Teaching in the 21st century multimodal


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Multiliteracies Assignment 1: Changing writing practices in Literacy

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Teaching in the 21st century multimodal

  1. 1. TEACHING IN THE CENTURY Changing Learning Practices ST 21
  2. 2. Personal reflection: I have experienced two sides of the spectrum teaching ESL Kindergarten students in Egypt to teaching Year 12 ESL students in Australia. Each and every day I have worked in the profession over the last 5 years I have developed a passion for making a difference and in the classroom my main priority is engagement and enrichment. In today’s society there are many facets to incorporate into our teaching programs and there is always going to be a diverse range of students, situations, welfare concerns and disruptions. It is a time in society in which technology and the media are beginning to saturate young people and instead of reading a book they would prefer to chat online with friends. We try to traditionalise their habits and influence them to put down the iPhone and pick up the book. This PowerPoint will introduce you to the changing society in terms of changing literacies, social participation and collaboration as well as the term multiliteracies. We are going to loose if we are to convince them to replace their treasured technological devices but instead of total disengagement with reading and writing in English and other subjects, it is important to learn and adapt our methods of instruction and style of activities to instil a range of practical solutions to this ever changing and dramatically dynamic society in which we live and teach.
  3. 3. Personal Visual RepresentationMy past, present and future Activities like this create your own visual identity in which students can recognise what their interests and values are and what they aim for in the future.
  4. 4. Teaching experiences Primary Secondary
  5. 5. WHAT IS MULTILITERACIES? Definition: Multiliteracies are defined as literacy practices that are colliding with technology modes of representation… The element of ‘multi’ in multiliteracies covers many aspects of literacy from visual literacy in images to the traditional reading and writing performed in both formal and informal situations (Cole and Pullen, 2010, pp.1-2).
  6. 6. Multiliteracies approach to writing • The skills required in multiliteracies, “build on the foundation of traditional literacy,” (Jenkins, 2006, p. 4) extend writing skills in the area of research, technical skills in the use of technology and critical analysis skills in the evaluation of writing, produced by both themselves and others as information in digital form. Teachers must create students who are able to “communicate their conclusions,” (Claro et.al ,2012, p. 1046) in a wide range of digital environments. • Students need to take chances with their writing, think uniquely and negotiate critique to “arrive at those ‘aha’ moments” (Campbell Stephens and Ballast, 2011, p. 54). As new technologies change how the teacher explicitly teaches writing, traditional skills founded in the writers cultural and social environment are still the basis for which all multiliteracies rely on.
  7. 7. Collaborative and social learning through digital literacies • The collaborative learning process involves group participation in research, questioning, critical thinking, challenging and validating members’ understanding through communication and interaction (Campbell Stephens & Ballast, 2011, p. 57). • The web 2.0 learning environment is student centred, participatory and active which requires engagement with peers. Students share, debate and justify information and knowledge resulting in deeper learning experiences (Sing et al., 2011, pp. 23-24).
  8. 8. Changing Writing Practices • Teachers are now implementing new writing practices to challenge the traditional literacy methods in a society experiencing constant technological and social change as, “literacy instruction has been dominated by the reading and writing of printed text for a number of years,” (Cole & Pullen, 2010, p. 2). It is apparent that teachers should extend further from individually using technological tools to create multiliterate experiences, as students need to critically design, interpret and reflect using new modes. • In our dramatically changing technological society, “We can take into account not just the written word but also images, layout, font, sound, gesture, movement and so on,” (Davies, 2009, p. 30) to relate to students changing interests and skills. Educators must adapt and learn new programs to implement changing literacies into programming.
  9. 9. Practical Implementation Primary School options: • Smartboard resources and technology • Interactive activities using the touch screen • Alphabet stories and activities • Ipads for learning
  10. 10. Future School Dahab – Egypt My previous experience working overseas in an International Language school. Technology use included: personalised computers and Smartboards.
  11. 11. Smartboard: Demonstrating skills on the board
  12. 12. Smartboard activities
  13. 13. Practical implementation: The following slides highlight the many different options there are in our developing society to incorporate into both Primary and Secondary schools. Secondary• Wikispace • Blogging • Wordle – mindmapping • Video productions • Magazines online • Storyboarding • Facebook • Flickr • Avatars • iMovie • iPoetry
  14. 14. Blogging • Blogging allows students to engage online both in school and outside school. • A blog is an interactive website where users can give their opinions, narratives or experiences on a topic. They are typically set up by an individual but are published so they can be read by the public. Offering students a blog will enable them to openly discuss and share quotes and language techniques from their novel to assist each other in analyzing the text. Students can also create their own images and mind maps with the concepts and ideas and post on their blog. A PowerPoint presentation will be able to combine both visual and written text to enable critical and creative thinking and can be uploaded for other students to view.
