Multimedia and multi literacies in the primary school: Linking theory and Practice - second school visit

Visiting the local primary school for our second visit proved to be a little daunting, yet very exciting.  We were given a group of six children to work with to create a talking book using the app ‘Book Creator’.  Having already trialled using this app in a university seminar and during the first school visit, I felt more confident with its use.  However, I was initially apprehensive regarding how to corroborate all of the media that was to be produced into one talking book, especially as we were using three separate Ipads.  Therefore, working as a group and also having the support of the two Shirley Warren teachers was beneficial.  As was stated, this was a learning experience for everyone, therefore I learnt alongside my peers and the children.  Group work allowed the sharing of ideas, creating an enhanced learning experience.  This initial challenge was due to me not having had much experience of the technology, causing some anxiety.  However, this challenge was overcome at the end of the visit having experimented with the technology as a group.

The main thing that stood out working with the children was the difference in enthusiasm.  A couple of children, in particular, stood out more regarding their eagerness to contribute.  This made it a little trickier handing out the parts for the videos as some children did not want to participate as much.  There could be many reasons for this, possibly due to timidity having just met and working with three different adults.  However, my peers and I were empathetic and included every child.  As time went on, the children who initially seemed shy came out of their shell.  This was highly evident with an EAL child who wanted to be the news presenter.  Her enthusiasm to contribute was outstanding and we overcome the challenge of not fully understanding the speech by adding subtitles to the whole of the combined video, encompassing inclusion.

Being handed the Ipads to experiment with some apps, the children were instantly engaged and had fun investigating.  It was surprising to see how well the children used the Ipad and the apps.  I suspect this was because technology is widely used within the school and is effectively integrated into the curriculum.  Moreover, these children are ‘digital natives’ and have grown up with this technology (Prensky, 2001).

A question that arose for me in my previous blog post was how well the children would react to the ideas my group had already created for our chosen article, ‘to be the best that you can be’.  Due to the time limit, we had a skeleton plan for what our talk book would incorporate.  The children all agreed and understood our plan.  However, I was conscious that it was the children as the actors and the adults as the directors, with me and my peers dictating what to do.  If we had more time, I would have rejoiced in including more of the children’s ideas to give ownership over learning.  Moreover, the children did not really use the technology as much as I would have hoped.  This was mainly due to me and my peers trying to corroborate all of our videos within the time scale available.  The purpose was to engage children in using technology for their work; however this was not witnessed to a great degree.

Within this experience I have learnt much more about the IPad and the relevant apps for classroom use.  A crucial implication for me is to explore the apps before using them with children.  Not only would this reduce time trying to make the apps work, but work would be created to the fullest potential as the children would have an experienced role model.  Children will then begin to become “active participants in a digital world” (DFE/QCA, 2013:188).  Additionally, I will use the children’s technological knowledge to further learning opportunities.

Bibliography

DFE/QCA (2013) The National Curriculum in England, DFE/QCA

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

 

 

Apps in the classroom

In this session, we had the opportunity to look at and try out some different apps on the iPads which was very useful and gave me some brilliant ideas for my own teaching practice (providing we have the right resources!). From looking at the range of these apps, the app which I liked most was ‘Book Creator’, however, having said that I really liked the Big Cat phonics books and could see their potential. In my opinion, I feel that the ‘Book Creator’ is the better app to use within the classroom when compared to the phonics books. This is because I feel that the phonics books, although has the potential to be used within the classroom, was more of a resource for the child to be working on independently whereas the ‘book creator’ app could be used in a variety of ways and across the key stages.

The ‘Book Creator’ app includes many features within the programme which could be used in a variety of different ways to engage all the children within the class. For example for reluctant writers/children who struggle when writing are able to record themselves, accessing their own learning and creating their own multimodal texts. Using this app in the classroom links to the idea of children to creating their own multimodal texts corresponding with the new national curriculum (2013). This then relates to the idea that children need to be exposed to variety of different texts, media and stimuli in order to progress with society and teach children how to read a variety of materials, from traditional written texts to web pages to interactive talking books. Dean (2010) furthers this by conveying the importance of children’s literacy skills being developed by a variety of different ‘texts’ in order for them to make progress within society. In addition to this it can be argued that through the use of a variety of different text types, some which are more familiar and relatable to the children (such as apps on iPads, multimodal texts etc.) children’s learning becomes more memorable, engaging more in their own learning and education.

In conclusion, I feel that children need to be exposed to these types of technologies within the classroom in order for them to remain fully functioning, active members of society, which is supported by Palfrey and Gasser (2008) who claim that children in today’s society are ‘digital natives’ and need opportunities to develop their skills in these technologies to progress with society. Additionally, I feel that I will definitely use this app when teaching.

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

-          Palfrey, J. and Gasser, U. (2008) Born Digital: understanding the first generation of digital natives. Basics Books. New York

Reflection over module

When teaching in primary school it is important to motivate and encourage children to learn. One resource that will help you make your teaching relevant for the children and thereby encourage and motivate pupils would be popular culture. When they are at home popular culture has a huge impact on their learning (Arthur, 2005). So why not support that and bring something with meaning to the children into the classroom.

