Throughout the past couple of years technology has become moreand more involved in our lives. It’s now normal for primary school children tohave the most up to date phones and gadgets.
Even though these technologies aremostly used in their social lives they can also be effectively used in alearning environment alongside traditional teaching methods to give childrenthe best possible learning experience. Throughout time the way people learn andthe way people are taught have changed dramatically, in recent years digitaltechnologies have become ever more present in the classroom. The Scottish education endowment foundationstate “The use of digital technologies to support learning are very varied, buta simple split can be made” Firstly they talk about how technologies can beused as programmes for students. This incorporates technologies that helpstudents with their learning for example using a piece of technology to helpwith a problem solving task with an instant access to knowledge. Secondly theytalk about technologies for teachers to use, that help them teach.
Thisincludes things like an interactive white board, projectors and onlinematerials that help expand the method of teaching. These technologies have no doubt aidedteachers and students in their learning in many ways. (Hinrichsen,J. & Coombs, A. (2013)) also believe that digital technologies should beused throughout the curriculum when they state “In curriculum terms, thedevelopment of digital literacy will involve using devices and software butshould also be recognised and made explicit in analytical and discursivepractices; in syllabus content; in assessment design and grading criteria; andin formal course specification documents” It is clear that digital technologieshave no doubt made their way into our learning system for better or worse,however, this essay will discuss and analyse how digital technologies havechanged, and still changing the way people learn. Children now are taught completely different now compared to 20 yearsago, due to the arrival of technology and its affect on the curriculum. Oneexample of this is the revised version of blooms taxonomy. This taxonomy wasused as a hierarchy of learning objectives for children in school.
At the baseand set as being the most important factor was remembering followed byunderstanding, applying, analysing, evaluating and creating. This shows that inschool at this time remembering set pieces of information was your key to beingsuccessful however much as changes since then and there has been a shift inthese factors. The revised version of Blooms taxonomy flipped the old versionto now have creating as the most important factor followed by evaluating,analysing , applying , understanding and then remembering. This emphasises hownow in school there is a lot more emphasis or being creative and less emphasison simply remembering info and then re-writing it. Many dispute the effect oftechnologies on learning and disagree on whether or not it should be used inthe curriculum. Researches such as (Fleer 2001) believe that a new curriculumis needed to match the needs of children in this digital age and thattechnologies such be used throughout it. However some disagree with this andbelieve that technologies have a negative effect on children and how theydevelop. (Armstrong & Casement, 2000) believe that technologies shouldn’t bein the curriculum due to these negative effects on the children.
(Hsin, C.-T.,Li, M.-C., & Tsai, C.
-C. (2014).) looked at all these reports and wanted toinvestigate the true effect of technologies on young people’s earning. (Hsin,C.-T et al) stated “The potentials of using technology to support learning inother domains and other cognitive fields are needed. As for learning results,61 studies reported positive findings, 24 reported no differences, and only 2reported negative outcomes.
It seems that the majority of the studies indicatedan overall positive effect of technologies on learning.” This data suggeststhat technology does have a positive effect on learning. However what do thekids themselves think? The children’s parliament asked 92 children fromdifferent areas of Scotland about their views of using technology in School.These children were all digital users who had digital phones. The commonfeelings of the children were that they enjoy suing technology in school aslong as it doesn’t take over the full curriculum. Some also felt that due to alack of technology in classrooms and some teacher’s views on using it, theywere not experiencing the full benefits