My ICT Experience in Primary School
When thinking back to my own experiences during primary school, ICT was not a major factor of my learning. Although the interactive whiteboards were introduced into the classrooms, teachers were not fully capable of using the new equipment to its full potential. The use of the interactive whiteboards were mainly used as a substitute for the original whiteboards, but teachers failed to use the full range of technology available, potentially due to a lack of training. However, towards the end of year 6 the whiteboards were used for some very basic interactive games.
When thinking back to my own experiences during primary school, ICT was not a major factor of my learning. Although the interactive whiteboards were introduced into the classrooms, teachers were not fully capable of using the new equipment to its full potential. The use of the interactive whiteboards were mainly used as a substitute for the original whiteboards, but teachers failed to use the full range of technology available, potentially due to a lack of training. However, towards the end of year 6 the whiteboards were used for some very basic interactive games.
The poor use of the interactive whiteboards can be used as an example
of the ‘SAMR model’. The SAMR model stands for: Substitution, Augmentation, modification
and redefinition. It is a more recent system that is used to encourage and
support educators when they are using mobile technology (Romrell, 2014). Substitution is the lowest level of this
system and the experience I had of the interactive whiteboards in primary
school when they were first introduced in year 4/5, are a good example of how an interactive whiteboard was used in the
same way that the original whiteboards were used, with only very minor changes. The SAMR system can be used for educators to think about how they teach and not only about having technology in a lesson, but the way in which it is used (Romrell, 2014).
ICT is now part of everyday life for teachers and practitioners
(Younie et al. 2014). Pupils starting primary school are already skilled at
using technology and have a good understanding of it; therefore, their teachers
need to be trained to ensure that they are achieving the same level of
competence at the same levels. (Younie et al. 2014) it can be argued that the
best way to improve learning is for teachers to think about how they can utilize
pupil’s skills to develop their own learning.
REFERENCES:
Younie, S, Leask, M, and Burden, K.
(2014). Teaching and Learning with ICT in the Primary School. 2nd
ed, Routledge.
Romrell, Danae, Kidder, Lisa C., & Wood,
Emma. (2014). The SAMR Model as a Framework for Evaluating mLearning. Journal of Asynchronous Learning Networks,18(2),
Journal of Asynchronous Learning Networks, 2014, Vol.18(2).
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ReplyDeleteI agree that technology is a tool that teachers are relying on more and more. I saw this for myself when teaching in Nairobi. I found engaging pupils in lessons challenging. Usually, when teaching children in the UK, I am able to use technology to draw pupils into the lesson and it helps to encourage 'interactivity'- a term used by Beauchamp (2013). This shows how that we may take technology for granted and forget how far it has come in assisting pedagogy.
ReplyDeleteBeauchamp, G. (2013) ICT in the Primary School From Pedagogy to Practice [online]. Hoboken: Taylor and Francis. [Accessed 09 November 2016].