Throughout the session on Web 2.0 technologies and new
literacy practices I have been introduced to a range of activities I could
engage children in. FutureLab (2010) classifies the use of Web 2.0 technology
as people collaborating online by sharing and editing content. Although we
should be cautious when using digital technology and the internet, it is a
central aspect in people’s lives (FutureLab, 2010) and should be utilised in
the classroom. Adding to the cautious aspects, Merchant (2009) considers an
undermining effect of digital literacy as this type of work could challenge the
teachers’ role in the classroom, not forgetting the key role that print still
has in the classroom.
However, there are many benefits of using new literacies and
Web 2.0 in the classroom. Not only can it support creativity and
self-expression (FutureLab, 2010), it can help improve children’s reading,
speaking and listening skills. This could be through the use of a class website
where children upload podcasts, an initiative undertaken by a teacher discussed
in Halsey (2007). Through reviewing, editing, refining and enhancing the
podcasts, it links with the process of writing. Halsey (2007) suggests how this
can provide an audience for the children and a purpose for their work,
therefore overcoming challenges of writing.
Regarding writing, this could be evident through the online
‘Storybird’, enabling children to ‘create, read and share visual stories’. This
was a site explored in the session and I am aware how the use of this
technology can enhance children’s writing practices due to its engaging value.
Similarly, new literacies such as ‘JigZone’ and ‘Tagzedo’
serve as an excellent stimulus for the start of a new topic, for example. As
has been debatable in previous blog posts, as long as digital technology is not
overused in the classroom, it can enthuse and engage children. Seeing a puzzle
on the IWB as the children enter the classroom would immediately capture their
curiosity.
Therefore,
from the session on new technologies and relevant readings, I have grown in
knowledge with regards to using this in the classroom. It has many beneficial
aspects, enhancing children’s literacy practices. However, as Merchant (2009)
advises, teachers should experiment and develop professionally if the use of
new technologies in the classroom is going to work. Another aspect for
consideration would be the checking of kit, ensuring it works in advance of the
session, how children will save their work and copyright issues (FutureLab,
2010). If all this is taken into account, I can see the benefits and the many
implications for use within the primary classroom.
Bibliography
FutureLab (2010) Digital Literacy Across the Curriculum http://learn2.winchester.ac.uk/pluginfile.php/237952/mod_resource/content/1/digital_literacy.pdf
(accessed 06.02.14)
Halsey, S
(2007) ‘Embracing emergent technologies and envisioning new ways of using them
for literacy learning in the primary classroom’ English Teaching; Practice and Critique, 6 (2) pp. 99-107
Merchant, G. (2009) ‘Literacy in virtual worlds’ Journal of Research in Reading, 32 (1) pp.
38-56
When i worked with the Toxedo at the last seminar I didn't like it. But I gave it another try and found it a useful tool as well.
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ReplyDeleteHi Becca, I agree with your point about using these new technologies in moderation; keeping things fresh is important but like you say they can be used to capture their curiosity. Which can only be a good thing!
ReplyDeleteI believe teachers still view emergent technology as 'technology-led’ as if they are only introduced because they are available rather than ‘education-led’ where they are introduced to schools because they are known to meet the professional needs of teachers and the educational needs of children better than existing educational tools (Gillen et al, 2007).
Reference
Gillen, J., Staarman, J.K., Littleton, K., Mercer, N. and Twiner, A. (2007) ‘A ‘learning revolution’? Investigating pedagogic practice around interactive whiteboards in British primary classrooms’. Learning, Media and Technology, Vol. 32 (3), pp.243-256