The document is a literature review by student Sue Caudery containing summaries of 14 sources on the topic of multiliteracies and the use of information and communication technologies (ICTs) in early childhood education. A common theme across the sources is that as technology and multimodal texts are increasingly part of children's lives, early childhood educators must provide multiliterate learning environments that incorporate ICTs and accommodate students' diverse experiences and backgrounds. Many authors believe immersing young children in problem-solving activities using ICTs can promote independent thinking skills.
This document contains annotations for references related to literacy education. It summarizes 12 sources that discuss multiliteracies and the importance of a multiliteracies approach in education, which allows for the integration of technology and accounts for linguistic and cultural diversity. The annotations describe how the sources address topics like new literacies, using web tools in the classroom, incorporating digital games and multimedia, and the need for teachers to adapt their pedagogies for multiliteracies.
The document discusses the importance of incorporating information and communication technology (ICT) into early childhood literacy education. It provides several arguments in favor of this approach, including that ICT skills are necessary for students' future careers and lives, and that introducing technology early can help close gaps for students without access to it at home. However, it also notes there are some arguments against overly emphasizing technology and reducing focus on traditional literacy skills. Overall, the document examines perspectives on both sides of how to best structure literacy education for young students in the modern, technology-centered world.
The document discusses the changing role of teachers in engaging students in learning with technology. It notes that today's students often find school uninteresting and do not see the relevance of what they learn. It contrasts boring traditional teaching methods like lengthy lectures and worksheets with more engaging approaches that incorporate students' interests, collaborative projects, and 21st century tools. The key impacts of technology on education highlighted are increased connectivity, collaboration, teachers taking more of a guiding role, and a focus on developing expert thinking and complex communication skills for students. It concludes that technology allows more in-depth and interactive exploration of topics that were previously impractical.
This document contains an assignment prompt for a student asking them to reflect on what they learned about literacies in the 21st century, how their views on technology in teaching have changed, and their ICT experience. It provides the student ID and date. The prompt contains 3 questions for the student to answer in their response.
This document provides a summary of annotated references related to literacy education. It discusses several sources that explore the concept of multiliteracies and how pedagogical approaches need to adapt to support learners in developing multiliteracy skills. Some key points discussed include the need for teachers to go beyond just content delivery and develop pedagogies that address the four components of productive pedagogies and the four resource model. The use of Web 2.0 tools in the classroom to develop critical thinking skills is also mentioned. Overall, the summary examines how literacy is evolving with new technologies and the implications this has for both teachers and students.
The document discusses the need for multiliteracy in the 21st century classroom. It explores various sources that argue students must develop skills beyond traditional literacy to communicate and learn in a technology-driven world. Multiliteracy involves teaching students to interpret and create multimodal texts using visual, audio, and spatial modes of meaning in addition to print. Effective multiliteracy pedagogy employs strategies like scaffolding, multiple intelligences, project-based learning, and fostering students' home languages in diverse classrooms. As technologies continue advancing, multiliteracy skills will remain important for lifelong learning.
The document summarizes research on the evolving roles of information and communication technologies (ICT) in education and their impact on students' learning experiences. It discusses frameworks that classify ICT's roles as tools, tutors, and tutees. Research also shows ICT supporting deeper learning through "mindtools" and promoting motivation, engagement, access to information and resources, collaboration, and critical thinking skills. Studies find technology-rich classrooms correlate with improved critical thinking. Overall, ICT is increasingly emphasized in curricula and has significantly changed students' educative experiences in various ways.
The document provides annotations and an overview of 10 sources that discuss the topic of multiliteracies in education. The annotations examine how multiliteracies has emerged as a response to increasing student diversity and the changing literacy demands of a digital world. Key aspects discussed include the benefits of multiliteracies pedagogy for diverse classrooms, the importance of designing literacy instruction for multiple text forms and modes of communication, and the role of teachers in developing students' multiliteracy skills.
This document contains annotations for references related to literacy education. It summarizes 12 sources that discuss multiliteracies and the importance of a multiliteracies approach in education, which allows for the integration of technology and accounts for linguistic and cultural diversity. The annotations describe how the sources address topics like new literacies, using web tools in the classroom, incorporating digital games and multimedia, and the need for teachers to adapt their pedagogies for multiliteracies.
The document discusses the importance of incorporating information and communication technology (ICT) into early childhood literacy education. It provides several arguments in favor of this approach, including that ICT skills are necessary for students' future careers and lives, and that introducing technology early can help close gaps for students without access to it at home. However, it also notes there are some arguments against overly emphasizing technology and reducing focus on traditional literacy skills. Overall, the document examines perspectives on both sides of how to best structure literacy education for young students in the modern, technology-centered world.
The document discusses the changing role of teachers in engaging students in learning with technology. It notes that today's students often find school uninteresting and do not see the relevance of what they learn. It contrasts boring traditional teaching methods like lengthy lectures and worksheets with more engaging approaches that incorporate students' interests, collaborative projects, and 21st century tools. The key impacts of technology on education highlighted are increased connectivity, collaboration, teachers taking more of a guiding role, and a focus on developing expert thinking and complex communication skills for students. It concludes that technology allows more in-depth and interactive exploration of topics that were previously impractical.
This document contains an assignment prompt for a student asking them to reflect on what they learned about literacies in the 21st century, how their views on technology in teaching have changed, and their ICT experience. It provides the student ID and date. The prompt contains 3 questions for the student to answer in their response.
This document provides a summary of annotated references related to literacy education. It discusses several sources that explore the concept of multiliteracies and how pedagogical approaches need to adapt to support learners in developing multiliteracy skills. Some key points discussed include the need for teachers to go beyond just content delivery and develop pedagogies that address the four components of productive pedagogies and the four resource model. The use of Web 2.0 tools in the classroom to develop critical thinking skills is also mentioned. Overall, the summary examines how literacy is evolving with new technologies and the implications this has for both teachers and students.
