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
No comments:
Post a Comment