Throughout this module, it has been increasingly valuable to
learn about the variety of technologies that can be used in the classroom to
enhance the learning of literacy. Before this module I was unaware of the
importance of bringing new technologies into the classroom, however from
challenging my own perceptions and engaging with both readings, seminars and
the information given by experienced teachers, the invaluable skills that
children can develop from new technology has become clear. The question of
whether children can learn specific ICT skills as well as significantly further
their literacy attainment without the use of new technology and multiliteracies,
has been thought provoking and inspired me to question how I can support my
future class.
On reflection, the ability to safely and effectively use
technology in everyday life is becoming a necessity that many children are
already exposed to (Byron, 2008). This was clear when working with children on
a multimodal project. With this in mind, it is possible that from limiting the
use of new technologies within the classroom, children are not being prepared for
the future. Therefore evaluating the use of popular culture in the classroom
was significant as it was demonstrated as a way to motivate children’s
enjoyment of literacy lessons and have an increasingly positive effect on the
learning environment (Hannafin & Land, 1997). I have now learnt the
relevance of new literacies and technology in primary teaching in terms of the
variety of unconventional resources that can be used within the classroom such
as multimodal texts, graphic novels and comics. Despite this, I am also aware
of the complex debates into the use of alternative literacies. A main argument that
I have drawn on when considering the use of new technologies and alternative
resources within the classroom is that of Merchant (2007), whom questions their
use before the introduction of conventional texts, as an English specialist, it
has been interesting to evaluate the age to which new technologies are used in
the primary school. This module has reflected the learning support that can be
achieved from embracing new technologies to develop language skills, this knowledge will be useful for the role of an English subject leader in planning.
The opportunity within this module to visit a highly
resourced school that embraces new technologies within their teaching of
literacy, demonstrated the learning opportunities available via Ipads and
Apps*. This has challenged my thinking of the capabilities of key stage one
children as well as providing ideas for my future practise as a subject leader as my expectations
of the children did not match their capabilities. To further this point, I now
am aware of the importance of understanding the children’s capabilities and
value the use of assessment opportunities within both ICT and literacy. The opportunity
to assess a child was presented to us, which was useful in learning how to
successfully plan for next steps which is crucial in the learning development
of the child(Allen, J., Potter, J., Sharp, J. & Turvey, K. 2007). As a
result of this, I now feel confident in both teaching children about how to use
new technologies as well as giving children objectives when creating multimodal
texts which will further their learning. This has also been possible from the
teaching of new technologies to support literacy that has been modelled in
seminars.
* Apps used- Telligami, Bookcreator, iMovie, Icananimate, CollinsBigCat
Allen, J., Potter, J., Sharp, J. & Turvey, K. (2007).
Primary ICT: knowledge, understanding and practice. Exeter: Learning Matter
Ltd.
Byron, T. (2008). Safer children in a digital world: the
report of the Byron Review: be safe, be aware, have fun. [Online] Available at
http://dera.ioe.ac.uk/7332/1/Final%20Report%20Bookmarked.pdf. [Accessed 06/03/2014].
Hannafin & Land (1997) cited in Hermans, R., Tondeur,
J., van Braak, J., & Valcke, M. (2008). The impact of primary school
teachers’ educational beliefs on the classroom use of computers. Computers
& Education, 51(4), 1499-1509.
Merchant, G., (2007) 'Writing the Future in the Digital Age'
Literacy, 41(3), pp. 118-128
I also found the visit to the school a particular highlight of the module as it allowed us to put the theory into a context and gain experience of using technology with children.
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