The document discusses the need for multiliteracy in the 21st century classroom. It explores various sources that argue students must develop skills beyond traditional literacy to communicate and learn in a technology-driven world. Multiliteracy involves teaching students to interpret and create multimodal texts using visual, audio, and spatial modes of meaning in addition to print. Effective multiliteracy pedagogy employs strategies like scaffolding, multiple intelligences, project-based learning, and fostering students' home languages in diverse classrooms. As technologies continue advancing, multiliteracy skills will remain important for lifelong learning.
The document summarizes research on the evolving roles of information and communication technologies (ICT) in education and their impact on students' learning experiences. It discusses frameworks that classify ICT's roles as tools, tutors, and tutees. Research also shows ICT supporting deeper learning through "mindtools" and promoting motivation, engagement, access to information and resources, collaboration, and critical thinking skills. Studies find technology-rich classrooms correlate with improved critical thinking. Overall, ICT is increasingly emphasized in curricula and has significantly changed students' educative experiences in various ways.
The document provides annotations and an overview of 10 sources that discuss the topic of multiliteracies in education. The annotations examine how multiliteracies has emerged as a response to increasing student diversity and the changing literacy demands of a digital world. Key aspects discussed include the benefits of multiliteracies pedagogy for diverse classrooms, the importance of designing literacy instruction for multiple text forms and modes of communication, and the role of teachers in developing students' multiliteracy skills.
This document summarizes a study on the impact of a mandated Kindle initiative at a Florida high school. The study surveyed teachers to examine how the initiative affected their perceptions and use of technology. Key findings include that the majority of teachers viewed technology as important, used it weekly prior to Kindles, and felt comfortable with technology. After the initiative, most teachers used Kindles weekly and sought out other technologies. The initiative significantly increased teachers' likelihood of integrating more technology into their classrooms. The study implies that providing teachers exposure to new technologies, like Kindles, can positively influence their views on educational technology.
Children are used to fast information through technology and integrate it into their social and leisure activities. As teachers, we need to consider how to incorporate technology into our lessons to engage students in learning content, as literacy is now multi-modal and children reach knowledge through various visual and oral means. Teachers must prepare for this change and be able to use technology themselves to connect with how children currently learn both in and out of school.
How to improve multiliteracies in the classroom using new literaciesTiffany Kelly
The document discusses how to improve multiple literacy in the classroom using new literacies. It begins with an introduction on how digital technology has become integrated into many aspects of life and the importance of teachers incorporating these new technologies into literacy instruction. It then reviews relevant literature on multiliteracies and using technology in the classroom. The document outlines a study conducted by graduate students to research how to best use technology to promote multiple literacies across subjects. It presents questions analyzed from the study and goals for teachers to implement new literacies and digital writing. The summary concludes the document explores improving literacy instruction through the integration of new digital tools and multimedia.
This document provides summaries of 6 sources related to multiliteracies:
1. Anstey and Bull (2006) provides guidelines for lesson planning in line with multiliteracy pedagogy and analyzes the role of Cazden and Gee in multiliteracy development.
2. Cope and Kalantzis (2009) examines what constitutes appropriate literacy pedagogy after technological changes and the impacts on people's lives. It discusses the "moves" of multiliteracy pedagogy.
3. Unsworth (2001) provides a framework for traditional and multiliteracy pedagogies to prepare students for the 21st century with both electronic and conventional texts.
4. Em
Collaborative learning enhanced by mobile technologies 2018AliAqsamAbbasi
This document provides an editorial introduction and overview of a special issue focusing on research into collaborative learning enhanced by mobile technologies. It summarizes 9 research papers that examine how mobile devices and applications can support collaborative learning in both formal and informal educational settings. The introduction discusses the evolution of this research area and need for further studies combining key findings on social learning and new technologies. It previews each paper's contributions and concludes that further theoretical development and designed prototypes are needed to deepen understanding of mobile collaborative learning.
This critical essay synthesizes research on multiliteracies pedagogy in the 21st century classroom. It discusses how literacy has expanded beyond traditional reading and writing to include comprehension of digital technologies. To be literate now requires skills in consuming various semiotic systems enabled by technologies. While students are exposed to diverse technologies at home, the classroom often lacks resources and professional development for teachers to fully incorporate multiliteracies. The essay argues schools must reduce this "digital divide" by modifying practices to include students' out-of-school literacy experiences and prepare them for an increasingly digital society.
This document summarizes an action research project that explored using blogging across the curriculum to engage elementary school students in the writing process. Surveys found that over half of students knew about blogging, and most teachers believed technology could motivate writing. In the first research cycle, students and teachers were introduced to blogging and commented on sample blogs. The second cycle had students blog on topics in various classes and learn writing skills through blogging. Results indicated that while students enjoyed writing and commenting, many were not inclined to read fully. The researcher was surprised most students disliked reading but wanted to write and comment online.
Multiliteracies in the secondary english classroomAqyn Ikhwan
This document summarizes a research article about two secondary English teachers, Helen and Scott, who worked to incorporate multiliteracies into their classrooms. The teachers aimed to expand students' understanding of literacy beyond just reading comprehension and writing. Through case studies of the teachers' classrooms, the researchers examined how each teacher conceptualized literacy, incorporated multiliteracies into their teaching, and engaged students. The researchers found that while conceptions of literacy have expanded, traditional print literacy remains dominant in many classrooms. They argue secondary English teachers must help students develop competencies across diverse literacies to prepare them for the 21st century.
