Based on my personal knowledge alone, I expected Digital Technologies to be an informative module focusing solely on how to best use online resources effectively in future classroom settings. I presumed the teaching would be based on how to construct lessons using online devices and apps. However, after experiencing the first session and reading “The National Digital Learning and Teaching Strategy 2016” by the Scottish Government, I recognise that digital technology also includes using programmable toys, coding devices and many other tools as opposed to exclusively improving online skills. Education Scotland (2015) defined digital technology as, “a term used to describe those digital applications, services and resources which are used to: find, analyse, create, communicate and use information in a digital context.” In addition, although I believed use of digital technology in the classroom enhanced the learning of pupils, I was informed during this session that it is beneficial to parents also.
I recognise that this module will be beneficial to my teaching skills since the Scottish Government have decided to begin a strategy to place an emphasis on using digital technologies in the classroom. I learned that the Scottish Government began enforcing the importance of digital learning since they believe, “if used effectively and appropriately, digital technology can enhance learning and teaching, equip our children and young people with vital digital skills and crucially, it can lead to improved educational outcomes” (Scottish Government, 2016, p. 3). One reason why there has been an emphasis on digital technologies placed is to introduce technology that will allow parents to communicate easily with their child’s school to be aware of and support their child’s learning. Alongside pupils and parents, teachers will also reap the benefits of increased digital technology in the classroom. The Government want to allow teachers to receive training on how to appropriately use new technologies in order for it to be more frequently and confidently used for teaching and assessing in education (The National Digital Learning and Teaching Strategy, 2016). This empowers teachers and older generations with additional knowledge to comprehend and use up-to-date technology in both personal and social environments as well as professional.
Additional reasons for introducing technology more frequently in the classroom are known to be: to raise attainment and achievement, to close the attainment gap, to engage learners and to develop the young workforce (The National Digital Learning and Teaching Strategy, 2016). The strategy for emphasising this new skill in schools focuses on four key objectives: to develop the skills of our educators, to enhance curriculum and assessment delivery, to improve access and to empower leaders of change.
This session also allowed us to navigate our way around ‘Glow’ which is a digital learning environment available to educators and learns in Scotland. Previously, I had limited knowledge about this learning tool therefore found this aspect of the class beneficial. I now understand the benefits and uses of Glow in more depth and hope to continuously develop my knowledge.
Overall, I believe this first session helped me in identifying my personal needs for improvement in relation to digital technology and also improved my knowledge on what to further expect in upcoming classes. I am looking forward to the additional information I am still to learn and am hopeful that I will use my skills in future classes.

References:

Scottish Government. (2016) A Digital Learning and Teaching Strategy for Scotland. Edinburgh: Scottish Government (Online) Available at http://www.gov.scot/Resource/0050/0050 [Accessed: 09 January 2018]

My partner and I both agreed that the teacher had effective positive verbal communication skills such as speaking at an adequate volume at an appropriate pace whilst enunciating his words clearly at all times to ensure pupils could understand their teacher throughout the lesson. We, however, also both noticed that his non-verbal communication was not so satisfying. The teacher remained seated during the majority of this particular lesson meaning he wasn’t particularly showing authority or grabbing his pupils’ attention informing them where they should be focusing. At one point, the teacher even posed with his arms crossed projecting a dismissive, unapproachable vibe and used finger pointing as opposed to open hand gestures creating a similar atmosphere.

My partner’s observation was unsurprising due to it being so similar to mine whereas the video shocked me more. It highlighted the true importance of reflection and the many advantages that come with observation such as looking back on videos and being able to identify any changes that need to be made.

Observing this teacher was relatively easy as I was able to pause, rewind and re-watch the video as many times as necessary. I recognise, however, that observing others in real life will be more challenging as I will have to remain fully focused at all times to ensure no vital information is missed.

One idea I would like to remember whilst myself teaching at placement is how noticeable body language is and how important it is to make sure not to forget what my body language at all times is conveying. If I can notice an individual’s negative body language signs in a short video, my pupils will be able to notice any negative non-verbal communication I am portraying throughout the day.

Overall, I am excited to begin placement and learn and improve everyday. I also feel nervous but look forward to the challenges I will face and hurdles I will overcome.

Chapter 5 of ‘Finding out about others: the skill of questioning’, in Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge informs readers that asking questions is a fundamental part of communication as questions are the root of conversation. There are many key themes discussed frequently throughout this text including; the importance of questions, the many different types of questions, the affect questions have on children and the significance of questions in a classroom environment.
Whilst discussing the importance of questions, due to the results of his previous research, Hargie claims that without questions, interaction “eventually dies”. To support this claim, Hargie tells us that in his communication classes, he includes an exercise involving four volunteers attempting to discuss ‘the events of the week’ without asking any questions. From results, Hargie noticed that conversation either remains very difficult or someone quickly asks a question. Contestants on game shoes can win large sums of money simply for knowing the answers to questions; interviewers become well-known for being able to ask fellow celebrities the correct questions people want the answers to; skilled detectives can break down suspects through insightful questions. These examples support Hargie’s claims that questions are important in many aspects in life.
Many different types of questions are described frequently through this text, examples being: closed questions, open questions, leading questions and rhetorical questions. Cook (2009) believes that questions play a crucial role in child development for learning and maturing. Certain types of questions, such as leading questions, have an effect on the responses of children. Hardy and Van Leeuwan (2004) established that young children were less able to fight suggestion than older generations meaning that their responses were not always completely accurate if they faced an influential question.
Dillon (1982) reviewed the great amount of research into questions while teaching that has been completely and reported that teachers ask approximately 2 questions per minute whereas pupils only ask around 2 questions per hour. However, when teachers were surveyed, they believed they asked 3 times less questions that they truly did and thought pupils asked 6 times more questions than they actually do.
One point made by Hargie that I would disagree with is when he stated that open questions produce accurate responses. I would disagree with this because open questions can lead to a person going on a tangent and becoming distracted from what the question is truly asking therefore you do not get an appropriate answer you anticipated.

Reference List:
‘Finding out about others: the skill of questioning’, in Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge.