Digital Competency in Primary Schools

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Digital competence in Primary Schools
During my work experience in Primary school, I witnessed various use of digital technology, it was clear that the setting involved technology into the classroom as they want pupils to use technology outside the curriculum and take the skills they learn in school with them outside of school and enhance them. During Maths lessons in Year 3, the teacher involved laptops into the lesson for children to have access to apps which helped enhance numeracy skills, the task involved problem solving and quick maths questions to test children’s thinking skills. The involvement of digital technology during this lesson made the lesson interactive and enjoyable, most pupils find maths boring and difficult hence why it is important that teacher make this subject fun so that children can be more engaged. Donaldson successful futures framework (2015) considers digital competence as a cross-curricular subject, with it being surrounded and linked with other subjects in the curriculum including, maths, English, and science. Technology and science are connected as science is knowledge on collecting data and experimentation and using scientific methods, and with technology we apply science to solve problems and use scientific knowledge (Donaldson, 2015, p.50). 

Donaldson (2015) expands in the four main purposes of how children’s skills in digital competence can relate to these purposes and contribute to technology and science:
·     
        -  Ambitious capable learners are individuals who are ready to gain knowledge and understanding of the key aspects in science and developing skills in research and thinking skills.
·     -   Enterprising creative contributors are individuals who are ready to work with others to prepare a long-term role.
·     -  Ethical informed citizen individuals who are ready to be a citizen of Wales and evaluating the impact of scientific and technological developments
·     -  Healthy confident individuals are learning to make use of data and using digital technologies safely

Teachers and practitioners can promote technology within setting by developing an awareness of the different digital technologies and thinking carefully when and how this skill can be used in order to support pupils learning. When researching on digital technology in the primary setting, I found the study on the SAMR (Substitution, Augmentation, Modification, Redefinition) the model developed by Dr. Ruben Puentedura.


Specialist in the educational technology system follow the SAMR model stages as they participate in their teaching and learning with digital technology. The model proves how substitution and augmentation enhance learning and modification and redefinition is a transformation for learning. 

The SAMR model also proposes how digital technology is beneficial as it improves learning ‘Instead of producing a handwritten report, learner types the report using a word processor’, this suggests that it is easier and more convenient. Furthermore, stating how the framework can be improved and transformed by the ability to carry out writing through visual experiences.

In Areas of Learning and Experiences seminar we used digital competency to create two videos, we did this by using iPad. The two videos could be used within a primary school setting to help children and young people engage in several ways. The first video was created on an app called ‘Morfo’ this app allows you to create and choose your character ranging from cartoon to real people, for example, celebrities or Disney characters. The way these app works is you can choose your face/character then record yourself imitating that character or anything of your choice. The video below shows that the chosen character we choose as a group was Elf and I recorded myself saying a line related to the movie in a funny way. The Morfo app promotes children to work in a team to develop communication skills as well as enhancing digital technology skills, as this app involves problem-solving. The app can be used by teachers and practitioners to demonstrate how the app should be used.

https://youtu.be/KXaY3MeONyw


The second video was created through the app called ‘Chatter Pix’, this app is great as it allows you to make use of the camera on the device you are using and to take pictures of your surrounding or pictures off the internet. The app allows you to turn the picture into a talking character/object. As you can see in the video, we used the picture of a computer mouse and decorated the mouse into making it look like a face, then adding a recording of a voice to make It look like something you see in the cartoon movies. Both apps encourage children to use their thinking skills and help develop their confidence. Some individuals can lack confidence and can find it difficult to communicate therefore working in groups allows children to interact in a fun way. 

https://youtu.be/7CtyOmAPM7w

Concluding this blog, I believe that technology has a huge impact on children in today’s generation and allows children to develop many skills. Teachers and practitioners should ensure to follow the curriculum in order to provide the best possible outcomes. The Digital Competence Framework in Wales should be followed correctly and regularly as well as the Donaldson’s new curriculum to ensure children are enhancing skills within the key subjects. It is agreeable that technology is vital within the primary setting and should be equally important with Maths and Literacy.

Reference
Welsh Government (2018) Digital Competence Framework Guidance. Online at:  file:///C:/Users/Team%20Knowhow/Documents/University/Areas%20of%20Learning%20and%20Experience/digital%20competence%20article%20.pdf (Accessed: 10/04/2019).

Donaldson, G. (2015) Successful Futures, Independent Review of Curriculum and Assessment Arrangements in Wales. OGL.

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