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elearning and literacy
Jul. 5, 2010•0 likes•793 views
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This slideshow supports the workshop given at the NZATE English teachers conference in July 2010. It explores why we use technology, offers a framework for planning and teaching - and explores some teaching ideas.
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elearning and literacy
- eLearning and literacy: Powerful learning, not 'busy work' Karen Melhuish Online Professional Learning © Learning Media Ltd., Wellington, New Zealand
- a framework for decision-making
- www.wordle.com
Editor's Notes
- This session offers you an opportunity to look at a range of ideas for using ICT to enhance the way your students engage with text. Using a short story as an example, we will explore how and why web-based applications can provide exciting new ways to explore the key ideas. By the end of the session, you will have a range of approaches and ideas to take away with you that you can adapt or use for your own teaching. Not sure the title is correct - a focus on tools is cart before horse….
- Co-construct the purpose of the session By the end of the session, we will…. have explored what we think about using technologies, a framework for planning our teaching to align the tools, the content and the pedagogy Touched on a range of examples for what quality e-learning might look like, with some different tools Wesch: http://www.youtube.com/watch?v=dGCJ46vyR9o
- What the standards are/ are not
- Digital reformation: unprecedented change driven by social and economic drivers, akin to the development of the Gutenburg press. Lifelong learning: not just knowledge is needed but the skills to adapt, change, learn and reflect, to collaborate… User-focused: people can work together, share, ‘the ‘hacker ethic’, the expectation of information sharing, open source Quis custodiet ipsos custodes? - who will guard the guards themselves [Juvenal] - the need to be evaluative, able to discriminate, analytical, what is quality? What is reliable? KAREN and the roll-out of a high-speed network
- Literacy in English is guided by several key documents: The NZC LLP ELLP
- "Teaching" and "Learning" form one area of inquiry. "Teaching": "How do I integrate digital content into effective teaching practice?" "Learning", "How can I use digital content to co-construct new learning with my students?” "Learning Inquiry”: : "What happened as a result of the teaching, and what are the implications for future teaching?" / "How do I monitor the impact of my teaching on students' learning?" and "What have I learned about the use of digital content in literacy teaching? / "Is there something I need to change or learn?" arises, a link is established with "Teaching Inquiry". On the other hand, if the questions "What are the next steps for learning?" or "How can I support the transfer of this learning?" arise, a link is established with "Focusing Inquiry". "Focusing Inquiry" "What is important (and therefore worth spending time on), given where my students are at?" There are two related questions: "What do I need to find out about my students' literacy and e-learning needs and strengths?" and "What are my own needs and strengths in an e-learning context?” The key question in "Teaching Inquiry" is "What strategies (evidence-based) are most likely to help my students learn this?" There are three related questions: "Would digital content be effective to support student learning?", "How do I choose appropriate digital content?", and "What e-learning strategies could I use to support the needs of specific groups of learners?” http://elearningasinquiry.tki.org.nz/What-is-e-Learning-as-Inquiry/Description-e-Learning-as-Inquiry-framework-diagram
- Use ‘Give one, get one’ to exchange ideas "What is important (and therefore worth spending time on), given where my students are at?" Be able to read for meaning, to identify audience and purpose and unpack that by reference to language, structure etc. There are two related questions: "What do I need to find out about my students' literacy and e-learning needs and strengths?” Literacy needs: what are the challenges in vocabulary, form, structure, context (consider recent assessment data on Reading - this may generate particular literacy goals for, say, inference, reading for meaning). See Effective Literacy Practice. What can they already do in terms of technologies? What are their interests? What is manageable? "What are my own needs and strengths in an e-learning context?” Do I understand how I can use the technologies that would work for this? Do I understand how to support them with the areas of need in literacy?
- The key question in "Teaching Inquiry" is "What strategies (evidence-based) are most likely to help my students learn this?" There are three related questions: "Would digital content be effective to support student learning?” Prior knowledge and making connections: source materials from WW2 and present day wars. Freemind: capture existing knowledge and make connections "How do I choose appropriate digital content?” Digital content must help them make connections, form predictions and support the learning intentions. Students must be suported in their literacy so they can navigate the content. "What e-learning strategies could I use to support the needs of specific groups of learners?” Vary the content they experience Ensure that I select a range that acknowledges different needs; provide choice Pay deliberate attention to culture diversity and foster this (ako)
- "Teaching" and "Learning" form one area of inquiry. When considering "Teaching", the key question for teachers to ask is: "How do I integrate digital content into effective teaching practice?" Prior knowledge: Freemind/Inspiration Make connections: Webquests on WW1, Youtube, select two sites on different wwars Form a hypothesis on the main question ‘What is the impact…?’ Read for meaning Watch YouTube video first Break down the poem into sections: groups explore and explain the meaning through the use of Google images/drama/digital essay Language: Integrate a range of texts into Wordle to provoke discussion on imagery Compare the key images with the YouTube animation of the poem. Critique is portrayal. When considering "Learning", the key question is: "How can I use digital content to co-construct new learning with my students?” Groups develop questions about the poem (on, between and beyond the lines) and post to a wiki. Different students respond. On the wiki or in a class blog, they post responses to the over-arching question OR present their findings in a digital essay (iMovie) OR develop a Voicethread response.. References: Dulce et Decorum Est: http://www.youtube.com/watch?v=P4Lzo_EXXOQ
- The key question to ask in "Learning Inquiry" is: "What happened as a result of the teaching, and what are the implications for future teaching?" This leads to two related questions: "How do I monitor the impact of my teaching on students' learning?” HOW DO YOU MONITOR NOW? Contributions in class, on the wiki etc. Assess their ability to analyse, construct a response of their own in written/visual/oral forms. Use the LLP and the NZC. "What have I learned about the use of digital content in literacy teaching?"If, from this inquiry, the question "Is there something I need to change or learn?" arises, a link is established with "Teaching Inquiry". On the other hand, if the questions "What are the next steps for learning?" or "How can I support the transfer of this learning?" arise, a link is established with "Focusing Inquiry".
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