Unlocking the Digital World

The Crucial Role of Digital Literacy in Primary Education 

Computing is made up of three strands – computer science, digital literacy, and information technology. This blog will focus on digital literacy, the foundational skill that equips children with the tools they need to navigate the digital world creatively, confidently and responsibly (Promethean, 2017). Digital literacy is a cognitive and technical ability to find, assess, and share information using digital media. It is essential students learn how to be ‘active participants in a digital world’ (Department of Education (DfE) 2013, p178) that continues to advance. Before concluding with future teaching goals, a discussion on why it is important for children to learn how to use the diverse media appropriately and creatively will be addressed (Natterhub, n.d.). 

The National Curriculum (DfE, 2013) intends to educate children about digital literacy through clarifying responsible behaviour online and how to preserve digital profiles by keeping personal information private. Key Stage 1 concentrates on how to use ‘technology safely’, ‘recognise acceptable/unacceptable behaviour’, and identify ways to report concerns about communication and information online (DfE, 2013, p179). Key Stage 2 learning focuses on how to safeguard private information on online services (ibid.). ‘Children have the right to enjoy childhood online’ (GOV.UK, 2020, p2), but without digital literacy, children may not be able to identify ‘threats of internet grooming, sexting, cyberbullying, and identity theft’ (Promethean, 2017, n.p.) and know how to respond to them carefully. Being knowledgeable on digital literacy accounts for developing skills such as communication, e-safety, critical thinking, and creativity (Natterhub, n.d.). These can be applied across a variety of contexts. The internet, in particular, can expose children to bad content, however, a values-based approach – advocating for responsible technology practice - can influence learners to foster ‘moral responsibility’ to do the right thing (Berry, 2015, p46).  

In primary education, creative digital literacy is demonstrated through utilising programmes such as Scratch to produce digital content (DfE, 2013). In my EDP1607 module, I used Scratch to develop my own digital literacy and understand what I needed to include to draw shapes. To make a square, I pieced together an ‘event’, a 'pen’ and eight ‘motions’.

=>

Understanding that a ‘control’ function would allow me to simplify two ’motions’ by repeating them reflected on my own ability to produce creative digital content later with other shapes. Tuvey et al. (2016, p109) suggest this activity offers teachers an opportunity ‘to assess numerous aspects of the programme of study’, not just their technical skills.  

In brief, digital literacy is not a mere skill – it is a fundamental necessity for young learners. Evident through research and practice from this blog, children can apply these skills across education and beyond. To ensure students have understood the concept of digital literacy and its role in the classroom, I intend to teach with a values-based approach and embed a long-lasting responsibility in pupils, as well as a game-based approach when challenging pupils to remember concepts in computing through practice (DfE, 2019). 

Reference List:

Berry, Miles. COMPUTING at SCHOOL Computing a CPD Toolkit for Primary Teachers . 2015.

Department for Education. ITT Core Content Framework . Department for Education, 2019.

Department for Education. The National Curriculum in England Key Stages 1 and 2 Framework Document. Sept. 2013.

GOV.UK. Education for a Connected World - 2020 Edition. 2020.

Natterhub. “Guide to Teaching Digital Literacy in Primary School.” Natterhub.com, natterhub.com/guide-to-teaching-digital-literacy-in-primary-school.

Promethean. “Digital Literacy in the Classroom. How Important Is It? | Promethean Blog.” 

Promethean World, 12 Jan. 2024, www.prometheanworld.com/gb/resource-centre/blogs/digital-literacy-classroom-important/. Accessed 1 Mar. 2024.

Scratch. “Scratch - Imagine, Program, Share.” Scratch, 2018, scratch.mit.edu/. Accessed 28 Feb. 2024.

Turvey, Keith, et al. Primary Computing and Digital Technologies: Knowledge, Understanding and Practice. Learning Matters, 14 Sept. 2016. Accessed 25 Feb. 2024.

