Digital technology and social media

Digital technology and social media Words by Paul Campbell and Jon Overton on behalf of the ATL Future Steering Group, 2011-12

“If we teach today as we taught yesterday, we rob our children of tomorrow.”

John Dewey, educator and philosopher

The world is changing. With technological advancement comes a shift in how we communicate and even greater shifts in the underlying structures and functions of society. There is no doubting the impact of societal advancements on children and young people and, consequently, the implications for educators.

ATL Future – a steering group made up of ATL’s student and newly qualified (NQ) members that represents the views of around 50,000 students and NQs across the UK – has the future of the teaching profession and the education of young people at the heart of all we do. In considering that future, this paper looks at how technologies and social media are playing a larger role in society, and how education can and has to respond to these fast developments.

It is clear people already depend on technology and social media, which play a big part in children’s development, and their lives. It is therefore our duty as educators to bring these concepts and tools into the classroom so we can support our children and young people in developing their own skills, attitudes and understanding as literate citizens in a technologically advanced, globalised society. We must prepare them for the future.

In this paper, we explore what it means to be literate in today’s society, the implications for policy and how technology can be used in our classrooms to ensure all children have the opportunity to become successful and confident individuals, who are informed, involved and responsible citizens at a time of change, development and societal advancement.

Paul Campbell Vice-convener, ATL Future Steering Group B.Ed primary education (hons) – Year 4 student

Digital technology, social media and children’s development There has been great debate about the “new skills” that children “will need for the rapidly changing challenges of life, learning and work in the modern world” (Building the Curriculum 4 – Skills for Learning, Skills for Life and Skills for Work, Scottish Government, 2009). ATL Future contends that technology and social media is central to this.

The texts children access outside school are increasingly digital and multi-modal, and vary greatly in format and context. More and more, children are reading and writing using online, digital tools. Most commonly we have websites, DVDs and virtual gaming environments, which combine sound, text, photographic and digitally created visuals, email and, increasingly, social media, eg Facebook and MSN. Kress (2006) believes that with digital media becoming embedded within our everyday social, cultural and economic environments, it’s vital not just for children, but for all people to gain the skills integral to the use of these technologies, and thus gain from the benefits they offer.

Bearne (2007) argues that this in itself creates a new challenge for us as educators.

We need to take account of and put children’s cultural capital and individual learning needs at the centre of all we do, in particular when it comes to literacy experiences.

Children have great differences in their textual and life experiences outside school. It is this diversity which enriches the experiences children have in school; it should be acknowledged and celebrated. In doing so, we can hopefully achieve successful literary and textual experiences for the children in our care; experiences that suit the needs of a child in a digitally advanced society (Bearne, 2007).

There are countless ways in which we can engage children and young people in our classrooms through digital technology. ATL Future members have used blogs — websites where an individual or a group create multi-modal texts, incorporating text, photographs, video or audio files and links, usually on a daily basis. We have used podcasting, a method used to distribute audio or music files over the internet for others to play on mobile devices or computers. And we have used wikis, a type of website that allows users to add, remove or otherwise edit and change most of the available content with relative ease.

But it is not, and never will be, as simple as using technology just because we can. It is our responsibility as skilled professionals to be clear in our understanding of the effectiveness of the technological tools we offer to children in our classrooms. There needs to be a clear purpose and a rationale behind what we do.

Why should we use digital technology in the classroom?

It is a necessary skill for active citizens We have a great responsibility in developing the digital literacies that children need. To facilitate this, we need to ensure we offer opportunities for effective learning and development in what is encompassed by digital technology. Our jobs as teachers and education professionals is to help children find their own voice, and to enable them to construct and develop their own understanding of the world. Through the use of digital technology, students can develop their understanding and awareness of the potential

of their voice within their local community. They can see first-hand the impact they can have as part of a global community, and how social networking facilitates this (Davies, 2008). To ensure a match between education and today’s society, transformation of curricular policy and practice is required.

It will help to close the ‘digital divide’ The BBC has reported on the ‘digital divide’, ie that more than a million school children, mainly from low socio-economic backgrounds, lack computer access at home (BBC, December 2010). Large inequalities exist between people who are able to access and use ICT effectively and those who can’t. Not only do these differences more often than not run along socio-economic lines, they can also contribute to sustaining them.

