On reflection, from my experience in Shirley warren primary
school, I feel that I will now be able to use technology on my own teaching
practice. We were shown a wide range of media resources, some of which I had
not heard of before the trip, and how they are used. I was surprised at how
simple the process was, and felt that I may have been previously cautious
because of the appearance of technology, and the unfamiliarity of the dials,
icons and technical names. This highlights an implication for current teachers,
as they may not be willing to use technology in their classroom because of
their own fear (Harwood
and Asal, 2009), however I now know how easy it is to learn, therefore
feel teachers should have this opportunity too, because the 21st century fluency project suggests that this will increase the amount teachers use technology in their classrooms (21st CFP).
The experience also highlighted the positive effect of
technology, on the children’s attainment and also enjoyment. They regularly use
the media suite, as a cross-curricular link, and we were provided with various
examples of how it worked well. Toyn and Simpson (2012) believe that using ICT as a cross-curricular
link enforces theory in a practical way, whilst rehearsing the skills needed
for digital media. During the tour of the school, we were shown various rooms
that had a digital focus. I noticed that they were all used on the basis of
rewards for children. This raises the question that is technology being used
for the children’s attainment or for other reasons? The implications of this
could be a future curriculum that does not have the children’s learning as a
primary focus.
In conclusion, my confidence with using media in the
classroom has grown, however I have reservations on the purpose for using
technology, and am unsure if it is being used for the children’s learning or
for praise and rewards.
Bibliography
Harwood, P.
and Asal, V. (2009) Educating the first digital generation. USA: Rowman and
Littlefield education.
The 21st Century Fluency Project: Understanding Digital Kids II.
Toyn, M. and
Simpson, D. (2012) Primary ICT across the curriculum. London: Sage
publications.
After the training we recieved I also feel confident in using these resource and recognise how easily they can be implemented into the curriculum.
ReplyDeleteIt interested me how you linked the use of the resources to rewarding children, as the teacher expressed that sometimes it was used to encourage low attainers to attend school. I agree is this the correct use for it? but as long as children are still learning from these experiences be it in a rewarding context does this matter?
From reading I am aware that new technology can be used to increase motivation and engagement in the classroom, however I have not read about it being used for rewards. I share the same concerns, however if the reward system improves children’s motivation and engagement in lessons to do well to receive the reward, is this system still not acceptable?
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