Throughout different now compared to 20 years ago, due

Throughout the past couple of years technology has become more
and more involved in our lives. It’s now normal for primary school children to
have the most up to date phones and gadgets. Even though these technologies are
mostly used in their social lives they can also be effectively used in a
learning environment alongside traditional teaching methods to give children
the best possible learning experience. Throughout time the way people learn and
the way people are taught have changed dramatically, in recent years digital
technologies have become ever more present in the classroom.  The Scottish education endowment foundation
state “The use of digital technologies to support learning are very varied, but
a simple split can be made” Firstly they talk about how technologies can be
used as programmes for students. This incorporates technologies that help
students with their learning for example using a piece of technology to help
with a problem solving task with an instant access to knowledge. Secondly they
talk about technologies for teachers to use, that help them teach. This
includes things like an interactive white board, projectors and online
materials that help expand the method of teaching.  These technologies have no doubt aided
teachers and students in their learning in many ways. (Hinrichsen,
J. & Coombs, A. (2013)) also believe that digital technologies should be
used throughout the curriculum when they state “In curriculum terms, the
development of digital literacy will involve using devices and software but
should also be recognised and made explicit in analytical and discursive
practices; in syllabus content; in assessment design and grading criteria; and
in formal course specification documents” It is clear that digital technologies
have no doubt made their way into our learning system for better or worse,
however, this essay will discuss and analyse how digital technologies have
changed, and still changing the way people learn.

 

 

Children now are taught completely different now compared to 20 years
ago, due to the arrival of technology and its affect on the curriculum. One
example of this is the revised version of blooms taxonomy. This taxonomy was
used as a hierarchy of learning objectives for children in school. At the base
and set as being the most important factor was remembering followed by
understanding, applying, analysing, evaluating and creating. This shows that in
school at this time remembering set pieces of information was your key to being
successful however much as changes since then and there has been a shift in
these factors. The revised version of Blooms taxonomy flipped the old version
to now have creating as the most important factor followed by evaluating,
analysing , applying , understanding and then remembering. This emphasises how
now in school there is a lot more emphasis or being creative and less emphasis
on simply remembering info and then re-writing it. Many dispute the effect of
technologies on learning and disagree on whether or not it should be used in
the curriculum. Researches such as (Fleer 2001) believe that a new curriculum
is needed to match the needs of children in this digital age and that
technologies such be used throughout it. However some disagree with this and
believe that technologies have a negative effect on children and how they
develop. (Armstrong & Casement, 2000) believe that technologies shouldn’t be
in 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 to
investigate the true effect of technologies on young people’s earning. (Hsin,
C.-T et al) stated “The potentials of using technology to support learning in
other domains and other cognitive fields are needed. As for learning results,
61 studies reported positive findings, 24 reported no differences, and only 2
reported negative outcomes. It seems that the majority of the studies indicated
an overall positive effect of technologies on learning.” This data suggests
that technology does have a positive effect on learning. However what do the
kids themselves think? The children’s parliament asked 92 children from
different areas of Scotland about their views of using technology in School.
These children were all digital users who had digital phones. The common
feelings of the children were that they enjoy suing technology in school as
long as it doesn’t take over the full curriculum. Some also felt that due to a
lack of technology in classrooms and some teacher’s views on using it, they
were not experiencing the full benefits

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