Blog Task 6

The Digital Beginnings written by Marsh et al (2005) explores young children's use of pop culture, media and new technologies through conducting surveys. They found that parents scaffold children's learning in using technology engages them in social and cultural practices. It develops their understanding of media and technology in society. Parents believe that children can live a balanced like, including their hobbies. Media is seen as promoting play, speaking, listening and reading skills which is why it is seen in a positive light. I have seen in school children playing with Ipads which generate conversations and develops children's speech, especially when in partners. Marsh et al (2005) found that parents felt that children learn a great deal from pop culture and agree that media should be used in the curriculum from a young age to prepare children for the increasing technology world.  These findings are very positive to the use of technology, nevertheless, Marsh et al (2005) identified that ongoing research is needed to develop further understanding children's needs and potential. Interestingly, Early Years teachers want more development in the use of technology to become more confident in using and teaching with different media in the classroom. Marsh et al (2005) discuss how observations in children's homes are necessary in order to deepen their understanding regarding how skills and understanding is developed as well as parents scaffolding children's learning. I agree that pop culture, media and new technologies help develop children's learning and feel it is necessary to make these resources available to children when teaching in the future. I enjoy using technology when teaching, but worry that I depend on it too much for every lesson using the Interactive Whiteboard. I have not seen comics and graphics used in lessons, but have learnt how it helps children's understanding of story structure, through the layout used. I would like the challenge to include comics when teaching story structure or focusing on contractions or speech in a lesson, to engage the children with a new form of text. Millard and Marsh (2001) argue that colloquial language used in comics distress a high percentage of parents, but some may argue that children need to be made aware of contractions used, as comics mainly include speech. It is evident that parents are encouraging different media and new technologies in the home from a very young age, due to the world's increase in technology. Children are now growing up as digital natives and need to embrace these skills (Prenzky, 2001).  According to Ofcom (2004, as cited in Marsh et al 2005) children engaging with a wide range of media and technology from birth helps children develop 'media literacy' which is the 'ability to access, understand and create communications in a variety of contexts'. I believe that pop culture is a great tool to use in order to stimulate lessons, however the use of ICT should not be overused. Most schools I have witnessed, use ICT to type their work or play maths/science/literacy games. It is a shame to see ICT software not being used and promoted such as scratch, however it should not be overused in schools as children can become dependent on it. For example, when typing work, children have access to the spellchecker, which may help children who have difficulty spelling, but is it actually helping their learning? The question is, do they understand and remember the correct way to spell a word to use it in with future writing?

It is vital that teachers have the understanding and confidence in using technology in order to teach children how to use it. As I specialise in ICT, I have a good knowledge of how to use it, but I aim to engage in more software available. During seminars, we are exposed to using different web 2 technologies, learning how to use them. Some teachers fear the use of technology and 'stick to what they know'. In my opinion, the children are missing out on experience of using technology and is why I have the passion to include it in my lessons.

Marsh, J. Brooks, G. Hughes, J. Ritchie, L. Roberts, S. Wright, K. (2005)  Digital Beginnings: Young Children’s Use of Popular Culture, Media and New technologies University of Sheffield

Millard and Marsh (2001) 'Sending Minnie the Minx Home: comics and reading choices' Cambridge Journal of Education, 31:1, 25 - 38 (pdf)

Prensky, M. (2001) ‘Digital Natives, Digital Immigrants, Part  II: Do They Really Think Differently?’ in On the Horizon 9 (6)