New media and popular culture in the classroom

The main outcome of my parental survey was that new media and popular culture are beneficial within the classroom if used in conjunction with traditional methods of literacy and for educational purposes only. The parent I interviewed raised concerns about the use of new media taking over and how it may detract from traditional writing. Children need to learn these basic skills to excel in life. The written word was seen as the “currency of success” which is why it has been a main focus (Dean, 2010:53). However, Harrett and Benjamin (2009) wondered if educators are perhaps asking children to write too much. This is the main form of assessment which is why children are asked to write in almost every lesson. This raises debate around the use of new media in the classroom.  

Lower literacy standards over the last century are blamed by new media within the home being too distracting (Dean, 2010). However, latest neurobiological research states that various stimulation activities change brain structures and affects thinking ways. It is this ‘digital native’ notion that supports the use of new media as a learning aid as evidence suggests well designed games produce learning by engagement (Prensky, 2001). Children’s home environment and culture shapes their experiences at school (Heath, 1983), surely suggesting the positive elements of incorporating this within the classroom? As Arthur (2005) highlights teachers’ responsibilities for investigating family literacies at home, enabling provision of a curriculum to build upon the competencies, I believe this will impact upon my future teaching. It will be purposeful of me to gain knowledge about the children I teach to ensure my pedagogy acts upon their desires and competencies. Otherwise, it could disadvantage and alienate those children who engage centrally with popular culture at home (Elliot, Hufton, Hildreth and Illushin, 1999).

As children’s attention spans increase when something interests them (Prensky, 2001), the use of new media and popular culture in the classroom is supported. My parental survey suggested how popular culture could further engage children within the curriculum, which is reinforced by Marsh and Millard’s (2000) belief of it capturing children’s interests and empowering readers. Regarding comics, the parent interviewed stated that ‘any form of reading can be beneficial’ and that they will ‘encourage younger pupils to read’. I challenge this view as I believe comics, or popular culture in general, will engage every child as it relates to their ‘cultural capital’. As discussed in the seminar, this is what children have grown up with and are familiar. Conversely, it can be noted how popular media culture negatively portrays people with stereotyping of non-standard dialects (Giroux, 1997), raising concerns with its use in school.

The parent interviewed deliberated the use of graphic novels containing upsetting content for the primary school age, and should only be used for mature students. However, many children have already been exposed to media well above their age range in the home environment (Dean, 2010), suggesting debates with this controversial issue. During teaching in a Year 3 class, I had to be conscious of the songs played within the morning sessions of ‘Wake and Shake’ and what advertisements were displayed on a YouTube channel. Nevertheless, today’s society is allowing children exposure to this at home, questioning children’s innocence.

As is widely suggested, children need to become digitally literate to enable active participation in today’s digital world (DfE, 2013). I advocate its use in the classroom as an enhancement to the traditional methods, as I believe children need the basic foundations. Popular culture has its advantages and disadvantages, but as long as teachers are aware of this, I fully support its use in school to engage and enrich teaching and learning opportunities.

 

Bibliography

Arthur, L. (2005) ‘Popular Culture: views of parents and educators’ in Marsh, J. (2005) Popular Culture, New Media & Digital Literacy in Early Childhood. Oxon: Routledge Falmer

 

Dean, G. (2010) ‘Rethinking Literacy’ in Bazalgette, C. (ed) (2010) Teaching Media in Primary Classrooms. London: Sage

 

DfE (2013) Computing programmes of study: key stages 1 and 2, National Curriculum in England, DfE

 

Elliot, J., Hufton, N., Hildreth, A. and Illushin, L. (1999) ‘Factors influencing educational motivation: a study of attitudes, expectations and behaviour in children in Sunderland, Kentucky and St. Petersburg’. British Educational Research Journal, 25 (1)

 

Giroux, H. (1997) ‘Are Disney movies good for your kids?’ in Steinburg, S. and Kincheloe, J. (eds) Kinderculture: The Corporate Construction of Childhood. Boulder, CO: Westview Press

 

Harrett, J and Benjamin, T. (2009) ‘Travel with a Time Lord: using media to enhance literacy’. UKLA

 

Heath, S. B. (1983) Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge: Cambridge University Press

 

Marsh, J. and Millard, E. (2000) Literacy and Popular Culture: Using Children’s Culture in the Classroom. London: PCP

 

Prenksy, M (2001) ‘Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently? in On the Horizon 9 (6)