Module Reflection

During this module I feel I have learnt invaluable skills for my future practice. I feel my confidence has increased when using new technology and digital devices as well as a better knowledge of devices and programmes that can benefit children’s learning.

There is such an importance to feeling confident and willing to use technology (as a teacher) in the classroom due to our fast paced society. Dean (2009: 56) reiterates this by suggesting it is essential for teachers to use a range of media to support literacy, ‘as it is necessary in this modern world to be equally fluent in the multiple forms of language which through society communicates with itself’. Furthermore the new National Curriculum supports the education provided through the subject computing, to ensure pupils become digitally literate ‘as active participants in a digital world’ (DfE, 2013: 178). Skills developed from digital literacy are invaluable as they can be applied to all areas of life including, the ability to creatively engage in particular social practices, social identities and to form or maintain social relationships (Jones and Hafner, 2012: 12). Therefore, implications for my future practice result in the inclusion of digital devices and technology to develop individual’s skills which are essential in the world children are growing up in.

Despite the range of support for the use of technology in the classroom, there are certain views which are against this and highlight the potential dangers the internet and being online can expose. Palmer (2006) argues that by children being allowed to access new media and technologies is authorizing them to live in a mental warzone, consisting of violence and antisocial behaviour which can impact negatively on children’s learning and behaviour.

Views  such as Palmers have increased my awareness of potential harmful dangers. However I feel that this just adds to my understanding and confidence, leading me to be able to educate individuals to protect themselves online and use technology as a productive resource. It is undeniable that devices such as Nintendo’s, wii’s, laptops or tablets take up a major bulk of children’s present popular culture. The benefits of using popular culture, media and/or new technologies in the literacy curriculum can have a positive effect on the motivation and engagement of children in learning; practitioners report that it has a positive impact on children’s progress in speaking and listening and literacy (Marsh, Brooks, Hughes, Ritchie, Roberts & Wright 2005 :6).

Further, Frey and Fisher (2008:1) suggest visual literacies (identified through new media and technologies) enable learners to make connections, determine importance, synthesize information, evaluate and critique; a basis for a more complete understanding. The amount of literature to support the use of new media, technology and popular culture in schools lead me to believe and trust the benefits they can have on children's learning. Particularly the modern day child or as Palfrey and Gasser would suggest 'digital natives' (Palfrey and Gasser, 2008).

To conclude, this module has provided me with practical benefits as well as feeling I can link and support the benefits with literature. The visits to Shirley Warren has had a positive impact on my thoughts and ideas towards digital literacies as well as providing implications for my own practice. I am certain it has provided a long term impact on my attitude and outlook of using technology across all subject areas and year groups. Therefore allowing me to be the best teacher I can be through using cross curricular links between ICT and Literacy to ultimately, enthuse, engage and excite my pupils.

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

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 1st April 2014)

Frey, N.E. & Fisher, D.B. (2008) Teaching Visual Literacy London: Sage

Jones, R.H. & Hafner, C.A. (2012) Understanding Digital Literacies: A Practical Introduction Abingdon: Routledge

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 Literacy Research Centre: The University of Sheffield

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