The focus of this input was to learn how to create iMovies, which, we as student teachers can take into the classroom with us. Once we understood how to use the application, we were then asked to create iMovies to encourage internet safety.
Beauchamp (2012, p.58) discusses internet safety and states that “…the key idea [is] that e-safety is not about restricting children, but about educating them.” In other words, children should be encouraged to go online and use technologies. However, when they are online, they should be aware of the dangers of accepting and communicating with people that they do not know. He further states that schools with effective e-safety standards will have pupils who know exactly what to do if they feel that they are not safe online. Furthermore, a document created by the Children’s Parliament investigated children’s views of digital technologies within school, the research found that children knew to inform their parents or other adults if they did not feel safe online. The document further states that children had also received sufficient information and guidance around the issue of internet safety from parents, teachers, police officers and ChildLine (Children’s Parliament, 2016).
The Scottish Government states, “digital technologies appear to be appropriate means to improve basic literacy and numeracy skills, especially in primary settings.” Thus, showing the importance and usefulness of digital technologies within classrooms in the 21st century.
The iMovie that we created was centred around the story of Shrek. The movie started with Princess Fiona sleeping and is awoken by a text from a stranger. The stranger tells her that he is “Prince Charming” however, the stranger is actually Shrek. The stranger then says that he will come and save her from the castle. The movie then shows a clip of Shrek and Donkey on their way to the castle. Once they arrive in the princess’s room, she realises that Shrek is not Prince Charming. The overall message of the movie is that you shouldn’t communicate with people that you do not know as anyone could be behind the screen.
I have associated this task with the first level of the CfE, the experiences and outcomes are as follows;
- 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.
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I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks. EXA 1-02a
Overall, I found this task to be very fun and exciting. I enjoyed creating our own masks and costumes for the characters. We used the iPads to record our clips and we inserted these clips into our movie. I will definitely be taking this into the classroom because I believe that this is a fun way to ensure children gain knowledge of how to be safe online.
References
Beauchamp, G. (2012) ICT in the Primary Classroom: From Pedagogy top Practice. Pearson.
Children’s Parliament (2016) A Digital Learning and Teaching Strategy for Scotland: The View’s of Children. [Online] Available from: http://www.childrensparliament.org.uk/wp-content/uploads/REPORT_digital-learning-consultation_Childrens-Parliament-1.pdf [Accessed: 13 February 2018].
The Scottish Government (2015) Literature Review on the Impact of Digital Technology on Learning and Teaching. [Online] Available from: http://dera.ioe.ac.uk/24843/1/00489224.pdf [Accessed: 13 February 2018].
