Module Evaluation
This module has developed my
understanding of the importance of including media and popular culture in the
primary classroom. It has been argued that children of this generation are
different to previous generations due to their exposure and knowledge of
digital media (21 st CFP). Palfrey and Gasser (2008:1) describe children of
this generation as ‘digital natives’. It has been suggested that teachers need
to prepare children for now rather than adulthood due to the rapid change in
technology and media being part of children’s childhood (Marsh, 2005, Millard
and Marsh, 2000b and Palfrey and Gasser). One advantage which has been apparent
during the course of this module is that using new technology, media and
popular culture in the classroom can foster and maintain children’s interest
and motivation (Medwell, Moore, Wray and Griffiths, 2012 and Milliard &
Marsh, 2001a). As a future subject leader of English these theories have
highlighted the importance of making teachers aware of preparing children for
now rather than adulthood, and sharing the advantages which media, new
technology and popular culture can offer may encourage teachers to include
these in their planning.
This module has developed my confidence of including media, new technology and popular culture within my planning. The 21st Century Fluency Project stated that teachers need to become learners themselves when using technology. At the beginning of this module I did not feel confident to include technology and media in my planning. However, from experience of becoming a learner myself when working with children, this emphasised the importance of teachers experimenting with technology to gain confidence and knowledge. As a future subject leader I may experience colleagues who experience the same confidence issues which I experienced at the start of this module. This module has highlighted to overcome this issue I need to encourage fellow teachers to become learners themselves and offer support and training to enable teachers to feel confident to include new technology and media within their planning.
This module has developed my confidence of including media, new technology and popular culture within my planning. The 21st Century Fluency Project stated that teachers need to become learners themselves when using technology. At the beginning of this module I did not feel confident to include technology and media in my planning. However, from experience of becoming a learner myself when working with children, this emphasised the importance of teachers experimenting with technology to gain confidence and knowledge. As a future subject leader I may experience colleagues who experience the same confidence issues which I experienced at the start of this module. This module has highlighted to overcome this issue I need to encourage fellow teachers to become learners themselves and offer support and training to enable teachers to feel confident to include new technology and media within their planning.
An issue which arose in this
module was time constraints in the classroom which could be seen as a
limitation of using new technology and media in the classroom. My experience at
Shirley Warren highlighted that media can be used cross-curricular which
provides a suitable amount of time for media based projects to be finished.
Cross-curricular links need to be shown to teachers from the subject leader to
encourage teachers to include media in their planning.
Overall this module has given me
confidence to include Multimedia and Multiliteracies in my planning as I now
have a range of resources and skills to use in the primary classroom.
The 21st century Fluency
Project Understanding Digital
Palfrey, J. & Gasser, U. (2008) Born Digital: Understanding The
First Generation of Digital Natives New York: Basic Books
Medwell, J. Moore, G. Wray, D. Griffiths, V. (2012)
Primary English Knowledge and Understanding London: Learning Matters (Ch
14 Electronic Texts pp196 – 202)
Marsh, J (2005) Popular Culture, New Media
and Digital Literacy in Early Childhood Oxon:RoutledgeFalmer
Millard, E. and
Marsh, J. (2001a) ‘Sending Minnie the Minx Home: comics and reading choices’ Cambridge Journal of Education, 31:1, 25
– 38
Millard, E. and Marsh, J. (2000b) Literacy and Popular Culture London:
Sage
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