Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

elearning and literacy

1,635 views

Published on

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.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

elearning and literacy

  1. 1. eLearning and literacy: Powerful learning, not 'busy work' Karen Melhuish Online Professional Learning © Learning Media Ltd., Wellington, New Zealand
  2. 2. . Why are we here today? What do we hope to learn? By the end of the session, we will…. “ Give one, get one” <ul><li>Surfaced and explored what we think about using </li></ul><ul><li>technology in literacy contexts </li></ul><ul><li>Understood how to use a framework to guide our decision-making </li></ul><ul><li>Learn what this might look like </li></ul>
  3. 3. <ul><li>Think of one example of when you have used, or been involved with, the use of digital technology as part of your literacy (reading, writing, speaking) teaching. </li></ul><ul><li>Describe what you did to a partner (2mins) </li></ul>Starting with what we do…. Exploring what we think…
  4. 4. Looking more closely at what we do… <ul><li>Consider the example you explained: </li></ul><ul><li>What was the impact on the students’ behaviour ? </li></ul><ul><li>How do you know? </li></ul>What was the impact on the students’ literacy ? How do you know? Exploring what we think…
  5. 5. Knowing the global context <ul><li>The world in which our students live… </li></ul><ul><li>Digital reformation </li></ul><ul><li>Lifelong, ‘21st Century’ learning </li></ul><ul><li>User-focused paradigms </li></ul><ul><li>Quis custodiet ipsos custodes? </li></ul><ul><li>Economic and social drivers e.g. KAREN </li></ul>
  6. 6. Alignment with the wider context <ul><li>Pedagogy: ‘ …e-learning can support the teaching approaches’ </li></ul>‘ Connected …lifelong learners…’ ‘ Using language, symbols and texts… intellectual curiousity …participating and contributing..’ English: ‘learn to deconstuct and critically interrogate texts..make and create meaning’ ‘ Each learning area has its own language’ LLP: ‘…develop their literacy expertise … purposefully , in meaningful contexts. a framework for decision-making
  7. 7. a framework for decision-making
  8. 8. A scenario to critique: Miss Smith gives it a go <ul><li>How did she decide on </li></ul><ul><li>… what it was important to teach ? </li></ul><ul><li>… strategies ? </li></ul><ul><li>… digital content ? </li></ul><ul><li>… How to integrate digital content and construct new learning? </li></ul><ul><li>What happened ? </li></ul><ul><li>Next steps ? </li></ul>a framework for decision-making
  9. 9. An exemplar scenario: War Poetry Focusing Inquiry <ul><li>Over-arching concepts: </li></ul><ul><li>What is the impact of war on people and environments? </li></ul><ul><li>Context: ’Dulce et decorum est’ / WW1 </li></ul><ul><li>My students’ learning needs? </li></ul><ul><li>The literacy demands of the poem (language/structure/context/prior knowledge) </li></ul><ul><li>Elearning needs?: </li></ul><ul><li>How media literate are they? What Web 2.0 tools can they use? </li></ul><ul><li>What are my own needs? </li></ul><ul><li>I need to understand how to support students’ literacy needs </li></ul><ul><li>I need to make sure I can scaffold their elearning needs </li></ul><ul><li>I need to know the affordances of suitable technology </li></ul>What might the process look like?
  10. 10. An exemplar scenario: War Poetry Teaching Inquiry <ul><li>Teaching strategies to help them engage with the poem and the over-arching question: </li></ul><ul><li>Engage prior knowledge </li></ul><ul><li>Make connections </li></ul><ul><li>Ask questions </li></ul><ul><li>Test hypothesis </li></ul><ul><li>Understand main idea, audience and purpose </li></ul><ul><li>Infer, analyse, evaluate </li></ul>Would digital content help this? How will I choose this? What might the process look like?
  11. 11. An exemplar scenario: War Poetry Teaching and Learning <ul><li>Engage prior knowledge : respond to the inquiry question using Freemind/Inspiration; make a conceptual plan </li></ul><ul><li>Make connections : WW1 Webquest; comparison of WW1 and modern war articles </li></ul><ul><li>Ask questions : collaborate on three-level guide style questions and post to wiki for collaborative response </li></ul><ul><li>Understand main idea , audience and purpose: shared/guided reading, watch and critique a Youtube version, use Wordle as a starting point for imagery and vocabulary, students select images from Google Images/Creative Commons to illustrate and explain the meaning of different sections. </li></ul><ul><li>Infer, analyse, evaluate : formulate and discuss the main question via blog/online forum/Voicethread </li></ul>What might the process look like?
  12. 12. www.wordle.com
  13. 13. An exemplar scenario: War Poetry Learning inquiry <ul><li>How can I monitor/notice the impact on students’ learning? </li></ul><ul><li>Classroom observation </li></ul><ul><li>Analysis of poem in an essay/digital essay/collaborative wiki response - look at Aos and assessment schedule </li></ul>What are the next steps for their learning, and for my learning? What have I learned about the integration of digital content? What do I need to change or learn? What might the process look like?
  14. 14. Return to your own example <ul><li>What would you keep? </li></ul><ul><li>What would you change? </li></ul>Exploring what we think…
  15. 15. Have we met our success criteria? <ul><li>Review the initial direction we set ourselves….[slide 2] </li></ul>Exploring what we think…
  16. 16. Where to now? 3-2-1-out! <ul><li>3 ideas that are worth exploring further </li></ul><ul><li>2 things you have learned </li></ul><ul><li>1 point for action , for yourself or your school </li></ul>
  17. 17. A final thought… <ul><li>Youtube: Dulce et Decorum Est </li></ul><ul><li>http://www.youtube.com/watch?v=P4Lzo_EXXOQ </li></ul>
  18. 18. Image sources: <ul><li>Slide 1: ‘Adrian on the computer’ by Bombardier (Flickr CC) </li></ul><ul><li>Slide 3: ‘Students working on class assignments in the computer lab’ by ExtraKetchup (Flickr CC) </li></ul><ul><li>Slide 4: by ‘Playing with magnifying glass’ Somegeekintn (Flickr CC) </li></ul><ul><li>Slide 5: It’s future is in our hands by aussiegall (Flickr CC) </li></ul><ul><li>Slide 7: from Literacy Online TKI: elearnng as inquiry </li></ul><ul><li>Slide 11: Bluff Signpost by Rob Young </li></ul><ul><li>Slide 12: 'Different sides’ by JP<3 </li></ul><ul><li>Slide 13: Question mark and arrow by laurakgibbs </li></ul><ul><li>www.slideshare.net/melhuika/ </li></ul>

×