Digital Technologies Reflection 13.2.18

Movies can be beneficial for classrooms and as the Scottish Government states ’‘There is conclusive evidence that digital equipment, tools and resources can, where effectively used, raise the speed and depth of learning in science and mathematics for primary and secondary age learners’ (Scottish Government, 2015).

As a learner, movie making abled us to work in teams which made it more fun and engaging, once elaborated it then turned into a cinema setting where we were handed popcorn and juice etc which is something that can be incorporated into lesson preparation.

As an educator doing this programme it showed me that Movie Making can be used throughout many curricular areas such as Health and Wellbeing, Numeracy and literacy. It can also help children develop practical and functional skills, critical thinking skills, awareness of e-safety, collaboration skills, ability to find and select information, effective communication and finally creativity.

The curriculum for Excellence suggests that first and second level enables the child to “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” (TCH 1-03a/TCH 2-03a).


›The Scottish Government (2015) Literature Review on the Impact of Digital Technology on Learning and Teaching.  [Online] [Accessed: 5.2.18]

CFE Technologies: Experiences and Outcomes

Digital Technologies Reflection 06.02.18

eBooks are recent into the school environment, but can be very beneficial. They are defined as “an electronic version of a printed books which can be read on a computer or a specifically designed handheld devices’ (Oxford Dictionary).

Texts can be more than just books and printed, as listed below these are examples of texts that are stated from the curriculum for excellence: Novels, short stories, plays, poems, spoken word, charts, maps, graphs, newspapers, CV’s, letters, emails, films, games, TV programmes, labels, recipes, text messages, social networking sites, web pages and directions. These are the most popular forms of texts in the 21st century.

As a learner, I believe that eBooks have an advantage over printed books personally as it keeps the reader engaged due to the different qualities such as audio reading where the eBook reads to you while you listen. Personally it enables me to relax and listen to the book and visualise the content of the novel.

As an educator it was brought to my attention that eBooks are more interactive and can be used through many different devices such as; computers, iPads and mobile devices which allows the children to stay engaged for a longer period of time as they are participating in a classroom setting by using the application of Book Creator, this allows children to create their own eBooks on the devices.

Curriculum for Excellence states that by using eBooks it enables to “enhance [my] learning by applying my ICT skills in different learning contexts across the curriculum” (TCH 3-04a).


CFE Technologies: Experiences and Outcomes

Digital Technologies Reflection 30.1.18

Scratch Jr. is a reliable resource to engage children in their learning, there are many advantages to use coding in the classroom. When people learn to code, they learn important strategies for solving problems, designing projects and communicating ideas, some people believe and have verbally communicated that coding is the new literacy. “As young people create Scratch projects, they are not just learning how to write computer programs. They are learning to think creatively, reason systematically and work collaboratively – essential skills for success and happiness in todays world.”

As a learner, I thoroughly enjoyed Scratch as I was able to be creative and make decisions of positioning, the storyline and how it flowed from one thing to the next.

As an educator, personally I believe this is a good resource to use in a classroom setting. Many ideas can be performed on this application such as; creative writing and drama as well as many others. Skills that are developed include creative thinking, logical reasoning, problem solving and collaboration these skills are useful as it will help children in the school environment , home environment as well as a social environment.

From the subject of technology, the most relevant outcome towards my lesson was “I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts” (TCH 1-04a/TCH 2-04a).

From the subject of literacy, I begin to search deeper into story telling and creativity, this led me to be guided by “I can convey information, describe events or processes, share my opinions or persuade my reader in different ways” (LIT 1-28a/LIT 2-28a).

References –

The Lead Project (2014) Super Scratch Programming Adventure: Learn to Program by Making Cool Games! No Starch Press.

CFE Technologies: Experiences and Outcomes



Digital Technologies Reflection 23.1.18

The definition of a multimodal text declares that it must include two or more of the five semiotic systems which are listed as visual, Audio, Gestural, Spatial and finally Linguistic. “The multimodality of technology is another reason to use it, as it allows teachers to present an idea in a variety of different ways to help pupils understand it (Beauchamp 2012).

By using milutimodal texts it enriches the children learning as they have several ways to relate and remember its whether through a picture or sound etc.

As a learner, I personally felt that it helped me remember the key ideas of the lesson through a picture as from past experiences I know that I am a visual learner, therefore this helped me in my own knowledge and understanding to process the information correctly and accurately. I learned an important piece of information, using the colour yellow and pink on the background can help children with dyslexia.

As an educator, it came to my attention how much a multimodal text can change a lesson and make it a lot more helpful for the children. Multimodal presentation are captivating, motivating, interactive, personalised, dynamic, memorable and finally engaging. This is therfeore a better outcomes for the teacher and for the pupils as they are fully engaged and are interested in the activity they are participating in whether that be as a whole class, groups or individually. Using the app ActivPrimary/Activstudio/Activinspire can help teachers prepare a multimodal presentation or lesson for the children.

Curriclum for Excellence backs this idea of multimodality enhancing children’s learning as it states in first level “I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts (TCH1-04a/TCH2-04a).


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

Interactive Displays in Early Years Classes

CFE Technologies: Experiences and Outcomes

Digital Technology Reflection 16.1.18

Programmable toys can range from working with Logo Online to BeeBots, historic times can prove that the logo ’Turtle’ provided children with an opportunity to learn complex programming by controlling the movement of the arrow to draw lines on the screen.

There are many benefits of programmable toys but thee gadgets can develop skills such as interactive responsible learning, problem-solving skills, learner is in control, hands on learning.