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
The document discusses the importance of multiliteracies in education. It provides annotations summarizing several sources that advocate for teaching students multiple literacy skills to succeed in today's digital world. These include the ability to understand, critique, and create using a variety of multimedia texts. The sources argue this prepares students for real-life problem solving and participation in society. Effective teaching approaches like the four resources model can help incorporate multiliteracies into lesson planning and learning environments.
This document contains 9 annotations summarizing research articles and chapters related to multiliteracies and literacy education pedagogy. The annotations discuss key aspects of multiliteracies, including the need for teachers to support multiliteracies curriculum, incorporate the Four Resources Model and Productive Pedagogies. They also explore changing definitions of literacy in the digital age and the importance of using multimodal approaches and integrating technology into literacy instruction.
The document discusses the changing nature of literacy and reading comprehension in the digital age. It makes three key points:
1. The Internet is now the defining technology for reading, literacy and learning for this generation. It requires additional online reading comprehension skills that differ from offline reading.
2. Recent research developed a model of Internet Reciprocal Teaching to explicitly teach online reading comprehension skills through problem-based learning.
3. Current policies around standards, assessments and access risk widening achievement gaps by not adequately supporting the development of online reading comprehension skills.
Teaching in the 21st century multimodalAnna Cameron
This document discusses teaching practices for the 21st century. It defines multiliteracies as literacy practices that combine traditional reading and writing with new technologies and modes of representation. The document provides examples of how teachers can incorporate multiliteracies into their classrooms, such as through blogging, wikis, storyboarding, social media, and video/photo editing software. It argues that teachers must adapt their instructional methods to engage students accustomed to visual/digital media and foster collaboration, creativity, and critical thinking through technology.
- The document explores student perspectives on expectations of multimedia technology use in college literature classes through a survey.
- Overall, students favored technology use and found PowerPoint and video/DVD presentations most effective. However, expectations varied some by factors like gender, major, and year.
- Analysis found little difference in expectations based on gender, but education majors tended to have slightly higher expectations of technology use than other majors.
The document discusses the concept of multiliteracies and its importance in education for social change. Multiliteracies refers to being literate with various text forms, including print, digital and multimedia. The document outlines key theorists in multiliteracies such as Mary Kalantzis and Bill Cope, and frameworks for teaching multiliteracies, including the learning by design process. It provides an example of how multiliteracies can be applied in the classroom to critically analyze representations of beauty in popular magazines.
International Journal of Computational Engineering Research(IJCER)ijceronline
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology
Constructivist learning theory suggests that people learn by attaching new knowledge to existing ideas through interactions and experiences rather than repetition. The annotated bibliography examines how constructivism applies to digital learning. Several sources discuss how constructivist principles promote active learning, inquiry, problem-solving and collaboration using technologies like computer-mediated communication. Constructivism sees the teacher as a guide helping students make their own connections, rather than a presenter of information.
The document discusses the importance of multiliteracy education in modern society. It provides annotations summarizing several sources that advocate for teaching students multiple literacy skills to prepare them for an increasingly digital world. These include the ability to understand, critique, and create with various media and technologies. The sources argue this approach helps shape students into well-rounded citizens who can participate fully in public life and the workforce. A synthesis concludes that multiliteracy education helps design fulfilled futures for students by giving them diverse literacy knowledge and insights into real-world scenarios through hands-on learning experiences.
This document summarizes a study on the impact of a mandated Kindle initiative at a Florida high school. The study surveyed teachers to examine how the initiative affected their perceptions and use of technology. Key findings include that the majority of teachers viewed technology as important, used it weekly prior to Kindles, and felt comfortable with technology. After the initiative, most teachers used Kindles weekly and sought out other technologies. The initiative significantly increased teachers' likelihood of integrating more technology into their classrooms. The study implies that providing teachers exposure to new technologies, like Kindles, can positively influence their views on educational technology.
Children are used to fast information through technology and integrate it into their social and leisure activities. As teachers, we need to consider how to incorporate technology into our lessons to engage students in learning content, as literacy is now multi-modal and children reach knowledge through various visual and oral means. Teachers must prepare for this change and be able to use technology themselves to connect with how children currently learn both in and out of school.
How to improve multiliteracies in the classroom using new literaciesTiffany Kelly
The document discusses how to improve multiple literacy in the classroom using new literacies. It begins with an introduction on how digital technology has become integrated into many aspects of life and the importance of teachers incorporating these new technologies into literacy instruction. It then reviews relevant literature on multiliteracies and using technology in the classroom. The document outlines a study conducted by graduate students to research how to best use technology to promote multiple literacies across subjects. It presents questions analyzed from the study and goals for teachers to implement new literacies and digital writing. The summary concludes the document explores improving literacy instruction through the integration of new digital tools and multimedia.
This document provides summaries of 6 sources related to multiliteracies:
1. Anstey and Bull (2006) provides guidelines for lesson planning in line with multiliteracy pedagogy and analyzes the role of Cazden and Gee in multiliteracy development.
2. Cope and Kalantzis (2009) examines what constitutes appropriate literacy pedagogy after technological changes and the impacts on people's lives. It discusses the "moves" of multiliteracy pedagogy.
3. Unsworth (2001) provides a framework for traditional and multiliteracy pedagogies to prepare students for the 21st century with both electronic and conventional texts.
4. Em
Collaborative learning enhanced by mobile technologies 2018AliAqsamAbbasi
This document provides an editorial introduction and overview of a special issue focusing on research into collaborative learning enhanced by mobile technologies. It summarizes 9 research papers that examine how mobile devices and applications can support collaborative learning in both formal and informal educational settings. The introduction discusses the evolution of this research area and need for further studies combining key findings on social learning and new technologies. It previews each paper's contributions and concludes that further theoretical development and designed prototypes are needed to deepen understanding of mobile collaborative learning.
