Reflecting on the module (Week 12 blog post)

This module has developed my understanding of the use of multimedia in the primary classroom, in particular its relevance within the new National Curriculum for teaching computing and English (DfE, 2013).  In my first post I argued how the increased use of technology by children is a positive step forward in our increasingly digital society; the learning from my blog posts and the experiences I have gained within schools and seminars over the last twelve weeks have offered support for this. As a result, this offers implications for my future practice as I now have a better idea of how technology is best used in the classroom; a key skill needed for teachers and especially ICT subject leaders (Kennewall, Parkinson and Tanner, 2002). 

Schools are encouraged to embed the use of ICT across all primary subjects (Futurelab, 2010; Kennewall, Parkinson and Tanner, 2002; and DfE, 2013). This module has demonstrated how ICT can be linked with English through the teaching of multimedia and I am now able to consider the power technology has on enhancing teaching and learning (Futurelab, 2010). My experiences within school have provided me with many implications for using pupil generated videos in future practice. One of these is that subject leaders should understand the need for assessment (Field, Holden and Lawlor, 2002). Today’s learning was particularly helpful as assessment of digital literacy was something I felt less confident with, however looking at the school’s assessment strategy has given be a better idea of how I could assess learning. Looking at assessment profiles has also developed my understanding of the expected route of progression for ICT skills; supporting my future practice as an ICT subject leader, as I will have to create curriculum plans which provide accurate next steps and learning experiences which meet children’s capabilities (Field, Holden and Lawlor, 2002).

In my first blog post I established my own target for the module; this was to ensure that my positive view on technology does not bias my responses to reading and experience. I believe that I have met this target because on all blog posts I have been able to take a critical stance regarding the use of technology in classrooms, looking at its benefits and possible barriers for learning where applicable. This critical stance will help me in my future role as an ICT subject leader as I will have to consider the possible benefits and risks of using technology in the classroom (Kennewall, Parkinson and Tanner, 2002; Bell and Ritchie, 1999; and Field, Holden and Lawlor, 2002).

A good subject leader must work with their colleagues to help develop their skills and expertise in ICT for teaching purposes (Bell and Ritchie, 1999). This module has developed my ICT skills and provided real experiences for me to implement multimedia and I will now be able to teach future colleagues what I have learnt, showing a clear implication of this module. However, I will need to continue to develop my knowledge of multimedia in the classroom to keep up with this increasingly digital society and the digital natives I will be teaching (Kennewall, Parkinson and Tanner, 2002; Pahl and Rowsell, 2005; and Prensky, 2001). This is important because a good subject leader continues to develop their subject knowledge (Bell and Ritchie, 1999; and Field, Holden and Lawlor, 2002).

Bibliography:

DfE. (2013) The National Curriculum. In Scholastic (Ed.) The National Curriculum in England: Handbook for Primary Teachers Key stages 1 & 2. Oxfordshire. Scholastic.

Bell, D., and Ritchie, R. (1999) Towards Effective Subject Leadership in the Primary School. Buckingham: Open University Press.

Field, K., Holden, P., and Lawlor, H. (2002) Effective Subject Leadership. London: Routledge.

Futurelab. (2010) Digital Literacy across the Curriculum. Bristol: Futurelab.

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

Pahl, K., and Rowsell, J. (2005) Literacy and Education: Understanding the New Literacy Studies in the Classroom. London: Paul Chapman Publishing.

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