Digital literacy in practise

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Digital literacy in practise

  1. 1. www.futurelab.org.uk This document relates to the following Futurelab research themes. See page 59 for the key to themes.Sarah Paytonand Cassie Hague
  2. 2. Digital Literacyin PracticeContents Introduction Secondary School Case StudiesIntroduction 03 Introduction to digital literacy 26 The Dangers of Volcanoes Key Stage 03, Geography 05 What is digital literacy and why is it important?Primary School 30 Visualising Plans and ElevationsCase Studies 06 The components of digital literacy Key Stage 03, Maths 07 Developing digital literacy in the classroomSecondary School 34 Our Fractured EarthCase Studies 08 The Becta framework for digital literacy Key Stage 03, Geography 09 About these case studies 38 Rites of PassageConclusions Key Stage 03, Religious Education 10 AcknowledgementsAppendix 42 Newspaper Project Key Stage 03, English Primary School Case Studies 46 Why is DNA the Molecule of Life? 11 Digital Captain’s Log Key Stage 04, Science Key Stage 02, Literacy & Science 15 Animated Stories Conclusions Key Stage 02, Literacy 50 Concluding discussion: 18 Recording, Reviewing and Evaluating Learning teacher and student experiences of the project Key Stage 02, Science 51 Exploring the meaning of digital literacy 22 Digital Prospectus Key Stage 02, Cross Curricular 52 Experiences of fostering digital literacy in the classroom 55 Teacher roles 56 Conclusion Appendix 57 Becta digital literacy planning tool 58 About Becta 59 Key to Futurelab research themes 60 About Futurelab 02 Futurelab
  3. 3. Digital Literacy Introductionin Practice to digital literacyContents This document provides a set of digital literacy case studies. Each is an account of a number of activitiesIntroduction developed, planned and undertaken by a teacher asPrimary School their first steps towards integrating the development ofCase Studies students’ digital literacy into their everyday practice.Secondary School The case studies are the result Although there has beenCase Studies of Futurelab’s year-long Digital increasing policy and research Participation project in which attention to issues related toConclusions researchers worked with digital literacy, there is stillAppendix primary and secondary school relatively little information about teachers in order to co-develop how to put this into practice in approaches to fostering digital the classroom. literacy in the classroom. There is even less guidance Schools are increasingly on how teachers might combine encouraged to embed the use a commitment to digital literacy of ICT in all subject areas across with the needs of their own both the Primary and Secondary subject teaching. How can curricula and a focus on digital digital literacy be developed, literacy is an important element for example, in a maths or of current curriculum reforms. science lesson? 03 Futurelab
  4. 4. Digital Literacy Introductionin Practice to digital literacyContents This document is aimed at These case studies are published educational practitioners and alongside a Futurelab handbookIntroduction school leaders in both primary for teachers which explores the and secondary schools who importance of digital literacy andPrimary School are interested in creative suggests some pedagogicalCase Studies and critical uses of technology techniques for fostering digital in the classroom. It is hoped literacy at the same time asSecondary School that these case studies, along supporting the development ofCase Studies with the short discussions subject knowledge. Together, of how the activities could these documents are intended toConclusions be further developed, will go some way in addressing theAppendix support teachers by sparking lack of guidance on how digital ideas, giving confidence and literacy might be put into practice stimulating further thinking in school classrooms. around developing classroom approaches that advance Becta have also recently both digital literacy and published teacher guidance on subject knowledge. digital literacy, alongside a framework for digital literacy, How can digital literacy which aims to support teachers in planning a process that can be developed, for cultivate students’ digital literacy example, in a maths from within subject teaching. 1 or science lesson? 1 B ecta’s digital literacy guidance and framework can be found at: schools.becta.org.uk/ index.php?section=tlcatcode=ss_tl_dl_02 04 Futurelab
  5. 5. Digital Literacy What is digital literacyin Practice and why is it important?Contents To be digitally literate is to It means being able to However, it is important Developing digital literacy across have access to a broad range of communicate and represent that all young people develop the curriculum is about moreIntroduction practices and cultural resources knowledge in different contexts the skills, knowledge and than motivating and engaging that you are able to apply to and to different audiences understanding required not learners with digital technology;Primary School digital tools. It is the ability to (and, for example, in visual, only to make discerning use of it is about supporting youngCase Studies make, represent and share audio or textual modes). these opportunities, but also people to make sense of the meaning in different modes and This involves finding and to question them and recognise world and to take a full andSecondary School formats; to create, collaborate selecting relevant information the challenges associated active part in social, cultural,Case Studies and communicate effectively and and critically evaluating and with digital technologies. economic, civic and intellectual to understand how and when re-contextualising knowledge life both now and in the future.Conclusions digital technologies can best be and is underpinned by an Digital literacy is an importantAppendix used to support these processes. understanding of the cultural entitlement for all young people and social contexts in which in an increasingly digital culture. Digital literacy involves critically this takes place. It furnishes children and engaging with technology and young people with the ability developing a social awareness The increased prevalence of to participate in a wide range of of how a number of factors, technologies in contemporary practices that will help them to including