This critical essay synthesizes research on multiliteracies pedagogy in the 21st century classroom. It discusses how literacy has expanded beyond traditional reading and writing to include comprehension of digital technologies. To be literate now requires skills in consuming various semiotic systems enabled by technologies. While students are exposed to diverse technologies at home, the classroom often lacks resources and professional development for teachers to fully incorporate multiliteracies. The essay argues schools must reduce this "digital divide" by modifying practices to include students' out-of-school literacy experiences and prepare them for an increasingly digital society.
This document summarizes an action research project that explored using blogging across the curriculum to engage elementary school students in the writing process. Surveys found that over half of students knew about blogging, and most teachers believed technology could motivate writing. In the first research cycle, students and teachers were introduced to blogging and commented on sample blogs. The second cycle had students blog on topics in various classes and learn writing skills through blogging. Results indicated that while students enjoyed writing and commenting, many were not inclined to read fully. The researcher was surprised most students disliked reading but wanted to write and comment online.
Multiliteracies in the secondary english classroomAqyn Ikhwan
This document summarizes a research article about two secondary English teachers, Helen and Scott, who worked to incorporate multiliteracies into their classrooms. The teachers aimed to expand students' understanding of literacy beyond just reading comprehension and writing. Through case studies of the teachers' classrooms, the researchers examined how each teacher conceptualized literacy, incorporated multiliteracies into their teaching, and engaged students. The researchers found that while conceptions of literacy have expanded, traditional print literacy remains dominant in many classrooms. They argue secondary English teachers must help students develop competencies across diverse literacies to prepare them for the 21st century.
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
The document discusses the importance of multiliteracies in education. It provides annotations summarizing several sources that advocate for teaching students multiple literacy skills to succeed in today's digital world. These include the ability to understand, critique, and create using a variety of multimedia texts. The sources argue this prepares students for real-life problem solving and participation in society. Effective teaching approaches like the four resources model can help incorporate multiliteracies into lesson planning and learning environments.
This document contains 9 annotations summarizing research articles and chapters related to multiliteracies and literacy education pedagogy. The annotations discuss key aspects of multiliteracies, including the need for teachers to support multiliteracies curriculum, incorporate the Four Resources Model and Productive Pedagogies. They also explore changing definitions of literacy in the digital age and the importance of using multimodal approaches and integrating technology into literacy instruction.
The document discusses the changing nature of literacy and reading comprehension in the digital age. It makes three key points:
1. The Internet is now the defining technology for reading, literacy and learning for this generation. It requires additional online reading comprehension skills that differ from offline reading.
2. Recent research developed a model of Internet Reciprocal Teaching to explicitly teach online reading comprehension skills through problem-based learning.
3. Current policies around standards, assessments and access risk widening achievement gaps by not adequately supporting the development of online reading comprehension skills.
Teaching in the 21st century multimodalAnna Cameron
This document discusses teaching practices for the 21st century. It defines multiliteracies as literacy practices that combine traditional reading and writing with new technologies and modes of representation. The document provides examples of how teachers can incorporate multiliteracies into their classrooms, such as through blogging, wikis, storyboarding, social media, and video/photo editing software. It argues that teachers must adapt their instructional methods to engage students accustomed to visual/digital media and foster collaboration, creativity, and critical thinking through technology.
- The document explores student perspectives on expectations of multimedia technology use in college literature classes through a survey.
- Overall, students favored technology use and found PowerPoint and video/DVD presentations most effective. However, expectations varied some by factors like gender, major, and year.
- Analysis found little difference in expectations based on gender, but education majors tended to have slightly higher expectations of technology use than other majors.
The document discusses the concept of multiliteracies and its importance in education for social change. Multiliteracies refers to being literate with various text forms, including print, digital and multimedia. The document outlines key theorists in multiliteracies such as Mary Kalantzis and Bill Cope, and frameworks for teaching multiliteracies, including the learning by design process. It provides an example of how multiliteracies can be applied in the classroom to critically analyze representations of beauty in popular magazines.
International Journal of Computational Engineering Research(IJCER)ijceronline
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology
Constructivist learning theory suggests that people learn by attaching new knowledge to existing ideas through interactions and experiences rather than repetition. The annotated bibliography examines how constructivism applies to digital learning. Several sources discuss how constructivist principles promote active learning, inquiry, problem-solving and collaboration using technologies like computer-mediated communication. Constructivism sees the teacher as a guide helping students make their own connections, rather than a presenter of information.
The document discusses the importance of multiliteracy education in modern society. It provides annotations summarizing several sources that advocate for teaching students multiple literacy skills to prepare them for an increasingly digital world. These include the ability to understand, critique, and create with various media and technologies. The sources argue this approach helps shape students into well-rounded citizens who can participate fully in public life and the workforce. A synthesis concludes that multiliteracy education helps design fulfilled futures for students by giving them diverse literacy knowledge and insights into real-world scenarios through hands-on learning experiences.
This document contains annotations and summaries of multiple sources related to multiliteracies. It discusses how technologies and globalization are changing communication and requiring new approaches to literacy education. Several sources propose a "multiliteracies pedagogy" that teaches linguistic, visual, audio, and spatial literacies. Teachers are encouraged to incorporate multimodal texts and address the diverse experiences students bring from home. Later sources address more specific topics like gaming literacy and using a "four resources model" to teach literacy across subject areas.
This document discusses three articles about using technology to enhance inclusive classrooms and education for students with disabilities. The first article talks about international trends in inclusive education and both the progress and ongoing challenges. The second article discusses how technology like video and computer programs can help teach social skills to students with deficits. The third article describes how assistive technologies like computers, auditory devices, and mobility aids allow students to participate more fully in classrooms and achieve success. Overall, the document examines how various technologies have helped create more inclusive, engaging learning environments for all students.
