Final Blog - Evaluation of the Module

This module has been very effective in developing my knowledge and understanding of how digital media and technology can be used effectively in the primary classroom, which is a key focus in the New National Curriculum (DfE, 2014). Prior to undertaking this module, I lacked in skills and experiences of using different technologies in the classroom, however, by engaging in this module and exploring research in this area, I have gained an understanding of how digital technology and media can be embedded into many curriculum subjects, in order to enhance and support children’s learning experiences.

As an English specialist, it has been very useful and beneficial to see how ICT can be embedded into literacy, by exploring digital literacy. Hague and Payton (2010) state that subject learning needs to be relevant to the digital experiences children are having outside of the classroom. This is supported by Cope & Kalantzis, (2000) who argue that literacy teaching and learning needs to change because the world is changing. Therefore, an implication in my future role as a teacher is to use ICT effectively to support children’s learning experiences in not only literacy but other curriculum subjects. However, at first I lacked in confidence and knowledge of how to embed ICT into literacy lessons, but during this module, I explored many ways to incorporate digital literacy into the classroom. One way that this can be achieved is through the use of multimodal texts. I found that digital texts have equal value to traditional printed texts and can help children become effective readers, writers and communicators in and out of the classroom (Walsh, 2010 and DfEs, 2006).  Not only have I explored how ICT can be used within English, I have also learnt how popular culture and popular texts such as comics, can be used as learning tools for children in literacy. Tiemensma (2009) suggests that by promoting popular texts and comics in the classroom, it can help promote positive attitudes towards reading and learning, leading to an enjoyment of reading. Therefore, by exploring this throughout the module, I have a good understanding of why popular culture and popular texts should be used in my future practice.

 This module also enabled me to experience the use of technology first hand in a school setting. By visiting Shirley Warren Primary school, I was able to see how ICT is celebrated and promoted in a school to enhance curriculum subjects. Before visiting Shirley Warren, I had little experience of using ipad apps and was anxious about using them with children. However, by developing my own skills in this area, I am now aware of the educational experiences they provide for children and how they can be used to develop children’s ICT skills (Apple Inc: 2013). They are also interactive, immersive, and engaging (Apple Inc: 2013). This supports a common theme throughout my blogs, which suggests that teachers need opportunities to explore and discover new literacies (Dean, 2010) & have access to training and the technology (Marsh et al 2005). Therefore, through engaging in this module I feel like I have benefitted in discovering new literacies for my own future practice. I also gained the knowledge of how to assess children’s progress and skills in ICT In relation to the learning objectives we had set for the children.

To conclude, by completing a number of different blogs based on readings, seminar discussions, observations and experiences, it developed my knowledge and understanding in relation to new Medias and technology and their impact on Literacy and curriculum subjects. This has added to my personal professional development as a teacher and is something that I will bring in to my future practice as I feel I have more confidence in my own teaching ability in these areas.

 

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

Cope, B. & Kalantzis, M. (Eds.) (2000). Mulitliteracies: Literacy learning and the design of social futures. South Yarra: Macmillan.

 Department for Education (2013) National Curriculum in England: English programmes of study. London: HMSO

 Dean, G. 'Rethinking Literacy' in Bazalgette, C. (ed) (2010) Teaching Media in Primary Classrooms. London: SAGE

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

 Marsh, J. et al, (2005) ‘Digital beginnings: Young children’s use of popular culture, media and new technologies’ Literacy Research Centre, University of Sheffield

 Tiemensma, L, (2009) Visual literacy: to comics or not to comics?: Promoting literacy using comics, World Library and Information Congress: 75th IFLA General Conference and Council, [ONLINE] accessed 01/04/2014, Available: http://conference.ifla.org/past/2009/94-tiemensma-en.pdf

 Walsh, M. (2010) ‘Multimodal literacy: what does it mean for classroom practice?’ Australian Journal of Language and Literacy 33 (3) pp211 – 239