If the least-advantaged in society have less access to computers, the internet and meaningful ICT education, this may prevent them from getting jobs, as well as from participating in government and other services which often require online participation.

Tackling this digital divide, and ensuring equality of digital participation opportunities for all young people, requires not only access to technology but also the digital literacy skills and knowledge which will allow people to read, write, create and communicate using such technology: “Optimal use of ICT in education is... not simply a matter of giving children encouragement in their studies while they gain a technical facility with the socalled tools of the future, but more significantly about facilitating a transformation in the nature of knowledge and the learning process.” (Hague, 2009) We need to start from where children and young people are and build on their experiences Jukes and Dosaj (2006) say that “today’s generation has grown up in a digital landscape. For most of them, there’s never been a time in their lives when computers, cell phones, video games and the internet haven’t surrounded them.” So we need to make sure there isn’t a mismatch between the learner and the experiences we are offering. This is vital in ensuring their education and learning is relevant, contextualised, purposeful and transferable to their daily lives, now and in the future.

Technology and social networking are here to stay. If they are banned, or not used in schools, children and young people will still use them. Therefore, children need to be taught the safe and effective use of such tools and networks. By ignoring the familiar context and tools that children and parents are increasingly using, we are ignoring what they value. Ultimately this will alienate and disengage learners, hindering their pursuit of life-long learning (Davies, 2008).

Risks and precautions Educationalists may be increasingly aware of the importance of technologies for learning but often have concerns about safety and appropriate use. This can in turn influence their participation in developing technologies within the curriculum, so that all learners can benefit from the “combined wisdom, support and advice that online environments and other technologies can offer” (Learning and Teaching Scotland, 2010).

There has been a focus in recent years on pupil safety and protecting young people from illegal, harmful or otherwise inappropriate content online. A wealth of guidance has been offered to schools and colleges, and most schools now have e-safety policies.

Guidance is also available on cyberbullying.

Indeed, the Child Exploitation and Online Protection Centre currently offers online resources for young people about being safe online and free training days for those who work directly with young people. The training outlines how young people are using new technologies and how valuable it can be to study the practicalities of online safety with your class, regardless of age group.

However, formal guidance has perhaps been lacking in terms of protecting the professional. A Google search for the phrase ‘teacher fired over Facebook’ yields 5,200,000 hits including 254,000 related YouTube videos (Feb 2012). Social networking sites (SNS) like Facebook or Twitter have become part of the fabric of our society, being used by teachers and students alike. The danger to the professional is when the lines between professional and personal life become blurred.

Whereas in the past it was only possible for students to contact teachers face to face in school, it is now possible for students to search for their teachers online and potentially comment on their teachers’ non-professional life as chronicled through Facebook or other SNS. Where professionals then enter into a dialogue with their pupils outside the framework of school or college, they put themselves at risk of breaking child protection and safeguarding policies.

It is unreasonable to expect teachers to have no online presence; indeed, it would be detrimental to their development as Twitter discussions and resource sharing through SNS can yield huge benefits to a teacher in their professional life, as this paper outlines. However, they must be aware of the potential dangers. In most cases it is a simple process to set security settings on SNS so that pupils cannot contact teachers.

However, not all users are aware of how to change these settings, evidence if it were needed that further training is essential to protect professionals’ identity in a virtual world.

ATL’s factsheet Social Networking Sites: How to Protect Yourself on the Internet gives fuller information on the subject. ATL has also seen an increase in instances of cyberbullying, where teachers are subject to online comments or images that are derogatory, abusive or humiliating. ATL has produced a factsheet which outlines what steps education staff should take if they find themselves subject to cyberbullying. (See www.atl.org.uk/factsheets for PDFs of both.)

It is vital that educational professionals are aware of the dangers they face online as well as those facing their students, and that they help make children and young people aware of the potential dangers, as well as the benefits. A clear, commonly agreed safe and acceptable use policy for social media and technology in schools, as well as professional development opportunities for those less familiar with these tools, is imperative for the safe, effective and meaningful use of technology and social media for learning.

How can educators be supported to use digital technologies in the classroom?