The role of technology also needs a larger place in the teaching, but a lot of schools still don’t have the economy to support that role. The school where I do school practice just bought 10 IPads this year. And if you look at the statement from Steven Higgins report upon the use of technologies:

‘Technology can be as powerful as a short but focused intervention to improve learning,

particularly when there is regular and frequent use.’ (The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation, 2012)

This is difficult to do with ten IPads and 370 pupils. The use of technologies must be well planned by the teachers so this frequently use can be made across the Years and be beneficial for all pupils.

This module supported great programs on computers and apps on IPads which can be used in future teaching in literacy. What is important is that:     

‘technology is best used as a supplement to normal teaching

rather than as a replacement for it.’ (The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation, 2012)

This can for example include making a multi modal book using Power Point or Book Creator and practice literacy.

When you are using technology in the classroom you need to know rules for copyrights and internet safety. This could be an event where you include the parents as they have a responsibility as well especially about the internet safety and the parents are not digital natives like the children (Palfrey & Gasser, 2008) so here is a job to be done.

Using comedy books and graphic novels within the classroom can be a great support of reading skills. When year 2 pupils where asked what their favorite reading was, histories was their first answer and comics the second answer (Marsh & Millard, 2001). That is why they need a role in literacy. It is important to the children to introduce what a graphic novel or comic book is. (Stafford, 2009) They need to know how to read it and in which order.

An example of an evaluation system to use while you are teaching could be a blog. Here you can upload all the products the class is producing and you can also use it as a diary about your learning. Parents can be invited so they can see what the children are working on. 

Bibliography  

Millard and Marsh (2001) 'Sending Minnie the Minx Home: comics and reading choices' Cambridge Journal of Education, 31:1, 25 - 38 (pdf)

Stafford, T (2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching Children’s Literature: Making stories work in the classroom Abingdon:Routledge (pdf)

Arthur, L. (2005) ‘Popular Culture: views of parents and educators’ in Marsh, J. (2005) Popular Culture, New Media and Digital Literacy in Early Childhood Oxon: RoutledgeFalmer (pdf on LN)

Palfrey, J. & Gasser, U. (2008) Born Digital: Understanding The First Generation of Digital Natives New   York: Basic Books (Introduction p. 1 – 15) (pdf on LN) 

2012, Durham University. (The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation) [pdf] Durham: Durham University. Available at  http://learn2.winchester.ac.uk/pluginfile.php/286045/mod_resource/content/1/Higgins%20et%20al%20Impact%20of%20Digital%20Technology%20on%20Learning.pdf [Accessed 30 March 2014].

Shirley Warren Primary School

This Tuesday we went to Shirley Warren Primary School to do two lessons of our own planned teaching. we are doing two pages in a multi modal book about article 19 in the Children’s Rights about keeping children safe. We had made a plan before we went to school and started out presenting what we wanted them to learn today so that there was clear goals for them. If we had had the time we would have let them set their own personal goal as research shows that children are better motivated when they have impact on their own learning. (Department of Education and Early Childhood Development, 2013)

We chose to do an animation with them and had a little conversation about what it was. In the beginning they did not know what it was, but as we came up with examples they all knew animation films. We showed the children an animation that we made ourselves and then showed them how to do it. We saw examples of what could happen when you move the camera. Every child tried to write a letter and took pictures. The animation they made was writing article 19. On a white board letter by letter and taking still pictures so in the end it would look like a movie. The children did great on this task even though it was their very first time doing animation. Animation is supporting storytelling, visual communication and problem solving (Move Forward, 2013).

What was a problem with the project was the time frame, we and the teachers new that already. But unfortunately it did have impact on the structure of the teaching.

After finishing our lessons we sat down in a circle with the children and all had to say what the best thing from today was and most importantly why!

The interesting thing was that every child liked the animation session best. They were a bit troubled with explaining why but after some time they all agreed that it was because they have never tried it before and they liked learning new things. This is a great base I think. This lesson clearly brought joy and innovative learning for those children (Halsey, 2007) Those 5 year old children are motivated and are working engagingly with new things and that I think is promising for their future.

The children were extremely well behaved an easy to work with. To compare with a Danish kindergarten class this would be the same level. They would be much more ‘wild’ and it would be a hard job to get them to listen. I know we had a small group of only 5, but that did not change the fact that they were very well behaved.

Bibliography

Department of Education and Early Childhood Development (2013) Personal Learning Goals [Online] Available at http://www.education.vic.gov.au/school/teachers/support/pages/goals.aspx [Accessed 30 March 2014]

Move Forward (2013) Animation as a learning Tool [Online] Available at http://www.viauc.com/schools-faculties/faculty-of-education-and-social-studies/exchange-programmes/Pages/animation-as-a-learning-tool.aspx [Accessed 30 March 2014]

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 

Week 7 - Rethinking Literacy: Multimodal Texts

This blog post will critically reflect on the implications of teachers using multimodal texts in the primary classroom.  This blog will consider multimodal literacy; how processes of literacy (reading, writing, talking, listening and viewing) occur within and around new communication media (Pahl and Rowsell, 2005 and Walsh, 2010).

