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

The first visit to the local Primary School was a thoroughly enjoyable, insightful experience.  I have not witnessed much enthusiasm around the use of technology and media in my previous school experiences, therefore seeing this in the school was delightful.  From the outset, the ICT co-ordinator expressed passion regarding his specialist subject which shone through, immediately engaging me.  Therefore, I can only assume that the children would feel the same way.  It is important to note, therefore, that enthusiastic teachers are essential for productivity.  I was immediately surprised at the vast amount of technology and media resources the school possesses, in particular the professional radio station.  It is evident that ICT is a key component of the school day as its integration into the curriculum was highlighted.  It interested me how the radio station was used to its full potential by working towards reducing the amount of children being late to school, as children cherish this opportunity.

There was a large amount of IPads already present within the school which shows how technologically advanced the school already is.  The world is quickly changing technologically and we need to equip children with the specified skills to be digital citizens in the future.  Male and Burden (2013) emphasize that personal digital devices can challenge traditional pedagogy.  As schools are beginning to introduce the IPad, children will have access to the internet.  This raises safety issues, but also the authority and expertise of the teacher may be undermined as children are gaining more ownership (Burden et al, 2012 in Male and Burden, 2013).  Therefore, teachers should find an appropriate balance towards children’s freedom within learning and teacher facilitation.  Additionally, it was noted by a head teacher speaking in Male and Burden (2013:9) that “corporate systems that lock everything down” can obstruct learning opportunities.  Such devices in school can offer fantastic learning resources, but this may be a challenge that I have to face in the future.

Having trialled some of the apps on the IPad, ready for use with the children next week, I feel a little nervous as this is the first time I have used the majority, apart from ‘Book Creator’ which we used in a university seminar.  However, I am looking forward to creating a ‘Talk Book’ with the children as it will be a challenging, yet worthwhile experience.  This will include various media sources, including video, animation and Tellagami.  As is mentioned by Brook (2010:117), “lack of skills, time a money” are issues that are most likely to prevent teachers from making films and using creative media in the classroom.  Nevertheless, I am aware that the children are familiar with the use of an IPad and the apps, therefore I will make use of these connections next week and make it a joint learning experience. 

Another challenge will be the amount of time we have available as it is only a short session.  Some of this time will be used getting to know the children as it will be the first time in which we meet.  I believe that it is important to build a professional relationship with children in order to gain the most out of a learning experience.

A question that arises for me as a result of today’s visit is how the children will react to my group’s ideas for the article we have chosen.  I believe that the children’s ideas should be fully integrated into the project.  However, due to the time available we have already created a basic plan.  Moreover, I am curious to see if the children are familiar with the specific apps we would like to use within the project.

Bibliography

Brook, T. (2010) ‘Digital Glue: Creative Media in the Classroom’ in Bazelgette, C. (Ed) Teaching Media in Primary Schools. London: Sage

Male, T. and Burden, K. (2013) ‘Access denied?  Twenty-first-century technology in schools’ Technology, Pedagogy and Education