Though there are dangers as outlined above, ATL Future believes they are far outweighed by the potential learning benefits for children and young people. Teachers need to share their experiences with each other as a way of building a greater awareness of these learning benefits.

For example, Martin Waller, a Year 2 teacher at a primary school in England, has shared his experiences online. He began using Twitter as a means of engaging the children in his class in evaluating and reflecting on their own learning. Twitter is a free ‘micro-blogging’ site; users ‘tweet’ up to 140 characters on any subject they like, which other users can follow and reply to.

Martin finds it a valuable tool in his classroom because it creates a greater understanding of real world literacy and helps develop digital literacy skills within this online community of practice. He believes that using such online social and collaborative communications adds to children’s development as critical readers of an extensive range of texts, and helps them to understand the vast array of domains that literacy embodies in our society today (Waller, 2010).

It can be seen from Waller’s account that incorporating digital literacy practices within the school curriculum and embedding it in classroom practices need not mean more work for the teacher. As outlined above, there are safety issues to be considered, which Waller (2010) describes as a valuable learning process for children themselves, as it helps them think about safety in their personal use of technology and social networks.

In the spirit of sharing possible uses of digital technology in the classroom, below ATL Future provides a series of case studies outlining how some members have worked with pupils using such tools. You may also find it useful to use ATL’s checklist on embedding digital technology and social media in classrooms – see appendix 1.

ATL Future case studies Paul Campbell, primary trainee teacher, University of Strathclyde, Glasgow What did you use?

I used blogs, which is the equivalent of an online journal.

What age/year group of students?

Year 6, a class of 10/11 year olds.

What curricular area/topic?

I got children blogging and sharing what they were learning and doing across the curriculum, including posting blogs from home about their achievements outside school.

Why did you use it?

It was a fantastic means of engaging many reluctant writers. My children, like the majority now, use technology and social media online every day. It gives a relevant, familiar and meaningful context, which offers a sustained audience outside the classroom, and a unique opportunity to link with others across the world.

What did you use it for?

I used blogs as a means for children to share what they had learned and to link with a class in Brazil while we were studying the Amazonian rainforest in social studies.

What were the benefits to you and/or your students?

The engagement of the whole class was unlike any I had seen before. Even the struggling writers were so engaged with the writing process, wanting to make sure it was readable and accurate for their audience. They were getting comments from teachers, children and others across the world, including Auckland, New Zealand and Atlanta, Georgia. The excitement on the children’s faces when they saw where they were getting comments from was amazing.

How did it enhance the learning experience?

It offered the children an authentic, relevant and purposeful context for writing, reading, feeding back and sharing with others. Having a real audience and purpose gave greater context for work on grammar and spelling.

Would you wish to embed digital technology and social media in your teaching practice and why?

Yes, and I have! Society is changing rapidly and education needs to respond to this to ensure we have a generation of young people who are prepared, participative, involved and ready to meet the challenges of the present and future.

In addition...

It is not nearly as difficult to use technology to enhance learning and teaching as you might think. Start small, then build up what you are using and how you are using it, with a continual focus on why you are using it. With a relevant rationale for using technology, it will work.

Patrick Ryan, secondary teacher, Midlands What did you use?

I discussed Facebook with my pupils as an example of social media and its application.

What age/year group of students?

Year 9 ICT students, aged 13-14 and of mixed gender and ability.

What curricular area/topic?

E-safety – how to keep yourself safe online and when using sites such as Facebook/Twitter/MSN, etc.

What did you use it for?

To explore the pitfalls of being online in a safe, secure and open forum, which allowed pupils to question and explore the dangers/benefits of social networks.

What were the benefits to you and/or your students?

I gained an insight in why/how/when pupils use the medium and it’s not what I would have fully expected. Pupils gained an insight into how to protect themselves when online.

How did it enhance the learning experience?

As they were using a medium that they use every day, pupils were more engaged, motivated and willing to participate in this lesson, as opposed to a standard lesson on ICT software where pupils cannot see the direct link to their daily life.

Would you wish to embed digital technology and social media in your teaching practice and why?

