Section A
Digital competence: How can teachers use technology effectively in the primary classroom?
Introduction
We are in a generation where technology is growing faster than ever at an unpredictable pace. The standard concept of whiteboards and tables is transforming into iPads, touch screen projector boards and interactive tables. Suggesting that individuals need to be on top of their technology game in order to navigate life, (Moravec, 2019). It comes with huge positive impacts on education which we will dive into in this essay. However along with that also comes the negatives so considering that, how can teachers use technology effectively in the classroom? Let’s find out!
What is digital competency?
According to the Welsh curriculum digital competence is a range of skills and attitudes which encourage confidence, creativity and critical thinking during the use of technology. It involves activities such as online collaboration, data management and digital content creation. (Welsh government, 2018).
Barriers to effective use of technology in classrooms
Everyday there are new pieces of technology coming out. The newer generation which has grown up with technology their whole lives do not have to get used to it, they grow up knowing how to use it. Whereas older generations have to learn how to use it, meaning there might be some areas in which they struggle. Hence why teacher training is vital. However, some teachers may not have sufficient training on how to integrate technology in the classroom in order to enhance learning, instead making it have a negative impact due to wasted time, (Field, 2016).
Another barrier is privacy and security concerns in classrooms, below is a video which explains this matter:
Why use technology in classrooms in the first place?
Technology empowers students to become independent as they can go off and do their own research and answer their own questions. Furthermore, it motivates students to engage in their learning as teachers can incorporate aspects they like, for example videos, relevant shows/movies and games, (Spencer and Juliani, 2017). In addition to this, technology increases inclusion. An example of this is in use is in the video below where a non verbal individual is able to communicate with other using technology.
Moreover, technology helps teachers as well. It makes grading, tracking student progress, planning and activities much more easier and efficient. For instance, using apps such as Google classroom, (Horn, Staker and Christensen, 2017).
So how can teachers use technology effectively in classrooms?
Here is a poster I made and a video which explains what CPD is. This is an extra course which can help overcome the barrier of lack of teacher training in technology. Teachers can take this in their spare time in areas they feel they can improve.
The Welsh government has also suggested things schools should take into consideration when integrating technology in their settings. The video I made below bullet points this.
VR, AI, AR and 360 cameras can also prove to be extremely effective in classrooms. For instance, if there are students with lower abilities who cannot focus on subjects whilst being taught the traditional way. VR is immersive, students feel captivated with this hands-on technology, increasing student engagement, (Tomlinson, 1999).
We also tested greenscreens and stop motion with our placement students. Via greenscreens, students were able to experience scenarios from 100 years ago and fly onto different planets, allowing them to encounter situations and a way of learning that would not have been possible without technology, (Burleson, 2018).
Aside from this, technology can also be used to contact parents whether it is to show them what they were up to that day or as a way of delivering important information. For instance, our students used technology to send out invitations for a Halloween themed disco party.
We also created a fun video for students incorporating characters from their favourite games and shows to ensure their safety online.
The students loved the video and found it extremely informative/helpful.
Reference list
Brynjolfsson, E. and McAfee, A. (2014). The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies. 1st ed. New York: W.W. Norton & Company.
Burleson, T. (2018). McGraw-Hill Education. Libraries Unlimited.
CBS (2015). Classroom Tech Tools Lead to Privacy Concerns. [online] Youtube. Available at: https://www.youtube.com/watch?v=PerTVlVEEmc [Accessed 9 Apr. 2024].
Engineering council (2018). Continuing Professional Development (CPD). [online] Youtube. Available at: https://www.youtube.com/watch?v=HnhmW0PZieg [Accessed 13 Apr. 2024].
Field, J. (2016). Teaching machines: Learning from the Intersection of Education and Technology. History of Education, 46(3), pp.399–401. doi:https://doi.org/10.1080/0046760x.2016.1173242.
Horn, M.B., Staker, H. and Christensen, C.M. (2017). Blended: Using Disruptive Innovation to Improve Schools. 1st ed. Jossey-Bass.
Moravec, J.W. (2019). Emerging Education Futures. 1st ed. Education Futures LLC.