This document discusses three articles about using technology to enhance inclusive classrooms and education for students with disabilities. The first article talks about international trends in inclusive education and both the progress and ongoing challenges. The second article discusses how technology like video and computer programs can help teach social skills to students with deficits. The third article describes how assistive technologies like computers, auditory devices, and mobility aids allow students to participate more fully in classrooms and achieve success. Overall, the document examines how various technologies have helped create more inclusive, engaging learning environments for all students.
This document discusses learning spaces, including the classroom, spaces beyond the classroom like homes and museums, and electronic learning spaces. It addresses factors to consider for classroom design, the importance of excursions and communities of practice outside school. Technologies can be used as tutors, tools, for exploration and communication, and educators must decide if technologies allow new educational opportunities. Students progress through stages in online learning environments.
This document contains annotations and summaries of multiple sources related to multiliteracies and changing definitions of literacy. It discusses how technologies and a globalized world are changing communication, requiring new literacies in areas like visuals, audio, and multimodal/multilingual skills. Several references advocate for multiliteracy pedagogies in education that incorporate situated practice, overt instruction, and help students critique and apply literacy skills across contexts. The references also note differences in student access to technology and the need for teachers to support all learners in developing multiliteracies.
The document discusses several articles related to multiliteracies pedagogy in middle school classrooms. It addresses the need for teachers to understand students' diverse backgrounds and prior experiences with digital technologies to better support their literacy development. The articles suggest educators implement authentic literacy projects, incorporate multimodal texts, and use comprehension strategies to help students learn in today's multimedia environments.
This document discusses how digital technologies and online resources can improve literacy instruction for students with disabilities. It notes that electronic text can be easily adapted for individual student needs, and the internet provides a vast amount of motivating materials. The key points are:
1) Digital tools allow for customized literacy instruction and accommodation based on individual student needs.
2) Online resources provide opportunities for "authentic learning" through interactive materials like graphics, video and audio that increase student motivation.
3) Technologies give teachers new ways to support students with disabilities in building reading, writing and comprehension skills through features like text-to-speech, word prediction and visual concept mapping software.
While it is commonly believed that digital natives require new teaching strategies, the author argues that this assumption lacks evidence. The author acknowledges that digital natives are immersed in technology but asserts that multitasking may hinder learning. Lectures and discussions, when implemented engagingly, can still effectively teach digital natives traditional content while allowing for different learning styles. More research is needed before concluding that new strategies are necessary for digital natives to learn.
An Online Questionnaire For Evaluating Students And Teachers Perceptions Of...Simar Neasy
This article describes the development and validation of the Constructivist Multimedia Learning Environment Survey (CMLES) questionnaire. The CMLES was designed to assess students' and teachers' perceptions of learning environments that combine the use of multimedia programs with constructivist and inquiry-based approaches. It was validated through a study of 221 high school students. The study found the CMLES scales to have high internal reliability and satisfactory validity. The questionnaire provides teachers with a tool for evaluating the extent to which their instruction integrates multimedia and constructivist learning approaches.
The document discusses the importance of incorporating technology into classroom teaching and learning. It summarizes three articles about how today's students are immersed in technology in their daily lives and process information differently compared to previous generations. The document argues that for education to be relevant, teachers need to understand how students use technology and integrate it into curriculum and lesson plans to better engage students and prepare them for future success in a technology-driven world.
The document summarizes three articles about incorporating technology into classroom learning. It discusses how today's students are dependent on technology and process information differently as "digital natives." The articles argue that educators must understand how students use technology outside of class and integrate those technologies into lessons to make learning more relevant and prepare students for a future that relies heavily on technology. The document concludes teachers should observe student technology use and incorporate it into classroom practices and curriculum.
This document provides an overview of Russell Francis's doctoral thesis investigating the implications of media change for learning. The thesis explored how learners are appropriating new media to support learning through two design experiments and an ethnographic study of advanced learners. The ethnographic study identified six genres of practice used by learners and attempted to develop conceptual tools to understand new media literacies. The thesis argues that media convergence has decentralized formal education and learners now need new media literacies to design personal learning environments leveraging online resources.
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Rochell McWhorter
This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of Pre-Experience and Post-Experience student surveys from two disciplines, Education and Business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a virtual community of practice. Recommendations for future classroom use is given. Note: This is the last author’s copy prior to publishing. The final, definitive version of this article has been published in International Journal of Social Media and Interactive Environments, 2(3). Available at http://www.inderscience.com/offer.php?id=64205
The articles discuss the benefits and challenges of integrating information and communication technologies (ICTs) into early childhood literacy learning. Several articles highlight that ICTs can increase student engagement, motivation, and literacy skills like comprehension, vocabulary, and writing. However, some educators remain hesitant about replacing traditional teaching with technology. The literature also notes that teachers require quality professional development to effectively implement ICTs and avoid potential negative impacts. While ICTs provide opportunities to enhance literacy instruction, educators must ensure technology complements, rather than substitutes for, teacher-student interactions and play-based learning. Overall, the literature recognizes ICTs can positively impact early literacy development when used appropriately in early childhood settings.
Webb, lorraine c bringing science to life school v7 n1 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
2
Modern Childhood Classroom
The Curriculum of the Modern Early Childhood Classroom
Lisa Bertie
ECE/311
Instructor Amanda Dixon
April 2, 2012
The Curriculum of the Modern Early Childhood Classroom
The age group that this curriculum is designed for is Kindergarten. The age range for kindergarten is five through seven.
