, I feel that all children should be seen as individuals, and taught in whichever way is appropriate and beneficial for them, wherever possible (Robinson, 2011).

The practical seminars have truly helped me see from a ‘hands on’ point of view how to use some of the apps discussed within teaching. This has greatly enhanced my confidence when it comes to ICT, along with changed my view of some of the readings discusses in my blog posts (Heinrich, 2012; John and Sutherland, 2004) and I now feel ready to use this knowledge and apply it to the classroom. In particular, the Book Creator app was most useful during our time in school, but also iMovie, and some of the more creative apps too. Although I have not yet seen the rest of my colleagues’ talking books, I am sure that the knowledge gained during the practical seminars will shine through their work, and will have been a great help, as it was to me.

To conclude, this blog post attempts to summarise my significant learning from the module, however, with a word limit it is difficult to touch upon everything I have learnt throughout this semester. I have found the practical, and the theoretical lectures equally useful, and it has truly broadened my way of thinking and enhanced my confidence in teaching using ICT. Personally the main point of significant learning is that you can teach using digital literacies and ICT, you do not have to teach ICT and literacy separately. Since the visit to school it is clear to me that ICT can be incorporated to every subject, and should not just be left to ICT sessions.

Bazelette, C. (2010) Teaching Media in Primary Schools, London: SAGE.

Bezemer, J. and Kress, G. (2010) Writing in multimodal texts: A social semiotic account of designs of learning, in Written Communication, 25(2), pp. 166-195.

Burn, A. and Durran, J. (2007) Media Literacy in Schools, London: Paul.

Conole, G. (2010) Facilitating new forms of discourse for learning and teaching: harnessing the power of Web.2.0 practices, in Open Learning, 25(2), pp. 141-151.

Hague, C. and Payton, S. (2010) Digital Literacies Across the Curriculum. Bristol: Futurelab.

Heinrich, P. (2012) The iPad as a Tool for Education: A study of the introduction of iPads, Winchester: Naace.

John, P. and Sutherland, R. (2004) Teaching and Learning with ICT: New Technology, New Pedagogy?, in Education, Communication and Information, 4, pp. 101-1-7.

Kinder, M. (1999) Kid’s Media Culture, London: Duke University Press.

Lambirth, A. (2003) ‘“They get enough of that at home”: Understanding Aversion to Popular Culture in schools’ in Reading Literacy and Language, pp. 9-13.

Marsh, J. and Hallet, E. (2008) Desirable Literacies, Los Angeles: SAGE.

Pearson, E. J. and Koppi, A. J. (2002) Inclusion and online learning opportunities: designing for accessibility, in Alt-J, 10(2), pp. 17-28.

Potter, F. and Darbyshire, C. (2010) Understanding and Teaching the ICT National Curriculum, Oxon: David Fulton Publishers.

Robinson, K. (2011) Out of Our Minds, Learning to be Creative, England: Wiley Publishing.

Walsh, M. (2010) Multimodal Literacy: What does it mean for classroom practice?, in Australian Journal of Language and Literacy, 33(3), pp. 211-239
Zhao, J. (2009) Group interaction in a Web.2.0 based learning environment: a sociogram analysis, in International Journal of Continuing Engineering Education and Life-Long Learning, 19(2-3), pp. 191-205.

Reflecting on a visit to a local primary school 2

Reflecting upon a visit to local Primary School (working with children).

This blog will continue to discuss reflections regarding the use of technology and media within a local primary school drawing on observations made when actually having the chance to explore children’s understanding of ICT through active participation.

During the second visit to the school, we were given the task to facilitate the creation of a digital ‘talking book’ in groups of five year one pupils, drawing on a chosen article regarding Rights of the Child (UNICEF, 1989). 

The group decided to incorporate article 29-(Goals of education) into their talking book.  We chose this as we passionately felt that education should encourage children to fulfil their potential. However, when presenting this idea to the pupils it was apparent that some of the vocabulary in the article was too complex. Therefore, we agreed to portray the article as ‘being the best that you can be’.

It was interesting to note how competent children were when using the iPads. However, it would be reasonable to argue that ICT is becoming increasingly prominent in today’s society, with more children having access to a wide range of media devices (Ofcom, 2012). Furthermore, Prensky (2001) supports this by claiming that today’s generation are ‘digital natives’, and that growing up in a digital age has meant they possess considerable knowledge regarding technology.

An initial challenge presented to us as students, was the fact that we had a child who spoke very little English within the group. However, as the morning progressed, it was evident that she was quite capable with using an iPad. This was something the other children in the group acknowledged, often communicating by pointing at certain aspects of the software and saying key phrases that she could understand. In this case, it could be argued that the technology provided addressed this challenge, as she was still able to participate and appear to have an understanding of the purpose involved.

When creating their talking books, the children responded well to having the freedom to choose what they felt worked well, as well as experimenting with the iPads. Heinrich (2012) supports this, suggesting that iPads and other forms of digital media are a valuable resource due to do their increasing flexibility with applications that encourage children to employ skills that printed texts may not. This was evident with the children’s decision to use ‘telegami’, an application that combined voice recording with a visual avatar to communicate information. In doing so, children were able to overcome difficulties with spelling and punctuation whilst still incorporating a good use of vocabulary and expression.

Overall, this was an enjoyable and informative experience. I was amazed to see how competent the younger children were with interacting with advanced technology, as well as some of the opportunities that using ICT presented. In my future practices, I hope to foster a similar level of enthusiasm towards technology to support learning.

Bibliography

Heinrich, P. (2012) The iPad as a Tool for Education: A study of the introduction of iPads, Winchester: Naace. 

Ofcom (2012) Children and Parents: Media use and attitudes report. Ofcom

Prensky, M. (2001) ‘Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently?’ On the Horizon 9 (6) pp.1-9

UNICEF (1989) The United Nations Convention of the Rights of the Child, London: UNICEF UK.