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.