Within reason yes, and within any agreed codes of practice within schools. It needs to be highlighted that some pupils will try to utilize this medium to meet their social rather than educational needs. There should be a clear understanding of the uses of digital technology and social media.

In addition...

In order to harness the potential of digital technology and social media as a tool for learning, teachers need greater training at ITT stage. Schools also need to be more aware that digital technology and social media is not just a danger but can enhance learning.

Caroline Gray, trainee primary teacher, Worcestershire What did you use?

Promethean devices (an interactive system that allows pupils to vote) and Aspect Inspire (allows instant marking and feedback).

What age/year group of students?

Year 4 (ages 8– 9) What lesson/topic?

Numeracy, ie times tables.

What did you use it for and why?

We use Promethean voting devices for daily times tables tests and Active Inspire for marking and feedback.

What were the benefits to you and/or your students?

It saves me marking a daily test, which I otherwise probably wouldn’t do because of the workload. It also makes it more interesting and interactive for the children; they actually look forward to it.

How did it enhance the learning experience?

Each device is assigned to a specific child so I can, at the end, bring up a results summary, which gives each child information on how many they got correct as well as

their average time. This can then be posted on to a page next to other results from the week, allowing an easy view of progress.

Would you wish to embed digital technology and social media in your teaching practice and why?

Yes, digital technology and social media are a huge part of modern-day society, which we as teachers need to know how to tap into. We also need to know how to respond to areas of danger/negatives such as e-safety.

In addition…

The use of digital technology and social media needs to be a part of ITT but also the CPD of education professionals who didn’t have such tools during their training. Many have never had anyone show them how to actually use it, as well as how it can be used in school. I know teachers who won’t use interactive whiteboards purely because they don’t know how.

Jon Overton, primary teacher, London What did you use?

Monkey Jam (a digital resource that allows users to create stop motion animation).

What age/year group of students?

Year 1 (5/6 year olds).

What lesson/topic?

Literacy, specifically story writing.

Why did you use it?

To engage pupils who find writing for writing’s sake difficult; to increase engagement in the task.

What did you use it for?

For children to tell their stories using Lego figures.

What were the benefits to you and/or your students?

The children were engaged in the activity and were writing their stories with an end goal/focus. I was able to assess their work as it was of sufficient quantity and quality.

They also loved learning the new skills of using the stop motion software/hardware.

How did it enhance the learning experience?

Variation from the ‘norm’ of writing – something new for them to engage in.

Would you wish to embed digital technology and social media in your teaching practice and why?

Yes, engagement through class blogs and Twitter has boosted child and parent involvement since the start of the year.

In addition…

The government needs to provide education professionals with more training, and protection and guidance policies, so teachers fully harness the potential of digital technology and social media as a tool for learning and reflection.

Natalie Horrocks, secondary science teacher, Leeds What did you use?

Wall Wisher (an online noticeboard maker).

What age/year group of students?

Year 8.

What lesson/topic?

Selective breeding.

How did you use it?

For homework, I posed a question about the ethics of selective breeding and got the students to write their views on the Wall Wisher website.

What were the benefits to you and/or your students?

It ensured all students did the task (each had to initial their comments). It meant I could access this before the next lesson to bring together comments. I could use it for responsive planning, and it was interesting for the students.

How did it enhance the learning experience?

It was more interactive.

Would you wish to embed digital technology and social media in your teaching practice and why?

Yes. Digital technology is part of students’ everyday life, and to encompass it in lessons keeps them enthusiastic.

Sarah Curtis, FE lecturer working with adult learners, Birmingham What did you use?

Time-limited anagram games.

What age/year group of students?

21 to 68 years.

What lesson/topic?

Literacy.

Why and how did you use it?

To improve spelling, encouraging learners to experiment and creating a sense of competition. Learners become more engaged because they are trying to re-arrange letters into the right order inside a time limit (the correct letters for the words are already there so this helps with confidence).

What were the benefits to you and/or your students?

The students aren’t necessarily used to using up-to-date technology, particularly because I work with older learners. They really enjoy watching one another and trying to help whoever is doing it beat the time limit. I like seeing them really engage with the subject.

Would you wish to embed digital technology and social media in your teaching practice and why?

