Blog 7

Rethinking Literacy: Multimodal Texts

In our seminar today we had the opportunity to be introduced and explore a range of Multimodal texts, as well as having the opportunity to create our own individual multimodal book, using power point.

The term ‘Multimodal’ refers to meaning-making that occurs through reading, viewing, understanding, responding to and producing and interacting with multimedia and digital texts Walsh, (2010).  Multimodality takes into account the whole range of modes that young children encounter in a variety of texts, and the range and combinations of modes they use to make and express meaning. This can include; words, images, sounds. Today, children are expose and encounter an array of texts both electronic and printed, and therefore, it is considered that learning to be literate not only involves reading and meaning written text, but learning to read and understand screens (Marsh & Hallet, 2008).

However the complexities of using multimodal texts have been acknowledged and recognised. As Kress & Van Leeuwen (1996) and Marsh & Millard (2000) discuss; words, image and sound are juxtaposed in complicated ways in digital texts, and young children have to learn what to attend to, and in what order. However, (Gee, 2003; Prensky, 2001) believe that students today adapt to the navigation potential and the processing of different models with digital texts. This led me to consider the impact and implication of such learning and the significant role of the teacher in planning for this needs in which to avoid children becoming overwhelmed by all modes available for exploration. Equally it highlighted to me the importance of teachers being aware of the contrasting skills needed to understand digital texts other more traditional forms, in which a diverse range of skills are needed to articulate and combine modes in which to construct meaning. For example; reading on screen involves various aspects of online processing that includes responding to animated icons, hypertext, sound effects (Lawless & Shrader, 2008). Overall it is considered that the global challenge for educators equipping young learners for communication in the 21^st century, is in the recognition and celebration of the many digital, oral and visual literacies young children can develop, the combinations of modes, spoken and written that young children need to use to become literate and how practitioners can support the development of young children’s multimodal literacies (UKLA/QCA, 2004). 

     

My own experience of creating a multimodal texts exposed me to the complex and diverse forms that these digital texts can present to children, and was exposed to material that I found extremely engaging and motivating. Equally the broad range of opportunities and skills that these texts demonstrated was extremely encouraging and provided me with a broad scope of approaches and ideas, to help inform my own teaching of multimodal texts. Although I found creating my own storybook tricky at times due to computer problems and other factors, I came away from the lesson with an appreciation of the enriched potential that multimodal texts can bring to support and enhance literacy.  

Equally, my own experience within school exposed me to the affects that using a multimodal book had on the engagement and interest of the pupils. I used a book on the interactive white board which included not just the pictures from the book, but sound effects. I felt that the children developed a secure understanding of the story from a number of aspects such as; theme, mood, setting and I felt that this particularly supported them when asked to write the ending of the story. I would definitely explore the use of multimodal texts during my next placement to unsure that I feel confident and knowledgeable when teaching and developing children’s skills and understandings and their own use of such texts, which I hope will support me in my own future practice.    

Gee, J. (2003) What Video Games have to Teach us about Learning and Literacy. New York: Palgrave Macmillan  

Kress, G. & Van Leeuwen, T. (2001) Multimodal Discourse. London: Routledge  

Lawless, K.A. & Shrader, P.G. (2008) Where Do We Go Now? Understanding Research on Navigation in Complex Digital Environments. In J Coiro, M. Knobel, C. Lankshear & D. Leu (Eds.) (2008). Handbook of Research on New Literacies, (pp.267-296). New York: Lawrence Erlbaum Associates.

Marsh, J. & Hallet, E. (2008) Desirable Literacies: Approaches to Language and Literacy in the Early Years. London: SAGE.

Marsh, J. & Millard, E. (2000) Literacy and Popular Culture: Using Children’s Culture in the Classroom. London: Paul Chapman.

Prensky, M. (2001) Digital Natives, Digital Immigrants. In M. Prensky, On the Horizon, MCB University Press, 9 (5), Accessed on 24 Jan, from http://www.marcprensky.com/writing/Prensky

QCA/UKLA (2004) More than words: Multimodal texts in the classroom London: QCA

Walsh, M. (2010) ‘Multimodal literacy: what does it mean for classroom practice?’ Australian Journal of Language and Literacy 33 (3) pp211 – 239

Blog 6

Why should teachers care about Digital Literacy and childhood in the Digital Age?