commercial agendas society provides many exciting develop knowledge, as well as and cultural understandings, possibilities for young people’s supporting their engagement can shape the ways in which learning, creativity and self- with digital technologies. Indeed, technology is used to convey expression, both inside and if formal education seeks to information and meaning. outside of school. Young people prepare young people to make use technology more than ever sense of the world and to thrive before to communicate, to find socially, intellectually and information on the internet, to economically, then it cannot Digital literacy play games and to share and afford to ignore the social and is an important sometimes create music, cultural practices of digital entitlement for all videos or other digital media. literacy that enable people to In addition, digital technologies make the most of their multiple young people in can expand where, when and interactions with digital an increasingly with whom children learn, as technology and media. digital culture. well as affecting how information and subject knowledge is produced and communicated. 05 Futurelab
  6. 6. Digital Literacy The components ofin Practice digital literacyContents Digital literacy is made up of Each case study contained Creativity The ability to find and select information a number of components. The in this document highlights The ability to think creatively and To define what sort of information youIntroduction teachers involved in the Digital where activities were aiming imaginatively, and to use technology need for a task or activity, to know where to create outputs and represent and how to find information, to critically Participation project aimed to to foster particular elementsPrimary School foster these components of of digital literacy. knowledge in different formats and engage with sources to select relevant, modes. Knowing when and how digital valuable and reliable information and toCase Studies digital literacy whilst at the same technology can support creative be aware of intellectual property issues time developing their students’ Digital literacy can be processes, and thinking creatively related to plagiarism and copyright.Secondary School about technology and with technology. subject knowledge. understood as the space Effective communicationCase Studies where all of these components Critical thinking and evaluation Being able to clearly express ideas and overlap. More information Being able to use reasoning skills to feelings so that others can understandConclusions engage with digital media and its content, them. Having an understanding of the about each component is to question, analyse, scrutinise and different modes (visual, audio, textual etc)Appendix offered in the table opposite. evaluate it and to formulate and support in which meaning can be represented arguments about it and the way it is used. and showing an awareness of the needs Critical thinking involves being reflective, of particular audiences. Understanding developing insight about underlying how technology can support this and how assumptions, interpreting meaning and to communicate effectively using different determining significance in order to types of technology. Functional understand and make sense of the world. Creativity E-safety skills Cultural and social understanding The ability to stay safe when using The ability to recognise that there are digital technologies, such as the internet social, cultural and historical influences and mobile phones, and to understand Critical that shape the creation of digital content what constitutes appropriate use and E-safety thinking and and our understanding of it. This involves appropriate content. evaluation Digital understanding how your own and others’ perspectives have been informed by Functional skills cultural heritages and being aware of Knowing how to use a range of Literacy Cultural and the social and cultural contexts in which digital media is created and used. different technologies competently and having the skills and flexibility Effective social to adapt this knowledge to learn how communication understanding Collaboration to use new technologies. The ability to work successfully with others to collaboratively create and share The ability meaning and understanding. To develop to find and the skills of team work, to be able to Collaboration select work together when using technology information and to understand how technology can support collaboration both inside the classroom and in the wider world. 06 Futurelab
  7. 7. Digital Literacy Developing digital literacyin Practice in the classroomContents Developing digital literacy in In the following case studies schools involves designing we have highlighted theIntroduction classroom activities that foster components of digital literacy the components of digital and some of the key conceptsPrimary School literacy, as well as supporting and processes that can supportCase Studies curriculum subject knowledge. digital literacy development.Secondary School These activities need not The activities contained in theseCase Studies address all the components of case studies do not represent digital literacy at the same time, the last word on how to developConclusions nor do components need to be digital literacy. Whilst each ofAppendix fostered in any particular order. the activities reported here Creating a digitally literate effectively foster some elements, classroom is about developing the teachers planned to further regular opportunities for digital refine these activities and literacy in curriculum learning supplement them in order to and recognising how digital ensure the development of all literacy can support students aspects of digital literacy. to learn in new ways. 07 Futurelab
