EDX 3270 Assignment One: Literacies in the 21st Century. What Did I learn? How Did my views change on the importance of technology in teaching? My ICT experience!Bethany Ellis 02/04/2012 Student Number: 0061032240
Poulter, S. (2008). Smarter games dumber children, The Courier- Mail, 12., Retrieved from Academic SiteThis article explains that computer games; in particular fast paced action games, arehaving a detrimental effect on the attention span of young children, which is believedto be negatively impacting a child’s ability to learn. The article used scientificresearch to suggest that at the age of seven the brain is not yet developed.Researchers looked at more than 300 products; covering a range of educationalsoftware, computer games, toys etc. The result; only two proved to employ learningtechniques. In addition there was an opposing view; with others arguing that thecreation of virtual worlds and new technology was delivering huge benefits.
Ljungdahl, L. (2011). Multiliteracies and Technology. In Winch, G., Johnston, R.R., March, P., Ljungdahl, L.& Holliday, M. (Eds.), Literacy Fourth Edition: reading, writing and childrens literature. pp 399-417 Oxford University Press, South Melbourne Australia.This text emphasises the advantages of ICT from a learning perspective and the need forus as educators to prepare the ‘I’ generation of students (born in the 2000’s) for anenvironment of technological change. In planning for this future there are majorimplications for teaching and learning literacies. Take for example digital mediatechnology; it is increasingly available in mobile devices, internet, radio and TV inschools and homes. These forms of technology provide digital content which caneffectively encourage creative thinking and a deep interest in a limitless choice oftopics. The text concludes with a prediction of three key areas that may affect whatstudents learn and what teachers teach in the future. The challenge of ICT’s isdiscussed, with issues such as the importance of funding, and its use in the classroom.
Anesty, M., & Bull, G. (2006). Teaching and learning multiliteracies:changing times changing literacies (pp. 56-81). [electronic version].Newark, DE: Interantional Reading Association. Retrieved from academicsiteA key area of this chapter is the ability for teachers to draw conclusions onthe characteristics of a multiliteracies curriculum, by examining the linksbetween being literate and multiliterate. Presented are numerous examples,guidelines and frameworks which provide educators to evaluate their ownpedagogy and also assist in providing a dynamic pedagogy that develops amultiliterate, active and informed student. Teaching practices which havebeen used show desirability not only through meeting the demands ofliteracy change but also through catering for student diversity such as thecultural, social and learning backgrounds of students.
Santoro, N. (2004). Using the four resources model across the curriculum.In A. Healy, & E. Honan (Eds.), Text next: new resources for literacylearning (pp. 51-67). Newtown, NSW: Primary English TeachingAssociation.This article highlights the change of literacy as being a single set of skillsto a more complex form that is embedded in our everyday lives. School,social and out of school literacies are examples of literacy practices whichrequire operation of a variety of texts such as written, oral, visual, digitaland multimodal. Using the example of SOSE, the article is positionedaround guiding subject specific middle year teachers to include literacy ineach subject area in order to prepare students for high school. The fourresource model is highlighted and aids in effective use of incorporatingliteracy into specific subjects.
Beavis, C., & O’Mara, J. (2010). Computer Games-pushing the boundaries of literacy. The Australian Journal of Language and Literacy, 33 (1), 65- 76, Retrieved from academic search.This paper describes approaches to conceptualising the complexity of digital textsand their access, production and distribution and the opportunity to create spaceswhere students could interact socialise and learn in both the real and virtual world.These conclusions are drawn from two case studies of year eight and year ninestudents, by where the opportunities provided by the incorporation of computergames is highlighted. The teaching of critical perspectives and reading through toproduction and design creates engagement, interest and success from students asthey learn to become multiliterate though adapting and applying to multiple formstexts.
Borsheim, C., Merritt, K., & Reed, D. (2008). Beyond Technology forTechnology’s Sake: Advancing Multiliteracies in the Twenty-First Century. TheClearing House: A Journal of Educational Strategies, Issues and Ideas, 82 (2),87-90. doi:10.3200/TCHS.82.2.87-90 This article discusses the importance of educators to prepare students for the realities of the technological world, to enable full participation in public, private, and work environments in the 21st century. The text discusses multiliteracies, the term originating from the New London Group, and the technological shift which has impacted the nature of the use and interactions of text within the 21st century. The article explores and supports concepts of the expectations of a multiliterate person with a focus on adapting teaching to the impact of technology, rather than adapting technology to teaching. Furthermore, the authors express their underlying beliefs of developing motivated, innovative and multiliterate students which is one of a holistic nature.
