Blog 12- Reflection of my own learning throughout this module

In my first blog I identified that whilst I use technology in everyday life, I have limited knowledge of new technologies and how I can use them in the classroom. I have not had much experience of using technology on previous placements and have even felt discouraged and scared to introduce the use due to the schools and my teacher tutors inexperience of using and having new technologies. Reflecting back to the start of this module I would now view myself as a being more like a digital immigrant due to my inexperience of using an iPad and my lack of knowledge about how to teach and incorporate new technologies within different lessons. However, I feel that I have learnt a lot throughout this module and due to the seminars and the experience of working with the children at the Primary School, I would now consider myself to be a digital native and cannot wait for school placement in order to try out all the different technologies and ideas that I have learnt (Palfrey and Gasser, 2008).

This module has highlighted how beneficial introducing and using technology can be within the primary school classroom. Prensky (2001) suggests that today’s digitally born natives crave interactivity which today’s schooling is lacking in. Technology can provide children with experiences in which they are engaged and inquisitive (McDougall, 2006). Technology not only engages pupils, it is also important that teachers embrace multi-modal texts and multi-literacies as it is becoming a key part of our curriculum. Teachers need to prepare children so that they can become digitally literate and will leave school prepared for working in our digital society (DfE, 2013).

It is also evident that popular culture and comic and graphic novels also have an exciting and important place within our primary schools. Teachers should use and value popular culture as it captures the interests of children (Marsh and Millard, 2000 cited in Lambirth, 2003).  Comic and graphic novels provide opportunities for learning as they enhance and encourage reading (Learning and Teaching Scotland, undated). This is important for those children who are less enthusiastic at reading as it can support and engage them whilst also challenging the stronger readers (Dean, 2010).  Stafford (2009) makes an important point that whilst technology and new literacies can be fun, it is important to monitor their content so that they are age appropriate.

This module has not only given me more confidence it has also shown me how valuable using these new technologies can be for both the pupils and the teacher. FutureLab (2010) demonstrates that Web. 2 technologies not only provide children with exciting learning opportunities, they also provide support and tips for teachers. Both the seminars and visits to the Primary school have provided me with lots of exciting ideas, apps and experiences that I will be using in my future practise.  Halsey (2007) claims that Web. 2 technologies can foster an enthusiasm for learning which I have experienced first-hand throughout this module. During the practical sessions I not only learnt new skills, I have also enjoyed engaging with the technologies and it was evident in today’s school visit that the children also enjoyed engaging and creating the talk book. Whilst there is a place for traditional methods of teaching, new literacies and technologies can engage children and create memorable experiences.  This module has provided me with the knowledge and tools to incorporate ICT into all areas of the curriculum and has provided me with the confidence to make all subjects interactive and fun.

Bibliography:

Dean, G. ‘Rethinking Literacy’ in Bazalgette, C. (ed) (2010) Teaching Media in Primary Classrooms. London: Sage.

Department for Education (DfE) (2013) Computing programmes of study: key stages 1 and 2. [Online] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf (Accessed: 01/04/14).

FutureLab (2010) Digital Literacy Across the Curriculum [Online] http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf (Accessed: 01/04/14).

Halsey, S. (2007) ‘Embracing emergent technologies and envisioning new ways of using them for literacy learning in the primary classroom’ English Teaching; Practice and Critique 6 (2) pp 99-107.

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

Learning and Teaching Scotland (undated) Graphic Novels in the Curriculum [Online] http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp (Accessed: 31/01/14).

McDougall, S. (2006) One tablet or two? Opportunities for change in educational provision in the next 20 years. Futurelab:
http://archive.futurelab.org.uk/resources/documents/discussion_papers/One_tablet.

Palfrey, J. & Gasser, U. (2008) Born Digital: Understanding the First Generation of Digital Natives New York: Basic Books.

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

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