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