Pacercenter (2012). Assistive Technology in Action - Meet Elle. YouTube. Available at: https://www.youtube.com/watch?v=g95TO20hnmo [Accessed 13 Apr. 2024].
Spencer, J. and Juliani, A.J. (2017). Empower : What Happens When Students Own Their Learning. 1st ed. Impress.
Tomlinson, C.A. (1999). Differentiated Classroom : Responding to the Needs of All Learners. 1st ed. [online] ezproxy.cardiffmet.ac.uk, Association for Supervision and Curriculum Development , p.140. Available at: https://ebookcentral.proquest.com/lib/cardiffmet/reader.action?docID=280420 [Accessed 12 Apr. 2024].
Welsh government (2018). Digital Competence Framework . [online] Hwb. Welsh Government. Available at: https://hwb.gov.wales/storage/85f69bca-0134-426d-bff1-c46b4c1d067b/digital-competence-framework-your-questions-answered.pdf [Accessed 9 Apr. 2024].
Section B
Cross curricular numeracy: How and why should numeracy be taught across the curriculum?
Introduction
The LNF is a framework provided by the Welsh government on literacy and numeracy. It suggests that children should be taught numeracy across the whole curriculum in different subjects and argues the importance of assimilating it into everyday scenarios. The reason being is that it is believed this will facilitate students’ mathematical skills academically and in real world situations (Welsh government, 2013).
This blog will further explore and investigate how and why it is believed numeracy should be taught across the curriculum.
Why should numeracy be taught across the curriculum?
The Donaldson review argues that maths is not just about numbers and sums but a way of thinking which helps us understand the world we live in. By integrating numeracy in other subjects students are able to see how maths is applied in things they are interested in, it gives every student a chance to show off their maths skills as applying it to their favourite subject increases engagement. (Donaldson, 2015).
A book named the elephant in the classroom explains how teaching numeracy cross curricular promotes holistic development as it allows students to analyse and evaluate information and make informed decisions using mathematical reasoning (Boaler, J, 2009).
The Welsh curriculum has six areas of learning and experience one of which are mathematics and numeracy. The four purposes of the curriculum also bind into numeracy. For example, one of the four purposes are ambitious, capable learners. Numeracy contributes to problem solving skills, critical thinking, and decision making skills. Meaning, numeracy is very important to the Welsh curriculum which also urges teachers to integrate numeracy within other subjects. They believe doing so improves future life opportunities as it opens doors to professional, academic and personal growth by being able to understand things such as scientific research and data. It also leads to higher employability rates as employers value such skills.
“...These are skills that can be transferred to the world of work, enabling learners to adapt and thrive in the modern world”, (Welsh Government, 2023).
How should numeracy be taught across the curriculum?
The Welsh government has provided guidelines on how to deliver numeracy cross curricular. For instance, teachers should provide context and relate to students' personal hobbies and passion and allow them to solve real life challenges, alongside giving students the opportunity to partake in unbiased activities which allow them to critically think, analyse information and make informed decisions. Teachers should also accommodate different needs of students by adjusting teaching techniques. Additionally, an array of formative assessments should be used in order to get feedback from students which makes room for improvement using student voice, followed by collaboration amongst other colleagues which is considered crucial in this practice. These guidelines are there to ensure numeracy is taught correctly cross- curricular, along with guaranteeing all students have equal opportunities. (Welsh Government, 2023).
Many literature urge the importance of outdoor play for numeracy skills. (Sobel et al., 2015) discuss that there are many more learning opportunities outdoors. Children get a visual idea and the outdoors encourage more hands-on learning where children can participate in sensory activities, enhancing their understanding.
Conclusion
In this section we discussed why and how numeracy should be taught across the curriculum according to important literature and framework. Examples of how to conduct this in an engaging way which our placement students reacted to in a positive manner were also shown. This concluded that teaching numeracy cross-curricular has countless benefits for students.
Reference list
Boaler, J. (2009) The elephant in the classroom : helping children learn and love maths. Rev. ed. London: Souvenir. (n.d.).
