Week 12
Final School visit and a reflection of learning
Areas where I believe I have developed as a trainee teacher:
- Greater awareness of cross curricular links and hidden curriculum.
- Assessment of digital literacy.
- Adapting to positive changes.
- Confidence with using ICT in the classroom
The argument that new technologies and the
use of multimedia have an impact on childrens learning, despite not being seen
explicitly, has been significant in my development on this module. It is evident that children will
inevitably bring their knowledge as a digital native into the classroom.
Reflecting upon my session in school has also contributed towards the
clarification of the notion. For instance children had created a talking book
using various aspects of ICT including advanced technologies and applications;
they are also using speaking and listening skills, story language in sound bites
on the interactive page, etc. It seems as though the children were learning without
even realising it. Petty (2009) highlights that skills are transferable and ‘what
the learner does is more important than what the teacher does’ (pp14). The
notion of such inadvertent teaching can also be understood in terms of a
‘hidden curriculum’ (Petty, 2009:21). Overall the module has enabled me to see from
both theory and practice, that the combination of ICT and English are complementary
of each other.
Furthermore, the
Computing Progress Tracker, given to us today by the year 1 teacher (See
Figure 2.), allows the teacher to place pupils’ names within the three
separate areas depending on their level of ICT skills. As part of the session
today we had the opportunity to assess pupils’ skills in relation to the work they
achieved in the previous session. In hindsight I would have looked the 2014 National
curriculum, as well as the APP for speaking and listening prior to the session.
This would perhaps have enhanced the focus of the learning objective. However I will
use this format as a form of assessment on future practices, and tick off
where a pupil is at the moment in their development, what the next steps could
be, and how I would endeavor to enable the pupil to progress. The APP grid seen
in Figure 2. illstrates my stance on a child's performance in the previous session, where the circled items represent their next steps (2010). If I were to plan another
session for this child I would focus on the Assessment Focus 1, trying to
elicit their ideas through questioning and allowing them to review, assess and
restructure their work.
Additionally,
Leu (2000) emphasises that ‘the literacy of yesterday is not the literacy of
today, and it will not be the literacy of tomorrow’ (pp744). Leu and Kinzer
(2000: 117) also say ‘envisionments take place when teachers, children, and
others imagine new possibilities for literacy and learning, transform existing
technologies to construct this vision, and then share their work with others’. Subsequently
envisonments can’t take place if the teacher hasn’t adapted to the literacy of
today and lacks ‘confidence in their own abilities to use digital text’’ (Turbill’s
2001 cited in Turbill, 2003:8). Proir to this module, I lacked confidence in my ability in ICT however I have witnessed the extent to which digital literacy is benefical in the classroom; which has altered my perception. Marsh and Bearne identify endless positive
outcomes as a result of digital literacy in the classroom. Including how it
tends to encourage pupil motivation, a more sophisticated use of language,
extended discourse between pupils and more importantly in encourages pupils to
take risks in order to bring their ideas/ writing alive (Marsh and Bearne,
2008: 22-8). In conclusion, first-hand experience and a greater understanding
behind the theories of digital literacy have eliminated my fear of using ICT throughout the curriculum. I now hope my enthusiasm to use ICT to extend English teaching
and learning is evident and will continue throughout my career as a teacher.
Leu, D. (2000) Literacy and
technology: Deictic consequences for literacy education
in
an information age. In M. Kamil, P. Mosenthal, P. Pearson & R. Barr,
(Eds.),
Handbook
of reading research: Volume 3. pp. 743-770. Mahwah, NJ: L.Erlbaum Associates.
Leu, D., & Kinzer, C. (2000) The convergence
of literacy instruction with networked
technologies
for information and communication. Vol 35, No 1. pp108-127 :Reading
Research Quarterly.
Petty, G (2009) Teaching today, a practical guide. 4th Ed. UK: Nelson Thorns
Turbill, J. (2003) Exploring the
potential of the digital language experience approach
in
Australian classrooms. Vol 6, No7 (4 June 2007) [Online]
http://www.readingonline.org/international/inter_index.asp?HREF=turbill7/inde
x.html (Accessed
1.04.14)
Marsh, J. and Bearne, E.
(2008) Moving Literacy on. Leicester: UKLA
Figure 2. Computing Progress Tracker
I like how you mentioned childrens own technological knowledge and how they will bring this knowledge to the learning. Admittedly, this is not an area I had addressed in detail. Of course, I understand children will always hold preconceived ideas and have prior knowledge and experience in all areas of the curriculum but I had not considered the wider implications of this on childrens ICT skills. It would therefore be interesting to take note of the variety of ICT skills that the children displayed when working in groups at the school visit in Week 11. It is evident many children engage in a variety of technology at home with iPads, laptops and tablets as well as online social networking sites. Therefore, clearly they will have existing knowledge although I have never made the link in such detail – this has really opened my eyes and made an impact on my future practice so thank you!
ReplyDeleteI agree the role of assessment in ICT is vital, especially where some children have more experience than others. Perhaps two interesting texts to explore would be;
Duffy, J. (2006) Extending Knowledge in Practice: Primary ICT. Exeter: Learning Matters LTD
As well as;
Potter, F., & Darbyshire, C. (2005) Understanding and Teaching the ICT National Curriculum. London: David Fulton LTD
Both of which address assessment within childrens ICT skills and lessons; Duffy (2006) focuses on the teachers own development as opposed to the childrens development though.
Thank you for you recommendations, I definitely feel like it's an area I am improving on and I'm sure these will contribute.
ReplyDelete