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& Rowsell, 2005 advocates; all schools must begin to find ways of acknowledging new literacies or risk perpetuating an outdated curriculum which offers little connection with children’s present or future.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

 

School visit

Visiting a local primary school has allowed me to put my knowledge of using ICT within the classroom into a context. The morning talk and the tour of the school allowed me to visualise how technology is used within the school and how I may use it with my own class and school in the future.

After talking to the Year 1 teacher, I was surprised at how much technology is used within key stage 1, for example the radio station. The school I was placed in for my second year placement also had a radio station however it was only upper key stage 2 who organized and broadcasted shows. However, since beginning this module I have developed my understanding of technology and the way children use it. Therefore as children today are digital natives, it isn’t surprising that they are able to gain enjoyment and education from technology at such a young age.

I think a big challenge for many teachers, is the issue of E-safety and how children communicate online. The teacher at the local primary school highlighted that children are vulnerable when they are online and therefore by teaching them how to use apps safely and create ‘characters’ appropriately, we are helping to ensure they stay safe when using the internet. Ofsted (2010) states that schools should provide an age-related curriculum that educates children about e-safety and enables them to become safe and responsible users of new technologies such as apps.

I feel that my subject knowledge about the apps available and my confidence in using them within the classroom is a personal challenge. However I do feel that the school visit introduced me to many apps that are simple to use and understand, yet still powerful and effective.  The visit also allowed me to view things from a different perspective. As an English specialist I tend to focus on traditional writing methods however the apps we were shown demonstrated how technology can be used to enhance and add excitement to work such as story writing through the use of talking books.

Ofsted (2010) (Online) The safe use of new technologies
http://www.ofsted.gov.uk/resources/safe-use-of-new-technologies

Blog 8

E-Safety

Children today are using and engaging with the internet in diverse ways and have access to a broad spectrum of material, in which to; communicate, explore interests and to develop learning. However,  young children are equally becoming exposed to and accessing material that poses unsuitable for their age. As (Smith, 2007) asserts; children are going online more often and engaging in activities that pose risky, such as viewing adult content and being exposed to predators and cyber-bullying, as well as other harmful material. In consideration of this, the implementation of internet safety poses significant, and calls for proactive and responsible adults to support and equip children with awareness, understanding and knowledge surrounding the implications of unsafe internet use.

Throughout education, children are supported and encouraged to develop their ICT skills and this includes; the use of the internet in researching topics, finding out information to inform learning, as well as to access a range of educational resources and activities. It is evident that most primary schools have in place a policy regarding e-safety, which explicitly states the key idea; that e-safety is not about restricting children but educating them (Beauchamp, 2012). This is supported by Ofsted (2010:p8), who state that; ‘in best practice, pupils were helped to assess the risk of accessing sites and to gradually acquire skills which would help them adopt safe practice, even when unsupervised’. It is believed that the more equip children are to work out solutions for themselves, through skills, resources and greater resilience, the less adults will need to step in, to guide or restrict online activity (Livingstone, Haddon & Gorzig, 2012).

As the E-safety in initial teacher training (Online) states; teachers must be aware of current legal requirements, national policies and guidance on the safeguarding and well-being of children, to ensure that they are clear about their role, and are confident in promoting e-safety within the classroom. There are many resources available to support teachers in approaching and encouraging e-safety. Specifically, ‘Digizen’ and ‘Think you know’ (Online), provide guidance into the implementation of internet safety, as well as providing resources and activities to explore within the classroom.

Although seen as the significant responsibility of the teacher, (Smith, 2007) argues that educators are not entirely responsible for protecting children from the internet, but in fact the responsibility of parents. This is supported by Livingstone, Haddon & Gorzig (2012) who state that; parents have a role in meeting the needs of their children and should aim to do so alongside schools, to ensure that children have the best guidance and support when engaging safely with the internet. However, it is also believed that the issue of e-safety presents challenges for parents in relation to their inexperience with the internet, and therefore are unsure about how to support their children’s internet use beyond the provision of access. The Byron Review (DCSF, 2008) highlighted that 53% of adults would like more information about the internet, and that 57% of parents do not know where to get information about how to protect their children online. In overcoming such barriers, resources such as Get With It! (Online) provide appropriate guidance and tips specifically for parents, on ways of approaching e-safety and how they can educate and communicate with children in ensuring safe internet use. Acquiring the knowledge to approach the issue of e-safety through such resources, will enable parents to establish and communicate acceptable behaviour in regards to internet access, as well as to monitor internet use accordingly (Roddel, 2008).   

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

Gonzalez, B.  Internet Safety: Tools that can protect your child.

Livingstone, S., Haddon, L. & Gorzig, A. (2012) Children, Risk and safety on the internet: Research and Policy Challenges in Comparative Perspective. Bristol: The Policy Press

Ofsted (2010), The Safe Use of New Technologies, Manchester: Ofsted.

Roddel, V. (2008) The Ultimate Guide to Internet Safety. Morrisville: LULU Press.