Church, A. (2012). Eight habits of highly effective 21st century teachers. Issue nine NZ interface; Supporting the use of ICT in learning. Retrieved March 23, 2012, From http://www.interfacemagazine.co.nz/articles.cfm?c_id=10&id=28In this article, Andrew Churches discusses his views on what makes a highlysuccessful educator in the 21st Century. The article covers eight key areas tosuch success, which include; Adapting, being visionary, collaborating, takingrisks, learning, communicating, modelling behaviour and leading. Indiscussion of each point, there is great emphasis on educators that are studentcentric, holistic and able to adapt with any change and lead students withconfidence to give the best possible learning environment. The articlediscusses ICT’s and the efficiency and efficacy of their use, not only to teachstudents but also for self-reflection of educators.
Godinho, S., & Molyneux, P. Learning Online: Multiliteracies and inquiry-baseddigital pedagogies for the middle years The University of Melbourne, 2479, pp 1-15.Retrieved March 18 from http://www.aare.edu.au/10pap/2479GodinhoMolyneux.pdfThis paper explores the role of digital pedagogies and electronic resourcesin the middle years of schooling and the need for digital learningresources to deepen multimodal textual competencies. Great emphasis isplaced on the implementation of a multiliteracy pedagogy and itsimportance in a society, by where the spoken, written and electronic textsof the classroom, home and community are becoming increasinglycomplex and multimodal, employing a combination of audio, spatial,visual and gestural communicative modes. Digital resource models havebeen presented such as The Venom Patrol website which explores the bestpractice around digital pedagogies.
Henderson, R. (2008). It’s a Digital Life! Digital Literacies, Multiliteracies andMultimodality [electronic version]. Literacy learning: The Middle Years, 16(2), pp.11-15.This paper explores the use of digital technology in today’s society, highlightingnumerous facts and figures which show that majority of young people havebecome technology savvy, through the prolific use of mobile phones, internetand computer games. The text identifies the need for a change in literacypedagogy, identifying that students literate strengths and capabilities aredeveloped at home and thus for the educator, success will evolve from findingpedagogical approaches that help students make connections between home andschool literacies. The paper draws on the fundamental beliefs of Kalantzis &Cope and the New London Group and uses the four resource model as a helpfultool for preparing literacy learning.
Leung, KP. & Watters, JI. (2005). Enhancing Teachers’ Incorporation of ICT in ClassroomTeaching Faculty of education, University of Hongkong , School of mathematics, Scienceand Technology Education, Faculty of education, Queensland university of technologyAustralia. pp 1-8. Retrieved April 20 from eprints.qut.edu.au/1674 This paper reflects on a program which was undertaken to give educators an insight into the incorporation of information communication technologies and its effectiveness in having a holistic approach in the teaching of literacy’s. As the article suggests, the uptake by teachers of ICT’s in the school classroom has been slow on a worldwide basis, with many schools being identified as having a teacher-centred and teacher-directed approach to schooling. This result has been partially blamed to the many barriers of teaching, such as having a large amount of content to teach, in a specified time in order for preparation of exams. The results show that teachers became more motivated at adopting ICT’s as they enhanced their own knowledge and skills.
When deciding on a common ground to which articles I could link. I discovered through reading many text,that there is a strong focus on the changing of literacy form traditional to multi-modality and multiliteracyapproaches. Being very naive to the importance of change in the 21 st century, I first started with the article;Computer games- pushing at the boundaries of literacy. This article reflected my initial understanding oftransforming from traditional forms of literacy to multimodal. A negative impact on the next generation wasmy belief. However as I have engaged further into the course I have gained a sense of rediscovery. Technologywill inevitably be our future and therefore as teachers we need to accommodate the new information andcommunication technologies in the context of literacy education (Ljungdahl 2010). By reshaping ourselves aseducators and engaging in a range of digital literacies, we are providing an optimal learning environment forstudents so they are able to be competent and confident in the 21 st century.The articles I selected draw attention to multiliteracies and pedagogical frameworks to support educators in the21st century. Evidence is provided of the numerous benefits in using technology in teaching writing, and howthe inclusion of technology into the classroom will ultimately enhance student engagement as well as stimulatetheir learning to seek and apply knowledge. The annotations highlight the requirements of a multiliteratestudent; which is someone who is socially and cognitively literate with all modes of communication (Anesty &Bull, 2006).
