I have found this module hugely
inspiring and very valuable to my future practice as a teacher, and an ICT
subject leader. It has very much deepened my passion for ICT and my beliefs
that the methods in which we teach in schools is outdated and inappropriate to
the generation we are teaching.
Although before this module I was aware that there were barriers that
teachers needed to overcome to ensure we were teaching appropriately for the 21st
century, (Dean 2010) I hadn’t fully appreciated the ease in which it is to just
incorporate 21st century technologies into our classrooms by
adapting our current practice. The 21st Century Fluency project
states that these adjustments should be made immediately “if we ever hope to
re-connect and communicate with the digital generation” (21st CFP:4)
and prepare them for life in the 21st century.
McDougall
concludes that the use of technology meets the needs to learners of this generation;
“It delivers engaged, inquisitive children
in place of the passive,
disinterested children of years past.”
(McDougall) By not recognising this we are failing as teachers. We are
targeting our teaching at learners from another age. Our children are being
educated about a world that is out of synch. (21st CFP) It is
important that we are preparing Digital Natives to navigate themselves into the
very different future they are growing up in – the digital age. (Palfrey &
Gasser 2008)
This module has also made me appreciate,
and experience, the worry teachers face when they are unsure they have the
knowledge to access the technologies they would like to use within their
classroom. As Prensky (2001) highlights –“the differences between our Digital Native students
and their Digital Immigrant teachers lie at the root of a great many of today’s
educational problems.” Prensky 2001:1) Therefore I appreciate, as ICT leader,
it will be an important role of mine to ensure all staff are confident and
comfortable enough to use these technologies, and will need to support and
guide them in doing so. Hopefully I will be able to allow them to understand
that we don’t necessarily need more functional knowledge within technologies
than our learners, as we are more equipped with knowledge and higher order
critical thinking. (FutureLab 2010)
I will also aim to ensure that there is a balance
between incorporating the traditional teaching methods still and updating our
pedagogy. Dean (2010) states that it is
still the universal rights of a child to be taught conventional means of
reading and writing (Dean 2010) As The 21st
Century Fluency Project outlines, “the digital tools enhance traditional learning.” (21st
CFP:10) They go on to highlight that it is still very relevant that children receive
the traditional curriculum. It just needs to be adapted with the culture from
one generation to the next. (21st CFP)
As
much as this module has excited me about my future career, it has also alerted
me to the huge role ICT leaders will be playing within primary schools in years
to come. This is an exciting opportunity and challenge I look forward to
embracing.
Bibliography
Dean, G. ‘Rethinking Literacy’ in Bazalgette, C. (ed)
(2010) Teaching Media in Primary Classrooms London:Sage
FutureLab (2010) Digital Literacy Across the
Curriculum:
McDougall,S.
One tablet or two? Opportunities for change in educational provision in the
next 20 years. Futurelab:
Palfrey, J. & Gasser, U. (2008) Born Digital:
Understanding The First Generation of Digital Natives New York: Basic Books
Prensky, M. (2001) ‘Digital Natives, Digital
Immigrants, Part II: Do They Really Think Differently?’ in On
the Horizon 9 (6)
The
21st Century Fluency Project (2013) Understanding Digital Kids II