Walsh (2010) proposed that teachers need to prepare their pupils for the new literacy practices; it has become apparent that technology in education can be integrated with other curriculum subjects, other than ICT/Computing, to create seamless lessons that can engage and inspire the children able to use, develop ideas and express themselves at a level suitable for the future workplace and as active participants in a digital world (DfE, 2013).  There is argument that ‘a multimodal approach to learning starts from a theoretical position that treats all modes as equally significant for meaning and communication’ (Jewitt and Kress, 2003).

‘New literacies, whether intentionally or unintentionally impact literacy instruction in classrooms’ (Leu, Kinzer, Coiro, and Cammack, 2004: 1).  For many children in the primary classroom, technological advancements in their short lives has made it possible  for them to be able to use their imagination and creativity to combine print, visual and digital modes to create multimodal texts; that can be and should be applied in classroom writing.  As Edwards-Groves (2011) argues technologisation and globalisation have advanced the need for children to design, produce and present multimodal texts as representations of learning.  This has led to technology, innovation and creativity being viewed as important goals to develop through current educational agendas (DfE, 2013, Dickenson, 2010 and Lewis, 2005).

However, creativity and innovation in some classrooms can be restricted due to less confident teachers’ poor subject knowledge (Ofsted, 2011).  In these classrooms the new reality is that teachers’ personal familiarity, capacity and facility with technology determines what is taught and how it is taught.  Children’s opportunities to design and produce multimodal texts as representations of learning and activity, for example, are consequently bound and possibly restricted by this (Edwards-Groves, 2011).  Jewitt (2008) claims it is crucial how knowledge is represented; ‘making the form of representation integral to meaning and learning’ (Jewitt, 2008: 241).  Therefore it is essential for teachers to explore the ways in which representations in all modes that feature in the classroom so that they can better understand learning and teaching in the multimodal environment of the contemporary classroom.

As mentioned earlier, teachers who are beginning to work with multimodal texts often associate them with technology, and may be reluctant to engage with them if they lack confidence with ICT.  Teachers who begin to engage with multimodal texts and more sophisticated technologies will find that their concepts about literacy, definitions of literacy and their literacy-related pedagogies are challenged; which can be daunting (Antsy and Bull, 2010).   However, as with all outstanding teaching, if teachers are able to use practical and relevant contexts; use questioning to deepen understanding and effective use of peer and self-assessment is used to help structure their lessons (Ofsted, 2011); teachers can develop their pedagogy whilst incorporating multimodal texts with new communication media to ensure children receive top quality lessons.

As discussed, the government has placed an emphasis on learning with innovation and creativity

which can be achieved through the use of technology.  The use of multimodal texts within schools can represent a reflection of pupils’ own inherently multimodal and digital socialisation experiences.  Here we see teaching changing to reflect the changing world of digital literacy, encouraged by the government (DfE, 2013) to embed the use of technology and texts throughout the curriculum.

References

Antsy, M. and Bull, G. (2010) Helping teachers to explore multimodal texts. Curriculum and Leadership Journal, Vol. 8 (16) [online] http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,31522.html?issueID=12141 (accessed 15/03/2014)

BECTA. (2008). Harnessing Technology: Next generation learning 2008-14 [online] http://dera.ioe.ac.uk/8287/1/download.cfm%3FresID%3D37348 (accessed 15/03/2014)

DfE. (2013) The National Curriculum in England: Key stages 1 and 2 framework document. London: DfE

Dickenson, P. (2010) ‘Developments in English: Text2txt’ in Clarke, S. and Dickenson, P. (eds) Becoming an English teacher. London: Sage

Edwards-Groves, C. (2011) ‘The multimodal writing process: changing practices in contemporary classrooms’. Language and Education, Vol. 25 (1), pp. 49-64.

Jewitt, C. (2008) ‘Multimodality and Literacy in School Classrooms’.  Review of Research in Education, Vol. 32 (1), pp. 241-267

Jewitt, C. and Kress, G. (2003) Multimodal literacy. New York: Peter Lang.