Donaldson, G. (2015). Successful Futures Independent Review of Curriculum and Assessment Arrangements in Wales. [online] Hwb. Welsh Government. Available at: https://www.gov.wales/sites/default/files/publications/2018-03/successful-futures.pdf [Accessed 28 Mar. 2024].
Horn, M.B., Staker, H. and Christensen, C.M. (2017). Blended: Using Disruptive Innovation to Improve Schools. 1st ed. Jossey-Bass.
Sobel, D., Bailie, P., Finch, K., Kenny, E. and Stires, A. (2015). Nature Preschools and Forest Kindergartens : the Handbook for Outdoor Learning. 1st ed. [online] Proquest, Redleaf Press. Available at: https://ebookcentral.proquest.com/lib/cardiffmet/reader.action?docID=4596685 [Accessed 9 Apr. 2024].
Welsh Government (2023). Mathematics and Numeracy Plan 2023 . [online] Welsh Government. Available at: https://www.gov.wales/mathematics-and-numeracy-plan-2023-html [Accessed 30 Mar. 2024].
Welsh government (2013). Literacy and Numeracy Framework - Hwb. [online] Hwb. Available at: https://hwb.gov.wales/curriculum-for-wales/cross-curricular-skills-frameworks/literacy-and-numeracy-framework/ [Accessed 27 Mar. 2024].
Section C
Placement at school A
Description of the experience
My placement during the beginning of this year was about achieving good experience in an alternative to primary school setting and testing out different environments to evaluate which one suits us best for our future. I went with school A as my university had a good relationship with it, the school visited us on campus for sessions as well so I thought it would make them feel more comfortable if they got to know me a little beforehand. My placement was completed through a teaching agency at school A in the ALN department, the department was full of wonderful children with massive personalities, everyone including the staff were all extremely welcoming which made me fit right in and feel valued. The department was there for children with additional learning needs and so I met children with all different types of abilities and requirements. The department also consisted of children of ages from years 9 to 13. I was in a different class each day meaning I got to work with each year group to evaluate ways which staff controlled classes of different ages and abilities. Teachers had to prepare different tasks for each student which would accommodate them considering such abilities, whilst at placement I also took part in this and built relationships with different students each time I was there alongside helping them work through their assigned tasks. I supported the teachers in numerous different lessons, for example cooking, Music, English, Maths, Science, P.E, ICT, Art, Geography and lunch times.
Thoughts and feelings during the experience
As I first drove into the school gates, not knowing the area, it hit me. I had no idea which class I was going to be in, meaning there was a possible chance of me ending up in a mainstream sixth form class. This terrified me as the students would be very close in age to me and most likely taller than me, therefore they may not take me seriously. However, I powered through knowing I had to do this in order to complete my degree. Once I found myself in the ALN department I was relieved as I had visited the department with my University a few days prior and the people there were lovely. Here are some pictures from the tour:
Here is a video about the power of kindness and why it is so important:
I got to know so many new souls and had so many new, useful learning experiences in such a short period.
Evaluation of the experience
All in all my experience at placement was one of the best learning experiences I had. In one particular music lesson students had to write about different instruments in the first half of the session. The student seated next to me struggled with their writing so when it came time for this activity they were unsure of how to write down what they were thinking. I sat next to them with a whiteboard asking them to describe what they were thinking whilst writing down sentences they thought of on their own but just did not know how to put them into words. The student copied down some of the ideas they came up with and by the end was writing the sentences all by themselves, only needing help with spelling. They just needed some help at the start to get into the flow and build their confidence. This goes to show just how rewarding the ALN department is. This specific moment will always stick with me as it makes me feel as if I made a lifelong impact on them since they learned brainstorming ideas before writing things down that worked best for them. This encouraged me to carry on with what I was doing.
In the second half of the lesson the students were singing along to songs, multiple students requested their favourite songs and got up in front of everyone to sing whilst everyone else clapped, danced and sung along. This moment brought a smile upon my face, realising how pure these students are and how they encourage and support each other without realising. (Harris and Meltzer, 2015) suggest that peer encouragement can make a huge difference on one's academic performance, it creates a positive learning environment and therefore can lead to increased participation, understanding of subjects and problem solving skills.
