coollogo_com-114871670.png



Rationale behind Using ICT to promote Children’s Learning
It can be observed that “ICT (information and communication technology) in the primary school is a topic of fast-developing discussion, policy and practice in many countries” (Loveless and Dore, 2002, p. 1). Not only is ICT fast changing, but as Wheeler (2005) and Loveless (2003) each highlight that ICT is a subject which is renovating the primary curriculum in ways that are beneficial to both the children and teacher. The National Curriculum (1999), highlights that ICT permits children to use computers as tools to prepare them for a world where work and other activities are becoming more and more dependent on technology. This assignment will be looking at the importance of ICT in the classroom as well as the benefits of children creating an electronic poster as a form of assessment.
My ICT resource (as an addition to my sequence of lessons) is an electronic poster. This resource was created using a free online programme called Glogster. This resource can promote children’s learning in many ways and can even be used as a form of assessment at the end of a topic. It can be observed that Glogster EDU Premium is a “collaborative online learning platform for teachers and students to express their creativity, knowledge, ideas and skills in the classroom” (edu.glogster.com, 2011). Glogster Premium is a way to create an interactive poster, a poster which can be done individually, as a small group or even as a whole class.
A first way in which Glogster Premium promotes children’s learning is through the incorporation of different learning styles. Leask and Meadows (2000) highlight that ICT it a subject which permits teachers to integrate different learning styles in many different ways. My resource, permits children to do just this as they will need to use a range of learning styles to reach the final outcome efficiently. Leask and Meadows (2000) further their idea by explaining that, web-based work provides children with different ways of learning . In this case of creating an interactive poster, the learning styles involved range from visual to auditory as well as tactile. Glogster Premium permits the children to add moving graphics and texts onto their work and this creating a kinaesthetic and visual learning approach for the children. Kinaesthetic learning is also taking place as animated texts allow children to physically see the words moving about and changing.
Using this ICT resource also promotes children’s knowledge about e-safety. When the internet is used in a lesson, teachers must consider e-safety and making sure pupils do not go on sites which may cause harm. Using Glogster as the programme to create an interactive poster, is a way for teachers to “create a private virtual classroom with students...and monitoring all activities within the account throughout the learning process” (edu.glogster.com, 2011). Posters can be set as private and only those who have the password may see the Glogster. Being a safe site promotes children’s learning as teachers can permit children with the freedom to be fully creative.
Creativity is a further factor which supports the idea that ICT promotes children’s learning. Due to children having the freedom to fully explore Glogster Premium and all its benefits, their posters can be as creative as they want it to be. ICT can be seen as a subject which may “help children to think and act creatively, by tapping into their natural imagination and transforming the learning experience” into more beneficial ones (Wheeler, 2005, p. 133). Being creative is a way for children to improve their own focus as well as those around them. Rudd and Tyldesley (2006), emphasize that when children have the chance to be creative, they may become self-motivated to continue their work and thus their focus on learning improves. Leask and Meadows (2000) further support the value of creative ICT in the classroom by explaining that creativity in a classroom is the core power of ICT and it advances children to create better resources of learning.
Producing an interactive poster is not the only way in which ICT promotes creative learning opportunities for the children. It can also be seen that when using ICT in the classroom, “children can be creators and collaborators- not just consumers and collectors of information” (Leask and Meadows, 2000, p. 65). Through personal experience I have used ICT in Maths to make the lesson more engaging. To do this I used the interactive whiteboard and got the children working in small groups to demonstrate their collected data on a series of different graphs; graph layouts were obtained by one of the Interactive Whiteboard Programs. The initial task was for the children to work individually an use paper and coloured pen; however, just before the lesson took place I decided to change. I found the children did learn better due to the lesson being more engaging; as well as it got the children to improve their communication skills as they needed to discuss and present their final graphs. Donnelly (2000) explains that ICT is a tool in which can be used in a range of ways, for each subject. This personal experience is only one of the many forms of evidence to support Donnelly. My own experience is only a small example of the many ways in which supports the idea that using ICT in a creative way permits children with a more worthwhile learning journey.
On the other hand, it is also important to consider that ICT should not just be thrown into a lesson just because the children have not done it in a while. Even if “year on year teachers are asked to take on new and innovative ideas from the world of ICT” teachers cannot simply through in ICT; if so, the children will never benefit from ICT as it will not be taught efficiently (Gillespie, Boulton, Hranlan and Williamson, 2007, p. 1). Torjussen and Coppard (2002) highlight that in order for ICT to keep its potential it must be integrated efficiently into the curriculum and not just added in when there is time to spare. My resource of getting children to create a Glog is done as a form of assessment for the children. That way it stays as a tool and it is not overtaking the learning process. This is a beneficial approach to using ICT in the classroom as Loveless (2002) states that computers should be seen as ‘tools’ but not as a teacher or main source of learning.
This assignment has covered several of the many reasons as to how ICT may promote a child’s learning journey. It has be stated that “the interactive nature of computers allows pupils to become more and more involved, permitting effective and active learning” (EffectiveICT.co.uk, 2010). Loveless and Taylor (2000) highlight that the teacher’s job is to explore ways in which he/she can help pupils to become better learners, possibly through the use of a range of resources; which may then aid them to construct a more worthwhile learning opportunity. A way for a teacher to do this is through ICT. As it permits children to be creative and lessons become more engaging thus the construction of knowledge and understanding is become greater.
Word Count: 1000
Bibliography
DfEE (1999) The National Curriculum. Handbook for Primary Teachers in
England. Key Stages 1 and 2.
London: DfEE

Donnelly, J. (2000) ICT and the Learning Revolution Bristol: SHA
EffectiveICT.co.uk. (2010) http://wwwleffectiveict.co.uk/ Accessed: 19.3.11
Gillespie, H., Boulton, H., Hranlak. A.J., Williamson, R. (2007) Learning and
Teaching with Virtual Learning Environments
Exeter: Learning Matters Ltd.

Glogster Edu. (2011) http://edu.glogster.com/what-is-glogster-edu/ Accessed:
17.3.11

Leask, M., Meadows, J. (2000) Teaching and Learning with ICT in the Primary
School
London: Routledge Falmer

Loveless, A. (2003) The Role of ICT London: Continuum
Loveless, A., Dore, B (2002) ’Introduction’ in Loveless, A., Dore, B. ICT in the
Primary Curricumum
. Buckingham: Open University Press

Loveless and Taylor (2000) Creativity , Visual Literacy and ICT in Leask, M.,
Meadows, J. (2000) Teaching and Learning with ICT in the Primary School
London: Routledge Falmer

Rudd, A., Tyldesley, A. (2006) Literacy and ICT in the Primary School London:
David Fulton Publishers Ltd.

Torjussen, M., Coppard, E. (2002) Potential into Practice: developing ICT in the
Primary classroom
in Loveless, A., Dore, B. ICT in the Primary
Curricumum
. Buckingham: Open University Press.

Wheeler, S. (2005) Transforming Primary ICT Exeter: Learning Matters Ltd.