Personally, being an ICT specialist, I
believe that the increased use of technology is a positive step forward.
The National Curriculum (DfE, 2013)
explains that we need to make sure children gain the capabilities to use the
technology that is available to them as it will prepare them to be digitally
literate members of society in the future. Schools must find ways of acknowledging
new literacies which offer connections with children’s present and future lives; learning skills which will enable
them not become ‘digital immigrants’ in the decades to come as technology is
ever-changing (Pahl and Rowsell, 2005). Technology accommodates
for a range of learning styles, what Gardner (2006) calls multiple
intelligences. While traditional textbooks often take a linguistic approach to
learning, technologies multiple modes can take a variety of approaches e.g.
aesthetic, logical or narrational. This Idea was supported when I attended the
Estonian Interactive Bootcamp last year where we looked at how video could be
used in the classroom. While there I had the opportunity to teach a science
lesson to Estonian children who knew little, if any, English. The use of video
still allowed those children who struggled with the language to access the
lesson as they could watch the content, proving its importance in supporting
learners. Technology was also something these
children, and most other children, could relate to and be enthusiastic about,
meaning they were more likely to be engaged in the lesson and therefore learn (Beauchamp,
2012; Dean, 2010). However, it is highly
important that children are taught to use technology “safely, respectfully and
responsibly” (DfE, 2013: 140) within the classroom if we are to take a ‘positive’
step forward.
I believe it is an inevitable outcome in
our increasingly digital society to use technology within the classroom. It has
been proven that in most cases technology helps pupils learn (Pahl and Rowsell, 2005; Beauchamp, 2012;
Dean, 2010) so why shouldn’t we use these readily available technologies? I
must also note that, for now, this does not mean there is no place for books,
pens and paper within the primary curriculum.
The
challenge of this module that I feel I will need to overcome is the ability to
take a critical stance about the use of technology in the classroom. I will
need to make sure that my positive view on technology does not bias my
responses to reading and experience.
Bibliography:
Beauchamp, G. (2012) ICT in the Primary
School. From Pedagogy to Practice. Essex: Pearson Education Ltd.
Dean, G., (2010) Rethinking Literacy. In: C.
Bazalgette. (Ed.) Teaching Media in Primary School. Sage: Media Education Association (MEA), pp. 51-60.
DfE. (2013) The National Curriculum. In Scholastic (Ed.) The National
Curriculum in England: Handbook for Primary Teachers Key stages 1 & 2. Oxfordshire.
Scholastic.
Gardner, H. (2006) Multiple
Intelligences, New Horizons. New York: Basic Books.
Pahl, K., and Rowsell, J. (2005) Literacy and Education:
Understanding the New Literacy Studies in the Classroom. London: Paul
Chapman Publishing.
You have made a very good case for the use of technology in the classroom, and it one of the many good reasons why I like to see a mixed module such as this . We need to be aware of the ways technology can support teaching and we need to have a positive approach to its use, Through this positive approach we can start becoming critically aware of the benefits and barriers that using technology can bring to the classroom. Thank you for making a very good opening stance to this debate
ReplyDeleteThe point you raised about videos enabling children to understand and take part in a lesson is very influential. I have had little experience of working with children with English as an additional language therefore I feel that the point you have made has developed my understanding of using technology to make lessons more inclusive.
ReplyDeleteChildren are now becoming more competent in using a range of technologies as they are growing up in a digital world therefore I agree that teachers should use technology to support children's learning.