Leu, D., Kinzer, C., Coiro, J., & Cammack, D. (2004). ‘Toward a theory of new literacies emerging from the Internet and other information and communication technologies’. Reading Online [online] http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/leu (accessed 15/03/2014)

Lewis, T. (2005) ‘Creativity – A framework for the design/problem solving discourse in technology education’. Journal of Technology Education, Vol. 17 (1), pp. 35–52

Ofsted. (2011) ICT in Schools 2008-2011

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

Walsh, M. (2010) ‘Multimodal Literacy’. Australian Journal of Language and Literacy, Vol. 33 (3), pp.211-239

Internet Safety

As today’s society progresses there is an increase in the uses of technology both at home and in schools. Although there are definitely benefits with using these different technologies in the classroom, there are indeed issues as well. The main being issues with E-safety, which is highlighted by Palmer (2006), Papadopoulos (2010) and Palfrey and Gasser (2008) who all demonstrate issues with children being exposed to inappropriate content on the internet. Therefore, as teachers it is vital to understand the importance of children’s E-safety and educate them accordingly. This idea is enhanced by Palfrey and Gasser (2008) who claim that the children of today are ‘digital natives’ as they are surrounded by and have access to technology from a young age as well as being confident in the use of these technologies.

The Byron Review (2008) illustrates that children need to be made explicitly aware of the dangers of the internet and ensure they develop the confidence and skills to surf the internet safely. This links to the idea of schools using programmes to restrict the sites children access on the internet.  Although Papadopoulos (2010) conveys the idea of this and demonstrates that it is the role of both teachers and parents to educate children and provide opportunities or children to ask questions about the things the witness and access, it is completely impossible to restrict and control everything children witness online and in the media. Nevertheless, Arthur (2004) argues that children can be exposed to inappropriate content inadvertently. In addition to this, Male and Burden (2013) claim that by restricting things children see at school through the use of different restriction programmes, can restrict learning experiences as well as limiting opportunities for children to ask questions about the content they have witnessed in a safe environment. In my opinion, I feel that schools need to use these restriction programmes, while still providing opportunities for children to ask questions and talk in a safe and supportive environment, as it is suggested by Palfrey and Gasser (2008) who develop this idea by claiming that there is a high risk of psychological harm for children, who are exposed to things they are not ready to witness. Nevertheless, the Byron Review (2008) states that children should be empowered to identify when content is inappropriate and make these decisions for themselves. Therefore it is essential that children are supported and educated in their internet surfing and understand how to be safe online.

There are many different organisations to support children’s understanding of E-safety and how to protect themselves online. The website Childnet International is an excellent website for supporting the teaching of E-safety for both teachers and parents. I found this website very useful as it provided many different resources which could be used within the classroom in many different ways. I particularly like the different scenarios resource, which really gets the children thinking. In addition to this, there is a more formal website known as the online protection centre called the ‘Child Exploitation and Online Protection Centre’ which not only provides information, about grooming, being safety on the internet, inappropriate content etc., for teachers and children about e-safety but also enables teachers and children to report issues with regard to their E-safety. 

In conclusion, it is the role of bot teachers and parents to educate children about being safe on the internet and to understand issues when surfing the net. Children need to be made aware that if they need to ask questions they can and that although they may not intentionally seek inappropriate content it is there. In an ideal world, we would be able to ensure children are only viewing content which is appropriate to them, however, is clear we cannot control and restrict everything children see, which is why teachers need to take the responsibility in educating children about this and the importance of their safety on the internet.

-          Arthur, L. (2004) Popular Culture, New Media and Digital Literacy in Modern Childhood Oxon: Routledge Falmer
-          http://www.childnet.com/resources/kia/ (Accessed: 21/03/2014)
-          DfES (2008) The Byron Review: E- Safety. DfES Publications: London.
-          Male, T. and Burden, K. (2013) ‘Access denied?  Twenty-first-century technology in schools’ Technology, Pedagogy and Education
-          Palfrey, J. and Gasser, U. (2008) Born Digital: understanding the first generation of digital natives. Basics Books. New York
-           Papadopoulos , L. (2010) Sexualisation of Young People Review Home Office (Executive Summary – link on LN)http://webarchive.nationalarchives.gov.uk/20100418065544/http://homeoffice.gov.uk/documents/Sexualisation-young-people2835.pdf?view=Binary -          Palmer, S. (2006) Toxic Childhood: How the Modern World is Damaging Our Children and What We Can Do About It London: Orien 

A Visit to Shirley Warren 2

In my opinion, I found this week’s visit to Shirley Warren really useful for my own teaching practice as it enabled me to really think about different ways to incorporate the use of technology in the classroom and using different technologies with younger children.

Initially, from the discussions during last week’s visit, I was under the impression that the children use the different technologies during most of their lessons and would be well equip to carry out the task. On the other hand, I was a bit concerned when I realised the children we would be working with would be in Year One, as I felt they would be too young to use these different technologies appropriately. Therefore, I felt that, although this task would be challenging, I wouldn’t know how challenging until I met the children. I was pleasantly surprised when I met the children and during the task as they seemed very confident in using the apps and we comfortable in using the iPads and recording. Dean (2010) demonstrates this by conveying that the society children live in today is surrounded by technology that they need to develop these skills at school in order to function in their future society. In addition to this, the task of creating a talking book engaged the children thoroughly as they all had lots of ideas and were able to access their learning. For example, instead of writing sentences children are able to record themselves speaking, therefore, the children who have difficulty writing are able to take an active role in their education. This is conveyed by Evans (2004) who highlights the importance of supporting children in their learning this way in order to develop a positive attitude towards their education.  

