Summarise your own significant learning from this module

I have learnt a lot from this module; it has allowed me to think in depth about how I would implement technology into a lesson, the benefits of using them within the classroom as well as the dangers and disadvantages of enabling children to use technology from such a young age.

The visit to Shirley Warren enabled me to gain an insight into the use of iPads in the classroom. I am still unsure about what my thoughts are regarding this, but I did feel that iPads were used too frequently and I would have liked to see the teachers interact with the children a bit more. I really enjoyed using the apps though, and felt that they would be highly engaging for pupils. I was particularly interested in Green Screen, which I think would be great linked to areas of the curriculum such as History. I also liked I Can Animate. I think there are many advantages to using iPads, I would just worry that the children will only become engaged in lessons when iPads are being used.

However, I really like the idea of using comics and graphic novels in the classroom; this is educational because the children are not only developing their reading skills, but their creative skills as well. Comics such as Beano and Dandy ‘are very child-centered and reflect a world of school, friendships…’ (Millard et al, 2001) I also enjoyed exploring ‘Comic Life’ and feel that it would be a successful way of incorporating creativity into an English lesson. Although many children may already read comics at home, this does not necessarily mean they should not be used at school too. Dyson (2003) believes that it can ‘help them ‘recontexualise’ these familiar texts into those of the school.’

It was very useful for me to interview my friend, who is a primary school teacher in Scotland, and find out how she felt about the use of popular culture within the classroom. She believed that it was important for children to share their interests inside and outside of school, which I agree with. Harret and Benjamin (2009) implied that ‘ignoring children’s popular culture as a means of teaching and learning seems remiss.’

In our last session, we discussed advertising and whether children should be exposed to it or not. Most of us agreed that children are exposed to it everyday anyway, so teachers should acquire the responsibility of educating their pupils about adverts and highlighting the fact that they should not believe everything they see or hear on an advert, because they are simply designed to persuade people to buy their products. Kunkel (2005) claimed that children in America ‘may view more than 40,000 advertisements every year’ and considering that young children are easily influenced, this is a lot of time that they are being persuaded to buy certain products, and are likely to be continuously asking their parents for those things. However, watching adverts can be beneficial for children, as it will enable them to gain skills for persuasive writing, which can be implemented into English lessons.

Bibliography

Lambirth, A (2003) They Get Enough of That at Home Oxford: Blackwell Publishing Ltd p. 12

Gunter, B, Oates, C & Blades, M (2005) Advertising to Children on TV New Jersey: Lawrence Erlbaum Associates p. 2

Harret, J & Benjamin, T (2009) Travel with a Time Lord: using media to enhance literacy Oxford: Blackwell Publishing p. 135

Millard, E & Marsh, J (2001) Sending Minnie the Minx Home: comics and reading choices Sheffield: Cambridge Journal of Education p. 27