A thought on ICT in primary education…

September 21, 2012  Tagged ,

On Monday, I began to explore the world of blogging.

Having looked at some examples, such as Mr Mitchell’s Blog, and Mr Avery’s Blog, I can see the positive benifits of using a blog within eduication to display work, to form discussions, and to communicate with others.

However, what are we really teaching our primary school pupils?!

BrainPOP have a made a fantastic video with the year 6 pupils from Heathfield School. The video includes comments such as

‘When anyone from the world comments, it can be from the other side of the world, or even another continent’

‘On our blog we have a globe. It’s really good because it shows us who’s come on our blog. We really like it when someone comments on our blog, especially when it’s a different person, such as someone from Australia, Canada, and many more people from around the world.’

Whilst I appreciate that blogs can increase confidence, promote literacy and develop an understanding of ICT, my concern is the social implications of using blogging in this educational context.

In David Hayes ‘Primary Education: The Key Concepts’ (2006, Pages 5 – 7), he discusses how some pupils can equate achievement with self worth, and when the praise stops and other children receive attention, the pupils can turn to distructive ways of gaining control.

My questions are:

If the opinion of people from across the world can impact a child’s confidence within learning, could we be encouraging children to connect the opinion of those on the internet with their self worth, in the way discussed above?

What happens when people no longer comment on a pupil’s work? Will a pupil turn to distructive methods of gaining attention on the internet?

How will a child react to ‘internet trolls’ if they rely on the opinion of others to boost their confidence?

Are we encouraging children to validate their work, and ultimately themselves, upon the opinion of the internet community?




Hayes, D (2006) Primary Education; The Key Concepts. Oxon: Routledge. Pages 5 – 7.


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