Blog 9: Module Reflection

At the beginning of this module I was very doubtful over my own ICT abilities which made me apprehensive about using new technologies in my future practice with my own class. I put this down to inexperience and lack to interaction with a range of different technologies, as I felt that I only had limited basic skills. The children who we will go on to teach are classed as digital natives (Palfrey and Gasser, 2008) and have been born into a world where technology is established and flourishing, and will therefore have an automatic feeling of ease and confidence when using technology as they have never known a world without it. Although I was born into an era where I would be classed as a fellow digital native, I feel that I am more a digital immigrant as technology is changing rapidly and constantly and so I am having to keep up and adapt my own teaching and learning to incorporate these into my practice in order to meet the needs of a new generation.

The visits to Shirley Warren School have demonstrated how important it is to keep up with the times and to take advantage of technology and digital literacies, as they have been found to be a great way to enthuse, motivate and inspire children and make learning ‘more engaging for children’ (Merchant, 2007). The fact that these new technologies can be so adult and child-friendly has made me feel more at ease with using them with children as there are so many benefits to be gained, by both the children and by us as new teachers.

After reflecting upon the module and my experience, I feel that an implication for my practice would be to not fear technology. FutureLab (2010) noted how teachers need to remove the mystique that surrounds the use of technology in order to overcome their fear of using it. I feel that, after experiencing new technologies first hand and having the opportunity to use them with children I will no longer feel apprehensive about using new technologies and will instead embrace them and incorporate them with confidence in my teaching.

Futurelab (2010) Digital Literacy Across the Curriculum: Digital Literacy in Practice [online] http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf [Accessed 12.02.13]

Merchant, G. (2007) ‘Writing the future in the digital age’ Literacy 41 (3) pp.118-128

Palfrey, J. & Gasser, U. (2008) Born Digital: Understanding The First Generation of Digital Natives.New York: Basic Books (Introduction pp. 1-15)

Module Reflection

Prior to starting this module I considered myself a digital native (Palfrey and Gasser; 2008) as I have grown up with technology, therefore, I feel comfortable using computers and different kinds of software. However, this module has enlightened me to the amount of multi-modal resources that are still available to use within the classroom, for example, comics and graphic novels.

The visit to Shirley Warren Primary School was extremely beneficial in demonstrating the potential that different types of techology and media have to offer. Being able to practice using the software myself and with the children definitley allowed my confidence in using and teaching it to grow, which, according to Jones and Hafner (2012), is an area school's must take notice of. The experience also demonstrated how simple certain tasks can be, for example, animation.

The main implication for my future practice is that I, and the children, are aware of how much technology and media is available and how I can incorporate it into lessons. According to Lambirth (2003), teachers today are not aware of the variety and value technology and media can hold within the classroom. The value of using technology was highlighted in the trip to Shirley Warren as a way of motivating and engaging children, particuarly those who may find putting thier thoughts into words difficult. I am excited to continue my practice and try to incorporate technology into lessons, encouraging children's confidence in using it as I go.

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

Lambirth, A. (2003) "They Get Enough of That at Home" Understanding Aversion to Popular Culture in Schools. Reading 37 (1) pp.9 -13

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

Reflection on the module and implications for the future

"Excited". This was the word I used to sum up the module at Shirley Warren last week. The module has made me want to use new technologies and media within school. Prior to the module, although I was willing to use technologies within school, I was aprehensive about using certain material such as comics and graphic novels in the classroom, due to some of the content and my own engagement and lack of enthusiasm towards them. However, the module has challenged my thinking, and allowed me to see the benefits of harnessing such texts into the classroom.  It has allowed me to see that children will not only seek enjoyment out of such texts but  recognise that using such texts with children enables them to write in new formats developing new skills (Stafford 2009).

