The Importance of technology and how it can be used effectively within the primary classroom

The Importance of technology and how it can be used effectively within the primary classroom

Digital competence is the set of skills, knowledge and attitudes that enable the confident, creative and critical use of technologies and systems (Welsh Gov, 2018). Digital competence is part of the new curriculum introduced by Donaldson (2015) it is seen to play a crucial part and a powerful role in young children’s lives and educational success. Digital competence enhances the ability for children to develop their technology skills within and without the curriculum. This blog post will discuss how technology has evolved, how important it is for teachers to keep up to date with the technology today and regards to this how it is taught within the curriculum. 

Technology has made a vast improvement over the years and the majority of children, young people and adults use it today and rely on it regularly. Digital technology is part of contemporary education in ways that would have been hard to imagine even a few years ago, during the 1990s it was quick to see that computers and the internet were becoming essential aspects of contemporary life (Selwyn, N and Facer, K. 2014). It is important that teachers keep up to date with the development of technology as they can use it within the curriculum to enhance learning, therefore it is important they understand how to use it effectively, for example interactive whiteboards have now been introduced into the classroom today. There are many apps that can be downloaded onto iPads or laptops that are also used within the primary classroom to engage and challenge the children, such as kahoot and it is essential for teachers to be aware on how to use them in order to teach them to the children. Many teachers feel that technology is disruptive in a formal learning context, whilst others lack confidence in using it, however if all staff are educated in how to use it and aware of freely available and accessible technology it could significant enhance their teaching, learning and assessment. It will also provide them with the opportunity to make their lessons more engaging and interactive which often leads to more positive attitudes from the children.

Following reports from Ofsted (2011) and the Steering report (Arthur, Crick and Hayward, 2013), it was evident that ICT in England and Wales was seen as a concern and needed efficient improvement. We fully support the use of technology for promoting excellence in learning and teaching in Wales, but this is not seen as part of the proposed Computing curriculum. However, Donaldson’ (2015) report on successful futures introduces digital competence into the curriculum as he believes it plays an increasingly powerful role in the lives of children and young people in many areas of learning. The steering report states “A Statutory Digital Literacy Framework should be implemented to work alongside the Literacy and Numeracy Framework from Foundation Phase through to post-16 education” (Arthur, S., Crick., T. and Hayward., J. 2013, p.16). The Steering report supports the importance digital competence has within education and believes that it is vital it is highlighted and embedded into the curriculum today, to develop the skills and confidence in becoming capable digital citizens in order for them to use it effectively. This report encourages practitioners to teach digital competence in the same way the other key subjects such as numeracy and literacy are taught and having expectations for all learners to reach at the end of each level. The Welsh Government (2016) have created the Digital Competence Framework, this framework was labelled as one of three cross curricular subjects part of the new curriculum in Wales. The Welsh government (2017) states that the framework sets out to develop and teach digital skills throughout various subjects within the curriculum for Wales.

My experience in primary school of using digital technology was enhanced through the ability to use it outside of the curriculum as well, during some maths lessons in the week we would use laptops as they gave us the opportunity to use apps and websites to complete quick maths and problem-solving equations. This made our maths lessons more interactive and fun as this particular subject is labelled as boring, so through using laptops engaged the class. In relation to Donaldson’s successful futures framework (2015) discusses digital competence as a cross curricular subject and how it should be embedded into other subjects within the curriculum, including science. Science and technology are closely linked, science involves acquiring knowledge through observation and experimentation, and technology applies scientific knowledge in practical ways (Donaldson, 2015, p.50). The four main purposes Donaldson (2015) expands on throughout his framework is linked to how children and young people’s skills in technology can contribute to this;

·         Ambitious, capable learners is “gaining a solid base of knowledge and understanding of key concepts in science; developing skills in observation, research and critical thinking; becoming skilled in the creative use of technologies.”

·         Enterprising, creative contributors is “designing processes and creating digital products and objects; working with others to develop novel solutions and to create products for the marketplace.”

·         Ethical, informed citizens is “evaluating the impact of scientific and technological developments; taking informed personal stances on ethical issues associated with scientific and technological innovation.”

·         Healthy, confident individuals is “learning to make use of scientific data to assess risk and take informed decisions; using digital technologies safely and with respect for others.”