  8. 8. Digital Literacy The Becta frameworkin Practice for digital literacyContents There were a number of As students move through processes that teachers this process, they will needIntroduction went through to foster these to reflect on what they have been components of digital literacy. doing and what they have beenPrimary School Some teachers made use learning. It may not always beCase Studies of Becta’s framework for a linear process and may involve digital literacy, which is also students returning to each stageSecondary School accompanied by some teacher to refine their task or activity,Case Studies guidance and a learner or to re-evaluate information. checklist on digital literacy. They may be communicatingConclusions or creating at any stage ofAppendix This framework suggests that the process and will need to teachers ask their students to critically engage with their task define a project or task, to find throughout. Teachers can ask information to help them to students to work in small groups complete that task or project. and collaborate to complete this Students need to evaluate process, and some teachers and analyse the information they may prefer to concentrate on have found, synthesise it with particular elements of the their pre-existing knowledge framework or process, or adapt and re-contextualise it in order it to suit their objectives for a to create an argument or come given piece of work. to a new understanding about the subject. Students are asked For a copy of the framework, to create an output, often in see the Appendix. a format or mode of their choice, which will help them communicate what they have learnt. At each stage of the process students need to ascertain when and how they feel it is appropriate to use specific digital technologies and consider how technology can support them. 08 Futurelab
  9. 9. Digital Literacy About these case studiesin PracticeContents This document is the result of The teachers involved in the a one year research project in project worked with researchersIntroduction which Futurelab researchers and other teachers to explore worked with eight primary and the concept of digital literacy andPrimary School six secondary school teachers in its relation to subject learningCase Studies order to co-develop approaches and to think about how they to fostering digital literacy in might support their students’Secondary School the classroom. digital literacy from within workCase Studies already planned and scheduled The project was informed both for a particular half term. TheyConclusions by a review of the research 2 designed teaching activitiesAppendix literature in the field and aimed at developing digital meetings with a number of literacy alongside subject academics and researchers knowledge and trialled these known for their work on activities in their own classrooms. media, information and digital literacies. 3 The following case studies provide details of the activities undertaken by the teachers and their students. At the end of the document, a summary draws together teachers’ experiences and discusses some of the implications for teachers and schools wishing to develop their own approach to digital literacy. 2 H ague, C and Williamson, B (2009). Digital Participation, Digital Literacy and Schools Subjects: A review of the policies, literature and evidence. Bristol: Futurelab. Available online: www.futurelab.org.uk/resources/ documents/lit_reviews/DigitalParticipation.pdf 3 T hanks is therefore due to Guy Merchant, Julia Davies, Andrew Burn, John Potter, David Buckingham, Cary Bazalgette, Josie Fraser, Martin Waller and Tabetha Newman 09 Futurelab
  10. 10. Digital Literacy Acknowledgementsin PracticeContents The authors would like to thank the teachers and studentsIntroduction involved in Futurelab’s Digital Participation project.Primary SchoolCase Studies – ndy Dewey and Year 5 students, A – yan Lewin and Year 7 R Knowle Park Primary School geography students,Secondary School Brislington Enterprise CollegeCase Studies – oe Tett and Year 6 students, J Knowle Park Primary School – ridget Chikonobaya and B Year 7 maths students,Conclusions – araine Harris and Year 3 students, L Brislington Enterprise College Charborough Road Primary SchoolAppendix – aul Hill and Year 11 science students, P – irsty Minter and Steve Pavey, K St Mary Redcliffe and Temple School Charborough Road Primary School We would also like to thank the – im Browse and Year 3 students, T Headteachers of the schools listed Headley Park Primary School above and all those who informed and contributed to the project. – lexa Vickery and Year 4 students, A Headley Park Primary School The Digital Participation research project and the production of this – eil Woodcock and Year 4 students, N publication has been funded and Luckwell Primary School supported by Becta. – en Cotton and Year 9 B geography students, St Katherine’s School – mma Teasdale and Year 9 E religious education students, Ashton Park School – arolyn Twist and Year 9 C English and media studies students, Ashton Park School 10 Futurelab
  11. 11. Digital Literacy Key Stage 02in Practice Literacy ScienceContentsIntroduction Digital Captain’s LogPrimary SchoolCase StudiesSecondary School Your mission: Create aCase Studies video diary to describe toConclusionsAppendix your class the experience of exploring another planet. Use internet research to boost your imagination and creativity. 11 Case Study 01 / 10 Futurelab
  12. 12. Digital Literacy Digital Captain’s Log Key Stage 02in Practice Literacy ScienceContents Laraine Harris, Deputy Head at Charborough Road The project aimed to improve Following a piece of drama, in Primary School was planning a themed cross curricular the children’s internet research which Laraine blacked out theIntroduction skills, particularly their ability classroom and used a film of unit of learning entitled ‘Space: the final frontier’ for to assess the relevance and a rocket launch to support thePrimary School her Year 3 students. She wanted to use this as an reliability of digital sources. children to imagine startingCase Studies opportunity to support students’ digital literacy. In the past, when starting a a journey into space, they were new topic of learning in class, given a mission to produce aSecondary School children would often come in to video diary documenting theirCase Studies school with pages of information travel to another planet. downloaded from the internetConclusions that were difficult to understand To do this, the studentsAppendix and often not relevant. researched information about a particular planet and “There’s no selectivity. They just developed their use of sensory think ‘oh there’s a page about and descriptive language. Romans’. They don’t actually The aim of the project was to read it, they print it out and bring create a Digital Captain’s Log it in, but they think they’ve done to describe for their peers the some research and that’s it. fictional experience of exploring They haven’t actually got any the planet using what they content from it.” had learnt from their internet Year 3 teacher research to inform their imagination and creativity. The project would also explore the use of digital video cameras As a class, they looked at to support the development some websites together and of descriptive language and discussed how to search within effective communication, as well a particular webpage to find as asking students to consider the information they needed. how to represent information in video format. “At first it was hard, we didn’t know where to find the information. Our teacher helped.” Year 3 boy 12 Case Study 01 / 10 Futurelab