The module has also allowed me to learn new skills with new technologies. At the start of the module, I held the view that the use of powerpoint was very limiting and there was not much else it could lend itself to. However, as a result of the practical sessions, I was able to see that such programmes allow children to acquire new skills to create an array of things (Futurelab, 2010). The introduction of other Web 2.0 technologies that can assist learning in the classroom, such as Tagxedo and wordle have also raised questiones for me as to how far they can enable, motivate and possibly improve literacy in the classroom, which I aim to find out through my dissertation.

With everything we have learnt across the module my thinking has been challenged and thoughts and opinions have changed, and I now have a better understanding of technologies that can be used and the full potential of them this was reinforced by Tom at Shirley Warren. An implication for my furture practice is enabling children the oppotunities to enjoy and engage with the technologies they are growing up with in an environment that is safe and approved by adults (Lambirth 2003).

 

Futurelab. (2010) 'Digital Literacy Across the Curriculum: Digital Literacy in Practice [online] http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf (Accessed 14/3/13)

Lambirth, A. (2003) ‘“They get enough of that at home”: Understanding Aversion to Popular Culture in Schools’ in Literacy & Learning 37 (1) pp.9-13

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

Blog 9: Module reflection

Prior to this module, I was apprehensive about using technology in the classroom as I had only ever experienced IT being used for typing up work and creating PowerPoint presentations.  I was not confident in using it in the classroom, which is quite common of the teachers of this generation, possibly because we are 'digital immigrants' in children's technological world (Prensky, 2001). 

After having visited Shirley Warren School I was able to see the potential benefits of technology and media being put into practice, and using this myself enabled my confidence in teaching it to grow.  Improving teachers' confidence is important as 'digital technologies have become embedded in popular culture' which is something we cannot ignore (Futurelab, 2010:7), particularly as children would be placed at a disadvantage upon leaving school if they do not know how to access this (Dean, 2010).

One of the implications for my future practice is that I should ensure that children know that I value multimodal texts and technology, as well as developing my own confidence in using it.  The potential for technology was evident in the media that children produced at Shirley Warren, particularly for children who find writing difficult.  This provides them with an alternative method of recording as well as an exciting mode and context.  I am eager to use technology in school, integrating it into the curriculum and supporting children in their development of digital literacy and confidence in using media and technology.

Reflecting on the Module

Lankshear and Knobel (2003) state that although new literacies are associated with technology, the way teachers use them is not always effective and can merely be copying work onto a computer. I have been guilty of this in my teaching practice because of a lack of knowledge and confidence in using computers and other equipment with children. I believe this is greatly due to the opinion that children are digital natives (Futurelab 2010) and have much more experience with these new media, therefore I would not be in control or aware of where the lesson could go.

The experiences of using technology we have had in this module have been the most apparent in helping me build my confidence in working with children. This is because I am now aware of how simple some programmes and devices can be when used correctly and the benefits they have. This was clear whilst at Shirley Warren because the children were continuously engaged in the activity and able to use the equipment easily.

This module has been extremely beneficial for my future practice and not only has it built my confidence in teaching about technology, but it has also made me more secure in approaching other teachers and using technology more frequently. I look forward to working with children and using some very exciting tools to enhance their knowledge.

Futurelab, (2010) Digital literacy across the curriculum [online] Bristol: Futurelab (accessed 19.03.2013) www.futurelab.org.uk

Lankshear, C. and Knobel, M. (2003) New Literacies: Changing Knowledge and Classroom Learning Buckingham: Open University Press

Reflections of module and implications for the future: blog 9

The DfES (Clarke, 2012, p. 2) states that 'what makes good primary education is the fusion of excellence and enjoyment'. Whilst in Shirley Warren school this was apparent, especially on the last visit where both children and the student teachers that had been involved within the digital literacy sessions. There was an electric atmosphere that we all encountered whilst watching the finished productions. The children and adults who had worked together each other were extremely proud of their productions.
Carrington and Robinson (2009) suggests that not only do children enjoy this style of education that multimodal technologies should be taught because it also scaffolds learning through a constructivist approach so is relevant for not only social skills, but also learning styles. Digital literacy can also help to 'characterize the lifeworlds' (p. 14) which children grow up in.

