Finding My Feet with Digital Tools – Starting with Kahoot

 

Finding My Feet with Digital Tools – Starting with Kahoot


When I began my PCET journey, I wasn’t convinced that digital tools had much of a place in creative education. My subject, illustration, is heavily practical, and I initially believed that learning needed to be hands-on, tactile, and studio-based. Using technology for teaching seemed disconnected from that ethos. However, this mindset began to shift during my early teaching experiences, particularly when I trialled Kahoot in a theory-based session. I wanted to assess students’ understanding without putting them on the spot or making the activity feel overly formal. I was unsure how it would go, but to my surprise, it was a huge success. The learners were enthusiastic and engaged, and even the quieter ones contributed with confidence through the quiz format.

This experience challenged my earlier assumptions and helped me recognise the value of digital tools in enhancing engagement, accessibility, and formative assessment, especially in sessions that focus on theory or require more interaction. It also taught me that engagement doesn’t always look the same. As Petty (2011) highlights, effective teaching draws on multiple strategies to keep learners motivated and involved. In this case, Kahoot created a light, non-threatening environment for learners to test their knowledge and receive immediate feedback.

More broadly, this aligns with constructivist principles, particularly Vygotsky’s (1978) that learning is socially constructed and thrives through interaction. By using a tool like Kahoot, I was facilitating peer interaction, self-checking, and active participation, all of which support deeper learning. Additionally, the FE Professional Standards (2017) encourage educators in the PCET sector to develop their digital competence in order to enhance teaching and learning. As I reflected on this, I realised that part of my role as a modern educator is to integrate technology where appropriate, not just for the sake of innovation, but to serve clear pedagogical purposes. The process also made me reflect on inclusivity. Not every learner wants to contribute verbally, particularly in large or mixed-ability groups. Digital tools can offer more democratic forms of participation, allowing all voices to be heard. This supports inclusive practice.

Going forward, my development goal is to explore other digital tools beyond Kahoot that can support creative learners. I want to become more confident in selecting and embedding technology to enhance, rather than distract from, the core aims of a session. This includes experimenting with collaborative platforms like Padlet, Jamboard, or even digital portfolio tools.


References 


Petty, Geoff. Evidence- Based Teaching Evidence Evidence E E Based Based Teaching Teaching Evidence-Based Teaching a Practical Approach. 2011. Accessed 22 Nov 2024.

Vygotsky, Lev S. “[ Lev S. Vygotsky] Mind in Society the Development (Z Lib.org): Vygotsky: Free Download, Borrow, and Streaming: Internet Archive.” Internet Archive, 2019, archive.org/details/levs.vygotskymindinsocietythedevelopmentzlib.org/page/n1/mode/2up. Accessed 22 Nov 2024.

Professional Standards for Further Education Teachers and Work-Based Learning Practitioners in Wales, 2017, Accessed 22 Nov 2024.

 




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