Week 12 - reflection on module

In this final blog post I aim to discuss how my learning has been developed and any implications I may face in my future career. From the start of these blog posts I have shown my support for the use of ICT throughout cross-curricular learning, and even though my opinion remains very similar, whilst attendi9ng seminars and visiting a local primary school to place our learning into context I have developed the ways in which I see how ICT can be incorporated in the classroom.

The first key implication for my own future practice as an ICT subject leader is how I will constantly need to develop my own teaching and knowledge in order to successfully teach the ‘digital natives’ that I shall be teaching (Bearne and Wolstencroft, 2007, Prensky, 2001 and Palfrey and Gasser, 2008). Beauchamp (2012) supports this idea by suggesting that ICT has become a regular tool in the Primary classroom and teachers need to be ready to adapt their teaching pedagogy and learn new ICT skills regularly. This idea of digital natives is furthered by Dean (2010) who states that virtually every four-year old enters the classroom with a secure knowledge of moving picture and that children are interested in technology and majority have seen and used a range of technology such as a phones, iPads, laptops or cameras by the time they start school.

When on previous school experiences I have always tried to incorporate ICT into my lessons and always express an enjoyment in using technology for cross-curricular studies. However Marsh et al (2005) discusses how a large number of teachers are wary of using ICT in their lessons due to a lack of training. From speaking to a few members of our cohort who have not had the opportunity to participate in this module this is a common feel as they feel they have not had the experience to learn how to use technology effectively in the classroom, and I feel this is an implication for future teachers.  

On the flipside of this point, I noted in my first blog that the English aspect of this module would be a struggle for me as this is an area of my studies that I have often struggled with, however from participating in seminars and discovering ways to teach Literacy I feel my confidence has grown.

I feel this module has been beneficial in preparing me for the role of ICT subject leader in the future as a number of issues that often arise in the primary classroom have been addressed and discussed, and the idea that copyright and e-safety have re-appeared this year show just how important they are in the primary classroom.  From carrying out this module I understand that there is still place in the primary classroom for traditional approaches to literacy however I believe there is a strong foundation for the development of modern technological approaches, especially with the vast number of apps available from the apple store to help every area of literacy development (Apple inc. 2013).

When the new computing curriculum for 2014 was released (DfE, 2013) I was wary as to why such big changes had been made to the old ICT curriculum, but from experiencing the teaching of computing during SE3 and experience digital literacies in school at Shirley Warren I can see that the new National Curriculum is beneficial for the developing digital age.  

Futurelab (2010) state that subject learning needs to be relevant to the digital experiences children are having outside of the classroom, taking this idea into account this will help to develop my future role as an ICT subject leader as I will have to consider the possible benefits and implications of using a vast range of technologies in the classroom (Kennewall, Parkinson and Tanner, 2002)

 

 

Apple Inc (2013) ‘Apps in the Classroom: Using iOS Apps for Teaching and Learning’[ONLINE] Available: http://images.apple.com/education/docs/L523172A_EDU_App_Guide_062013.pdf

Bearne, E & Wolstencroft, H. (2007). Visual Approaches to Teaching Writing London: Paul Chapman

Beauchamp, G (2012) ICT in the Primary School, From Pedagogy to Practise. Essex: Pearsons Education Ltd

Futurelab (2010) Digital Literacy across the Curriculum, Futurelab, Available at http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.

Kennewell, S., Parkinson, J., and Tanner, H. (2002) Developing the ICT Capable School. London: Routledge.

Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S. and Wright, K. (2005) Digital beginnings: Young children’s use of popular culture, media and new technologies. Sheffield: Literacy Research Centre

       Palfrey, J. and Gasser, U. (2008) Born Digital: understanding the first generation of digital natives. Basics Books. New York

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