At the beginning of this module I felt like a lot of teachers do according to Ansley and Bull (2010) as I lacked the confidence and knowledge of multimodal literacies but within the ten weeks I feel embraced by the module and as a future teacher I will certainly implement some, if not all, off the areas in which we have learned. One of the oat important points I feel that I have learnt is that if I struggle with any of these concepts there are people who can help, and I must not be afraid to ask for help.

Ansley, M, Bull, G. (2010) 'Helping teachers to explore multimodal texts' Curriculum Leadership: Electronic Journal for Leaders in Education vol. 8 issue. 16 4 June 2010

DfES (2012) ' Excellence and Enjoyment, a Strategy for Primary Schools [Online] www.dfes.gov.uk/primary document (accessed 22. 03.2013)

Carrington, V, Robinson, M. (2009) ' Digital Literacies: Social Learning and Classroom Practice' London: SAGE publications

Reflection on visit to Shirley warren

When working with the children, we chose article 6 'The right to life and to be healthy' to focus on and create a stop motion animation. We took the idea of healthy eating and getting your 5 portions of fruit and veg a day. We decided to use real fruits to make a smoothie by moving each fruit into a blender for a child to drink. In the process of making the film, children took turns in each role and each took the voice of one fruit, fortunately we had 5 children in the group. We were able to use 'i can animate' software which was simple to use and the children were all comfortable using which worked in our favor as time was a constraint. However with this aside, the children accepted the task, being enthused to take part at each stage, suggesting their ideas throughout the process.

Splitting our group into small groups worked well for creating our animation as it allowed both the audio and animation to be completed within the time frame we had.This also enabled discussion to be focused on what effects/music and extras the children would have liked when it came to editing. If I was to use such technology within the classroom, I would ensure that children are involved in all the stages from planning through to editing. With the children's ideas in mind, we edited the animation and overall was pleased with the final result.

Working with the children was really beneficial, and allowed me to develop new skills as well as put into practice skills I had previously learnt, however on future practice if I was to use technology within a lesson I think it would be a struggle if there was not sufficient adult support.

Blog 8 Reflection on Shirley warren

On arrival at Shirley Warren our group which initially consisted of four turned out to be two, so we had to adapt our overall plan for the morning. The children we worked with were highly motivated with an eagerness that was infectious throughout the whole group including us student teachers.

It was apparent that the children in our group were 'digital natives' (Futurelab,2010, p. 9) and got immediately involved with the whole process. Our group had had previous experience of animation so it was relatively easy as students teachers to be able to observe them and how they engaged in the animation. There was however, a hiccup with the technology as the microphones decided they did not want to work so had to wait for someone more qualified to set up another system so we could have sound.

Even though the children made a fantastic animation because of time limitations they had no input in the process of editing. As a future teacher I will certainly use this type of technology within the classroom but will have to bear in mind time limitations. However a massive positive for me as a 'digital immigrant' I found the animation an easy procedure, but was a bit I intimidated by my lack of knowledge of technological appliances and how long winded the editing process takes. My gratitude goes to my student partner Charlotte as by observing her in the editing process I feel I have gained some of the knowledge required.

Hague, C, Payton, s. (2010) 'Digital Literacy across the Classroom' Bristol: Futurelab www.futurelab.org.uk

Blog 8: Reflection of working with children

When working with the children at Shirley Warren, our group focused on Article 15 ‘All children have a right to meet, make friends with, and join clubs with other children’. Having been absent from the previous trip to Shirley Warren, I had to adapt quickly to what was planned and how the filming would take place. Luckily, I was part of a group who had a very clear structure, and so I was able to get up to speed with ease.

