Glow has played a dominant role in how primary school education is turning to digital media as a method of learning. Teachers can now present their lessons in a personalised and interactive way which encourages children to learn basic computing skills. “Glow” is now accessible across all of the Scottish regions and is a main source of online teaching. According to the Glow Handbook, they provide “access to information and activities including interactive educational games, revision papers, links to other sites and news features.” This allows the students to engage with a fun and modern way of learning that can analyse student performance and can adapt to specific pupils’ needs. Computing skills are now considered essential to everyday life, with adults using technology such as emails and organisation intranets as a way of working. It could be stated that it is vital that children learn these skills at a basic level which can be further developed throughout their education. This means that pupils will learn through techniques best suited to their style of learning and this should overall improve their abilities.
Not only does this programme benefit the pupils, it also gives teachers a great advantage. Features such as “Glow Meet” allow web-conferencing and can build contacts and information between other educational institutions in the hope to improve and learn from other teaching methods and ideas. Furthermore “Glow Learn” is a service that allows teachers to “share, organise and search for digital resources and courses, monitor student progress and provide learners with access to structured content.”
Halverson and Smith (2010, cited by Mouza) acknowledged that there are “two types of digital technologies that help explain differences in school and out-of-school practices: technologies for learning and technologies for learners. Technologies for learning are generic tools that define learning goals, develop structures to guide students, and provide measures of learning outcomes regardless of motivation or the ability of individual learners.” This suggests that if digital media is used efficiently and creatively then it can create a new path of learning. This will involve a wide variety of activities and lessons that will provide informative feedback to the teachers and they can then assess what level each student is at in a number of subjects.
It then explains the other type of digital technology “In contrast, technologies for learners emphasize student agency by allowing users to select their own learning goals and the means that will help them achieve those goals.” This refers back to the pupils of primary education in Scotland and how the use of Glow and digital media can indicate the child’s progress and what is the best method of learning for the pupil.
A child accessing the internet regularly does raise the concern of safety. Glow also prides itself in being a safe online environment where pupils, teachers and parents can feel at ease as there is a secure username and password system and also a “report” system. It allows an opportunity for teachers and parents to highlight the issue of internet safety and explain to children that they need to be careful online, in order to prevent any future problems. Furthermore, their activities on the site can be monitored by the school which will ensure that there is no misuse of the online services.
Mouza, Chrystalla. Lavigne, (2013) Nancy. Emerging Technologies for the Classroom: A Learning Sciences Perspective