Coding in the Classroom

 

How Introducing Coding Activities Can Help Children Develop Problem-Solving and Logical Thinking Skills

Coding has emerged as a powerful tool for nurturing problem-solving and logical thinking skills in young learners. Learning how to code will develop these skills for a pupil to ‘create programs, systems and a range of content’ (Department for Education (DfE), 2013, p178) as part of the curriculum and throughout. As this blog will evaluate, these cognitive skills allow children to exploit the potential of coding in a creative and innovative approach (Turvey et al., 2016). Children can consolidate their understanding through engaging activities, plugged and unplugged, unlike solely practicing coding skills (Berry, 2015).

Computers do not operate in a random manner or according to their current mood, therefore, they are ‘predictable’ (Berry, 2015, p8). How computers understand code can be taught through several games (Berry, 2013), online and offline. Computer games bring a variety of approaches to expression; addressed pictorially for children to engage and learn from (Turvey et al., 2016). However, to comprehend how they work, crucial terminology - discussed in the video below - should be directed at young learners (DfE, 2013):

Examples below highlight experimentation with ‘Turtle Academy’. Developing my own logical reasoning, I evaluated errors in my own algorithm and was able to correct myself until the goal was achieved (shown in the screenshots).

I then stretched my current skills into making more challenging shapes. To make the hexagon below, I identified the number of sides, how far the turtle should move forward, and how much it should turn right: 

To advance this activity even further, more steps to coding could be introduced. By teaching the program what a hexagon is, I was able to form patterns through repeating the shape and rotating it in my code:

Thus, learners should be encouraged to face these problems - confidently proposing alternative strategies - in aim to develop their computational thinking through problem solving and logical reasoning (Baroutsis, A. et al. 2019). Some pupils may even recognise the real-world applications of coding in machines like microwaves and coffee machines, all coded to perform tasks with precision (Berry, 2015).

From these exercises, children can identify cross-curricular links. In Key Stage 1, ‘Turtle Academy’ teaches pupils artistic methods like ‘pattern’ making (DfE, 2013, p177). In mathematics, children can ‘recognise and name common 2-D and 3-D shapes’ (DfE, 2013, p106) - like those produced above.

The term unplugged refers to teaching coding concepts without digital equipment. Concepts, as those defined in the previous video, can be explored by ‘using pencil and paper or role-play activities’ (Berry, 2015, p51). Key Stage 1 may encounter completing worksheets related to coding, namely wordsearches and pixel art. Key Stage 2 may role-play communication, as though they were providing code for an algorithm.

In summary, coding can be taught through enjoyable activities to help pupils develop their computational thinking skills. These skills can be integrated into comprehending of how the world around us works and encourage potential aspirations. Because technology plays a key role in our lives, I find it important to teach children exactly how it contributes to us. Providing learners with motivation to complete tasks, I aspire to incorporate enjoyable unplugged and game-based approaches to learning innovative concepts and procedures into my future teaching (DfE, 2019).

Reference List:

- Baroutsis, A. et al. (2019) ‘Computational thinking as a foundation for coding: Developing student engagement and learning'
- Berry, Miles. COMPUTING at SCHOOL Computing a CPD Toolkit for Primary Teachers FUNDED BY. 2015.

- Berry, Miles . Computing in the National Curriculum : A Guide for Primary Teachers. Great Britain, Computing At School, 2013. Accessed 16 Feb. 2024.

- Department for Education. ITT Core Content Framework . Department for Education, 2019. 

- Department for Education. The National Curriculum in England Key Stages 1 and 2 Framework Document. Sept. 2013.

- “Turtle Academy.” Turtleacademy.com, turtleacademy.com/playground. Accessed 14 Feb. 2024.

- Turvey, Keith, et al. Primary Computing and Digital Technologies: Knowledge, Understanding and Practice. Learning Matters, 14 Sept. 2016. Accessed 25 Feb. 2024.

- Waite, Jane. “Primary Computational Thinking Actions Edited.” Www.youtube.com, 18 June 2016, www.youtube.com/watch?v=J2v9VOlUnyg. Accessed 20 Feb. 2024.