How can teachers use technology effectively in the Primary classroom?  

Digital competence is one of the cross- curricular responsibilities, alongside literacy and numeracy. In primary school's technology can be used to engage and encourage children to learn. There is now a growing emphasis on the importance of digital literacies nationally, in Primary Education.  ICT can have a positive impact on educational attainment. ICT can also offer a range of features that can aid teachers in the classroom.  

       

Today’s society expects children to have a general understanding of the convenience, and advantage when using such technology. Teachers also need to understand the different features of ICT in order to use this effectively and be able to incorporate this into their teaching methods. Prensky (2011) was writing about the generation of children who are in education (from nursery to university) who have grown up with ICT around them from birth and as a result were “native speakers” of the digital language of technology. Teachers must make the most of the technology already in the classroom, before introducing mobile devices.  

Becta (2003) suggests that ICT can help boost inclusion, as it helps learners to communicate whilst increasing participation in group discussions. One challenge that might face teachers with the early year's learners, is that these children might already have prior knowledge of computers and electronic devices (Haynes, 2006)  

As children are now growing up in a ‘digital world’ new skills are required by children and teachers, in order to apply technology to the curriculum. Digital literacy is now seen as being priority and most common in the education system. There has been research recently, to prove that ICT contributes to developing talk time in the classroom. As talk is now available in both real time, and online teachers need to consider the potential audiences that children might be met with in different situations. The potential for ICT across the curriculum has be outlined recently by Becta (2002) Gary Beauchamp – book  

The use of interactive whiteboards may be the most significant and vital change in the classroom. It has changed the learning tone, which inspires children to integrate technology into the routine of their education. Somekh et al’s (2007) evaluation of interactive whiteboards suggests potential benefits for learners. It can be seen to enhance pupil motivation and increase educational attainment. They also have the potential to benefit teaching by providing greater flexibility, multi-media presentations, support of planning and an opportunity to model the use of technology for learners. Although interactive whiteboards can be positive, there can also be some disadvantages.  

Firstly, there can be a focus and reliance on a lesson that is driven by the features of technology. There are also increased irritation that are put forward by students, because of technology failure or lack of interactive whiteboard skills (Halls and Higgins 2006).  Moss et al (2007) noticed that increased lesson pace was occasionally used for discipline purposes, to keep students contained rather than trying to strengthen the learning process.  Sometimes technical failures with technology or lack of skills with devices or interactive boards can affect the quality of teaching. Even though a high pace lesson may be a benefit, it may also be a disadvantage, especially for weaker students and students with physical disabilities (Kennewell, 2004)  

In order to tech with a multi-modal practice, teachers are required to have training both pedologically and technically. This means that teachers are constantly being tested on their technological knowledge, which increases pressures in the classroom environment. There can also be barriers that can influence the accessibility of technology. For example, the lack of resources or teachers experiencing problems due to lack of their knowledge. Another example would be, the number of computers or devices in technology suites that might also need advance booking. This can add to the expectation of faults during lessons, which requires added time slots for learning accuracy.  (The essential guide, Sarah Younie) 

Games can also be incorporated into educational practice. Game based learning has had considerable interest since the early 2000s. Prensky (2001) suggested that gaming has an impact on cognitive development. Video games can appeal to learners of a wide age range, who can be male or female. In well-designed games, learners can move up to higher levels through their problem-solving skills. They are required to learn new skills and knowledge to enable them to do this. Children can create a virtual world, where they are able to do things that they might feel is beyond them. Learners have independence and empowerment when creating an animated character related to how they may portray themselves.  Vygotsky describes play as ‘the imaginary, illusory realisation of unrealisable desires (1933) 

Educational gaming can encourage multiple aspects of learning through interactivity, creativity and problem solving. In reference to Gardner’s (1983) multiple intelligence's, both intarpersonal and interpersonal competences can be enhanced through the mode of gaming. Learners can have power over the content and ownership of the learning experience. Additionally, apps such as class dojo and class craft can create a positive classroom culture. Students can have a student voice, which allows them to promote school values. Although there are benefits of using games as a tool for learning, some teachers are still reluctant to use them permanently. Technology is currently one of the biggest changes in society, so teachers are unable to bury their heads in the sand when it comes to using such technology in the classroom. For ICT to be used effectively, teachers must educate children on how it can be used within the classroom. Children must become competent communicators in order to engage and participate in the ‘digital world’.  

The DCF (Digital competency framework) has been written in response to requests from Welsh Government. The report shows that schools are now focusing on the vitality of pupils developing their digital competence as set out in the Successful Futures in the (Donaldson Report, 2015) Most teachers now understand that preparing for the DCF is now a priority in educational development. The DCF covers the digital skills that are now compulsory in schooling, and across the new curriculum. Most teachers also believe that the DCF also caters for children with additional needs in education. This can also link to the LF (Literacy framework) and NF (Numeracy framework) which shows a cross curricular approach to teaching, which focuses on developing a learner's skills so they can apply this to a wide variety of subjects and situations. The DCF also links to the employability of students, which allows them to slot into the demands of ever evolving technology.