22 | VLOGGING | PRIMARY AND SECONDARY
PL AT F ORM TO SU CCESS
The increase in mobile technology has led to a new way of teaching literacy, numeracy and communication skills to students. Helen Dorrit looks at the rise of blogging and vlogging in the classroom
It’s an oft-quoted fact that the smartphone which so many of us carry around in our pockets has more technological capability than the computer which sent Neil Armstrong to the moon. And with this type of powerful technology becoming the norm, it’s no surprise to learn that it’s having an impact on the way children are taught, too, with the use of blogging and vlogging increasingly being used in schools. But what exactly are these platforms, and why have they become so popular?
The normalisation of technology A blog is a regularly updated website or page, which has entries (or 'posts') writen in an informal or conversational style. A vlog is a blog where the posts are primarily in video format. And those smartphones in our pockets, plus tablet computers, seem to be the main reason why blogging
and vlogging are now a vital tool in the teaching arsenal. Engaging digitally is now seen as the norm, with mobile technology allowing us to chat, share photos and watch videos instantly. But while a lot of adults may feel this is an add-on in their worlds, it's a different story for children. “The four-year-old of today is very different to one from five years ago,” says Simon Pridham, a director at educational digital consultants Aspire2Be and author of the book Freaked Out: The Bewildered Teacher’s Guide to Digital Learning. “Mobile technology is pervasive in their world, so they expect to use it. Making teachers understand that they have to react to this new world can be tricky, but it now has to drive pedagogy.” There are lots of positive
statistics to show how these platforms have raised atainment in schools, especially with boys and those who struggle with
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86