Sharing a Professional stance

In terms of seeing the use of technology by children in the primary classroom, I believe that this is a positive aspect of the future of teaching literacy but that some aspects of literacy should be conventional. The use of technology and multimedia in the classroom can be considered very positive for example, Dean, (2010) stated that not only do children feel enthused and motivated using digital forms of literacy but that learning can be made more accessible to some children.

With a focus on literacy, technology appears to be a useful tool for encouraging ideas and giving children access to Medias they perhaps would not have had several years ago. Despite this, the possibility does arise that children may become reliant on technology and become incapable of reading traditionally for meaning or using their imaginations to create a story. Merchant (2007) however articulates, among several ideas, that literacy skills should be first learnt traditionally before the encouragement of digital texts and Medias, however that is not to say that teachers cannot use technology as a resource within the classroom to aid in ‘traditional’ literacy learning. Higgins, et al., (2012) refers to studies finding consistent positive results on attainment through the use of technology. From observation and my own teaching within school I have found that using technology (particularly film) to support thinking in terms of creative writing was very successful. As brought to attention by Lambirth (2003), literacies will develop with time and so a fear or reluctance to use multimedia forms of literacy in the classroom may hold children back from reaching their full potential.

The most recent National Curriculum (DFE, 2013) refers to computing and ICT as application of knowledge of information and communication technology linked to problem solving; all key skills which will hold children in good stead for the future. This poses the question that if technology is the future of our society, how could it not be an integral part of learning and considered fundamental in the primary classroom?

I believe that adapting to a variety of technology and new literacy practises that I am not used to will be a particular challenge for me on this module and applying what I have learnt to my next teaching practise as I have not taught ICT in school before.

 

 

Dean, G., (2010) Rethinking Literacy. In: C. Bazalgette, ed. 'Teaching Media in Primary School' Sage: Media Education Association (MEA), pp. 51-60.

Department for Education  (2013) Primary National Curriculum. [Online]
Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum
[Accessed 2/1/2014].

Higgins, S., Xiao, Z. & Katsipataki, M., (2012) 'The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation'  Education Endowment Society/ Durham University.

Lambirth, A., (2003) '"They get enough of that at home": Understanding aversion to popular culture in school' Oxford: Blackwell Publishing Limited.

McFarlane, A., (1997) 'Information Technology and Authentic Learning: Realising the Potential of Computers in the Primary Classroom' London: Routledge.

Merchant, G., (2007) 'Writing the Future in the Digital Age' Literacy, 41(3), pp. 118-128