Smith, G. (2007) How to protect your child on the internet: A Roadmap for Parents and Teachers. Westport: Greenwood Publishing

DCSF (2008) The Byron Review Action Plan [online] http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/Byron_Review_Action_Plan.pdf (accessed 10th March 2014)

Multimedia and Multiliteracies in the Primary School (Part 1)

Informal Blog Task

 

From visiting a local Primary School, It has been possible to put the use of digital literacies and multimodal texts into context. The morning involved a detailed talk on the use of ICT to support literacy learning and a tour of the schools facilities. From this, it was possible to gain an insight into the use of video, audio and image to support learning in an alternative way that can support all learners. The way in which the school use multimodal texts to support literacy, highlighted how they make learning inclusive. This was exemplified by the EAL learners in the school that could access the curriculum in an easier way. This was useful to see as a student teacher as Flynn (2008) states that, EAL children at times can become quiet or silent and so should still be encouraged to carry out social activities that are accessible to them. The teacher carrying out the talk stated that the use of ICT to support story writing was an easier and more engaging task for the all children to do rather than being asked to write a story traditionally. This was very thought provoking and led me to reconsider how I can use ICT to support story writing in a more ‘up to date’ and inclusive way.

 

In terms of challenges and questions that arose for me today, I felt that the children’s excellent knowledge of how to use certain apps and techniques for creating media (such as green screen), at such a young age was surprising and will pose a challenge for me. This is due to my own subject knowledge, however I learnt a great deal from the demonstration given today and so believe that with some practise I would be able to teach children how to create multimodal texts. This should be achievable in the challenge set for us.

 

It was previously questioned in my blog post from week 7, that time can be an implication for the use of digital literacy within the classroom, ‘Allen et al. (2007) stated the issue of time when using ICT to support literacy can be an implication for teacher, as children would need more support initially’. It has been possible for me to further my thinking on this, as it was demonstrated today that time constraints can be worked around. The school demonstrated how the children engage with ICT to support literacy skills over the school day. An example of this was the radio station studio that encourages speaking and listening, this is used at lunch times as well as through the school day, so that the constraint of time is not an issue. It was also made clear that, although using ICT can be time consuming, it is worthwhile for the child to engage with as they gain a great deal out of it. As well as this, through making ICT cross curricular, a considerable amount of learning is taking place at once.

 

 

Allen, J., Potter, J.,  Sharp, J., &  Turvey, K., (2007). Primary ICT: knowledge, understanding and practice. Exeter: Learning Matter Ltd.

 

Flynn, N. (2008) ‘Living in two worlds: the language and literacy development of young bilinguals’ in Marsh, J., & Hallet, E. (Eds.). (2008). Desirable literacies: Approaches to language and literacy in the early years. London: SAGE.

E-Safety

As discussed in previous blogs, children today are growing up in a rapidly changing technological society. Children use and engage with the internet in a variety of ways. Outside of school they use it to communicate and keep in touch with their friends through gaming and social media. When they are at school, children are encouraged to use the internet to research topics and find out information as well as to access educational websites and games.

The Get With It! booklet, a guide for parents about social networking websites ackknowledges that many parents are not confident with their understanding of social networks and therefore are unaware of the potential dangers of it. The booklet provides advice for parents about how to keep children safe online, however teachers and schools also have a responsibility to protect children and ensure E-safety when using the internet.

The E-safety in Initial Teacher Training Powerpoint suggests that trainee teachers need to be aware of the legal requirements and policies they are required to understand and implement in the primary classroom. However, as with parents, many trainee teachers lack the confidence and knowledge to confidently promote the safety and well-being of children online. There are many websites available that can provide information for trainee teachers about the benefits and disadvantages of children using the internet, particularly social media. Digizen (Online) has a section specifically for trainee teachers advising them on how to encourage safe use of the internet as well as providing them with ideas and activities they can use in the classroom to involve and inform children.

Although teachers need to be educated about online safety, children are the most vulnerable to issues such as cyber bullying and grooming. Therefore, teachers should allow children to explore websites such as CBBC Stay Safe (Online). It provides children with videos and quizzes about internet safety and issues such as illegal downloads and keeping social network sites private. 

This research has allowed me, as a trainee teacher, to understand some of the advantages and disadvantages of children using the internet. It has also provided me with resources and information to develop my awareness of this topic and feel confident to educate children about the dangers.  

Get with it! A parents’ guide to social-networking websites, Internet Advisory Board, Dublin
http://learn2.winchester.ac.uk/pluginfile.php/315525/mod_resource/content/1/get%20with%20it.pdf

E-safety in Initial Teacher Training
http://learn2.winchester.ac.uk/course/view.php?id=1246

Digizen
http://www.digizen.org/teachers/

CBBC Stay Safe
http://www.bbc.co.uk/cbbc/topics/stay-safe

Week 8 Blog: Part 2- The Formal Task

E-safety in the Classroom

Since the education reform of 1988, it has been mandatory for children from the age of five to be taught ICT (Ofsted, 2011). Due to this, E-safety is now considered a major concern within the classroom as well as at home, therefore making it the role of the teacher to consider how to equip children with the knowledge to stay safe online as well as putting in provisions that help to protect the safety of children online. (Byron, 2008). Through researching the focus topic of E-safety it has been possible to identify many factors that children are at risk from. Allen et al. (2007) identifies some key risks; unacceptable content, inappropriate contact with strangers and the potential for cyber-bullying. Despite this Allen et al (2007) does justify the use of the internet to support learners but encourages communication with parents as well as making it explicit that is the responsibility of the school to ensure children are safe online, whilst at school. This leads to question how teachers can implement strategies that ensure safety as well as teach children how to be responsible online if faced with inappropriate material.  

