Today was my first day attending the digital technology module. I opted for this module because I lack confidence in digital literacy and with the Scottish Government implementing digital technology in schools (Scottish Government, 2016), I aim to improve my knowledge in digital literacy more.
My initial understanding of what digital literacy is, is learning, through using computers and search engines. After one day participating in the module, it is clear that digital literacy has many aspects that I am not aware of. Reflecting on my years of learning in school, digital technology was very limited and not used often. When it was used, however, it had a very big impact on myself and my fellow classmates learning. Today, digital technology is much more advanced, however as I will be teaching in a few years and educating pupils, I feel that it is very important to enhance my learning in digital literacy.
In 2016, the Scottish Government interviewed 92 children across Scotland aged between 8 and 11. All of them admitted to strongly being exposed to digital technology in the form that the majority of them owned a mobile phone or a tablet or laptop or gaming consoles etc, (Scottish Government, 2016). Much like myself, the popular opinion of digital technology being used in classrooms was that it makes learning more enjoyable. The children all agreed that they would like to use it more in lessons. 250 11-25 year old adolescents were also questioned and the overall outcome was that digital technology is a strong aid for revision and resources. What both sets of young people voiced, was that schools lack digital resources and their teacher’s lack the skills to use and teach through these resources (Scottish Government, 2016). I can only agree with the views of these young people, from my own experience in school and as a student teacher in how much skill I lack in digital technology.
During the module seminar, we were given some time to read documents relating to teaching ICT in the classroom. I paid particular attention to reading “Enhancing learning and teaching through the use of digital technology”, published by the Scottish Government. I was drawn closely to the section about the role of the Scottish Government and National Bodies and how they are going to work nationally and locally to help achieve the objective to enhance learning and teaching through digital technology, (Scottish Government, 2016). This had an immense impact on myself because it boosts my confidence knowing that the Scottish Government themselves are on board to enhance future and current educator’s learning and skills. They aim to develop the skills of educator’s, improve the access that they have to technology, as well as enhancing curriculum and incorporating aspects of digital literacy in learning and importantly, they want to encourage leader’s to support their change and approach, (Scottish Government, 2016).
With digital technology becoming ever more popular in our everyday lives, I feel hopeful that with the power of the Scottish Government and local bodies, they will encourage teaching and learning through digital technology in classrooms, as well as communication and aids, for example Glow.
Having never used Glow before my time at UWS, I was completely unaware of the materials and learning resources that it provides. As a student teacher, I am constantly seeking out new ideas and resources that I can use on placement visits and more so when I become a qualified teacher. I am relieved that there is such a tool as Glow. My launchpad is currently filled with 25 tiles, all related to teaching. Some tiles have learning and activity materials and others have support specifically for teacher’s, for example, ‘Addressing Dyslexia Toolkit’ designed for teacher’s and early years workers who could potentially be involved with literacy and dyslexia difficulties throughout school years.
My favourite tile that I have so far came across and feel it will benefit me greatly is ‘Primary Resources’ which has thousands of free lesson plans, activity ideas and resources for primary teachers.
As well as having my own personal launchpad, Glow has a UWS launchpad and a national one that shows what they recommend and what duties are being used most frequently.
Overall, my first day in the digital technology module was a great success and I am thoroughly looking forward to the next few months learning and adapting my digital technology skills. I aim to use Glow frequently and discover the different teaching tools that there are locally at UWS and nationally. Every placement visit I have, I am excited to see the different ways that local authorities and the government, along with head teachers and teachers themselves have implemented digital technology into the classroom, taking away from it ideas and skills that I can one day use in my very own classroom.
Reference
The Scottish Government (2016) Enhancing Learning and Teaching through the use of Digital Technology.
