How can teachers use technology effectively in the primary classroom?

How can teachers use technology effectively in the primary classroom?
Since early on in the 21st Century, the use of technology had been rapidly on the rise in primary classrooms. From installing interactive white boards in classrooms to computers and iPads, technology is becoming a go to resource for teachers to use. We will be exploring the benefits and challenges of using technology and also good examples of technology, which we have used in seminars. 
First of all, technology has been a big influencer and addition to how children are motivated within education and is a great vehicle for interdisciplinary teaching (Carroll, & McCulloch, 2014). Technology is also great for teachers on the preparation side of teaching as planning and prep can be done efficiently on a computer and stored and transported safely. It is also a much easier way in regards to communication so all the teachers can be in touch with each other privately over email, but also to higher levels of education and parents (Güneş, & Buluç, 2018).
However some teachers are dubious as to whether they want these devices in their classrooms for fear they may take the place of teachers in the near future (Abbott, 2001). Whilst there is evidence that technology can teach children without a teacher present, it is argued that teachers create an atmosphere to facilitate learning, with the help of technology, and ensure all students are taught to the same curriculum (Dangwal, & Gope, 2011).
Bringing the use of technology into the classroom seems to make sense as to try and connect the real world to the classroom. We all use technology so much in everyday life that we don’t really realize we’re using it. Donaldson (2015), has chosen digital competence to be one of the three key responsibilities to replace ‘core’ subjects in the new Welsh curriculum. The Digital Competence Framework (DCF) encapsulates the skills that will help learners thrive in an increasingly digital world. It focuses on developing digital skills, which can be applied to a wide range of subjects and scenarios. The framework has four strands of equal importance, which focus on: Citizenship, Interacting and collaborating, Producing and Data and computational thinking which should be delivered in a cross curricular way (Welsh Government, 2018). 
Aldrich (2002, P.233) calls the rise of technology an ‘IT revolution’ which will help to make the foundation for the next century. 17 years on and this has definitely turned out to be true so far, so may be true for the future yet to come. Technology helps to broaden the access to education and affects the curriculum available to students. However, in the future could this potentially stop and hinder how education is received today? Maybe this could open up other opportunities for education and who is able to gain access to it or do the exact opposite. For example the use of E-learning could readily allow access to those unable to physically be at the source of education if a pupil is off sick or unable to attend school that day (Goyal, 2012). 

 Teachers can also use technology for the use of homework, using a safe site which the children can access at home to do their work on and also store results of that homework so there is no excuse if work if misplaced or left behind. This method creates a self-paced personal environment for the pupil and includes a ‘help’ button for the pupil to use if they are stuck and then just follow the online tutorials (Younie, et. al. 2015).Or if the teacher has given a paper sheet for homework they could include a QR code which the children could scan at home and send them to a video uploaded by the teacher explaining the homework or giving advice on how to complete the work (Younie, et. al. 2015).
Some teachers do not use technology to the extent that is expected as they do not really know or understand how to use it. These teachers tend to turn to ‘tried and tested’ methods or resources instead of exploring something new. Could this potentially harm the education students receive as a result? (John, & Wheeler, 2008). However these teachers are usually the ones that have called new technology ‘a costly, time-consuming and problematic addition’ to their profession (John, & Wheeler, 2008, P.16).
During seminars we have explored the use of technology through iMovie on iPads and other video making applications (our example videos are included on blog below) that can be used effectively in the classroom to motivate children as they will enjoy being creative and using their imagination to creative different stories and scenarios to support their learning.
Overall, teachers have many ways in which technology can be used effectively in the classroom to develop children’s learning but also help routines run smoothly and more precisely. Yes, there might be a few challenges yet to overcome with technology, but with this rapid, ever changing resource of education this is sure to be resolved sooner rather than later.
 Video 1 link, Example film trailer: https://youtu.be/D-NoZC4kv84

  

References:
Carroll, M. & McCulloch, M. (2014) Understanding teaching and learning in primary education, London: Sage.
Dangwal, R. & Gope, S. (2011) Indian adaptation of Motivated Strategy Learning Questionnaire in the context of Hole-in-the-wall, Available online at: http://web.b.ebscohost.com.ezproxy.cardiffmet.ac.uk/ehost/pdfviewer/pdfview er?vid=7&sid=21318c4e-c1fc-44e1-b573-f29a8692dbc5%40sessionmgr103 (Accessed on 5thMay 2019).
Güneş, A. & Buluç, B. (2018) The Relationship Between Classroom Teachers’ Classroom Management Skills and Technology Use, Available online at: http://web.a.ebscohost.com.ezproxy.cardiffmet.ac.uk/ehost/pdfviewer/pdfview er?vid=10&sid=56eab5fc-141c-44fe-b71c-82b3e751e500%40sdc-v-sessmgr02 (Accessed on 5thMay 2019).
Welsh Government, (2018) Digital Competence Framework, Available online at: https://learning.gov.wales/resources/browse-all/digital-competence- framework/?lang=en (Accessed on 5thMay 2019).
Younie, S. Leask, M. & Burden, K. (2015) Teaching and learning with ICT in the primary school. London: Routledge.

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