There are many learning styles for example there are auditory leaners, visual learners, tactile learners, and those who learn best through reading the information. As teachers we must take this into account when developing a curriculum. It is important to begin teaching kindergarten age children the beginning skills of math, reading, science, music, and art. By making sure that the content is age appropriate and that the information is presented in a variety of ways so that students of different learning styles have the opportunity to absorb the information in the way that is easiest for them to learn. If we look at the different learning theories we will find one that makes the most sense to us as individuals for example I find the developmental theories of Jean Piaget to be very meaningful and will incorporate his theories into how I present information to the students.
I plan on including time for learning through play, circle time, and traditional teaching methods to communicate information and teach skills to the students. I think it is also important to make sure that the classroom is a safe learning environment. When dealing with a large group of individuals there are many different personalities in play and there can be conflict as a result. I feel it is important the make sure that the students understand that they do not have to like everyone in the class but they need to show each other respect.
My plan for a productive classroom environment includes making sure all learning styles are addressed and students have a safe interesting classroom.
References
Barnett, W. S. (2008). Growing and learning in preschool [Video file]. Retrieved from http://www.youtube.com/watch?v=or10f-YcM8Q
First School. (n.d.). Music theme preschool activities and crafts. Retrieved from http://www.first-school.ws/THEME/music.htm
Ginsburg, H.P., Lee, J.S., Boyd, J.S. (2008). Mathematics Education for Young Children: What It Is and How to Promote It. Social Policy Report. Retrieved from http://www.srcd.org/documents/publications/spr/22-1_early_childhood_math.pdf
Thomas, A.M. (2011). Hands-on science with squishy circuits. Retrieved from http://www.ted.com/talks/annmarie_thomas_squishy_circuits.html
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5Dynamic Curriculum and Instruction in the
21st Century
Ulrich Baumgarten/Getty Images
Learning Objectives
After reading this chapter, you should be able to:
1. Identify elements of creativity in existing face-to-face and online learning curriculum.
2. Implement problem-based learning experiences with students that incorporate real-world
audiences.
3. Prepare an argument to integrate the nine elements of d ...
EDX3270 Literacies Education E Portfoliomisstanika
This document contains summaries of 10 readings related to literacies education and the impact of technology on literacy. Several key themes discussed across the readings include: the effects of technology like computers and texting on traditional literacy and language; the importance of effective literacy teaching pedagogies that incorporate multimedia literacy skills; and recognizing student differences and socio-cultural contexts in literacy education. The readings also highlight opportunities and challenges of multiliteracies for citizenship in an increasingly globalized world.
Similar to Edx3270 literacies education assignment one (20)
3. Anstey, M., & Bull, G. (2006). Developing pedagogies for multiliteracies. In
M. Anstey, & G. Bull (Eds.), Teaching and learning multiliteracies (pp.
56-81). Newark, USA: International Reading Association.
Anstey and Bull provide many useful strategies for educators in developing
theory into practice and applying dynamic multiliteracy pedagogies within the
learning environment. Importance is placed on the educator’s relationship with
the students and desired learning outcomes. The authors provide ideas on how
to make decisions and provide opportunities for students to explore and engage
with literacy. However, Anstey and Bull indicate through research, that for this
learning to be successful the educator must provide a multiliterate environment
that is flexible to the students and cohesive in the way classroom talk and
lessons are planned. The authors believe that this will provide a social
environment in which diversity in the classroom is addressed in making students
become multiliterate citizens.
4. Bennett, R. (2006). Mathematics and ICT in the early years.In M. Hayes,
& D. Whitebread (Eds.), ICT in the early years (pp. 55-71).
England: Open University Press.
In this chapter, Bennett discusses the theoretical underpinning of the ways
in which children learn mathematical concepts based on contemporary
constructivist views of theorists such as Vygostsky. He argues as to
whether computer software is best suited to the teaching and learning of
mathematics in the early years. Research indicates that if the software
produces visual and symbolic information, then this could provide an
environment ideal to mathematical learning. However, provided the
teacher’s pedagogical practice is linked effectively to the use of ICT’s, then
this would contribute to the child’s learning. He stresses that the role of
the teacher in understanding databases and tools to navigate this software
was of utmost importance.
5. Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies new
learning, pedagogies: an International Journal, 4(3), 164-195.
Retrieved from
https://usqdirect.usq.edu.au/usq/file/868a8bb9-2364-d7cd-e285-
d97d505db344/1/Cope_2009_164.pdf
In this journal article, Cope and Kalantzis discuss the New London Group
of 1996 and their efforts in forming a Pedagogy of Multiliteracies
approach to the teaching and learning of literacy. It is their belief that
due to the changing world of technology, old literacies would no longer
be adequate in the future of education. The authors discuss in length
the why, what and how of multiliteracies through exploring diversity and
social factors in belief that their new approach would transform into a
pedagogy that would allow for change and diversity. Cope and Kalantzis
conclude that in the last ten years or more, these changes have made an
impact on the development of a multiliteracies pedagogy.
6. Healy, A. (2006). Multiliteracies: teachers and students at work in new ways
with literacy. In R. Campbell, & D. Green (Eds.), Literacies and learners
current perspectives (pp. 191-207). Frenchs Forest, NSW: Pearson
Education Australia
Healy’s chapter suggests that it is vital for educators to acknowledge the
changes in text/teacher/student relationships and to incorporate a variety of
technologies with a multiliteracies approach in the classroom. The author
highlights that as society changes, children gain experiences that allow them to
negotiate multimedia digital texts. Computers are becoming more noticeable in
the early childhood classroom, thus allowing children to be more visual with the
information they receive at an earlier age. Various snapshots in research were
recorded throughout this chapter, revealing that children appear to be more
responsive to visual images as opposed to text. Healy believes that teachers
need to cater for the diverse textual experiences that children bring to the
learning environment.
