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.