There are a few concerns that I do have from this visit and working with the children. I found that although the children had lots of ideas, we were unable to incorporate many of them due to time limitations. This relates to my other concern, that although we had clear learning goals for the children, there wasn’t enough time to ensure that they all made progress and to actually assess the learning which had taken place. In addition to this, although the children were confident in using the apps, there were times when they needed help and extra support or only had a vague knowledge of what they were doing. Therefore, in order to combat this, assuming I had more time, I would ensure that the children had lessons beforehand to practice and develop their skills to move their learning forward and enhance their confidence.

Overall, I learnt that the children were confident in using the different apps and were thoroughly engaged in the learning process. I feel that I would definitely use this type of task and these different technologies in the classroom. However, I would ensure that the children have had some lessons beforehand to practice and develop their ideas.

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

-          Evans, J. (2004) Literacy moves on: Using popular culture, new technologies and critical literacy in the primary classroom. David Fulton Publishing LTD.

A visit to Shirley Warren 1

From our visit to Shirley Warren Primary school, it is clear to see that they provide a wide range of opportunities which promote and engage children in the different technologies available to them. In my opinion, this is a very important part of children’s education today as technology is seen as a vital part of everyday life. This idea is demonstrated by Arthur (2004) who claims that children are inspired by technology, which greatly impacts on their learning as children relate their learning to the technologies they use at home, such as iPads, computers, radios etc.. This is then further by Dean (2010) who conveys the importance of children using and understanding new technologies in school in order to function in and remain an active member of society.

From my own experience in schools, Shirley Warren has many facilities, such as their radio station/wii station etc., which are not available in other schools. Nevertheless, I believe that the way they are teaching and the push for the use of the different technologies available to children is a positive one, which is highlighted by Dean (2010). Although Palmer (2006) illustrates issues with the increased use of technologies in the classroom, I believe that the use of these technologies is definitely a step in the right direction, as it is the way society is moving forward. In addition to this, I have also observed all children being thoroughly engaged in their learning and taking an active role in their education through the use of technologies, such as iPads during Literacy and Numeracy lessons. Evans (2004) demonstrates this by arguing how all children are able to access the curriculum and their learning through technology as it is not seen as work.

The different apps we were introduced to were very useful and have given me a good background knowledge for not only my own classroom practice but for using them with the children next week. I also feel that the task the children have been set is very relevant and is a great way of tying literacy and technology together. All in all, I feel very enthusiastic and confident about using the apps with the children next week.

-          Arthur, L. (2004) Popular Culture, New Media and Digital Literacy in Modern Childhood Oxon: Routledge Falmer

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

-          Evans, J. (2004) Literacy moves on: Using popular culture, new technologies and critical literacy in the primary classroom. David Fulton Publishing LTD.

-          Palmer, S. (2006) Toxic Childhood: How the Modern World is Damaging Our Children and What We Can Do About It London: Orien 

Week 6 - Why should teachers care about digital literacy and childhood in the digital age?

For this blog task I am discussing my own thoughts in view of the seminars given so far and my own experiences and observations; whilst specifically drawing on the introduction from Palfrey and Gasser (2008) Born Digital: Understanding The First Generation of Digital Natives in responding to the following question ‘Why should teachers care about digital literacy and childhood in the digital age?’.


As a ‘Digital Native’, defined by Palfrey and Gasser as someone born after 1980 (2008: 1), I have been exposed to a world that has become increasingly saturated with digital technology in both social and academic aspects.  From using Microsoft Encarta, a now defunct digital multimedia encyclopaedia (Encyclopaedia Britannica Online, online), to accessing research journals online; my own journey in accessing and seeking information has dramatically changed over the years.  Now we are living in a world where children need to be prepared in using digital technologies to achieve a successful adulthood; by developing digital literacy in young children, teachers can help children to access subject knowledge at a time when digital technologies are changing the way knowledge is created and communicated (FutureLab, 2010).


Digital Natives are living much of their lives online and do not distinguish between their online and offline personas; at the same time they are coming to solely depend upon this connected space when it comes to seeking and digesting information (Palfrey and Gasser, 2008).  It is this concept that Palfrey and Gasser are concerned with; that Digital Natives are in danger of over exposing themselves online in ways that could danger or embarrass them in the future.  By leaving ever increasing traces of themselves online their ideas of privacy and ethics are distorted and differ greatly as to those views held by their parents and grandparents (Palfrey and Gasser, 2008).  Palfrey and Gasser describe us as being at a crossroads, with two paths on offer, ‘one in which we destroy what is great about the Internet and about how young people use it, and one in which we make smart choices and head toward a bright future in a digital age’ (Palfrey and Gasser, 2008: 7).  It is how teachers and educators make connections and integrate how young people learn in informal settings and be able to transfer that to the formal setting of the classroom that can lead to a bright future in a digital age.