I would love to encourage my students to use more technology because I think it would promote and enhance independent learning. Often adults want to practise away

from the classroom, where they will be more confident to make mistakes without an audience.

In addition…

I work for training companies where I’m often in poorly resourced rooms and am working with adults who may need to be shown basic computer skills. Access to modern technology for adult learners should be improved. I also think more staff need training, with digital technology and social media promoted more positively.

Avril McConnell, post-primary teacher, Northern Ireland What did you use?

Social networking sites like Facebook, Twitter and MSN, Yacapaca, virtual learning environments, videos and interactive games on the smart board (including Who Wants to be a Millionaire?).

What age/year group of students?

Key stages 3, 4 and 5.

What 1.

2.

3.

lesson/topic?

E-safety in an ICT lesson.

Assessment of ICT and business studies.

All classes from business studies to learning for life and work, and maths.

Why did you use it?

1. E-safety: last year as part of my final placement I had to teach e-safety to a Year 8 ICT class. Trying to develop a unit where the pupils would be interested was extremely difficult, so it made sense to deliver this unit using Facebook as all pupils were familiar with it and could relate easily to it.

2. I was always curious how an online assessment tool could be used within the class, so decided to test Yacapaca with one of my business studies and ICT classes.

3. Videos are a great aid for visual learners. Also, having a class of mixed religion, race and nationality, it makes the lesson more interesting if a video of a guest speaker or other visual aids can easily be accessed for the lesson. The virtual learning environment (VLE) is great to store and share work with pupils and staff.

4. I have also invited pupils to come up and use the digital technology that the teacher uses, ie the smart board. This gives the pupils a sense of ownership and belonging to the class.

What did you use it for?

1. In the lesson on e-safety, I was aware the lesson was going to be extremely dry so I knew I would have to ‘jazz’ the unit up through a familiar tool such as Facebook. The topic was cyberbullying and we began by looking at how mobile phones have changed, eg with applications, cameras and the internet. This led onto the uses of Facebook and features that it has, linking into cyberbullying at a later date.

2. To help with assessment I have used Yacapaca, which helps teachers to create surveys, quizzes and other online learning resources. I set up the test and pupils logged on. When they had finished, it was marked online by Yacapaca tools, which helps with my workload. I was also able to print out the results for evidence.

3. In a learning for life and work lesson recently pupils were looking at democracy in Northern Ireland. Over one third of my class are English as an additional language pupils and I knew their knowledge of this was limited. Only verbally

discussing with them information regarding the structure of NI democracy and Stormont was not going to engage them. So, after a class discussion and peer teaching, I opted to use a video I downloaded at home. The pupils were fully engaged and really interested in what they knew about NI by the end of the lesson. This resource was perfect as a trip to Stormont was not an option. The use of the VLE is cost effective and the functions are great for communicating with pupils; they enjoy the independence it brings when accessing resources.

4. I also used digital technology with a weak ability Year 8 class that was looking at fractions of amounts. I believe pupils should be able to use the tools that are available to teachers, ie smart board, so I devised a lesson where pupils had to come up and complete the task on the board rather than on paper. It particularly supported both the visual and kinaesthetic learners, but all pupils developed a clearer understanding of the topic as it was proving difficult with traditional maths resources.

What were the benefits to you and/or your students?

1. I learnt how to stay safe online. I was also able to share what I had learnt at the ATL Conference during the social media breakout session. I found pupils also had a fantastic knowledge at the end on how to keep themselves safe, by making sure their Facebook accounts were private, for example.

2. Many teachers are wary of experimenting with resources but I always take the risk as I believe it makes me a reflective and learning practitioner. The major benefit for me was that I saved time marking; pupils did not think it was an assessment because it was not on paper and they actually became engaged and enjoyed this ‘assessment’.

3. Videos are fantastic as pupils who maybe do not watch the news become engaged with life in NI or the UK. 4. Development of key skills such as ICT, problem solving and interaction with others supports the curriculum through skill development.

How did it enhance the learning experience?

For all of the above it enhanced the learning experience as pupils were fully engaged in the learning and were becoming more independent in their work. It makes school more enjoyable; where attendance increases, results begin to rise and healthy competition between pupils is evident.

Would you wish to embed digital technology and social media in your teaching practice and why?

