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