The articles also discuss the importance of educators to prepare students for the realities of the technological world.The advantages of ICT integration, combined with multiliteracy pedagogies will inevitably prepare the ‘I’ generationof students for the 21st century workforce. The four resource model developed by Freebody and Luke, which becameevident through many of the articles, provides educators with a frame work that allows them to combine technologyand traditional pedagogical methods; to effectively incorporate literacy into a subject specific area.The greatest discovery I made through reading each text, was that literacy is everywhere, with the types of literacychanging between the community, home and the classroom. Therefore an underlying importance to effectively teachstudents is the ability of the educator to reshape their pedagogical methods to engage students and enhance theirlearning. In addition all facets of a child’s life play an influential role; so it would only be a positive result for parentsto also be committed to support literacy leaning.To conclude; just as I was naïve, many of the traditionalists in the education system will be faced with the challenge ofthe inclusion of technology and the importance of teaching multiliteracies across all KLA’s. However our role asteachers is to prepare students for a world that is becoming multimodal and technologically based and to ensure theywill be well adapted as they enter a workforce that will inevitably be dependent on technology.
Previous to this subject, I was unaware that to undertake anassignment that included researching, analysing and application of text,through the use of books and internet, and then to further present this in a multimodal form, was being MULTILITERATE.
The goal of this assessment under my owninterpretation was to gain an understanding of what it means to be multiliterate and how and why is itimportant. For me, successful learning comes through gradually incorporating new information and practicing it. As a reflection of my own learning, Iwanted to develop a presentation that was simple andas a teacher, it would be an effective way to introduce how to prepare a multimodal presentation.
I chose to present the assignment through power point presentation. This decision wasmade on the basis of being familiar with the program and also to meet my objectives asa teacher; introducing multimodal presentation for the first time. The steps I took increating the presentation; coincided with the way I would teach a class.•Just as I would do to equip students with a range of general strategies, I completed my assignment on word, developing part of the formatting such as 1.5 line spacing and converting text into same font and word size.•Using the shortcut of copy and paste I then applied the text to PowerPoint presentation•Keeping in mind the learning objective, I incorporated transitions between slides and developed confidence in animation of text and type of text.•I then explored and played around with the program, looking at audio and video, which was very interesting.
The greatest barrier for me through this learning experience was linking the presentation to the internet and finding an appropriate webpage to use. As aneducator it would be important to teach this, consideringit as one of the main objectives of this task. For this task I used slide share. Overall this experience was very much a learning procedure, but one that that has given me confidence as an educator in the world of technology!!!!
Anesty, M., & Bull, G. (2006). Teaching and learning multiliteracies: changing times changing literacies (pp. 56-81).Newark, DE: Interantional Reading AssociationBeavis, C., & O’Mara, J. (2010). Computer Games-pushing the boundaries of literacy. The Australian Journal ofLanguage and Literacy, 33 (1), 65-76, Retrieved from academic search.Borsheim, C., Merritt, K., & Reed, D. (2008). Beyond Technology for Technology’s Sake: Advancing Multiliteraciesin the Twenty-First Century. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82 (2), 87-90. doi:10.3200/TCHS.82.2.87-90Church, A. (2012). Eight habits of highly effective 21 st century teachers. Issue nine NZ interface; Supporting the useof ICT in learning. Retrieved March 23, 2012, Fromhttp://www.interfacemagazine.co.nz/articles.cfm?c_id=10&id=28Godinho, S., & Molyneux, P. Learning Online: Multiliteracies and inquiry-based digital pedagogies for the middleyears The University of Melbourne, 2479, pp 1-15. Retrieved March 18 fromhttp://www.aare.edu.au/10pap/2479GodinhoMolyneux.pdfHenderson, R. (2008). It’s a Digital Life! Digital Literacies, Multiliteracies and Multimodality [electronic version].Literacy learning: The Middle Years, 16(2), pp. 11-15.Leung, KP. & Watters, JI. (2005). Faculty of education, University of Hongkong , School of mathematics, Scienceand Technology Education, Faculty of education, Queensland university of technology Australia. pp 1-8. RetrievedApril 20 from eprints.qut.edu.au/1674Ljungdahl, L. (2011). Multiliteracies and Technology. In Winch, G., Johnston, R.R., March, P., Ljungdahl, L.&Holliday, M. (Eds.), Literacy Fourth Edition: reading, writing and childrens literature. pp 399-417 Oxford UniversityPress, South Melbourne AustraliaPoulter, S. (2008). Smarter games dumber children, The Courier-Mail, 12., Retrieved from academic siteSantoro, N. (2004). Using the four resources model across the curriculum. In A. Healy, & E. Honan (Eds.), Text next:new resources for literacy learning (pp. 51-67). Newtown, NSW: Primary English Teaching Association.
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