Technology offers extraordinary opportunities for all of society, particularly children. The extensive influence of technology has introduction a generation of young individuals, known as ‘Digital Natives’. The term ‘Digital Native’, refers to a growing generation of individuals born after the 1980’s, whose access to networked digital technologies and the skills in which to use such technologies, are extremely advanced (Palfrey and Gasser, 2008). Palfrey & Gasser, 2008 explore the attitudes, habits and competencies of these digital natives, through balanced and opposing perspectives, in the exploration and increased development of technology use within our digital world.  

Specifically, (Palfrey & Gasser, 2008) acknowledge that Digital Natives ideas about safety are different from those of their parents and grandparents. There is a generational digital divide between parents and children, which means that many parents do not feel empowered to manage risks in the digital world, in the same way that they do in the real world (Byron, 2008). It is therefore the crucial role of the teacher to acknowledge the development and integration of ‘digital Literacy’, as valuable practice within education. Here, aspects of technology can be explored and e-safety practice exemplified, to ensure that children are approaching and using technologies without harm, but within creative and valuable contexts. As (Futurelab, 2010) states; digital literacy is the ‘sawyness’ that allows young people to participate meaningfully and safely, as digital technology becomes ever more pervasive in society. Palfrey & Gasser (2008) reiterate the important role of educators, stating that teachers are among those that are of the front line of educating and re-educating children, and therefore have the biggest responsibility and role in assuring that only the good is harnessed from this digital age. However, they also acknowledge that many teachers have cut themselves off from their digital natives because of language and cultural barriers (Palfrey & Gasser, 2008). Equally, teacher’s fear that the skills that they have imparted over time are becoming obsolete, and that the pedagogy of our educational system cannot keep up with the changes in the digital landscape, and here the resistance to utilise digital literacy lies.  

In view of these concerns, it has been considered that in order to seek a resolution to this and in order for schools to adapt to the habits and the abilities of these digital natives, educators must primarily accept that the mode of learning is changing rapidly. It is believed that schools must find ways of acknowledging new literacies or risk perpetuating an outdated curriculum which offers little connection with children’s present or future links (Gee, 2004; Goodwyn, 2000; Pahl & Rowsell, 2005).

However, Palfrey & Gasser, 2008 equally see a clear and valuable way of overcoming such barriers, believing that rather than cutting themselves off from developing and leaning about digital technologies, teachers should embrace and allow themselves to be guided and taught about this new digital age by the children themselves. As Palfrey & Gasser advocates, ‘there is an enormous amount we can learn from what is engaging digital natives, and we should apply that learning to efforts to rethink curricular’. Palfrey and Gasser, 2008 extend their perspective stating; ‘one could even imagine ways to work digital natives into helping teachers learn to teach more effectively using their knowledge of specific technology. Creating a learning contexts where children are the experts, who hold the skills and information to teach and guide the teacher, will engage, motivate and value children, as well as allowing the teacher to be exposed to what the child are capable of when use technology. Equally it will remove some of the teacher’s stigma about teaching as well as to be exposed and observe the advantages that digital literacy brings to learning.  

Byron, T. (2008) Safer Children in a Digital World – The Report of the Byron Review.   Nottingham: DCSF

FutureLab. (2010) Digital Literacy across the Curriculum. [pdf] Available from:http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf (Accessed: 20/02/14)

Gee, J, (2004) Situated Language and Learning: A critique of Traditional Schooling. London:Routledge

Goodwyn, A. (2000) English in the Digital Age: Information and Communications Technology and the Teaching of English. London: Cassell

Pahl, K. & Rowsell. (2005) Literacy and Education: Understanding the New Literacy Studies in the Classroom. London: Paul Chapman Publishing.

Palfrey, J. & Gasser, U. (2008) Born Digital. Understanding the first generation of digital natives New York: Basic Books.

Multimodal texts

During today’s seminar, I created an interactive multi modal book using PowerPoint. Unfortunately I was not successful in uploading it to this blog.

I found that creating the multi modal book presented some difficulties; however, as I already have a lot of experience of using PowerPoint, I was able to use my basic skills efficiently. One of the main difficulties was creating the page design to look like a book as it involved using skills and tools that I had not encountered previously. However, once I had completed the design for one slide of the PowerPoint it was easy to duplicate. I feel that using a multimodal PowerPoint in the classroom would engage and motivate children as it is interactive and would present information in a different learning style. An implication of using it in the classroom would be that myself as the teacher and any other adults working with the class would need to have developed a secure understanding of how to create and use multimodal texts before sharing them with the children.

