Digital Technologies Reflection

Concluding the option module of Digital technologies, my own knowledge and understanding have deepened considerably. Throughout the module we focussed on experiences and outcomes that the Curriculum for Excellence and this encouraged us to incorporate the correct materials to incorporate into our own personal lesson plans.

Starting this module I commented saying it would be an opportunity to explore materials and resources off of the internet and different programmes that would help us when we are qualified professional teachers. Now twelve weeks later, I have a different opinion of the definition of digital technology and also a different view on how this particular part of education can influence children’s education. It can help across all areas of the curriculum varying from Art through to Numeracy and Literacy.

Throughout reading I deepened my knowledge as I became aware that it is more interactive for children, this is backed up by Beauchamp (2012) stating that a “deeper level of engagement with the purposes of interactive teaching to probe pupils’ understanding to try ensure reciprocal interaction and the co-construction of meaning or to enable children to consider or articulate their own thinking strategies.” This shows that by using ICT a child will engage more and possibly verbalise any issues or struggles they have. Many scholars have included the worry for educators when having technology in your lesson, but I have learned to let the children teach you how to use the device or application and for you to use this in your lessons.

Overall, this has broadened my understanding of the importance of technology and how cooperating this into my lesson plans will help educators confidence but also engage the children as well as having fun but having an educational background behind it.


Beauchamp, G. (2012) ICT in the Primary School: From Pedagogy to Practice. Pearson

Digital Technology 13.03.18

Games Based Learning is the key to engaging children in curricular areas varying from mathematics to chosen topics. ‘gaming is hugely popular in the UK with almost 86% of 5-7 years old children and 90% of 8-11 year old children using gaming devices regularly’ Ofcom Report (2011). For games-based learning to become successful it needs to be combined with games and good teaching and learning, for it to be completed at the best standard for the children.

As a learner, I found it difficult at the beginning to understand fully the principle of the game, I then asked questions and this then became more easier to understand. Progressing with the session I then became more confident and a lot more engaged and enthusiastic, but most importantly confident with the resource. After this session, it has encouraged me to download the game and spend more time at home to again grow my confidence so that I am able to portray this to a class.

As an educator, I believe this is a good and reliable resource that can benefits children in the educational sector. As the learning through play has developed from traditional games of hop-scotch, to rubix cubes and now in the 21st century x-boxs and play stations etc. We as influences need to use this technology to our advantage and help children engage in lessons through technology such as Minecraft, Mario Kart etc. Skills that can be developed by playing games can be strategic thinking, planning, communication, application of numbers, negotiating skills, group decision making and data handling skills, this will then benefits the children for the rest of their lives when they are out of a school environment as well as within.


Cirriculum for Excellence in Early level states: ‘I explore software and use what I learn to solve problems and present my ideas, thoughts, or information.’ This would be achieved by starting with Mario Kart and progressing through to Minecraft as they get older and more wiser. First level and second level joint states: ‘As I extend and enhance my knowledge of features of various types of software, including those which help find, organise, manage and access information, I can apply what I learn in different situations.’ By today’s session as a learner I believe I have achieved this as well as my peers by helping one another.


Children and Parents: Media Use and Attitudes, Ofcom (2001)

CFE Technologies: Experiences and Outcomes

Digital Technologies Reflection 06.03.18

“Digital Games-based Learning is the integration of games into learning experiences to increase engagement and motivation” (Higher Education Academy).  The connotations of the title insist the use of video games and the themes throughout them, but according to Edutopia Website they declares : “novels, films, plays and other media, games can be high quality materials a teacher uses to enable students to access the curriculum.”

There are benefits to Games-based Learning as it increases the children’s motivation, it is attention grabbing, it is easy to recall the information from it, it also reinforces knowledge and it is stress-free and pleasurable for the children.

These games can be used as a stimulus which is the starting point for other activities to endure from it, also we can use games to teach the children content as games can be used to illustrate concepts and materials which can be used to teach, it also teaches them social skills when playing the games. As educators it is our job to ensure that the children receives a positive impact on social skills, that it is supported in learning and enhances the learning of children, we need to ensure that it is developing the correct skills and it is providing opportunities to apply the skills in a every day life occurance.

Potential challenges that might arise when carrying out this particular activity might be identifying a suitable game to go with the lesson, it might be integrating the game within the time or day structure, it potentially could be confidence in the teacher and whether she has enough skills to manage this for the children to make the most out of the lesson and finally it could be a difficulty claiming the resources and whether the school has the budget to afford the games on each iPad or PC.


CFE Technologies: Experiences and Outcomes

Digital Technologies Reflection 27.2.18

Reflecting on mobile devices and how they have enhanced throughout the years, was brought tom attention recently. Many questions have been brought to the horizon whether mobile devices should be used in education. The British Educational Suppliers Association (BESA) state that “technology such as game consoles and smartphones are playing an important role in primary-aged children’s education.”

As a learner in mobile devices I believe that they are the new way to engaging children’s attention spans for longer. I also believe that the many applications that you can access from the different stores can help and aid with many situations including education and educational games.

As an educator, I have mixed emotions whether or not mobile devices should be incorporated into the education system and whether not they will enrich children’s learning or if they will distract children.

Challenges that could be faced with mobile devices is the distraction of children due to the applications that include message and fictive etc. This could challenge educators to come up with a solution on how we could resolve this problem and try and make them for an education purpose and nothing more.

When teachers across the board were asked whether they think mobile devices should be in education or not. 39% of teachers stated that children should not have access to mobile phones, while 29% declared that they should have access. Teachers and educators know that children preference for technology both at home and at school is evolving quickly, just as the same rate of technology changing at a rapid speed.


Children’s Parliament (2016) A Digital Learning and Teaching Strategy for Scotland: The View’s of Children

[Online] [Accessed: 21.2.18]

CFE Technologies: Experiences and Outcomes

Digital Technologies Reflection 20.02.18

Animation can be used in schools to portray lessons across the curricular, varying from mathematics to art and design. Beauchamp states that ‘young children do not seperate experiences into different compartments. ICT  is not viewed as a seperate ‘subject’ but something that contributed to all areas of learning’ (2015).

As a learner, I enjoyed the interactive element as it created an element of focus and engagement, it also helped to have the visual representation there as it allowed the illustrations to process better for me personally.

As an educator delivering this lesson, confidence would be the key to portraying it well and effectively. To be able to conquer this we should ensure that we have the computer or other devices set up and prepared before the children enter the classroom but also ensuring we have back up equipment incase the technology does not work.

Curriculum for excellence states that “Throughout all my learning, I can use search facilities of electronic sources to access ad retrieve information, recognising the importance this has in my place of learning, at home and in the workplace” (TCH 2-03b).


›Beauchamp, G. (2012) ICT in the Primary Classroom: From Pedagogy top Practice. Pearson.

CFE Technologies: Experiences and Outcomes