  13. 13. Digital Literacy Digital Captain’s Log Key Stage 02in Practice Literacy ScienceContents Laraine then provided them During these sessions with five key questions about the the teacher also supportedIntroduction planet they were investigating, the children to consider the to focus their research. The functional skills needed to usePrimary School children worked in small groups the cameras effectively, suchCase Studies to search for the information as how to hold the camera and from a given set of three how far to be from the personSecondary School websites. they were filming. They alsoCase Studies discussed the limitations of “The internet helped us, the cameras and were askedConclusions we found out more facts.” to evaluate their suitability forAppendix Year 3 girl the purpose. They discovered the cameras picked up a lot of Laraine encouraged her background noise and were students to engage with the encouraged to consider this content of their research by when they moved on to film reminding them that they their Captain’s Log. would need to re-contextualise this information in order to “Instead of having to write it successfully communicate down, you can film yourself their learning to others. saying it then you can just look back and see what you’ve done.” Laraine felt it was important Year 3 boy to let the children have time in which to explore and play with In the final sessions, Laraine the new cameras. The children supported the children to plan used these sessions to rehearse their Captain’s Log, thinking and reflect on their learning about their audience, what and used the cameras to record information to include and how what they had learnt during the to use descriptive language to research process. They practised enhance their communication. sentences using the descriptive The children worked in pairs and sensory language they had to film their Captain’s Logs, explored in a previous lesson which they then showed to to describe the planet they each other in class. had researched. 13 Case Study 01 / 10 Futurelab
  14. 14. Digital Literacy Digital Captain’s Log Key Stage 02in Practice Literacy ScienceContents Successes and next stepsIntroduction The children articulated two In order to for students to As their digital literacy skills clear benefits of using the digital develop their digital literacy they develop, critical thinking aroundPrimary School cameras in this way. They need to be supported to think the reliability and veracity ofCase Studies found them useful as a way of critically about the information websites should to go beyond recording their own learning they are researching on the concepts of truth and usefulness.Secondary School and were excited about the internet. There was some As they continue to create withCase Studies possibilities of distilling the indication that these children digital technology themselves, information they had found out had considered the sources of students can be helped toConclusions into a short film that would their information. question and to understandAppendix support their peers to learn. how the digital media world is They showed an awareness of “Some websites may created by others. Just as they purpose and audience. not tell the truth.” have created a digital film for a Year 3 girl particular audience, so websites “People we’re telling will they visit have been created for get to know more facts.” “Some websites were certain audiences. Year 3 girl better than others.” Year 3 boy Encouraging students to make Providing the children with reasoned choices between research questions and three different sorts of creative outputs websites to choose from helped such as, for example, videos, them to focus their research websites and podcasts, will and not to become overwhelmed also support digital literacy by the amount of information development if children are available to them. As the helped to think critically about children’s independent research the suitability of the technology skills develop Laraine will be for their purpose. able to gradually decrease the amount of support she gives them. 14 Case Study 01 / 10 Futurelab
  15. 15. Digital Literacy Key Stage 02in Practice LiteracyContentsIntroduction Animated StoriesPrimary SchoolCase StudiesSecondary School Creative writing brought toCase Studies life for new audiences usingConclusionsAppendix a digital camera, a PC and a lump of Plasticine. 15 Case Study 02 / 10 Futurelab
  16. 16. Digital Literacy Animated Stories Key Stage 02in Practice LiteracyContents Tim Browse, Deputy Head and Year 3 teacher and They undertook a piece of work The children were supported to Alexa Vickery, Year 4 teacher at Headley Park Primary that aimed to foster collaboration, think this through by consideringIntroduction which was also a current whole what four key moments of their School, wanted to develop children’s digital literacy school focus, and creativity, by written story they were going toPrimary School through the re-creation of written stories into alternative giving students the task of represent in animation, andCase Studies formats for new audiences. turning one of their own written which characters needed to be stories into an animation for involved. They then consideredSecondary School younger children in the school. how they could represent theseCase Studies moments in a different format “We wrote stories, then and for a different audience.Conclusions turned it into an animation,Appendix like a fairytale.” The children then storyboarded Year 3 boy four scenes on paper, with red arrows to show how the In order to support the children characters were going to move. in situating the task in a cultural and historical context, The