how can teachers use technology effectively in the primary classroom?

How can teachers use technology effectively in the primary classroom?

ICT has been a big part of education since from when I was in primary school years ago. From personal experience, we were rewarded with ICT time. This included using Nintendo DS’, computers, iPads etc. It argues that primary ICT is subject to a set of ‘big’ priorities that often have little to do with the day-to-day concerns of teachers and learners. Selwyn et al explained how education is on the brink of being transformed through learning technologies; however, it has been on that brink for some decades now. Selwyn, Potter and Cranmer’s book goes on to say how In the UK ICT is used to refer to the digital technologies themselves, but also to the discrete curriculum subject. In the original version of the National Curriculum for primary schools, the use of computers was part of Design and Technology, before enjoying several years of growth and development as a subject under the label of ‘Information Technology’. The change in 2000 to a curriculum subject called ‘ICT’ signalled a formal move towards a more inclusive way of working with a technology in school, with subsequent schemes of work emphasising a cross-curricular approach. (primary schools and ICT; learning from pupil perspectives. Selwyn et al., (2010) p.5)

ICT is important in primary education because it enables kids to search for the information they need and to organise what they have found. As children progress through the school system, they become increasingly responsible for their own learning. Many believe that ICT needs to be better integrated into curriculum's, so all schools produce computer literate, independent learners.

The question is how can ICT help education? ICT can enhance the quality of education in several ways: by increasing learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training. ICT also transformational tools which, when used appropriately can promote the shift to learner-centred environment.

One of the most significant ‘digital’ issues to have recently captured the attention of sociologists of education is the temporal and spatial expansion of educational processes and practices through technological means. Indeed, the negation of boundaries lied at the heart of the ideological promises of digital education. (Selwyn, N & Facer, K. (2010) p.6)

The provision of digital education on an expanded and accelerated ‘any time, any place, any pace’ basis raises a host of questions relating to educational engagement and educational governance – not least the redistribution of responsibilities across different sites and actors (Webster 2013). Technologies are seen to be enabling educational engagement regardless of place, space or setting. (Selwyn, N & Facer, K. (2010) p.7) Selwyn’s (2011) study of globally distributed cohorts of distance learners found the processes of online study to be constrained substantially for many women by the temporal constraints of child-raising and household work commitments. Similarly, Erichsen and colleagues’ (2013) study of online doctoral education highlighted issues of cultural and racial (mis)understandings between students and staff as impeding the fully beneficial ‘participation’ of many students. As such the individualisation of action associated with these digital forms of education could be increasing the risks as well as opportunities of educational engagement. As such, this work reminds us that the positioning of technology-supported individualisation as a biographical solution to systemic contradictions is not without its potential problems (Popkewitz 2006).

There are challenges when defining digital literacy as Savage, M & Barnett, A (2015) suggest that the traditional interpretation it means to be able to read and write. This definition largely reflects the time in which it came into common use and the dominate tools for accessing and communicating knowledge and understanding beyond verbal discourse, i.e. written and printed text in physical forms. One simple was to extend this traditional definition would be to say it is about ‘reading media and writing (producing) media’ (Ryberg and Georgsen, 2010, p.91)

The national curriculum for computing begins with the following statement regarding the purpose of study:

Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

(DfE, 2013)

Digital literacy is also referred to in the computing curriculum aims to ensure that all pupils:

·         Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems;

·         Are responsible, competent, confident and creative users of information and communication technology.

(DfE, 2013)

Digital literacy components of the Key Stage 1 and Key Stage 2 computing programmes of study (DfE, 2013)

Key Stage 1 pupils should be taught to:

Key Stage 2 pupils should be taught to:

·         Use technology purposefully to create, organise, store, manipulate and retrieve digital content; ·         Recognise the common uses of information technology beyond school; ·         Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

·         Understand computer networks which can include the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration; ·         Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content; ·         Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information; ·         use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contract.

References

Selwyn, N et al., (2010) Primary schools and ICT; learning from pupil perspectives. Wiltshire

Techwalla: https://www.techwalla.com/articles/importance-of-ict-in-primary-education (undated) (accessed on 08.07.19)

ICT enabled education: https://stories.linways.in/ict-enabled-education-d190bcc91bf0

Selwyn, N., & Facer, K. (2014). The sociology of education and digital technology: past, present and future. Oxford Review of Education

Savage, M., & Barnett, A (2015). Digital Literacy for Primary Teachers. Northwich