The four main purposes that contribute towards science and technology being taught together allows information gathered in science to be put into practical experiences through the ability to use technology and the positive impact it has on developing children within these areas.

Teachers can make the best use of technology in the classroom by developing their awareness of a range of digital technologies and considering carefully both how and why they can be used to support students’ learning. The consideration of what learning will be achieved and how the technology may help is fundamental to its effective position. Through my research on digital technology within the classroom, I came across the SAMR (Substitution, Augmentation, Modification, Redefinition) model developed by Dr Ruben Puentedura. The model below shows the stages that adopters of educational technology often follow as they integrate their teaching and learning with technology (Cambridge Assessment, 2017). 

The model demonstrates how substitution and augmentation enhance learning and how modification and redefinition transforms learning. The model suggests how technology acts as an improvement within learning ‘Instead of producing a handwritten report, learner types the report using a word processor’, suggesting this is more efficient and convenient. It also states how the framework can be enhanced though the ability to transform a piece of writing through visual experiences and not just through writing. 

During one of our digital competence seminars in Areas of Learning and Experience we were able to use iPads to create two videos that could be used within the classroom to help engage the children in a different way, there is a link to our two videos above. This first video was created through an app called ‘Morfo’, this app enables you to use a cartoon character, a famous face or to take a picture of your own face and bring it to life. You use the chosen face and record yourself saying something related to that character, in a funny voice in order to make the audience laugh. We chose Elf as our character, and we recorded someone saying a funny line from the movie that he says in a silly voice. This app encourages children to interact and work with other members within their class, developing their social and communication skills through the use of technology. It can also be used within the lesson by the teacher as it encourages the children to listen as it is a change in face and voice that is talking to them.

The other video we created was conducted through an app called ‘Chatter Pix’, this app allows you to take a photo of something that may be surrounding you or to use a picture off the internet and turn it into a talking character or object. We decided to take a picture of the computer mouse that was on the desk infront of us and through using stickers to create a face on the mouse it and by recording us saying something in order to get the mouse to say what we want we bought it to life. This app can help develop the confidence in pupils that lack it and do not often communicate much within the classroom, it provides them with the opportunity to speak and work with others in an engaging way.

To conclude, I strongly believe that technology has a significant fundamental impact on a child’s life today. The Digital Competence Framework in Wales must be regularly followed especially by teachers and Donaldson’s new curriculum of teaching digital competence as a cross curriculum subject is key to developing various skills and enhancing opportunities of children within society today. It is evident that technology has improved and will continue to, meaning teachers must use it within the curriculum to ensure children are confident in using technology and knowledgeable within the area.

References

Welsh Government (2018) Digital Competence Framework Guidance. Online at:  file:///C:/Users/Team%20Knowhow/Documents/University/Areas%20of%20Learning%20and%20Experience/digital%20competence%20article%20.pdf (Accessed: 12/04/2019).

Donaldson, G. (2015) Successful Futures, Independent Review of Curriculum and Assessment Arrangements in Wales. OGL.

Selwyn, N., & Facer, K. (2014). The sociology of education and digital technology: Past, present and future. Oxford Review of Education, 40(4), 482-496. https://doi.org/10.1080/03054985.2014.933005

Ofsted (2011) ‘ICT in schools 2008-11 An evaluation of information and communication technology education in schools in’. Online at:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file /181223/110134.pdf (Accessed: 01/04/2019). 

Arthur, S., Crick, T. and Hayward, J. (2013) THE ICT STEERING GROUP’S REPORT TO THE WELSH GOVERNMENT. Online at: https://gov.wales/sites/default/files/publications/2018-11/the-ictsteering-group-s-report-to-the-welsh-government.pdf (Accessed: 07/03/2019). 

Welsh Government. (2016). A Curriculum for Wales – a curriculum for life. Digital Competence Framework guidance. Online at: https://learning.gov.wales/docs/learningwales/publications/160831-dcf-guidance-en-v2.pdf (Accessed 15/04/2019).

Cambridge Assessment (2017) Digital Technologies in the Classroom. Online at: https://www.cambridgeinternational.org/Images/271191-digital-technologies-in-the-classroom.pdf (Accessed: 01/05/2019).