Absolutely, I aim to do this through most lessons each week.

The VLE is used to great effect in class. However, the teacher needs to have access to a computer room. This may be a disadvantage if the resources are not available.

I am looking forward to using Wikis and blogs within the class but the lack of ICT resources can be limiting, so I will only use it with certain classes, disadvantaging others.

In addition...

Social networks aren’t just about websites; they are about experiences. It is vital we use this tool to our advantage in education.

As a teacher, I am not going to re-invent the wheel. I look at some of the technology and customise it to make it relate to education. If blogs work in business, then why not try it in education?

Conclusion Communication is changing. What it means to be literate is changing. A traditional approach to literacy and to the curriculum no longer meets the needs of citizens in a technologically advanced, global society (Lankshear C. et al, 2008). Transformation is essential if we want a match between learners and the curriculum. Incorporating learners’ cultural capital as the basis for our curriculum, and ensuring experiences are relevant, contextualised and purposeful by default, involves the effective use of digital technology and digital literacy experiences. This will allow our children and young people to develop skills and competencies that are transferable and adaptable, and meet their needs as global citizens.

Digital technology transforms the curriculum; it requires change, which won’t be easy (Hertz, 2009). Introducing digital literacy experiences and new technology-based tools can trigger a range of responses in teachers. Whilst such changes may be embraced by many, for others it can challenge their intrinsic values and beliefs as teachers. Time, skills and confidence can also be barriers when aiming for whole-school implementation, even with relevant examples of how use of a particular tool and exploration of the concept can enhance learning (Webb, 2010).

However, action-oriented professional development, suited to individual needs, can address negative responses and support a high-visibility, community-based approach to embedding digital literacy experiences in teaching and learning. To do so promotes lasting change to attitudes and practice (HMIE, 2006).

The ATL Future Steering Group is committed to engaging in further research and consultation about how technology and social media is being used in schools across the UK, in order to support and prepare learners in an ever-advancing society. We recognise the vital importance of technology in schools but only when it is used effectively and in a meaningful way. We plan to work with other classroom practitioners, schools, policy-makers and other key stakeholders to ensure all children and young people are able to reap the benefits from a meaningful embedding of technology across the curriculum.

We would like to hear from you: what do you believe is the role of technology and social media across the curriculum? How do you incorporate such tools, and how do you evaluate the effectiveness of your efforts to use digital technology as a means of enhancing and enriching the curriculum? Please email us at atlfuture@atl.org.uk.

References and additional sources for further research Bawden, D. 2008. Origins and Concepts of Digital Literacy. In Digital Literacies: Concepts, Policies and Practices, ed. C. Lankshear & M. Knobel, pp. 17-32. New York: Peter Lang Publishing.

BBC: Education News. 28 December 2010. Retrieved (28 Dec 2010) from www.bbc.co.uk/news/education-12075057.

Bearne, E. July, 2007. Hearing Voices: Past, Present and Future. United Kingdom Literacy Association.

Burniske, R. W. 2008. Literacy in the Digital Age. London: Sage Publications.

Cole, M. C. 2005. The Development of Children. New York: Worth Publishers.

Davies, J. 28 March 2008. Digital Literacies. Retrieved (12 November, 2010) from http://digital-literacies.blogspot.com.

Fisher, J. 2008. Starting From the Child. Maidenhead: Open University Press.

Glister, P. 1997. Digital Literacy. New York: Wiley.

Hague, C. & Williamson, B. 2009. Digital Participation, Digital Literacy and School Subjects. Retrieved (12 November 2010) from www2.futurelab.org.uk/resources/documents/lit_reviews/DigitalParticipation.pdf.

Hertz, M. B. 2009. It's Not the Tool, It's How you Use It. Philadelphia, PA: Slideshare.

HMIE. 2006. How Good is Our School? - The Journey to Excellence. Livingston: HMIE. Jukes, I. & Dosaj A. September 2006. Retrieved (21 October, 2010) from http://edorigami.wikispaces.com/file/view/Jukes+-+Understanding+Digital+Kids.pdf.

Knobel, M. & Lankshear, C. 2006. New Literacies: Everyday Practices and Classroom Learning. Maidenhead: Open University Press.