Teachers have their own concerns regarding the digital environment in which most children spend an increasing amount of time and they have their own concerns with digital literacy in education within their classroom.  There are concerns with not only their own capabilities, or lack of, which may hinder the quality of lessons but also if the pedagogy of our education system is able to keep up with the on-going changes in the digital landscape (Palfrey and Gasser, 2008).  Therefore, teachers need opportunities to explore and should be allowed to discover digital literacies for themselves in order to build the required confidence to use them in the classroom (Dean, 2010; Marsh, Brooks, Hughes, Ritchie, Roberts and Wright, 2005).


From the research into digital literacy it is agreed that young people need to learn digital literacy (Dean, 2010, Marsh et al., 2005, Palfrey and Gasser, 2008) and by using these new digital literacies in the classroom it can allow them to take more control of their learning process (BECTA, 2006; 2007).  Although there is and always will be a ‘lag time’ (Carrington and Robinson, 2009: 166) between the emergence of new digital technologies and their implementation in the classroom; teachers need to engage meaningfully with these new mainstream forms of textual practice.  If teachers are able to engage with the emergence of new digital technologies and digital literacy effectively in contemporary classrooms, by being capable of adapting the learning to the technology being used, this aids the process of preparing the teachers to become expert learners and users (Carrington and Robinson, 2009).  Here we would be seeing teachers immersed in digital environments and this could lead to new pedagogical techniques that would unlock the potential of digital affordances in the classroom.


References


BECTA (2006) Emerging Technologies for Learning: Volume 1. [online] http://dera.ioe.ac.uk/1501/1/becta_2006_emergingtechnologies_vol1_report.pdf (accessed 24/03/2014)


BECTA (2007) Emerging Technologies for Learning: Volume 2. [online] http://dera.ioe.ac.uk/1502/2/becta_2007_emergingtechnologies_vol2_report.pdf (accessed 24/03/2014)


Carrington, V. and Robinson, M. (2009) Digital literacies: social learning and classroom practices. London: Sage


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


Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S. and Wright, K (2005) Digital Beginnings: Young Children’s Use of Popular Culture, Media and New technologies


Encyclopædia Britannica Online (online) Encarta [online] http://www.britannica.com/EBchecked/topic/186436/Encarta (accessed 25/03/2014)


FutureLab (2010) Digital Literacy Across the Curriculum [online] http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf (accessed 25/03/2014)


Palfrey, J. and Gasser, U. (2008) Born Digital: Understanding The First Generation of Digital Natives. New York: Basic Books

Shirley Warren Week 2

After working with children in school, share your observations and reflections. What surprises you? What were the challenges and how might you overcome these? What have you learnt? Make links to relevant readings.

Working with the children in school was challenging but rewarding. My initial surprise was how co-operative and eager the children were, considering this was the first time we had met. I was aware that it may be difficult to work well with the children because we do not have a professional relationship however, my wariness was immediately removed once we started working together. The children wanted to please us and would answer our questions with a eagerness to learn.

The biggest challenge I faced was handing over the responsibility to the children to produce and design the double page spread for the book. Before we arrived, I had a set idea of how I wanted it to look so it was challenging to teach the children the skills and allow them to do the work. I knew that simply doing the work for the children may accomplish the short term goal to create a double page spread, however OECD (2008) argue that by completing the work for the children will not aid them in the long run when they have to repeat the taught skill but cannot remember how to do it because the teacher did it for them the previous time. Therefore, I wanted to teach the skill and give the children a opportunity to practise the skill. I was pleasantly supposed at the fantastic ideas the children had and the pages looked better than I could have imagined. To overcome this, next time I will not have such a set idea in mind but more of an outline so the children can create their own work with the skills I've taught them. 

Another challenge was teaching children about the rights we were learning about. Our right was "the government should protect children from work that is dangerous or might hurt their health or their education". The children were only in year 1 so it was challenging to explain what the right meant and how it affected them. After explaining some of the words, such as government and dangerous, the children eventually understood what we were going to be learning about. By the end of the session, the children could successfully explain their right to another children so we all had a sense of achievement. However, to overcome this type of problem next time I would think ahead and produce a child friendly sheet with images that explain the right in a simple but effective way. 

I learnt that the children were more knowledgable with using an ipad than I previously thought. I'm aware that the children would have used an ipad before but they knew about many of the apps we were using, such as 'tellsgami, and 'explain everything', as they had watched their teacher using it. When we first visited the school, the teacher explained that children were allowed the play and learn about the iPads from a young age and Beauchamp (2012) suggests that play can form a secure basis for learning and technology aids the depth and effectiveness of play. As the children already had a basis knowledge, it created opportunities for a deeper level of learning as we could teach the children more complex skills. 

