Prior to this input I had never used movie making software. I was surprised both by how simple it was to use the iMovie app on the iPad, and by the versatility presented by the medium.
I would have never thought to link movie making to online safety before this input. Personally, I grew up in a time where it felt as though the adults around me were quite militant about not speaking to anybody online. It was accepted as something inherently dangerous and in my own group of friends it led to hiding online activities so that we were allowed the freedom to socialise online.
For this activity, my partner and I created a cautionary tale about a princess who speaks to someone online who is not who they appear to be when she goes to meet them. We had fun creating our film and it struck me while creating the movie that it would be a good way to introduce the subject of online safety with an element of levity. Getting students to create a film like this could incorporate a number of Technology Outcomes within the Curriculum for Excellence across stages:
- I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a
- I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way. TCH 2-01a
- I can extend my knowledge of how to use digital technology to communicate with others and I am aware of ways to keep safe and secure. TCH 1-03a
- I can explore online communities demonstrating an understanding of responsible digital behaviour and I’m aware of how to keep myself safe and secure. TCH 2-03a
Porter (2004, p.35) states that “the digital environment provides a unique opportunity to empower people of all ages to manipulate, combine and distribute their self-expressions as living stories that can be sent into the world and through time.” In addition to this, the Scottish Government (2015) states that “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 learners.” After telling a story through the medium of film using the iMovie app, I am convinced of the usefulness of movie-making in the classroom as a way to enhance literacy and wellbeing lessons while also developing practical skills in Technologies which are valuable to the next generation.
An activity like this would be a useful way to start a conversation about how children should immediately tell an adult if anything is making them uncomfortable online. Beauchamp (2012, p.60) states that “the schools most successful in online safety were those who informed students on what to do if things went wrong.” If talking about the risks surrounding social networking is normalised in the classroom, I believe students in the classroom will be more likely to inform an adult and seek help – rather than assuming they will be given into trouble, like my peers and I when social networking was in its infancy.
References
Beauchamp, G. (2012). ICT in the Primary Classroom: From Pedagogy to Practice. Pearson.
Porter, B. (2004). Digi Tales: The Art of Telling Digital Stories. Bernajean Porter Publication.
Scottish Executive (2004). Curriculum for Excellence. Edinburgh: Scottish Executive.
Scottish Government (2015). Literature Review on the Impact of Digital Technology on Learning and Teaching. [Online] http://dera.ioe.ac.uk/24843/1/00489224.pdf [Accessed: 01.04.18]