Kress, G. 2006. Literacy in the New Media Age. Oxon: Routledge.

Lanham, R. 1995. Digital Literacy. Scientific American, 160-161.

Lankshear, C. & Knobel, M. 2008. Digital Literacies: Concepts, Policies and Practices.

New York: Peter Lang Publishing.

Lankshear, C. & Snyder, I. & Green, B. 2000. Teachers and Techno-literacy: Managing Literacy, Technology and Learning in Schools. St. Leonards, NSW: Allen & Unwin.

Learning and Teaching Scotland. 2000. Information and Communications Technology.

Edinburgh: Learning and Teaching Scotland.

Learning and Teaching Scotland. November 2010. Technologies for Learning Strategy.

Retrieved (11 February 2010) from https://blogs.glowscotland.org.uk/glowblogs/technologiesforlearningstrategy.

Marsh, J. 2007. Popular Culture, New Media and Digital Literacy in Early Childhood.

Oxon: Routledge.

Munro, R. 2008. Information and Communication Technology. In Scottish Education, T. G. Bryce, pp. 509-514. Edinburgh: Edinburgh University Press.

Schlackman, J. December 2010. Why Schools Really Do Need ICT. Report, p.21.

Scottish Executive. 2007. Building the Curriculum 2: Active Learning in the Early Years.

Edinburgh: Scottish Executive.

Scottish Government. 2009. Building the Curriculum 4 - Skills for Learning, Skills for Life and Skills for Work. Edinburgh: Scottish Government.

Scottish, E. 2009. Literacy and English - Principles and Practice. In Executive, Curriculum for Excellence. Edinburgh: Scottish Executive.

Thomson, J. September 2007. The Case for Moving Image Education in the Primary School. Strathclyde: University of Strathclyde.

Waller, M. 2010. It’s very very fun and ecsiting using Twitter in the primary classroom.

English Four to Eleven, Summer, pp.14–16: UKLA. Webb, J. November 2010. Implementing New Technological Tools in Schools. In Edjournal. Retrieved (30 November 2010) from www.edjournal.co.uk/read/vol1issue1/implementing-new-technological-tools-in-schools.

Wheeler, S. 2010. Lifelong Learning in a Digital Age. Joint Learning and Teaching Conference. Retrieved from http://steve-wheeler.blogspot.com/.

Appendix 1: ICT and social media in schools - checklist

This checklist has been produced to encourage the transformation of curricular practice in schools to support all our children and young people in becoming digitally literate citizens by developing their skills, attitudes and understanding around information and communication technologies, and social media.

Action Does the leadership team of your school have a clear understanding of how to use ICT and social media innovatively and as a tool for improving pupils’ attainment?

Is this understanding communicated to all staff, parents and pupils, and embedded within the wider curriculum?

Does your school engage pupils, staff, parents and governors in helping to identify specific teaching and learning needs to support the development of digital literacy for all pupils?

Has your school established an effective virtual learning environment and is there effective coordination of ICT learning across the curriculum?

Has your school procured the right ICT infrastructure, equipment and resources to embed effective teaching and learning for all pupils?

Does your school have an effective e-safety policy that encourages safe and responsible practices in using new technologies?

Does your school have clear procedures in dealing with any e-safety incidents, such as pupils accessing inappropriate websites, cyberbullying, problems with social networking sites and instant chat sites?

Does your school regularly review its e-safety policy and procedures?

Does your school use ‘managed’ systems (and fewer ‘locked down’ sites) to help pupils become safe and responsible users of new technologies?

Does your school provide regular and high-quality staff training on e-safety and new technologies? Is this part of ongoing professional development opportunities for all staff?

Does your school regularly monitor and review the training needs and effectiveness of staff training around e-safety and new technologies?

Does your school have good links with parents/carers in terms of supporting e-safety at home?

Does your school have systematic recording and progress tracking of pupils’ learning in ICT? Does your school use ICT to support the learning needs of pupils with special educational needs (SEN), disabilities and English as an additional language?

Does your (secondary) school encourage girls to study ICT in key stage 4 and beyond, and do girls receive appropriate advice and guidance on ICT-related career and education options to inform subject choices at 14 and 16?

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