Bibliography

Beauchamp, G (2012) ICT in the Primary School, From Pedagogy to Practise. Essex: Pearsons Education Ltd

OECD (2008) Innovating to Learn, Learning to Innovate. United Kingdom: OECD Publishing

Children and Advertising

Being a person who regularly watches television, I am aware of the amount of time is taken up by ad breaks. It is also important to mention the amount of time children are watching television along with the range of media that is abundantly accessible today. Ofcom (2012: 3) results found that 5-15 year olds in the UK averaged that out of all regularly used media they would miss television the most if it was taken away. Further results found that concern about content on the television has dropped since 2011 among parents in England, Wales and Northern Ireland (Ofcom, 2012: 3). These results, along with the fast moving pace of the digital age, raises concerns about how television is affecting our children, particularly advertisements that parents and adults may not be aware of.

Lüsted (2009) talks about the changes in marketing, from the time parents and adults were targeted consumers to the shift towards the marketing scheme of ‘pester power’. Moreover he suggests that ‘pester power’ has evolved into a situation where children play a large role on the spending that takes place in each household, including: clothes, toys, food and an increasing spend on technology. Present day provides an additional marketing category targeted at today’s ‘savvy consumer culture’, children and teenagers who are growing up overloaded with advertisements (Lüsted, 2009: 28).

Gunter, Oates and Blade (2005) argue that television is the main source of children’s advertising. Subsequently, the growing children’s advertising market along with the increasing access children are having to televisions and additional digital devices, highlights a potential concern; the two jointly functioning to successfully target children. Kapur (1999) argues that the development of children as a market section is due to the capitalism after World War II, which has seen the transformation of children seen as innocents in need of protection to children who are thinking consumers.

Gunter et al (2005) present questions towards the rising worry if children do need protecting from advertisements or not. For example, toy advertisements, which may seem relevantly harmless, can be presented in an unrealistic or inaccurate way as well as exaggerated claims about the properties of the toys (Gunter et al, 2005: 6). Corresponding to Kapoor (2003) who suggests that TV advertisements can bring shifts in children’s beliefs. Allowing children to believe in a false reality, is playing on children’s vulnerability and to most people would be labelled as a scam.

A range of strategies are used during advertisements to entice children to take notice: humour, music, repetition and special effects are to name a few. Kapoor (2003) specifically highlights the use of celebrities, cartoon characters, kids, mothers, doctors, teachers and sport stars in TV advertisements and the unfair advantage towards young viewers, as they can lead children to believe in the endorsed product qualities which may not be accurate. Thus linking to the concerns emphasized by Gunter et al (2005) and children’s vulnerability.

Our role as teachers and implications for my own practice would be to provide children with the awareness of advertising purposes. Giving children an independence to create their own decisions but with practical knowledge and understanding. Keeping in mind that on the other hand audiences have the ability to resist, negotiate or are co-opted by mass culture, bought to light by cultural studies (Kapur, 1999: 122). In addition to the new National Curriculum supporting the study and understanding of writing for a range of contexts, purposes and audiences (DfE, 2013).

DfE (2013) The National Curriculum in England 2014 [online] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/244223/PRIMARY_national_curriculum3.pdf (Accessed 15th February 2014)

Gunter, B. Oates, C. & Blades, M. (2005) Advertising to Children on TV New Jersey: Lawrence Erlbaum Associates

Kapoor, N. (2003) Television Advertisements and Consumer Response: Children Buying Behaviour New Delhi: Mittal Publications

Kapur, J. (1999) ‘Television and the Transformation of Childhood in Late Capitalism’ ’ In: Kinder, M. (ed) (1999) Kids’ Media Culture London: Duke University Press

Lüsted, M. (2009) Advertising to Children Minnesota: ABDO Publishing Company

Ofcom (2012) Children and Parents: Media use and attitudes in the nations [online] http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/2012-Metrics-Bulletin/2012-Metrics-Bulletin.pdf (Accessed  15th February 2014)

Shirley Warren Week 1

During our first visit to Shirley Warren we were introduced to a range of apps which were going to be available to use during group work, with the children, the following week. It is fair to note that compared to my previous experiences in schools, Shirley Warren was without doubt the best equipped for technology. This became apparent during Tom’s (teacher and head of ICT department) enthusiasm and the school’s past achievements that were presented. Additionally, throughout the tour of the school the range of resources were in abundance including, a radio station, a large computer suite and ipads. It was also noticeable to see resources being used during the lessons i.e. interactive whiteboards. Demonstrating that not only does the school provide a fantastic range of resources but its pupils are actually encouraged to use them! I have previously experienced schools which have new technology but they lie unused because of concerns over children using them completely independently because of the worry of breaking or tarnishing it.

As a result it was clear to identify the schools passion and faith in using new technology and media to support their pupils learning. The school use’s the resources to not only improve the learning but to increase attendance e.g. pupils with low attendance can become a dj for a day thus encouraging them to not only attend school but to look forward to it. Rather squashing Palmers (2006) assertion that new technology and media provides a toxic childhood.

Moreover the school are connecting with their pupil’s home life and considering the large percentage of pupils who may have access to a range of technology at home and is part of their everyday lives. As Arthur (2004) points out, links between school and home life experiences can have an positive impact on a child’ s learning; especially when there is a mutual understanding of popular culture.