 

One resource available to teacher and parents which can support the E-safety of children is the CEOP website: https://www.thinkuknow.co.uk/Teachers/. This website provides information on the potential risks for children, as well as resources which can be implemented within the classrooms to raise awareness in children. Online resources for teachers can help to address a potential implication of awareness and subject knowledge for teachers as it has been identified by Ofsted (2011), that training of teachers in E-safety is necessary but requires improvement. Ofsted (2011) also stated that it was necessary for teachers to be proactive in putting in place measures for children. After researching the area, it was apparent that there are several ways to do this. One way that has been suggested by ICT and Homerton Children’s Centre, which provides the E-safety website: http://ictearlyyears.e2bn.org/planning1_29.html, was to provide children with shortcuts to favourite websites, this was suggested so that children do not have to search online themselves. The website also suggest that both teachers and parents should put in place settings that block potentially harmful content. An implication that may arise with this, is the ability of both the school and home in knowing how to apply these settings, again linking to Ofsted’s (2011) identification of training needed as it is the responsibility of the school, whom can then support parents.

 

This research has enabled me to develop an understanding of potential issues caused by children using ICT, however it has also become clear that there are simply procedures that can be put in place to ensure the safety of children online. Within my own experience, I have carried out an E-safety activity with children that involved them filling out question sheets which asked them what they had witnessed online. This was in order to inform both the teacher and myself of how to create next steps for learning. After reading through the sheets (which were confidential), it was possible to discuss with children how to deal with situations they may face online. Despite carrying out this activity, I was unaware of how I as a teacher could protect children from witnessing potentially harmful content online.

 

 

Allen, J., Potter, J., Sharp,J., & Keith Turvey. (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].

 

The Office for Standards in Education (Ofsted)(2011), ‘ICT in Schools 2008-11- An evaluation of information and communication technology education in schools in England 2008-11’ [Online] Available at www.ofsted.gov.uk/resources/110134 [Accessed 06/03/2013]

 

 

Multiple Literacies and Multimodal Texts (Week 7)

 Literacy is traditionally defined as the condition of being able to read and write, however Medwell et al (2012) suggest this definition needs to be expanded to not only include printed texts but to consider the use of electronic texts too. To further this idea, Cervette et al (2010) states that multiple literacies and multimodal texts represent a fundamental paradigm shift in the ways we understand and enact literacy and learning, which Walsh (2010) discusses is due to a rapid change in digital communication has provided facilities for reading and writing to be combined with various media such as film, pictures, music and graphics resulting in multimodal texts being created. 

Anstey and Bull (2010) discussed that a text becomes multimodal if it contains any two or more features including linguistic, visual, auditory, movement or spatial. In the seminar we looked into the importance of multimodal texts in the primary classroom, whilst later having the opportunity to create our own multimodal texts in Microsoft PowerPoint. Before this session I had used PowerPoint a number of times to combine text with images, videos sound and movement however despite these experiences I had not considered PowerPoint to be a tool for creating multimodal texts.

 Anstey and Bull (2010) mention that teachers who are beginning to work with multimodal texts are often reluctant to use them as they associate these texts with technology and express a lacked confidence in ICT. However, using this tool was relatively straightforward and all that was needed was a general understanding of how to use the software, therefore I can see opportunities for future use in the classroom.

The development of multimodal texts in the classroom could potentially appeal to children as they could consider this a different task to writing their own hardcopy book. Daniel and Reinking (1987) discuss that electronic texts involve a literal interaction between texts and readers and are programed to be fully adaptable to individual needs and interests (Medwell et al, 2012). Due to these texts being fully adaptable they would be suitable for a wide range of abilities, and through careful initial input with regular guidance children should be able to use technology to create their own individual texts.

 

Anstey, M and Bull, G. (2010) Helping teachers explore multimodal texts. ‘Curriculum and leadership Journal’ [Online] available at: http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,31522.html?issueID=12141

Cervette, G., Damice, J. and Pearson, D. (2010) Multiple Literacies, New Literacies, and Teacher Education. ‘Theory into Practice’ 45 (4) London: Routledge.

Medwell, J., Moore, G., Wray, D. and Griffiths, V. (2012) Electronic texts. London: Learning Matters.

Walsh, M. (2010) Multimodal literacy: What does it mean for classroom practice? ‘Australian Journal of Language and Literacy. 33 (3) pp:211-239