  15. 15. Technology in Classroom ~ Wikispace ~ • Wikis are another example of collaborative social learning through digital literacy. This allows users to collaborate and communicate ideas in an online community.
  16. 16. Year 9 – Project online using a Wikispace
  17. 17. Wordle – mind map • Mindmapping The use of mind mapping is an online version of brainstorming which is a valuable tool for students to do at the start of a topic, unit, or to get started on an assessment or project.
  18. 18. Teach with Web 2.0 - website
  19. 19. Student Video Productions: Media Studies • My students created their own news programs by utilising iPads to film and used scaffolded worksheets to write and produce news articles and interviews live which the class where then able to view.
  20. 20. Interviews: Students had the task of interviewing William Shakespeare as part of their Macbeth unit. They used effects, voice overs, sound to add to their previously written interview script. The use of filming and producing their interview extended students to move from solely writing and using technology in creative and inventive ways.
  21. 21. Student Online Magazines • My Year 7 class were thoroughly engaged in our Media – Make your own magazine project. They chose a topic of interest to them such as surfing or cars and they had a series of things they needed to accomplish over the 2 weeks. They enjoyed working with technology and created professional designs as well as wrote informative articles and interviews. I made the decision to allow them to use technology as it would engage them and give them hands on experience of creating their own magazine. They all excelled with the task as they already had acquired skills with these tools and have been saturated with magazines which gave them prior knowledge of expectations.
  22. 22. STORYBOARDING Storyboarding: A great online resource to create narratives, plan a short film or create a chronological visual representation. Students benefit from use this tool to help plan and organise their projects. It is a strong visual medium which helps assist literacy learning.
  23. 23. Online social networking • Facebook Social networking sites such as Facebook or Myspace consist of personal profiles, blogs, photos, music, videos and connect to other friends via the network.
  24. 24. Flickr “Flickr provides all members with an online space where they can manage their own ‘photostream’; uploaded images are shown in chronological order and the template includes writing spaces for titles, descriptions and ‘tags’,” (Davies, 2009,p. 34) which sets up a collaborative space where individuals can share cultural ideas with people across the world.
  25. 25. FlickrA photosharing website where students can view and share their creative photos to masses of people. This kind of publishing creates an open space for people to display their work. It is easy to create an account and you can discuss your favourite photos and artists.
  26. 26. Avatars in Education Definition: a movable image that represents a person in a virtual reality environment or in cyberspace Avatars foster visual literacy learning where students can become part of a virtual world through creating their own character. This gives users the opportunity to develop writing and communication skills among virtual peers. http://www.slideshare.net/TanVeron/avatars-in-education-voki-13495690
  27. 27. Video Productions: iMovie & editing • Implementing video productions into the classroom allows for a system of education where you learn skills through using editing programs to visualise an idea. • The access to technology through the use of devices such as IPads and video cameras offers students new ways to expand on their conceptual ideas. Due to the constant saturation of visual mediums through Youtube and online social media sites, they are accustomed to this system of learning which allows them to flourish using new tools.
  28. 28. iMovie and editing
  29. 29. iPoetry • iPoetry creates the opportunity for group work or partner work which, “encourages an exchange of viewpoint and verbal elaboration,” (Fleer & Jane, 2004, p. 260). Therefore, iPoetry is an ideal method to incorporate into the classroom to extend and deliver different outcomes with the implementation of new technologies to prepare students for a developing 21st century. • Therefore, poetry writing tasks need to be extended to push the boundaries and offer new skills of interpretation as, “After students read, critiqued, and wrote poetry using traditional print text, they employed digital tools to reinterpret those poems using multimodal elements”, (Curwood & Cowell, 2011, p. 110). Furthermore, E-Poetry has been discussed as a new practice where “classic literary devices, such as mood or imagery, can come alive through sound effects, visual images, and dynamic transitions,” (Curwood & Cowell, 2011, p. 112). le & Pullen, 2010, p. 2).
  30. 30. iPoetry • Multimedia based poetry – students are able to bring their poems to life using sound and images which conveys their message and mood.
  31. 31. Multimedia Projects using moving images and titles
  32. 32. Conclusion • According to Anstey & Bull, “The multiliterate person can interpret, use, and produce electronic, live, and paper texts that employ linguistic, visual, auditory, gestural, and spatial semiotic systems for social, cultural, political, civic and economic purposes in socially and culturally diverse contexts,” (as cited in Plair, 2007, p. 93). • Both educators and students benefit from the practical applications demonstrated and it is important to recognise the difference between solely relying on using ICT tools to furthering the engagement to integrating a range of multimodal texts and learning opportunities into the classroom.
  33. 33. REFERENCES: Wordle document Teach with Web 2.0 website Mindmapinspiration.com Avatars: http://www.slideshare.net/TanVeron/avatars-in-education-voki13495690 Google Images Youtube -