Harnessing new technologies
In
recent years, there has been a rapid emergence of new digital technologies
‘which have offered up the possibility of extending and deepening classroom
learning’ (John & Sutherland 2005 as cited in Beauchamp 2012: 1). It is
suggested that ‘as educators, we have no choice about inhabiting this
technological environment, [as] it is very much with us and is highly unlikely
to go away’ (Rudd & Tyldesly 2006: 1). Abbott (2002) states ‘we have moved
from a simplistic view that books and computers are in opposition, and we now recognize that using ICT to read and write is part of being literate’ (Abbott
2002: 4). The emergence of digital literacy enables children to develop skills,
knowledge and understanding whilst engaging with new digital technologies
(Futurelab 2010). Although digital technologies are developing, and ‘some
teachers feel that their own functional skills are not as developed as their
students’, (Futurelab 2010: 22) Merchant (2009) found that introducing them
into the classroom is encouraged by both policy-makers and educators. As
practitioners, including digital literacy in the classroom comes with strengths
and limitations. With pupils growing up in a technology driven world, they can
bring their pre-existing knowledge and apply it digital literacy (Futurelab
2010: 24), potentially enhancing their understanding within the curricular
subject. However, the use of digital technologies is under scrutiny due to the
safety issues surrounding it. If as teachers we are to use digital technologies
to introduce digital literacy, it is of high importance to make the links to
e-safety explicit to children (Futurelab 2010). Reflecting on the use of new
technologies such as Jigsawzone and Tagxedo, the use of digital literacy is a
new and creative means of teaching children, fostering their creativity in a
way that pupils enjoy and commit to (DfES/QCA 1999: 3). As future practitioners
have been at school, the advances in technology have meant that literacy Is not
same, and we should endeavor to facilitate children with current technologies
as ‘the literacy of yesterday, is not the literacy of today, and will not be
the literacy of tomorrow’ (Leu 2000 as cited in Halsey 2007: 104).
Bibliography
Abbott,
C. (2002) ‘ICT & Literacy Teaching’ Reading:
National Centre for Language and Literacy
Beauchamp,
G. (2012) ‘ICT in the Primary School: From
Pedagogy to Practice’ Essex: Pearson Education Limited
DfES/QCA.
(1999) ‘The National Curriculum: Handbook
for Teachers in England’ London: DfES/QCA
Futurelab (2010) Digital Literacy Across the Curriculum:
Digital Literacy in Practice [online]http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf (Accessed 11/2/13)
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) pp99-107
Rudd,
A. & Tyldesley, A. (2006) ‘Literacy and ICT in the Primary School: A Creative Approach to English’ London:
David Fulton
Wyse,
D. & Jones, R. (2008) (2nd Ed) ‘Teaching English, Language & Literacy’ Abingdon: Routledge
I agree with the use of new technologies and that they will be of benefit to children as they are inspiring and children often have an understanding of how they could use things such as speech clouds. If they know and understand how it connects to literacy then it is good for their progression and once again as a motivational tool to scaffold literacy links
ReplyDeleteI agree with the importance of moving with the times and keeping our teaching within literacy fresh and exciting for our learners. If we do this, then we are enabling our children to become excited about learning and motivated to explore literacy, and other subjects, in a new way. I understand the importance of online safety and agree that this is an issue that needs to be addressed early on to ensure that the children can learn in a way that they and us as teachers feel comfortable and confident.
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