Matthewman et al (2004) suggests that literacy in the 21^st century involves a range of modes of communication, which can extend, enhance and even replace language. Therefore using multimodal texts in the primary classroom would be beneficial to children as it allows them to explore and interact with forms of text that are becoming a significant part of society. As well as using multimodal texts, creating them presents additional benefits for children. From an ICT perspective they will be developing skills such as inserting pictures and sounds as well as creating different design layouts. In terms of English skills, children will be choosing appropriate language to use and through the use of sound effects, they will be engaging with the setting and emotions of the story.

A challenge that children may encounter when using and creating multimodal texts is that they may not have the sufficient skills to access, create and use the text to its full potential. Therefore Bearne (2003) recognises that teachers need to find out what children already know about multimodal texts and what they would like to find out to provide a starting point to work from.

Bearne, E. 2003, Rethinking literacy: communication, representation and text in Reading UKLA

Matthewman, S. Blight, A. Davies, C. (2004) ‘What does Multimodality mean for English? Creative Tensions in Teaching New texts and New Literacies’ in Education, Communication & Information, Vol 4 No1 March 2004

Week 7- Multimodal texts

During the seminar I created a multi-modal text using PowerPoint. I created an interactive book on the story of Cinderella. I think an interactive book is an effective way of engaging children as it is interactive and less scary then simply putting pen to paper. This is supported by East Riding of Yorkshire Council [Online] who suggests that texts which integrate images and sounds as well as texts are a great way of engaging children in meaningful interactions with both writing and reading. I also thought the interactive book was a great activity as it is adaptable and can be used for any subject area such as learning about adjectives in Literacy whilst also supporting the development of ICT skills. East Riding of Yorkshire Council [Online] also claim that multi-modal texts can be created by both teachers or children and are adaptable to suit learning needs and contexts.

It is important that teachers embrace multi-modal texts and multi-literacies as they are now an important part of the curriculum, as pupils are expected to become digitally literate and should ‘be able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world’ (DfE, 2013: p.1). Therefore multi-modal texts are a key competent of our curriculum and teachers need to be able to teach children how to use multi-modal texts so that they can be equipped for when they enter the real world. Medwell, Moore, Wray and Griffiths (2012) highlight how multi-modal texts can sometimes be demanding for readers as the layout and sequence of text is not as simple as when reading from a book. This demonstrates the importance that teachers have in giving children exposure to different types of digital texts so that they will be able to access these texts as they develop.

Before this seminar I was unaware of the different uses that PowerPoint has and was surprised at how easily I could create an interactive story. This module has helped me realise the potential that multi-modal texts can have in the classroom, as I have enjoyed engaging with multi-modal texts and multi-literacies myself, therefore I can see how children will have the same enjoyment from working with these exciting technologies. Whilst is essential that children are still taught in traditional ways, I believe that it is also important to embrace the technology that is available today, in order to make learning fun, engaging and memorable.  

Bibliography:

Department for Education (DfE) (2013) Computing programmes of study: key stages 1 and 2. [Online] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf.

East Riding of Yorkshire Council (Undated) What is multimodal writing? [Online] http://www.eriding.net/english/multimodal_writing.shtml.

Medwell, J. Moore, G. Wray, D. Griffiths, V. (2012) Primary English Knowledge and Understanding London: Learning Matters. 

Week 6- Why should teachers care about digital literacy and childhood in the digital age?

Digital literacy can provide many learning opportunities for children’s development within the classroom context. One school has highlighted the many benefits that weblogs have had in both children’s enjoyment, engagement and attainment (Turnbull, 2010). Teacher John Mills, states that, “the children using weblogs are streets ahead of their peers in IT, and they have made greater advances in literacy then we would normally expect for their age group” (Turnbull, 2010; p.1). This highlights the positive influence that digital literacy can bring and is a major benefit for introducing the use in school practice.

Children enjoy blogging and are passionate about producing their best work, as their blogs will be read by a real audience, which enthuses children to put effort into their work, that they may otherwise have disliked (Evans, 2004 and Turnbull, 2010). Teachers should consider introducing digital literacies, such as blogging as they are free and easy to set up, whilst providing a fun, exciting learning stimulus for children (Evans, 2004). This module has introduced me to blogging and I have seen firsthand how easy it is to use and set up. I have also found how engaging the use can be and find myself putting in extra effort and pride into each of my blogs compared to other work, therefore I would definitely be keen to introduce the use into my future practice.

