This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org Except where indicated otherwise, the content produced within the project is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales. 

1. Enhancing reflection on digital literacy for PGCE students session plan
Lead Activity Resources Time
Megan Presentation: PP 10 minutes
How can digital technologies engage a Year 7 class in creative
writing?
Tori Presentation: PP 10 minutes
Exploring the role that technology would play in engaging
students and enhancing learning in the English classroom.
Martin Presentation: PP 10 minutes
How do attitudes to technologies vary between pupil and
teachers?
Megan Which is the best?
• Split class into 4 groups and give each group one of the
technologies.
• Give them time to list ideas of how their technology can
be the most engaging in English. Big paper 3 minutes
• Each group presents their ideas to class as a persuasive
pitch.
• At the end of each presentation one group gets to
present one problem the technology might involve. A Timer 6 minutes
member of the presenting group can try to explain how
it could be avoided.
• At the end each group votes for the technology that they Mini slips
believe is most engaging from a pupils point of view. Envelopes 1 minute
Winning team is awarded silver stars!
Silver stars
Tori Agony Aunt
• Split the class into new groups of 5. 1 minutes
• Each group comes up with a problem they have Sticky notes 5 minutes
encountered, or they might encounter with digital
technologies.
4 seats.
• Each group directs the question at the ‘technology panel’
– i.e. us! Suggestions can be offered from the rest of the
group as well? 4 minutes
• Questions are asked to the 3 candidates and they have
to explain how you might overcome the problems.
Martin What do you think?
1

2. • Explain the line to class – far side of room (Most agree PP 1 minute
with); side closest to board (Least agree with).
• Show statements on PP: Class to get into position based
on what they think as a teacher.
• Martin to question 3 people for each statement (1 from 5 minutes
agree / 1 from disagree / 1 from middle.)
• On a sticky note (with their names) class to write one Sticky Notes 1 minute
way they really want to use technologies in their
classroom as an NQT.
• Select a few examples from board and get the person to 2 minutes
explain WHY they want to do this – using further
questioning to try and relate back to research.
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and
is being released with permission of its author. It accompanies the case studies produced as part of the
"Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
Except where indicated otherwise, the content produced within the project is licensed under a Creative
Commons Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales.
2