Blog 9

                    Reflecting on the use of technology in a local Primary School

This week we were provided with the opportunity to observe first-hand the use of technology within the context of a local primary school. This experience was extremely encouraging as it enabled me to enhance my own knowledge of the teaching of digital literacy practically, as well as to become exposed to the diverse opportunities and contexts available to support and develop learning across the curriculum. 

The morning involved a talk surrounding the schools approach to ICT and the varying ways in which technology is utilised to support; pupil engagement, development and diversity within learning. This was a school that had greatly embraced the use of technology to support its learners, demonstrating proactive and responsive practice, in which to meet the needs and rapid changes of technology within society today. As Gee, 2004; Goodwyn, 2000; Pahl & Rowsell, 2005 advocates; all schools must begin to find ways of acknowledging new literacies or risk perpetuating an outdated curriculum which offers little connection with children’s present or future.

Specifically, my study throughout this module has allowed me to explore the many perspectives surrounding the implementation of technological within the classroom. It has become apparent that many teachers continue to feel unsure about rapid technological change, and feel concerned that they are unable to provide an curriculum appropriate for our digital generation (Luke and Luke,2001). As a trainee teacher with personal anxieties surrounding the teaching and implementation of technology, I found the knowledge, guidance and clear enthusiasm of the year one teacher to be extremely influential, demonstrating to me a clear commitment and awareness for the potential that technology poses upon education. In light of this, I feel that it is important to acknowledge that the new digital world is a place where educators themselves can begin to engage with, and explore technology, more thoroughly in which to fully enable them to appreciate its educational potential (Kerin, 2005:176).

Furthermore, after a tour of the school, I was overwhelmed by the range of technology available to learners, and was particularly impressed by the school’s radio station. Specifically, I felt the radio station posed particularly valuable in developing many curricular and cross curricular links. For example, history; in which children could pose as individuals from the past and could be interviewed, employing historical understanding, as well as securing interview skills. Equally, children could use many elements of geographical understanding to present the weather or report the news including reporting natural disasters or again interviewing people from around the world. This technology I felt was extremely stimulating and promoted many positive skills, as well as adopting inclusive, independent and collaborative practice. As (Pittard et al., 2003) asserts; using ICT and digital technology can help personalise learning, develop pupil-centred and collaborative approaches to learning, and offer new ways of supporting and enhancing children’s conceptual learning.

The second part of the session involved us practically exploring the apps available on the iPads. This part of the morning was very beneficial, as it allowed us time to explore the programmes we would be using with the children the following week. This practical experience also enabled me to see the importance of developing my own skills, highlighting to me the importance of teachers holding secure knowledge and demonstrating confidence with the programmes they employ, prior to using it to teach and support academic development.

 

Gee, J, (2004) Situated Language and Learning: A critique of Traditional Schooling. London:Routledge

Goodwyn, A. (2000) English in the Digital Age: Information and Communications Technology and the Teaching of English. London: Cassell

Pahl, K. & Rowsell. (2005) Literacy and Education: Understanding the New Literacy Studies in the Classroom. London: Paul Chapman Publishing.

Luke, A. & Luke, C. (2001) ‘Adolescence lost/ childhood regained: on early intervention and the emergence of the techno-subject’, Journal of Early Childhood Literacy 1 (1): 91-120

Kerin, R. (2005) ‘The Review Essay’, Journal of Early Childhood Literacy 5 (2): 175-84

Pittard, V., Bannister, P. & Dunn, J (2003) The Big pICTure: The Impact of ICT on Attainment, Motivation and Learning. Nottingham: DfES