There has also been a recent push for the use of games being introduced in educational settings. Professor Constance Steinkuehler, suggests that games can be beneficial as they have a “larger effect on learning than traditional materials in particular areas, like language acquisition, science, mathematics and social studies” (cited in Hudson, 2013: p.1). Popular games such as Minecraft have helped younger children with the development of basic computer concepts. As well as helping shy and ‘unpopular’ children to develop relationships that they would not normally make (Ward, 2013). This highlights the positive impact that gaming can have on children and should be carefully considered by those teachers and parents who would usually dismiss the use of gaming by children. Ward (2013) also highlights the benefit that gaming had on his relationship with his own child. As paying an interest into his child’s gaming passion and playing it together, has provided them with many shared stories and happy times.

Technology companies, recognise the move towards gaming and technology as inevitable (Hudson, 2013). Sally Plumridge claims that the world in which children now work in is much more interactive and “bringing gaming into their lives really allows them to develop those cognitive skills.” (cited in Hudson, 2013). Therefore teachers should accommodate the new technologies that children enjoy engaging with to capture their attention, so that they can learn in fun and exciting learning environments.

Ultimately, teachers should care about digital literacy and childhood in the digital age as it is important that children are taught in engaging and exciting ways. The use of blogs and gaming are becoming more popular within the education setting and it is important that teachers continue to harness these exciting stimuli to enthuse today’s digital natives and support their development.

Bibliography:

 Evans, A. (2004) ‘The joys of text’ TES Magazine.

Hudson, A.  (2013) ‘Angry Birds game fires into the classroom’ BBC News.

Turnbull, G. (2010) ‘The seven-year-old bloggers’ BBC News.

Ward, M. (2013) ‘Why Minecraft is more than just another video game’ BBC News.

Digital Literacy

The Future Lab (2010) argues that digital literacy is an entitlement for children in our digital culture as they need the skills and knowledge to participate and succeed in our ever changing technological society.  Children who are digitally literate can make and share meaning in different formats, collaborate and communicate effectively and know how and when to use digital technology.

The Future Lab (2010) proposes a number of arguments for why teachers should care about digital literacy. One of the main reasons is that digital media has become central to everyone’s life; whatever their age; therefore the skills, knowledge and understanding of digital literacy are indispensable in a society where technology plays an important part. Teachers have a responsibility to ensure that the children they teach are prepared for the ‘real world’ once they leave school. The Future Lab (2010) recognises that one of the main benefits of digital literacy is that is prepares children for the ‘real world’ and helps them to make sense of it.

Another benefit of teaching digital literacy is that it encourages children to be active rather than passive participants through the use of social media. The Future Lab (2010) recognises that social media has become the most popular way of communicating for children outside of school. Teachers should have an interest in the types of media and technology that the children in their class engage with outside of school. Studies have shown that children are more motivated to learn when their own cultural knowledge is acknowledged in a school setting.

The Future Lab (2010) does suggest two main challenges of teaching digital literacy in the primary classroom.  They argue that although it is assumed that children in today’s society are digital natives, some children are not as knowledgeable about technology as they appear to be. Therefore a challenge for the teacher is to ensure all the children in the class have the appropriate understanding and skills to perform a task, for example using the internet to complete a piece of homework. The second significant challenge facing teachers who encourage technology within the classroom is E-Safety. Young children are vulnerable to inappropriate content that is widely available on the internet therefore it is the teachers responsibility to provide children with the knowledge to keep them safe online.

FutureLab (2010)   Digital Literacy Across the Curriculum: (Sections 3.1 – 3.4 Digital Literacy   in Practice)

Childhood and Digital Literacy in the Digital Age

Childhood and Digital Literacy in the Digital Age

With a focus on the text, Toxic Childhood (Palmer, 2006), it is possible to question the relevance of the digital age and the use of digital literacy to teachers. Palmer (2006) identifies many issues that the digital age can cause to current childhood. One of these issues is the increasing gap in social class arising from the digital age, as there is a specific focus on commodities and money available. This poses relevant to teachers as items that may divide social class can enter the classroom. As made clear in seminars on popular culture, children are very driven by popular culture and items that hold value to them. This is significant to teachers as it is questionable whether this can be used in the classroom without promoting a divide in terms of the access children have to certain items of technology, this view is opposed by Marsh et al. (2005) who states that it is very effective to use popular culture in the classroom.

