Module summary

Summarise your own significant learning from this module. Identify its implications for your future role as an English or IT subject leader. Make links to any relevant readings.

Having passion for integrating technology into the classroom and specialising in ICT made me really excited when I found out this module was combined with the English specialism, because I was interested in how I could utilise technology into English teaching. This module has helped me realise that integrating technology into the curriculum and classroom environment is essential in preparing our children for the future and life beyond the classroom (Merchant, 2007).  Before I completed this module, I had limited experience of working with technology and was not aware of the various different ways you can integrate technology into the classroom. As a student teacher, I felt the only effective way to introduce technology within the classroom, was the use of the interactive whiteboard. Having completed this module, I now have a different view. 

I have learnt over this module that there are various different ways you can integrate technology into the teaching of other subjects, however, as Lankshear and Knobel (2004) as cited in Marsh et al (2005) identified, there is a ‘digital divide’ (Marsh et al, 2005) between technology insiders and outsiders. Which means that there are more and more teachers who do not feel comfortable teaching aspects of digital literacy or using technology to aid their teaching. This could be overcome by providing teachers with support and training so that they can deliver successful lessons with the simple use of technology.  

After experiencing first-hand how the use of iPads can be used within the classroom for great effect, I now feel more confident with planning lessons with the use of iPads to facilitate engaging and motivating lessons. McDougall (undated) agrees with this notion that working with technology which is suited for the needs of individual learners, allows teachers to deliver engaging lessons which creates engaged and inquisitive children.  Throughout the module, I feel I gained the most from the practical element of taking all that we had learnt and putting it into practice during the school visit. It was incredible to see how one school had completely grasped using technology across the curriculum, and it was refreshing to see how well the children had been taught knowledge and skills they would need to complete the task of creating an electronic book using iPads. I felt I learnt a lot from the teachers and pupils at this school, as I have gained new skills and knowledge I can then use and put into my own practise.

Our younger generation are rapidly becoming the next ‘digital natives’ (Prensky, 2001) as our society is gradually becoming dependent on technology, therefore, it is essential for teachers and ICT co-ordinators to keep up to date with the changes and developments in technology in order to deliver the very best to our aspiring young digitally illiterate pupils. One thing I have learnt and taken away from this module, is that technology is constantly changing, I must keep up to date and utilise technology, however small, into my classroom so that I can prepare my pupils for the future.  

This module has increased my confidence in working with children and technology as well as providing me with a range of different ways to integrate technology into the classroom through English and other areas of the curriculum. I personally believe that integrating technology and ICT into the curriculum will only have a positive effect on education, and is one I am very much looking forward to experiencing and being part of.

 Bibliography

Marsh, J. Brooks, G. Hughes, J. Ritchie, L. Roberts, S. Wright, K. (2005) Section 3: Practitioners’ views on and current use of popular culture, media and new technologies in early childhood settings. In: Digital Beginnings: Young Children’s Use of Popular Culture, Media and New Technologies. University of Sheffield.

McDougall,S. One tablet or two? Opportunities for change in educational provision in the next 20 years. Futurelab. Available at: http://archive.futurelab.org.uk/resources/documents/discussion_papers/One_tablet_ [Accessed on: 30/10/14].

Merchant, G. (2007) Writing the future in the digital age Literacy. 41 (3) 118-128.

Prensky, M. (2001) Digital natives, Digital Immigrants. Part ii: Do they really think differently? On the Horizon, 9 (6).