The group of children we worked with were very lively, and were extremely keen to get involved with the filming and to play on the iPads as part of our short film. The fact that the children were so comfortable and confident when using the technology surprised me, and I did feel a little taken aback as they seemed to have a lot more knowledge and experience than me! This has been referred to by Palfrey and Gasser (2008) who makes the distinction between Digital Natives and Digital Immigrants in relation to how exposure to technology can impact someone’s confidence and ability in using such methods in the classroom.

The software we used to compile and edit the film was surprisingly straight-forward, which surprised me, but it is easy to see how child-friendly it is and how it could easily be incorporated when used with children. Overall, I feel that this experience was incredibly valuable as it gave me an opportunity to learn hands-on with the children about how to use technology in the classroom and with small groups of children. I do feel that using such methods in a whole class situation would be a lot more difficult, and there would need to be a lot of adults present in order to ensure that learning objectives were met and that the children were on-task. Having had this experience, I am more determined to gain more experience using technology in the classroom and I aim to make use of it in my planning and teaching in the future.

Palfrey, J. & Gasser, U. (2008) Born Digital: Understanding The First Generation of Digital Natives. New York: Basic Books (Introduction pp. 1-15)

Blog 7: Reflection of visit to Shirley Warren

After visiting Shirley Warren Primary school, I have realised how beneficial the use of ICT resources can be within classrooms. The range of resources available was really good, and all of the children and staff seemed comfortable and at ease when using the equipment and software, which really opened my eyes as to how incorporating technology into our classrooms will result in more confident and inspired users of ICT. The visit has really helped to create links between what we have been exploring in the seminars to how it will implement my future practice as a teacher, and has helped me feel a bit more confident about using ICT and new technologies in my own classroom.

Blog 8 - Working with Children

Reflecting on Using Film with Children.

Whilst at Shirley Warren I had to adapt to another groups article. Although planning for the right to be healthy, another member of the class had all their group members missing, therefore I was not a part of the planning/organisation process however gained a lot from it. The article I ended up with was the right to relax and have fun.

Working with the children was fantastic and it amazed me how much they knew about filming. Although it is a worry how this would work with a whole class, I think it could be a valuable experience for all as long as groups were organised well and teacher/TA deployment was effective. The behaviour of the children was impressive and I think much of this is due to the engagement with using technology (Dean 2010).

The most valuable part for me today was being able to use the technology in the school. It intimidates me using all these advanced programmes like it does many teachers (Marsh et al. 2005), however I recognised how simple they actually are to use! When in school and on my self directed placement, I aim to use a wide range of resources available on their computers so I can use them in a variety of ways for the children.

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

Marsh, J. Brooks,G. Hughes,J. Ritchie, L. Roberts, S. Wright, K (2005) Digital beginnings: Young children’s use of popular culture, media and new Technologies University of Sheffield (Section 2.10 p.46; Sections 3.2 & 3.3 p48/49)

Blog 8: Reflection of working with the children

When working with children, we created a film focusing on Article 21 of children's rights: A right to live in the best place for you if you cannot live with your parents. We used Harry Potter's 'cupboard under the stairs' as a context and began by asking children about his living situation and how it could be improved. In the process of making this film we used a green screen to place 'Harry Potter' in different living environments. The children responded well to this context and had a lot of ideas. Everyone had a role to play in the creation of the film, whether it was an acting part or filming characters.

One thing that surprised me was that the film was easy to create. It required basic equipment however the editing programme is one the school would need to buy. I was also surprised with how easy the programme itself was to use. Something as simple as adding a background to the green screen area can completely transform the film.

Whilst the whole experience was really useful and exciting, having such a high teacher-pupil ratio made it easier than it possibly would be with a whole class. Additionally, because of the nature of the session, it was difficult to incorporate the children in the planning when we had very little time. If we had a longer session it would have been lovely to see the children taking complete ownership of the film.

Overall it was a very enjoyable experience and has highlighted the potential of technology in the classroom, building my confidence and commitment to use it myself.

