This post approaches
the question ‘why should teachers care about digital literacy and childhood in
the digital age?’ in response to points raised in Palmer’s (2006) book Toxic Childhood. This extract was mostly
aimed at the role of parents however it is still comparable to the teacher’s
role in digital literacy.
Palmer
proposes that technology is invading life and work; suggesting teachers should
care about using digital literacy because it is an important part of childhood
today. Children are ‘digital natives’ and the National Curriculum (DfE,
2013) explains that we need to make sure children gain the capabilities to use
the technology available as it prepares them to be digitally literate in the
future (Prensky, 2001; Pahl and Rowsell,
2005; and Stone, 2011). However, Palmer
also highlights that there should be an ‘off switch’ and technology should not
be used as an ‘electronic babysitter,’ meaning that digital literacy should not
be used as a replacement for traditional literacy teaching. Instead, it should
be used to improve teaching and support learning, for example Palmer recognises
that technology has allowed the world to be connected; this link could be used
to enable children to learn about other cultures (DfE, 2011).
Ofcom (2012)
and the Byron Review (2008) both explain an issue, which teachers need to
consider, associated with digital literacy that children are increasingly using
technology and have easy access to inappropriate material. Palfrey and Gasser
(2008) and Palmer both identify the fear of adults not always knowing what
children are doing and watching with technology, this can become a child
protection issue as there is an increased risk of children being exposed to
harmful material (Prensky, 2001; Palfrey and Gasser, 2008; and Palmer, 2006).
The Byron Review (2008) makes the suggestion that we should use this as a
teaching point and focus on what children bring to technology; supporting the
teaching of E-safety within digital literacy sessions (Palmer, 2006; and DfE, 2011).
Teachers
should also care about digital literacy because technology is something children
can relate to and be enthusiastic about (Palmer, 2006). By using popular
culture it means children are more likely to be engaged in lessons and
therefore are motivated to learn (Beauchamp, 2012; Dean, 2010; and Palmer, 2006).
However, Palmer also argues that the overuse of technology can have detrimental
effects on childhood and can impact learning as they may have problems with
sleep and may be reluctant to go outside so teachers must be aware of a balance
of traditional and modern techniques.
Drawing on the views of Palmer and other researchers it is clear that
teachers should care about digital literacy because technology is an important
factor in childhood. However, it should not be used as an ‘electronic
babysitter,’ teachers should be aware of potential issues and must not be afraid
of the ‘off switch’ as there is still a place for traditional literacy.
Bibliography:
Beauchamp, G. (2012) ICT in the Primary School. From Pedagogy to
Practice. Essex: Pearson Education Ltd.
Byron Review (2008) Safer
Children in a Digital World. DCSF
Publications.
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.
Ofcom (2012) Children and Parents: Media Use and
Attitudes Report. London: Ofcom.
Palmer, S.
(2006) Toxic Childhood: How the Modern
World is Damaging Our Children and What We Can Do About it. London: Orion
Books. Chapter 9.
Pahl, K.,
and Rowsell, J. (2005) Literacy and Education: Understanding the New
Literacy Studies in the Classroom. London: Paul Chapman Publishing.
Palfrey, J.
and 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?’ On the Horizon. NCB
University Press, 9 (6).
Stone, G.
(2011) ‘WWW: Wikis, word clouds and web collaboration to support primary
literacy’, English 4-11 (41) pp. 8-11.
After reading your blog, I think that Palmer's text relates well to the text I read written by Palfrey and Gasser about 'digital natives'. The point you raise about technology as an 'electronic babysitter' is very interesting as it is a valid point. Although research has indicated that technology can have a positive impact on children's learning (Higgins, Xiao and Katsipataki, 2012; Marsh et al., 2005), it is important that teachers use technology in a purposeful context so children can understand its uses.
ReplyDeleteI also believe that parents play a significant role in educating their child about using technology safely. Palfrey and Gasser (2008) refer to children as 'digital natives' as they have the computer skills and knowledge to access a range of digital media, therefore it is important that children understand that often these technologies can be harmful and can have detrimental effects.
Technology is now a part of children's childhood and I believe that teachers should foster children's digital literacy. However, the 'overuse' of such technology can become tedious and boring for children if they use it too often. Therefore I think that using technology in schools should be seen as a 'privilege' and children should feel excited to use technology in their learning.
As discussed in your blog, I agree that teachers should care about using digital literacy because it is an important part of children’s lives. To support this discussion, I found in my given reading by Hague, C, and Payton, S (2010), that teachers and education systems need to help young people to understand and benefit from their engagement with digital technology and digital cultures and provide ways to make subject learning relevant to the society children are growing up in. However, I found an implication of this that needs to be addressed in our future practice. Hague, C, and Payton, S (2010) state that sometimes the use of technology children experience in schools is not relevant to the ways they are communicating and discovering information outside of school. Therefore, this suggests that in our future practice we should make learning relevant to children’s lives and interests.
ReplyDeleteAfter reading your blog, I now have an understanding that children need breaks from technology as I was unaware that too much technology can cause problems with sleep and can cause children to be reluctant to go outside which can impact on their childhood and learning. This is something I will explore and take note of in regards to my future practice.
Hague, C, & Payton, S (2010) Digital Literacy across the Curriculum, Futurelab, Available at http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf