ICT the way forward…
‘The world of education and schools is changing rapidly. This is due in no small part to the fact that learning technology is ever-evolving’ (Gillespie,2006,p8). In today’s modern society many children have gained and developed many ICT skills, before they have entered their first classroom. This has resulted in teachers needing to be up to date with technology and programs within the classroom. Technology has developed in leaps and bounds since I left primary school 10 years ago, nobody had heard of an iPad or an interactive whiteboard however they now play a part in many primary schools around the country.
As a result of this constant change the NAACE has had to re-evaluate their primary framework. The new draft framework describes that ‘a high-quality ICT education teaches pupils how to understand the world through computational thinking, and provides a sense of empowerment and excitement in using and developing digital technology’. This framework highlights the fact that children should be exposed to a range of technology within their classroom. It also identifies the three areas that ICT should include:
- Digital literacy
- Information technology
- Computer science
Therefore teachers should have a sound understanding of the meaning of these terms to promote them within their classrooms of all ages.
Within the new framework the Department for Education suggest that ‘at all Key Stages, information and communication technology should be used to enhance teaching and learning right across the curriculum’. I believe that technology can develop and engage children in all areas of the curriculum. ‘New applications of technology have the potential to support learning across the curriculum. And allow effective communication between teachers and learners in ways that have never been possible before’ (Dawes, 2001, p61). Within English there are a range of resources available to enhance children’s development from e-books to computer games.
During my own research I have found a website called teach your monster to read. This can be a great resource for children in the early years of school, it contains a range of games based activities aimed to develop phonics based on the letters and sounds scheme of work.
I have also seen story phones used within the early years to encourage reading. Children are given the story phones and books of the story to help them interpret what is going on in the book.
In addition, I have realised the potential that ICT has on children’s understanding within learning. I have discussed the potential of using computing to support science (computing blog). Furthermore, I think that photo story has the potential to engage children within the classroom. I created a photo story linked to sustainability within science.
I would use this with children in a range of science topic across Key Stage 2, to engage children and cement understanding. Although I have discussed the range of ways ICT can be incorporated into all areas of the curriculum, I believe that it should still exist as a subject in its own right. I believe that children should have the opportunity within school to develop skills that cannot be gained from other subject areas.
Although it is clear that ICT has a huge impact on children learning, it is also beneficial for teachers teaching strategies. Many primary classrooms now include a laptop for teachers as well as an interactive whiteboard. This can create opportunities for teachers to create a wealth of resources and interactive sessions. These new resources can also create a range of opportunities for teachers to include children with Special Educational Needs (SEN). ‘Many software applications offer different ranges of activities within a broad theme’ (Duffty, 2006, p40), this allows teacher to set children different tasks suited to their ability. Furthermore, for some children ‘concept keyboards, which have a grid of pressure-sensitive areas, can be used as an alternative to the standard QWERTY keyboard’ (Duffty, 2006, p40). These keyboards can be purchased in A4 or A3 in size to cater for children with motor disabilities. Finally, many programmes require the use of a mouse to control the actions on the computer, ‘when used with an interactive whiteboard this software becomes far more accessible’ (Duffty, 2006, p41). This again can help children who struggle with their fine motor skills. There are many different resources and strategies that can be used within ICT to promote a truly inclusive practice.
Lastly, ‘information and communication technologies (ICTs) has long been perceived as both a benefit and threat to children and young people’ (Cranmer et al, 2009), however it needn’t be a threat to children if they are taught how to use them appropriately. The Department for Education (2012) suggests that ‘involving children and young people in the development of their school’s e-safety policy can minimise risk and embed important principles such as
- keep personal information private
- consider the long-term implications of any content posted online
- do not upload or post inappropriate, offensive or illegal content to their own or other online spaces
- read and adhere to any website’s terms of conditions of use – including those around age restrictions’.
Through creating E-safety policies for children and staff alike in schools, the use of the internet and social network sites can be used to promote rather than hinder learning. Parents should also become involved in children’s use of the internet at home to encourage sensible behaviour online. Many schools now have barriers on their internet access to ensure children are not exposed to potentially dangerous content. In relation to the internet it is also of crucial importance that children have an awareness of ‘information literacy’. Whenever children find a piece of information, it is important that they develop the skills to ascertain its reliability, bias, timeliness and context (Carvin, 2002). This is a skill that all teachers should aim to develop within their children, teachers should begin to teach the children the differences between reliable and unreliable sources on the internet.
This is a great video to use with Key Stage 2 to reinforce the message of keeping personal information private when using the internet.
Overall, I believe that new technologies play a huge role within the primary curriculum, not only within ICT but throughout the primary curriculum. These new technologies can play a threat to children and young people, however with the right guidence and teaching children should be given the chance to access the opportunities presented through ICT.
Until next time . . . .
References
Carvin, A (2006)Literacy and content: Building a foundation for bridging the digital divide. In: Loveless, A and Dore,B (eds). ICT in the Primary School. Buckingham: Open University press.
Cranmer,S.,Selwyn,N. and Potter,J (2009). Exploring primary pupils’ experiences and understandings of ‘e-safety. Education and communication technologies. 14(2). Pp 127-142.
Dawes, L (2001) What stops teachers using new technology? In: Leask,M (ed) Issues in teaching using ICT. London: Routledge.
Duffty, J (2006) Extending Knowledge in Practice Primary ICT. Exeter: Learning Matters.
Gillespie, H (2006) Unlocking Learning and Teaching with ICT: Identifying and overcoming barriers. London: David Fulton.