Reflection of working with the children

My group and I created an animation based on Article 15 'All children have the right to meet, make friends with, and join clubs with other children.' I found it very successful as the children were all engaged and seemed to enjoy the task they had been set. I felt that we were very lucky with the children in terms of behaviour as they were all patient in taking turns on the computer. Additionally, they were all contributing ideas in what we could do and how we could have improved it.

However, one of the main reasons I feel that it was successful was there were four adults in the group to six children. If I was the class teacher on my own with thirty children I would find it much more challenging to keep the class engaged and on task, especially with media such as animation as it can be very time consuming and requires a lot of patience from everyone involved. I look forward to hearing from Tom further techniques on how to have a successful and enjoyable session using technology such as animation.

Schools and Multiliteracies

Unfortunately I was unable to make it to Shirley Warren, however after reading the other blogs and reflecting on my own experiences in school I think there are many ways that media can be brought into the Primary school to enhance children's education. I look forward to going into the school and planning the lesson on animation because I feel I will benefit greatly from seeing the uses of technology in what seems to be an advanced school with great resources.

As Halsey (2007) suggests there are a variety of ways in which technology can be used in the classroom and although we have had hands on experience in seminars with technology we have not yet put that into practice. This opportunity will be beneficial to extend my knowledge of digital Literacy and will allow me to see what children really are capable of and how it can further their Literacy skills, as well as seeing if they really are much further ahead than our generations (Marsh 2005).

My experience in school is not overly sufficient in using media in the classroom. The closest I have personally got is using paint to make Christmas cards with reception children and using powerpoints to support the lesson. Towards the end of my placement I was lucky enough to be trained in using Espresso, however there was not enough time to use this in lessons and really see the benefits of the programme.

Finally, from my personal experience in schools and the opportunities we have had in seminars, I feel much more confident about teaching digital Literacy and can see the values in using aspects of the media and technology in all aspects of the curriculum to enhance children's education. However I do question how cost efficient this can be at a school on a budget.

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

Marsh, J. Brooks,G. Hughes,J. Ritchie, L. Roberts, S. Wright, K (2005) Digital beginnings: Young children’s use of popular culture, media and new Technologies University of Sheffield (Section 2.10 p.46; Sections 3.2 & 3.3 p48/49)

Reflection of visit to Shirley Warren Primary

I have visited schools before that were considered technologically advanced, however, the trip to Shirley Warren Primary was extremely eye-opening to just how far behind those schools were in terms of technology and how it can be incorporated within the curriculum. I was amazed at the variety of media opportunities the school was offering the children, from presenting on a radio station to filming in front of a green screen. It was also interesting to see the simplicity of the programmes demonstrated as they were child-friendly and teacher friendly for those who may lack confidence. However, it was mentioned in the talk that the school were ‘lucky’ in terms of how they were able to afford so much. For other schools with a budget I do not think it would be as easy to purchase new media opportunities. I think the trip last week and the following visit working with the children will enable me to  explore some new media that I may not have considered using myself.

Reflections on Shirley Warren school

Firstly I would like to say thank you to Tom, whom without this day would have not been possible. I was amazed by the technology that one school could have. The classroom that we were in was brilliant. I have on past school experiences only seen one other fully set up computer room, the others only had a portable laptop station and the odd computer based around the school. Tom discussed the potential of the easy speak microphone for children who find it hard to put words down on paper, thus allowing the skills that are required in the literacy classroom (speaking, listening, writing); the animation and filming can be used in conjunction with storytelling bringing another dimension to this area as well as being used as a motivation tool to help the different way in which children learn, not to be stereotypical but visual, audio and kinaesthetic, plus all the learning styles. However, one thing that I learnt was that Shirley Warren had chose quite expensive equipment, and as schools are on quite tight budgets, costing will be one of the factors to which and how much each school can cover. Although as Tom pointed out he has collected tokens from a big supermarket to buy his microphones and this could be a starting point. As a 'digital immigrant' I love this saying! Am am truly motivated to give these ideas a go and feel my confidence growing weekly from this module, and hopefully will take this into the classroom with me.