Unit 1 Task 2
Unit 1 Task 2
Unit 1 Task 2
Task 2 Report
Introduction
The aim of this report is to:
Assess my skills against those identified and assess my confidence and how my
own personal use of digital technology could be used in classroom practice
Evaluate the impact of my confidence in using digital literacy and identify how
personal, cultural and organisational barriers can affect digital literacy
development
Attitude
Technological know-how and competence
The extent to which technological know-how and competence actually informs
their teaching and professional practice
In many ways, the most important aspect is attitude, since technologies are constantly
evolving, so the will and ability to continue learning are basic requirements. Most
important is attitude, since this enables development in technologies and skills. This
would cover points from Ref[1]such as Be resilient and unafraid of failure and Be
curious and adventurous when it comes to trying out new technology. With this attitude,
it some skills are missing, they will be learned.
Also fundamental is the application of this technology in the classroom and with other
interaction with students, since without this deployment, the skillset is having little actual
effect. Skills such as the use of social media in collaboration with students and the use of
VLEs to provide engaging content and opportunities for Formative Assessment
(Assessment for Learning) is important for this.
Of course for a teacher, features relating to professional standards are also important,
since having this correct is a necessary requirement of being able to teach at all. This
covers such aspects as security/privacy, safeguarding, keeping professional and private
online connections separate etc.
A knowledge of particular technologies is maybe less important, since these always
change and can be learned. Currently I would say an ability to work with audio and video
to produce engaging content, to research and make use of OER, the effective use of a
VLE and the use computer games and quizzes to engage and check learning are crucial
but these will evolve.
Edward Curran
In summary, I understand technology and find it easy to learn new technologies but it is
not always coming through in my practice in the classroom or professional practice.
Assess ways to incorporate own personal technology use into classroom
practice
Looking at my personal use of technology, some possibilities would be:
Edward Curran
Critically assess the personal, cultural and organisational barriers to own and
other practitioners digital literacy development and learning technology use
I think the main organisational barrier currently is that many colleges, including ours, see
technology as primarily a management tool with the focus on monitoring compliance,
with such things as gradebooks, assessments which provide data for Standards Assessors
and so forth. This also adds to workload and have a negative impact of student
experience (eg the learner experience with BKSB).
There is predominately a culture of targets, results and compliance checks with penalties
for failure to meet these. These become a priority and other tasks, such as developing
resources less important. Also it means there is little time to experiment and little
inclination to take risk, since failure is frowned on, while the rewards of success are very
uncertain.
Edward Curran
Edward Curran