children collaboratively the teachers and students spent created their animations by the first sessions looking at using a variety of software animation and exploring its and hardware. Some used the history and the way it has simple drawing application been used to represent and Paint to create their four key communicate stories with scenes and then uploaded them different meanings and for to a set of teacher-prepared different purposes. They watched PowerPoint slides. Other older drawn animations and children worked in groups to more recent animated films with create stop-motion animations, computer generated images making Plasticine models of (CGI) and compared them. their characters, moving them in small, sequential steps and They also discussed how photographing them with a stories need to change in digital camera at each point. order to be represented in The photos were then uploaded an animated form. and ‘stitched’ together using Windows Movie Maker to make an animation. 16 Case Study 02 / 10 Futurelab
  17. 17. Digital Literacy Animated Stories Key Stage 02in Practice LiteracyContents Successes and next stepsIntroduction The children enjoyed bringing The children had whole class Students could also have the characters of their stories discussions around what they reflected on and evaluatedPrimary School to life though the animations already knew about animations, the animations they had made,Case Studies and reported feeling a sense and they learnt about how considering why they had chosen of achievement: animation has changed over to present them in such a way,Secondary School time. This provided some context what previous experience theyCase Studies “I made a movie! I didn’t and cultural understanding for had used to make decisions think I could make a movie the children. To extend this, their about how to create theConclusions with models.” own experiences of watching and animation, and whether theyAppendix Year 4 boy creating films and animations felt they had created an output could have been drawn on. Some suitable to the target audience. The children had some children reported having made They could also have considered awareness of audience and their own films and animations which format and which were able to discuss how they at home in the past and were technologies were most had made their stories simpler keen to be able to bring their successful for the purpose. and easier to understand for a experiences, knowledge and younger audience. They also understanding into the acknowledged that they had to classroom context. develop their collaboration skills in order to complete the task. For example, several children had previous experience of using “I actually found it OK working Windows Movie Maker in groups. Well, one person thought it was all about her “At home I got some of my though, we had to calm her dad’s pictures and made a movie down and get on with it and with Windows Movie Maker.” then it was OK.” Year 4 boy Year 4 girl 17 Case Study 02 / 10 Futurelab
  18. 18. Digital Literacy Key Stage 02in Practice ScienceContentsIntroduction Recording, ReviewingPrimary School and Evaluating LearningCase StudiesSecondary SchoolCase Studies Christmas decorationsConclusionsAppendix with flashing lights! How a group of Year 4 students produced a multimedia presentation to document their electricity learning. 18 Case Study 03 / 10 Futurelab
  19. 19. Digital Literacy Recording, Reviewing Key Stage 02in Practice and Evaluating Learning ScienceContents Neil Woodcock, a Year 4 teacher, ICT coordinator and Children at Luckwell can Neil wanted the children to member of the senior management team at Luckwell participate in designing their communicate their learning toIntroduction curriculum by voting for the topic their peers and their parents via Primary School, was a key player in developing the they’d like to study within each a multimedia presentation. HePrimary School school’s new curriculum which is organised around themed block of learning. As was keen that they should thinkCase Studies themes. Neil was keen to ensure ICT was meaningfully part of their seasonal theme of carefully when choosing what to embedded across the curriculum rather than being Christmas, Neil’s Year 4 children include in the presentation fromSecondary School seen as a separate lesson in which functional skills had chosen to learn about the array of media that would beCase Studies electricity by making Christmas available to them. Importantly, were taught. decorations that lit up, using Neil wanted the children toConclusions circuits that incorporated LEDs. think about what they had learntAppendix and how they should record Neil wanted to incorporate their learning. digital literacy into this work through the collaborative use “This will mean the children of video cameras, stills cameras need to consider the level of and audio recorders to document, detail involved and what they review and reflect on their can assume the audience experimentation with circuits already knows. They will also and their plans for their be selecting the images, video Christmas decoration. and sound files they want to use from a selection of lots. “Children will be able to So they need to be very see what they have done precise about their purpose.” Year 4 teacher [in constructing their circuits] and use the video of it to spot errors. Children can also use the videos to record sets of instructions and creating sound files enables children to speak about their learning and discuss their plans, meaning that the theory that they learn is more embedded.” Year 4 teacher 19 Case Study 03 / 10 Futurelab