7. Hesterman, S. (2011). A contested space: the dialogic intersection of ICT,
multiliteracies, and early childhood. Contemporary Issues in Early
Childhood, 12(4), 349-361. Retrieved from http://www.wwwords.co.uk/
rss/abstract.asp?j=cie&aid=4824
Hesterman’s article discusses the Pedagogy of Multiliteracies developed by the
New London Group (1996) and how this approach can improve the quality of
education in the early years context through the integration of ICT. The author
conducted research in two early childhood classrooms in order to determine
how these teachers integrated ICT to support children in a multiliteracies
learning environment. She reported that whilst the teachers were motivated to
do this, it was evident that their approach was not secure in implementing ICT
due to lack of resources and support to cultivate this approach.
8. Martello, J. (2007). Many roads through many modes: becoming literate in
childhood. In L. Makin, C. Jones Diaz, & C. McLachlan (Eds.), Literacies in
childhood. Changing views, challenging practice (pp. 89-103). Marickville,
NSW: Elsevier Australia.
Martello’s chapter suggests that the early childhood educator can help children
develop an understanding of multiliteracies through linking curriculum and
experiences from the home environment. She highlights the importance that a
young child’s first experiences of literacy begin in the early years of their life and
continues through to adulthood. Young children become familiar with
television, computers, and many images that allow them to understand
multimodal texts. Discussing at length, her main focus suggests that in the
home environment a wide range of social practices can be gained and brought
to the learning environment as multimodal literacy experiences, allowing the
early childhood educator to accommodate for diversity in inclusive literacy
practices.
9. O’Brien, J., & Comber, B. (2000). Negotiating critical literacies with young
children. In C. Barratt-Pugh, & M. Rohl (Eds.), Literacy learning in the early
years (pp. 152-171). Crows Nest, NSW: Allen & Unwin.
Throughout this chapter, O’Brien suggests that many educators should engage in
critical literacies with young children through questioning texts that are used in
their daily lives, and challenging the way they use these texts in reading and
writing. In one of her research examples in this chapter, she explores ways of
teaching children how to be a text analyst by reading a story then through
discussion of characters and events she asks the children to reflect on their own
experiences by drawing pictures. According to O’Brien, when educators use this
negotiated approach, children will respond to constructed texts, which are
integral to their everyday learning.
10. Vasquez, V. M., & Branigan Felderman, C. (2013). Yes we can! Using technology
as a tool for social action. In V. M. Vasques, & C. Branigan Felderman
(Eds.), Technology and critical literacy in early childhood (pp. 27-36).
New York, NY: Routledge
In this chapter, Vasquez highlights the importance of creating spaces for children
in classrooms and using resources and technology as a mean for social action.
She conducted a “social action project” with the children whereby they
brainstormed a particular topic, formed discussion groups, then followed up
their findings through internet research. Children from other classes were
invited to attend the discussion on their findings. Vasquez believes that through
conducting internet research, young children learn social practices and how to
communicate with resources such as computers as a learning tool.
11. Whitebread, A. (2006). Creativity, problem solving and playful uses of
technology: Games and simulations in the early years. In M. Hayes, & D.
Whitebread (Eds.), ICT in the early years (pp. 87-106). England: Open
University Press.
Whitebread argues that young children can be motivated to develop the
necessary skills to gather information and problem solve when playing computer
games and simulations, just as much as conventional play does. It is his belief
that computer games incorporate problem solving skills that allow the young
child to see and understand the meaning of problems through making mistakes
and being able to go back and correct them, thus allowing higher order thinking
to take place. The writer concludes that computer based tasks promote
development in a child’s ability to be independent thinking and a problem
solver.
12. Yelland, N. (2007). Making meaning: technology as play. In N. Yelland (Ed.).
Shift to the future (pp. 49-63). New York, NY: Routlage Taylor & Francis
Group.
Yelland’s chapter discusses the challenges and balances that parents and early
childhood educators face when exposing children to technology in the real world
of play. She states that theorists such as Montessori and Froebel believe children
learn through constructing meaning through play. Research was conducted into
new technologies such as educational toys and story telling software in the early
learning environment, and this was proved to be just as effective as concrete
material play. The author believes it is vital for guided interaction by the
educator to help build concepts utilizing the program to the benefit of the
students.
13. Literacy is imbedded into our daily lives, and involves a range of practices that
shape our society and culture (Wing Jan, 2009). The theme of this assessment
focuses on the use of ICT’s within an early childhood context.
Most of the authors believe that due to the changing world of technology, it is
vital for young children to become immersed in a multiliterate learning
environment that caters to the many multimodal texts that they are exposed to.
A common theme that has emerged from reading the various chapters and
articles was the importance that young children’s first experiences of literacy
begin in the home. It was noted by Martello (2007) that children bring these
literacy experiences to the learning environment, and impacts on what is
experienced in the classroom. Statistics report that most young children have
access to a range of technologies in the home everyday, and indicate that
classroom computers play a significant role in a child’s social world through
access to a variety of information and cultural texts (Arthur, Beecher, Death,
Dockett & Farmer, 2007).
14. Hesterman (2011) suggests that to improve the quality of education in the early
years, it is vital to follow a framework such as The New London Group’s
Pedagogy of Multiliteracies. However in contrast, The Early Years Learning
Framework (2010) suggests that early childhood educators can promote
technology learning within the environment through play, exploring new
information, and provision of a wide range of technologies.
One author, Yelland (2007) discusses how play and technology can be linked to
the early learning environment through the use of computer software and
educational toys and how this is just as effective as traditional play. According to
Van Hoorn, Nourot, Scales & Alward (2011) the use of computers in an early
childhood classroom has not harmed the development of young children and
state if it is to be a part of play, then the computers need to be a part of the
learning environment where children can work in small groups, allowing for
social interaction to take place.
