Week 4: Harnessing New Technologies

Week 4

Informal Blog Task 

Harnessing new technologies 

Having engaged with Web 2 technologies during the session such as Wordle, JigZone and Tagxedo, I have a greater understanding of how they can be implemented within the classroom to benefit learning. After the session I wanted to explore the extent to which I could use the various sites, and how I could apply my pervious knowledge of them to extend the use of them. Using Wordle, I had created various word clouds as cover pages for my subject folders (See attached wordle for this module). Digital technology is said to provide children and young people with the skills, knowledge and understanding as well as offering access to a broad ranges of mediums ‘It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively’ (Hague & Payton, 2010:2).

The National Curriculum (DFE, 2013) refers to ICT as computing, which is a compulsory subject at each key stage. The curriculum also states that learning how to operate computers and modern technology allows children to become digitally literate. Hallam (2009) states that however challenging it may be to incorporate new technologies within the classroom, it is important, and one that should be encouraged by policy-makers and educators. Personally from using the Web 2 technologies I had found Wordle particularly easy to use, they also have a ‘randomise’ button which enables you to change the presentation easier. Therefore would feel confidence implementing this aspect of ICT in the classroom.

Additionally my favourite Web 2 Technology was Tagxedo, as it appeared to be more creative. The application also offers the opportunities to upload information from blogs or websites and transform them into word clouds. I thought this would be excellent at the end of a topic module where a class blog has been created, and the word cloud could be used as a way of consolidating what has been covered. The other aspect of this site I found appealing is the fact that it offers you a choice of structures you can mould your word clouds into. For example if constructing a word cloud for a Geography topic, children could create the word cloud in the form of a particular county or the shape of the world. This aspect of the programme would be great for dyslexic pupils, as it also offers a pictorial stimulus.  

Pupils are often referred to as ‘digital natives’ therefore may partake in teaching others about particular Web 2.0 technologies., Hague & Payton (2010) highlight how many teachers often report that a majority of young people are not as knowledgeable and as technologically savvy as they can appear. Consequently their confidence may be misleading. Overall, although I feel it is important to learn alongside pupils when using new digital literacies. It is also equally important that the teacher has a greater understanding of the technologies; in order extend pupils understanding and skills.

Hague, C., & Payton, S. (2010) Digital Literacy across the curriculum. A Futurelab handbook [Online] www.futurelab.org.uk (Accessed 05.02.14) 

Merchant, G. (2009) Literacy in Virtual Worlds. Journal of Research in Reading. Vol 31, No 1: UK. PP 38-56

Department of Education (2013) The National Curriculum in England, Key Stage 1 and 2 Framework document : DfE [Online]  https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-2/the-national-curriculum-in-england-framework-for-key-stages-1-to-2  (Accessed 06.02.14)