  20. 20. Digital Literacy Recording, Reviewing Key Stage 02in Practice and Evaluating Learning ScienceContents What they didIntroduction Following some initial lessons The students worked together on electricity and circuits, the in groups of two or three andPrimary School children planned what their made joint decisions aroundCase Studies Christmas decorations would the design of their Christmas look like and began to investigate decoration, including what typesSecondary School suitable circuits. of circuit and colours of LEDCase Studies to use. As they collaboratively Neil gave the children the experimented with circuits, NeilConclusions responsibility of choosing their reminded them to consider howAppendix groups of two or three, stressing to record those ‘that worked’ that they should choose to work so they would remember them. with people they knew would help them to learn. The children then used the software ‘2create’ to produce During all the following sessions a multimedia presentation, a range of digital stills cameras, documenting their learning. digital video cameras and digital Children needed to sort through voice recorders were available their video clips and sound files for the children to use as and and choose to include ones that when they wanted to record their not only best represented their plans and their learning. learning journey but that also would be understood by their “The first week of the project audience, which would be their saw the class using the videos, parents and peers. cameras and microphones when they were experimenting with electricity. Recording their circuits that worked and didn’t work.” Year 4 teacher 20 Case Study 03 / 10 Futurelab
  21. 21. Digital Literacy Recording, Reviewing Key Stage 02in Practice and Evaluating Learning ScienceContents Successes and next stepsIntroduction Although the digital technology Making the multimedia was not the focus of the learning presentations gave the childrenPrimary School in this piece of work, the students the chance to reflect on theirCase Studies were clear about the purpose of learning journey and remember using the digital cameras and how they had achieved theSecondary School voice recorders to document creation of their ChristmasCase Studies their learning and their perceived decoration. They also began advantages of doing so: to develop some audienceConclusions awareness by having to chooseAppendix “The cameras are good if which video and audio clips to you forget something, you include in their presentation. can look back. We used it to record what we’re going to In this project students were do, we’ve recorded our plan.” using digital technologies to Year 4 student record their experiences for two very different outputs. One “You can remember it better, was to support their learning, you can see what you’ve done.” to enable them to remember Year 4 student successful circuits they had created. The other was to Students developed their document their learning process group decision-making skills for an audience. In further work by deciding which pieces of students could evaluate the information needed to be technologies they had used, recorded. They were also in terms of whether the same able to comment on their technologies were appropriate collaboration skills, saying: for each task. “We had to make sure we were in a group where everyone would work well together. It’s going well.” Year 4 student 21 Case Study 03 / 10 Futurelab
  22. 22. Digital Literacy Key Stage 02in Practice Cross CurricularContentsIntroduction Digital ProspectusPrimary SchoolCase StudiesSecondary School An online school prospectus.Case Studies Written, directed, producedConclusionsAppendix and starring the students of Knowle Park Primary School. 22 Case Study 04 / 10 Futurelab
  23. 23. Digital Literacy Digital Prospectus Key Stage 02in Practice Cross CurricularContents Teachers at Knowle Park Primary school aim to make The school’s management They wanted to create a children aware of opportunities beyond what they would team had already decided they project in which children wereIntroduction wanted a digital prospectus for meaningfully participating experience in their everyday lives. Joe and Andy Dewey the school which would be made and taking responsibility forPrimary School (Deputy Head and Year 5 teacher) wanted to apply this available online and in DVD a project that not only had aCase Studies ethos to exploring the opportunities digital technology format for prospective parents real audience but also real present to pupils. They also wished to support students and students of the school. outcomes for the school.Secondary School to develop the digital literacy skills that would enable They decided that it would beCase Studies in keeping with their values Each group of five or six children them to make effective use of those opportunities and around student participation (of mixed age and ability) wasConclusions understand the corresponding challenges. in school life for students to assigned a particular section ofAppendix create the prospectus. the prospectus which became their responsibility. Students from Years 5 and 6 would work across the year Joe and Andy worked with each groups to create the video footage group to carefully to support for the digital prospectus. As ICT them in planning, creating and in the school was traditionally editing a film that contained the only used in the ICT suite, the information they had all agreed teachers were particularly keen would be essential for a to develop this opportunity to prospective student and parent support children working of the school to know. collaboratively and using ICT around the school. 23 Case Study 04 / 10 Futurelab
  24. 24. Digital Literacy Digital Prospectus Key Stage 02in Practice Cross CurricularContents As the school only had one video One of the teachers always camera, groups of students had worked closely with the groupIntroduction to take it turns to film. Whilst whose turn it was to film and waiting to film, the children had used carefully phrased questionsPrimary School the task of exploring potential to prompt students to thinkCase Studies places to film around the school about issues such as considering and weighing up the advantages the background for their filmingSecondary School and disadvantages of filming and whether the audience hadCase Studies there. The teachers supported enough prior knowledge to them to think critically about understand the content. TheConclusions their audience by considering students were also supported toAppendix what content would be relevant collaborate and to develop the and appropriate for a film that functional skills required to use was going to be made publicly the camera. available. They also decided what kind of film they were going to At the end of the each session, make; some children chose to the students who had been act out scenes for which they filming shared what they had wrote scripts, others chose a learnt about the process with documentary style. the others. 24 Case Study 04 / 10 Futurelab