15. It is important to note that Bennett (2006) argues whether computer software is
suited to the learning and teaching of early years mathematics and comes to the
conclusion that it is the teacher’s pedagogical practices in linking ICT’s to the
curriculum that would contribute to the young child’s learning. This produces
problem solving and higher order thinking, vital to mathematical learning.
In correlation with this, some of the authors suggest that the educators own
understanding of technology and how to use the software is imperative. As Van
Hoorn, Nourot, Scales & Alward (2011) state, educators need to frequently
upgrade their knowledge of software and to consider the ways they use it to
promote individual needs. According to Finger, Russell, Jamieson-Proctor &
Russell (2007) it is essential for all educators to develop competency in
developing skills in ICT in order to gain knowledge and be able to integrate into
the learning environment.
In summary, the annotated articles highlight vital information for early
childhood educators to consider when implementing ICT’s into their pedagogical
practice and how best young children’s literacy learning can be enhanced
through the use of technology.
16. Throughout my university degree, I have been required to use technology to
present some assessment pieces, these being:
Wiki
Webquest
Mahara E.Portfolio
Number of PowerPoint Presentations
Some presentations consisted of group work and younger members of the group
preferred to take control of the technology side of things. I was happy for them
to take on this role, as I felt I lacked that knowledge. For the assessments I did
on my own, I utilized the help of my son asking for guidance and assistance.
However for this assessment, I chose to do a PowerPoint presentation entirely
on my own. The first step was to create the slides, choose background
colour, font colour and where I was going to place my text on the slides.
Immediately this became a learning curve. Text boxes provided allowed me to
navigate my way around the slides. Further to this, I accessed images and
although this was frustrating at first to insert an image in the correct
place, through practice and prior knowledge this was achieved.
17. I was challenged in uploading the PowerPoint presentation to the internet, as this is
something I have not attempted before.
As an educator of the future, I believe it is vital to implement digital literacies
into my pedagogical practices. I believe that in creating this PowerPoint
presentation, I have developed skills and knowledge that I know will remain
equally important as I strive to implement appropriate forms of ICT to my
students.
18. Anstey, M., & Bull, G. (2006). Developing pedagogies for multiliteracies. In M. Anstey, & G. Bull (Eds.), Teaching and learning
multiliteracies (pp. 56-81). Newark, USA: International Reading Association.
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming & planning in early childhood settings. (4th
ed.). South Melbourne, VIC: Cengage Learning Australia.
Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian
Governments. (2009). Belonging, being & becoming. The early years learning framework for Australia. Commonwealth
of Australia.
Bennett, R. (2006). Mathematics and ICT in the early years. In M. Hayes, & D. Whitebread (Eds.), ICT in the early years (pp.
55-71). England: Open University Press.
Children and teacher gathered at computer [Image]. (2012). Retrieved from
http://marcplamondon.nipissingu.ca/wiki/2011_Education.Print.aspx?Page=2011_Education.Advantages-and-
Disadvantages-of-Digital-Technology-in-Education
Children using laptop at home [Image]. (2009). Retrieved from http://www.treehugger.com/clean-
technology/surprisingly-persistent-gender-gap-in-computer-technology-short-circuits-our-future.html
Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies new learning, pedagogies: an International Journal, 4(3), 164-
195. Retrieved from https://usqdirect.usq.edu.au/usq/file/868a8bb9-2364-d7cd-e285-
d97d505db344/1/Cope_2009_164.pdf
19. Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming learning with ICT: Making it happen. Frenchs
Forest, NSW: Pearson Education Australia.
Healy, A. (2006). Multiliteracies: teachers and students at work in new ways with literacy. In R. Campbell, & D. Green (Eds.),
Literacies and learners current perspectives (pp. 191-207). Frenchs Forest, NSW: Pearson Education Australia
Hesterman, S. (2011). A contested space: the dialogic intersection of ICT, multiliteracies, and early childhood. Contemporary
Issues in Early Childhood, 12(4), 349-361. Retrieved from http://www.wwwords.co.uk/rss/abstract.asp?j=cie&aid=4824
Martello, J. (2007). Many roads through many modes: becoming literate in childhood. In L. Makin, C. Jones Diaz, & C.
McLachlan (Eds.), Literacies in childhood. Changing views, challenging practice (pp. 89-103). Marickville, NSW:
Elsevier Australia.
O’Brien, J., & Comber, B. (2000). Negotiating critical literacies with young children. In C. Barratt-Pugh, & M. Rohl (Eds.),
Literacy learning in the early years. (pp. 152-171). Crows Nest, NSW: Allen & Unwin.
Teacher and young children at computers [Image]. (2012). Retrieved from http://www.tech-kidz.com/program.html
Van Hoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2011). Play at the centre of the curriculum. (5th ed.). Upper Saddle
River, NJ: Pearson Education, Inc.
20. Vasquez, V. M., & Branigan Felderman, C. (2013). Yes we can! Using technology as a tool for social action. In V. M. Vasques, &
C. Branigan Felderman (Eds.), Technology and critical literacy in early childhood (pp. 27-36). New York, NY: Routledge
Whitebread, A. (2006). Creativity, problem solving and playful uses of technology: Games and simulations in the early years. In
M. Hayes, & D. Whitebread (Eds.), ICT in the early years (pp. 87-106). England: Open University Press.
Wing Jan, L. (2009). Write ways. (3rd ed.). South Melbourne: VIC. Oxford University Press.
World globe multiliteracy [Image]. (2011). Retrieved from
http://evosessions.pbworks.com/w/page/33494462/Multiliteracies%202011
Yelland, N. (2007). Making meaning: technology as play. In Shift to the future (pp. 49-63). New York, NY: Routlage Taylor &
Francis Group.