According to Palfrey and Gasser (2008) I am within the category of being labelled as a digital native, working alongside much younger digital natives. However, I did not feel as comfortable with all of the apps as I had expected. I found that the vast amount of different apps alone challenged my initial confidence and highlighted the amount that I do not know and will need to better prepare myself before next week.

Although, inspired by Palfrey and Gassers and me being labelled as a digital native, I assume that my confidence when using the apps will be at a higher level compared to the children’s. In addition to my extra years of experience and knowledge using different media and technology.

I am interested on what next week will bring and whether my preconceptions will change. It will also provide me with an opportunity to answer some unanswered questions: How comfortable are five year olds with a complicated piece of technology, such as an ipad? Will the children’s confidence and knowledge surpass my own? Finally, how immediate will the children’s reactions and knowledge present itself? Will we have enough time to complete the set task?

Arthur, L. (2004) Popular Culture, New Media and Digital Literacy in Modern Childhood Oxon: Routledge Falmer

Palfrey, J. and Gasser, U. (2008) Born Digital: Understanding the First Generation of Digital Natives Basic Books: New York

 

Palmer, S. (2006) Toxic Childhood: How the Modern World is Damaging Our Children and What We Can Do About It London: Orien  

Toxic Childhood

A range of fears and concerns are brought to light in this chapter, written by Palmer (2006). Its title, ‘Toxic Childhood’ automatically conveys the attitudes towards the modern world and more specifically the development of technology within children’s everyday lives.

The chapter highlights the responsibility adults have from protecting children from the harmful possibilities technology can expose, including teachers. Palmer (2006) argues adults gain pleasure from living in the electronic village due to the rise of entertainment and interest compared to the past without technology.  The ‘electronic village’ created by new electronic independence recreating the world into the image of a global village (McLuhan, 2011:327). This reveals a divide between the attitudes towards technology between adults and children and therefore teachers and pupils. Corresponding to, Palfrey and Gasser (2008) labelling children who are born in the digital age as ‘digital natives’ in contrast to adults catching up with these digital natives as ‘digital immigrants’. Therefore it is important for teachers to have the capability to bridge that gap in order to educate children, along with technology, to create meaningful learning experiences.

Teachers creating productive learning experiences, using new technology, with an audience of digital natives can be difficult and from my personal experience quite daunting. Vrasidas and Glass (2005) argue this is due to a lack of pedagogical knowledge therefore teachers often fail to take advantage of what technology offers. On the other hand, Futurelab (2010) suggests that children’s awareness and experience using different technologies can actually be misleading. For that reason, teachers should not lose confidence when using technology within a lesson but instead embrace it. An implication for my own practice would to be to take risks and use a range of digital resources in order to collaborate myself and my pupil’s knowledge.

Additionally, Palmer (2006) argues today’s electronic village is exposing children to ‘a escalation of violence, antisocial behaviour and sleazy sex' which in turn is having a derogatory impact on children’s learning and behaviour. Palmer (2006) argues further that parents need the support of other authorities in the global village to protect children from the horrors of the media. Teachers are trained professionals to guide and educate children  for what is best for the individual thus the prospective role to support parents regarding this issue is obvious. Futurelab (2009) acknowledges the differing views concerning the affects technology and new media are having on today’s children. Unlike Pamler (2006) who describes it as permitting children to live in a ‘mental warzone’, Futurelab (2009) raise’s the potential invaluable skills which can then be applied to friendships, sociality and even future employability.

Vrasidas and Glass (2005) summarize by suggesting a sense of urgent attention, understanding and work is needed for the successful use of ICT in schools. In other words, by teachers using ICT during lessons, with a good sense of understanding, can benefit children to become digitally literate. Children who are digitally literate are  more able to have social and cultural awareness, work creatively and collaboratively as well as staying safe and communicating safely; skills which can be applied to all digital technologies in all areas of life (Futurelab, 2010: 19).Being more aware of the potential skills children can gain from learning with new technology and media, along with the fast moving market, provides me with the courage and stipulation to explore and teach using a wide range of technology in my future practice.

 

Futurelab (2009) Curriculum and Teaching Innovation: Transforming Classroom Practice and Personalisation [pdf] Bristol: Becta

Futurelab (2010) Digital Literacy Across the Curriculum [pdf] Bristol: Becta

McLuhan, M. (2011) The Gutenburg Galaxy, rev. ed. London: University of Toronto Press

Palfrey, J. and Gasser, U. (2008) Born Digital: Understanding the First Generation of Digital Natives Basic Books: New York

Palmer, S. (2006) Toxic Childhood: How the Modern World is Damaging Our Children and What We Can Do About It London: Orien -Chapter 9

Vrasidas, C. And Glass, G. (ed.) (2005) Preparing Teachers to Teach with Technology USA: Information Age Publishing Inc

(page numbers not provided on handout)