  25. 25. Digital Literacy Digital Prospectus Key Stage 02in Practice Cross CurricularContents Successes and next stepsIntroduction The students were delighted Students learnt the functional Through this, teachers to be given the opportunity to skills of operating the camera can build on the children’sPrimary School promote their school. They as well as some film-making developing understanding andCase Studies worked hard to come up with skills such as how to minimise critical thinking around the a very clear view of how they background noise and how to needs of an audience. DuringSecondary School wanted their prospectus to communicate the filming this continuation of work,Case Studies be and were clear about its process to each other. students will need to develop purpose. They wanted it to be different skills of collaborationConclusions entertaining and informative, In one incident, in order to such as supporting each otherAppendix and they wanted to make people communicate part of the filming to learn the functional skills come to their school by showing process to their peers, students required, as well as making them their positive experiences. spontaneously used hand signals group decisions about how to countdown to the start of to edit the film. Most children showed a critical filming, and called “action!” as awareness of their audience: filming began. As a result of In future classroom teaching, this, their teacher started an this work could be built on to “We’re not just saying random interesting conversation with continue developing children’s things like blah blah blah, we’re them about where those ideas digital literacy skills using thinking hard about which had come from, where they had different technologies and places to film, what people seen people doing that before. perhaps allowing the young should see, we’re planning it.” Through discussion, he supported people a choice of digital media Year 6 student them to realise that they were with which to create outputs. drawing on their existing They also indicated they knowledge of film culture. were developing their collaboration skills: Filming for the prospectus is still ongoing. Once the filming “Working as a team can is complete, the teachers plan be hard, we try to listen to to support students in editing each others’ ideas and, their video footage using free, then like, combine them.” downloadable video editing Year 5 student software. 25 Case Study 04 / 10 Futurelab
  26. 26. Digital Literacy Key Stage 03in Practice GeographyContentsIntroduction The Dangers ofPrimary School VolcanoesCase StudiesSecondary SchoolCase Studies What would it be like to beConclusionsAppendix near an erupting volcano? How a group of Year 7 students used digital media to discover and present new geographical knowledge. 26 Case Study 05 / 10 Futurelab
  27. 27. Digital Literacy The Dangers of Key Stage 03in Practice Volcanoes GeographyContents Ryan Lewin, a geography teacher at Brislington He aimed to develop his Year Following some ‘scene setting’ Enterprise College, an 11–18 school in south Bristol, 7s’ digital literacy skills through activities in which Ryan usedIntroduction a week-long themed enquiry YouTube to show volcanoes felt it was important to ensure that he was beginning topic with a digital output to erupting, students were askedPrimary School to use the new-build school’s extensive ICT provision communicate learning. With a to write or draw a representationCase Studies to go beyond motivating and engaging pupils. number of digital technologies of what it would be like to be available to his students, Ryan near an erupting volcano.Secondary School wanted to support his studentsCase Studies to make discerning choices Ryan then asked students to about their communication get into groups of three or fourConclusions platform, to think about the others with whom they wouldAppendix context and audience, and work well. He then asked them discuss the possibilities offered to plan their project, which he by particular technologies as supported by providing the well as their limitations. following prompt questions: – What is your task? The Year 7s were set a task – What do you need to find out? of working collaboratively to – What is your audience? research and communicate, – How do they like to learn? through a digital media of their – hat resources do you want W choice, information that would to use? Why? help their peers to understand the dangers of volcanoes and why people continue to live near them. 27 Case Study 05 / 10 Futurelab
  28. 28. Digital Literacy The Dangers of Key Stage 03in Practice Volcanoes GeographyContents Before the students began They had a series of lessons their collaborative internet over a week to collaborativelyIntroduction research, Ryan initiated a class research their topic and produce discussion about how to find and their outputs which they wouldPrimary School evaluate relevant information show to each other. Each groupCase Studies on the web by using a spoof of students was given one school blog as a talking point. If the laptop and one mini laptop, bothSecondary School students came across such a with internet access. They alsoCase Studies blog on the internet how would had use of digital stills and they know the information was video cameras.Conclusions reliable? They discussed verifyingAppendix information by visiting other Students’ choices of output were more well known sites and wide and varied; some groups comparing information from created blogs, some made different sources. PowerPoint presentations, some created models of erupting Ryan also gave the students volcanoes which they then filmed a number of websites he and one group created a spoof recommended and supported documentary-style video. them to plan their research by considering the following In the final lesson, after questions: students had presented their – hat are you going W work to the rest of the class, to look for? Ryan encouraged them, through – here are you going W class discussion and written to find it out? tasks, to reflect on the quality of – hy do you think this is W their research, the effectiveness the best place to look? of their communication and what – ow are you going to use H they had learnt about volcanoes. the information that you find? – ow will you know you H can trust it? 28 Case Study 05 / 10 Futurelab
