Blog 9: Multimedia and multi literacies in the primary school: 1

Having reflected on the use of technology & media in a local Primary School, discuss anything that surprises or challenges you. What questions arise for you as a result of today’s visit? Make any relevant references to readings.

Going back into school to begin a project similar to ones I have previously enjoyed doing with school experience classes was exciting for me. This excitement was dwarfed however, once we were shown around and grasped the level of technology seamlessly integrated into the school. The recording studio for the radio station in particular impressed me a great deal, as it was almost even a role-play area for the children, so convincing was it in its purpose. Much of the research we have read up until this point has highlighted the vast array of potential benefits that can be achieved in schools through the use of technology (Beauchamp, 2012; Byron Review, 2008; Higgins, Xiao & Katsipataki, 2012; Palfrey & Gasser, 2008). Belief in this research was reflected throughout the school, which was astounding to me in terms of facilities and potential for learning experiences. 

From examples we were shown and through discussions around the use of apps and equipment, it was clear that the school ethos has completely adopted media literacy into their curriculum. It seems that the school tries to use a cross-curricular approach to literacy as often as possible aided in great parts by the use of technology; there was even some evidence of multi-modal texts being created through ipads other than the project we are about to undertake. This approach is reflected in the new national curriculum and is seen by theorists as being exceptional in terms of maximising learning (DfE, 2013; Halsey, 2007).

Overall this introduction was greatly positive and made me look forward to applying the theory and techniques learned during this module. My only real concern is the timeframe with which to complete a task rather monumental to year 1 children in creating a multi-modal digital book with video and animation. I hope that the children have the time required to learn.

Bibliography

Beauchamp, G. (2012) ‘What is ICT in the Primary School?: Tools and Techniques’.  in ICT in the Primary School, From Pedagogy to Practice. Essex: Pearson Education Limited.

Byron Review. (2008) Safer Children in a Digital World. DCSF Publications.

Department for Education. (2013) Primary National Curriculum 2014. DfE: London.

Halsey, S. (2007) ‘Embracing emergent technologies and envisioning new ways of using them for literacy learning in the primary classroom’. in English Teaching: Practice and Critique, 6 (2) pp. 99-107. [online] Available from: http://files.eric.ed.gov/fulltext/EJ832191.pdf (Accessed: 31/03/2014).

Higgins, S., Xiao, Z. & Katsipataki, M. (2012) The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Durham University: Education Endowment Foundation.

Palfrey, J. & Gasser, U. (2008) Born Digital: Understanding the First Generation of Digital Natives. New York: Basic Books.