Another thing I had to do whilst on placement was plan a few tasks for students. I would say this was the most challenging part of placement as I barely knew the students and their abilities. However after making conversation with them, and looking through their book work I managed to create appropriate tasks for them. (Wentz and J, 2000) discuss how student teachers may find it difficult planning activities and lessons as they have not had much practice doing so. The most difficult part other than that was leaving placement itself as after only 24 hours the students and I had become quite attached to each other.
Analysis
Looking back, confidence and being career driven was what made me power through and overcome my nervousness. It was what made me step out of my comfort zone and become the best teaching assistant I could be. I believe I was successful in this as soon as all the students told me how much they liked me, how much they will miss me and the staff praised me. I had loads of positive experiences because all the staff and students were amazing, they made me feel at ease and explained everything to me, hence why I believe I was able to make a great contribution to the department. (Harris and Hayes, 2011, p.272) argue that confidence is key and that lacking it may lead to people giving up faster and stop people from pursuing their goals as they may doubt themselves and their ability. They persuade people to see failure as a chance to grow and develop personal skills, therefore doing better next time. They consider confidence a crucial step towards living a more satisfying life.
The obstacles I faced during placement occurred due to the fact that I am not qualified in that area yet and had not had much practice on it. Also, I only knew the students’ abilities to a certain extent, obstructing me from creating the best possible tasks for them. Although, I am sure if I had more time with each student, I would have been able to create even better tasks. A book by Malcolm Gladwell reviews the idea of practice makes perfect by investigating case studies which discuss the success of individuals due to their constant act of practice. (Gladwell, 2008).
Conclusion
Going on placement taught me that working with older students may seem daunting and scary but there is nothing to worry about and you will have a wonderful time. I further learned how to better deal with ALN students and how to adapt teaching based on their needs, as well as classroom management while having students with such needs. I also learned about risk assessment in science labs and cookery classes. Furthermore, I was taught reflective practice and approaches to creating a more inclusive classroom.
There are always things people could improve on and in this case I think I should have asked placement school staff exactly what they expected from me in regards to activity planning and ask more on the abilities of each student to get more knowledge on that matter. Moreover, although no other challenges have occurred for me during placement I do believe that there are other things which can aid me to do better in the setting. For example, research and understand ALN procedures/policies, and ask for feedback/evaluation occasionally to make sure I was staying on the right track every step of the way.
Overall, it was great to gain the experience as I now know how it feels to work in a secondary school and ALN department which made me grasp how rewarding and fulfilling it makes you feel as you are making a huge difference in the students’ lives. This made me think I may consider working in a similar setting despite my ultimate goal and passion as of right now still being to become a primary school teacher as I have worked in primary schools, nurseries and playgroups all across South Wales a year prior to joining University and I feel that is where I am meant to be.
Action plan
As discussed above, there are areas I can improve to ensure that my experience can run more smoothly next time. Here is a video I created which highlights those points in an easier layout so that is simpler.
Reference list
Gladwell, M. (2008). Outliers: the Story of Success. 1st ed. New York: Penguin Books, p.320.
Harris, K.R. and Meltzer, L. (2015). The Power of Peers in the Classroom : Enhancing Learning and Social Skills. [online] ProQuest. Available at: https://ebookcentral.proquest.com/lib/cardiffmet/reader.action?docID=1981158 [Accessed 24 Mar. 2024].
Harris, R. and Hayes, S. (2011). The Confidence Gap : A Guide to Overcoming Fear and self-doubt. 1st ed. Boston: Trumpeter, p.272.
Sinek, S. (2020). The Power of Kindness | Simon Sinek. YouTube. Available at: https://www.youtube.com/watch?v=8afO6jkod_4 [Accessed 26 Mar. 2024].
Wentz and J, P. (2000). The Student Teaching Experience : Cases from the Classroom | WorldCat.org. 2nd ed. [online] Worldcat, Pearson. Available at: https://search.worldcat.org/title/43864473?oclcNum=43864473 [Accessed 26 Mar. 2024].