  29. 29. Digital Literacy The Dangers of Key Stage 03in Practice Volcanoes GeographyContents Successes and next stepsIntroduction The students enjoyed the As students are supported to Evaluating and reflecting on creative aspect of the activities, further develop their digital audience needs, reliabilityPrimary School reporting that “it was probably literacy they need to consider of information, and suitabilityCase Studies the best project we’ve done.” modes of presentation and the of digital technology for the needs of the audiences they task in hand can be an ongoingSecondary School They also worked well together are trying to reach eg a blog process throughout a piece ofCase Studies and reflected on the process of is designed to reach a very work. Evaluation that happens collaboration students reporting different audience than that at the end of a lesson is usefulConclusions that in some respects, this of a PowerPoint presentation. to support the next piece ofAppendix success was due to assigning work, but students can also roles to each person in the group. Audience awareness is also be supported to discuss, debate key to supporting students to and critically reflect on their “We all had different jobs to do develop effective research skills. work throughout. and so we all had to get our job Although students in this project done to get it all sorted.” were supported to think carefully Year 7 boy about their use of PowerPoint, It was challenging to find a way there were still some incidences for students who had not chosen of information being copied and to use PowerPoint to represent pasted from the internet onto the their work to the rest of the presentation slides. Providing class. Students attempted to give a real context and audience for presentations even when they their work can support students had created blogs. This reflects to re-contextualise information a common issue in classrooms, so that their audience can access where the focus is often on it. Considering their own needs students standing at the front of as an audience for a piece of the classroom presenting their work can also support them learning, rather than on whether in thinking about the needs information was communicated of others. effectively in the chosen media. 29 Case Study 05 / 10 Futurelab
  30. 30. Digital Literacy Key Stage 03in Practice MathsContentsIntroduction Visualising PlansPrimary School and ElevationsCase StudiesSecondary SchoolCase Studies Representing objectsConclusionsAppendix in multiple formats and taking maths lessons to another dimension with online 3D modelling. 30 Case Study 06 / 10 Futurelab
  31. 31. Digital Literacy Visualising Plans Key Stage 03in Practice and Elevations MathsContents Bridget Chickonobaya, a maths teacher at Brislington She planned to help students The teacher introduced the Enterprise College, wanted to support her Year 7 understand this topic by relating topic by demonstrating a modelIntroduction it to their own context of being of a house on the interactive students to visualise plans and elevations whilst also located in a new-build school whiteboard and asking studentsPrimary School developing their digital literacy. and asking them to consider why to complete a related task onCase Studies both printed plans or elevations www.mymaths.co.uk. Students and 3D computer models would then used a specific websiteSecondary School have been useful when the which allowed them to use blocksCase Studies school was being designed. to create any 3D object they wanted. (www.fi.uu.nl/wisweb/Conclusions At the beginning of the scheme isdeee/applets/Blookkendos.Appendix of work students were asked htm). The students were given to carry out independent time to play around with the research for homework in order website and become familiar to find out what ‘plans’ and with it before being asked to use ‘elevations’ were, and to locate their 3D onscreen creations to some examples. The teacher help them visualise what the did not specify where students object would look like in both should look for this information plan and elevation form on as she wanted students to think isometric paper. about what the best sources of information might be for “You can build anything you this particular purpose. Most want and then just draw it... students chose to use the I did a Mickey Mouse.” internet and the teacher initiated Year 7 boy some discussion about how they had found the information and “It’s really good for them to how they knew it was reliable visualise and for them to explore and relevant. building their own things, not the things I want them to make.” Year 7 teacher 31 Case Study 06 / 10 Futurelab
  32. 32. Digital Literacy Visualising Plans Key Stage 03in Practice and Elevations MathsContents Students were encouraged The teacher planned to move to work together to help each on to relate this work to theIntroduction other when they encountered printed plans of the school problems, but they also which had been used when thePrimary School undertook a personal online school was being built, and toCase Studies assessment to evaluate how ask students to use Google much they had learnt at the SketchUp to re-create parts ofSecondary School end of the lesson. the school. This would allow herCase Studies to further discuss the contribution “Can we draw it like this? that both technology andConclusions Shall we draw it together?” mathematical understandingAppendix Year 7 boy can make in enabling people to visualise objects in different The teacher moved around modes, see objects from the class reminding students different perspectives and relate of the purpose of what they this to real-life experiences were creating. The students and professions. were supported to realise that the technology afforded them Finally, she planned to ask the ability to create complex students to collaborate to objects and whilst this could create a presentation to be very useful, they may need communicate what 3D solids to simplify these objects when look like in plan and elevation drawing 2D representations; form and how this is used in technology could help them real-life for building houses with their task but it also and schools. Presentations will presented some challenges. be aimed at an audience of people who know nothing about the subject, and there will be some classroom discussion about what good communication looks like in the context of this particular audience. 32 Case Study 06 / 10 Futurelab

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