As a learner enduring this lesson, I engaged due to the interactive aspects. During the time, I faced challenges but also enjoyed myself learning about the different aspects of programmable toys, I also understood how this one area could relate and link into other curricular areas. “The curriculum introduces programmable toys as a good example for developing knowledge and understanding of the contemporary world” (Janka, 2008).

As an educator, I understand that children with face enjoyment through using the programmable toys and they will also learn and develop new skills such as communication and instruction taking, this will help them in the future in School and in the environment around them. Relating this activity to different curricular areas such as maths and literacy will encourage the children to enjoy the other areas and see them with a different mind set helping them to achieve them in their own minds.

The Curriculum for Excellence relates by adding the experiences and outcomes which states that a child should “[be] developing problem-solving strategies, navigation and co-ordination skills, s I play and learn with electronic games, remote control or programmable toys” (TCH0-09a/TCH1-09a).


Janka, P. (2008) Using a Programmable Toy at Preschool Age: Why and How? [Online]

CFE Technologies: Experiences and Outcomes

Digital Technology Reflection 9.1.18

Commencing into the chosen module of ‘Digital Technologies’ has portrayed many things including the key question of ‘What is Digital Technology?’. Making a statement of what I thought was digital technology, prior to beginning the module, I believed that digital technology was a way to include technology into education and a way to make the children’s learning more enjoyable for them. Talking with my peers and completing my first introductory session in this module it is now confirmed that digital technology is a way to enrich the children’s learning and aiding them through different ways and resources to help build skills and confidence for them proceeding to workforce.

Being able to come to this conclusion, we were given a reading from the Scottish Government who defined what digital technology was and their description of the following matter which was presented under the title of ‘A Digital Learning andTeaching Strategy for Scotland’. In this document it was shown to me, that there are four key objectives that need to be met to enhance the learning and teaching of our pupils. These areas are; developing skills and confidence of educators in the appropriate and effective use of digital technology to support learning and teaching, improving access to digital technology for all learners, ensuring that digital technology is a central consideration in all areas of curriculum and assessment delivery and empowering leaders of change to drive innovation and investment in digital technology for learning and teaching. These four objectives will enhance the strategy development by the Scottish Government who will then lead this onto other companies, then given the opportunity to train teachers and other professionals who provide to the age range of three to eighteen about this particular topic of digital technology as this is becoming a key consideration in planning due to society changing around us with technology being the centre of it.



Digital Technologies(2016) A Digital Learning and Teaching Strategy for Scotland [Module Resource] Available: Digital Technologies Module on Moodle [Accessed on 09/01/18]

Reflection on Placement

Throughout the last two weeks, being on placement has been a great experience to my teaching degree that I am currently studying. I believe that putting everything I had learned to practise made me feel proud and very well achieved. My knowledge and understand has widened throughout my time there and I believe that just by observing made me sit back and see what to do and what not to do. During the placement, the school had different events on so on the first week of me arriving it was the beginning of science week and then the second week was financial education week where we learned and took an insight into saving and spending money. It also showed the children the difference between we what we want and what we need. My class was lovely and I had a good professional relationship with my teacher and she shared that she was happy with my progress over the two weeks and think I would make a great teacher, and she wished me luck over the near future. Overall, I loved it and it made me want to just get out there and just begin my journey of growing into a teacher and becoming a role model to children’s education.

Self Evaluation and Communication

My notes were roughly the same with my partners as we were both commenting on how he could of been a bit more disciplined more and they were getting distracted, and if he tried a different teaching approach they might have behaved more and been more obedient and respectful towards him. My partner agreed with this and thought this was the best approach to go forward with the situation.

Nothing surprised me in the notes, the only thing that we were discussing when doing the task was how the effects of his body language was affecting his teaching. This then became a discussion about the importance of body language and if you don’t have the right and proper body language the children would sense that and they thrive on that opportunity.

I found this task average, as it was a good experience for me to be able to watch and observe the teacher and also take the mistakes that was pointed out for my own sake, so I could improve and think about them when I begin to teaching the class and how important certain aspects are if you want a appropriate manner in your class.

I believe I am clear about the difference between feedback and judgement as feedback is helpful and is there to make you improve and do things different that could help you. Where as judgement is criticism and there to point out that you are doing wrong.

The importance of body language would be the one thing that I would like to remember and be able to approve during my time at placement over the next coming weeks.

I am really excited about placement and really looking forward to seeing the things we’ve learned in class been brought to life.

Hargie independent study task

To show the importance of questions in today’s society and how they can build up a conversation with another opponent. Also, to raise awareness about how many different types of questions there are but also broadening our knowledge and understanding of when to suitably use these in the right context and manner.

A couple of themes that are presented and are shown clearly in this chapter are

The importance of questions in society (T.V Shows, fashion etc), communication, social contexts

Hargie claims in this chapter that understanding the questions is more complex than what it seems to be. This is backed up by his statement saying (Hargie): “While at a surface level questioning seems to be a straightforward feature of communication, deeper analysis at functional, structural, and textural levels, reveals questioning to be a complex and multifaceted phenomenon.”

An argument presented in this chapter would be the claim that teachers should be trained and should have meaning behind the questions they are asking, and for the teachers to understand the question, so that this will make the children in front of them understand what they have been asked and to also broaden their learning of the world around us. Evidence to support this argument would be: (Saxton 2006:46), that states that if teachers want “students to think about what they are learning so that learning becomes part of their views of themselves and the world, you have to ask questions that will help them understand…and help them think about the meanings being made.”

I don’t agree with every part of the chapter, but there is not a particular part I disagree with in the overall chapter.

Correlation: a mutual relationship

Delineated: indicating the exact position of something

Prosodic: a study of a tune or a rhythm of speech.

References: Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed.London: Routledge.