From previous seminars addressing the use of advertising aimed at children, it was apparent that children may be exposed to advertising and other forms of technology that are not age appropriate (Gunter, 2011). Palmer (2006) also agrees that children can be at risk, particularly from television and internet as it was identified that only 15 percent of adults knew how to apply parental setting that protect their child. It is worthwhile evaluating that the text was in fact published in 2006 therefore it is likely that many more parents are aware of the safety options available now. Furthermore, the risk that can be posed to children from television and internet should be a concern for teachers as it is possible that teachers can in fact support children in staying safe when using current technologies. In my own experience it has been possible to take part in a lesson that taught children e-safety, the children took this very seriously as they were aware that it was relevant in the digital age.

Palmer (2006) not only analyses these issues of social class and safety but identifies how technology can in fact be useful in terms of communication. Within the text, the use of technology worldwide is referred to as a global village. This is one of the very few positives of technology that Palmer identifies. This may be because of the possibilities that this opens up to schools in terms of contacting schools in other countries in order to teach children about other cultures. Therefore making the use of digital literacies very helpful for teachers in terms of emails and forms of communication. This is considerably important as the text exemplifies how when used appropriately, the use of digital literacies are increasingly important to the classroom for teachers.

 

Gunter, B., Oates, C., & Blades, M. (2004). Advertising to children on TV: Content, impact, and regulation. Routledge.

Marsh, J. Brooks,G. Hughes,J. Ritchie, L. Roberts, S. Wright, K (2005) Digital beginnings: Young children’s use of popular culture, media and new Technologies University of Sheffield (Section 2.10 p.46; Sections 3.2 & 3.3 p48/49)

Palmer, S. (2006). Toxic childhood: How the modern world is damaging our children and what we can do about it. Orion Books: London.

 

Children and Advertising

Advertising is aimed at many different groups within society however the most controversial type of advertising is that aimed at children.

From a very early age, children are bombarded with advertisements for the latest game, snack or brand of clothing. Gunter, B, Oates C and Blades M (2005) recognise that children in today’s society have more money available to them than previous generations therefore the market for children’s products has the potential for huge incomes. It could be suggested that children are viewed by advertisers as consumers of products in the same way that adults are, which can create many issues.

One of the issues identified by Beder (2009) is that it is unethical to view children as consumers and specifically target them because children do not have to knowledge to critically evaluate an advert. Many children believe that adverts tell the truth and cannot recognise the persuasive techniques used within them to make the advertisement more effective. Leiss et al (1990) supports the view that children do not have the ability to understand the persuasive intent of adverts.

It could be suggested that advertising does influence children’s perceptions of themselves. This is because, as previously mentioned, children cannot view an advert critically therefore they believe that a certain brand or make will make them popular and happy, just as it has for the child in the advert.

Gunter, B, Oates, C and Blades, M (2005) recognise that a way of educating children about advertising is to explore it within a school curriculum however they also recognise that due to the time constraints of the primary curriculum; there will be a limit to how much teachers can educate children about. Teachers need to have a secure awareness of the misconceptions created by adverts and the techniques used by advertisers to promote products. They can then explore these ideas with children and educate them about the issues surrounding advertising. It could also be argued that as children are exposed to most advertisement at home, either on the internet or while watching TV, parents also have a responsibility to educate their children about adverts. This will allow children to develop their understanding of advertising and give them the knowledge to form an educated opinion about the type of advertising they view and the impact it has on them.

Gunter, B. Oates, C. & Blades, M. (2005) Advertising to Children on TV New Jersey, Lawrence Erlbaum Associates pp 1 – 13

BEDER, S. (2009) THIS LITTLE KIDDY WENT TO MARKET NEW YORK: PLUTO PRESS

Leiss, W. , Kline, S. and Jhally, S. 1990. Social Communication in Advertising: Persons, Products, and Images of Well-Being. London: Routledge.

Blog 5

Children and Advertising

Advertising has continued to form a predominant feature of consumerism, in which to facilitate the demands and needs of our ever increasing consumer society. Particularly, advertising to younger audiences has primarily become the target for marketers. As Gunter, Oates & Blades (2005) state; advertising to children is increasing, and despite new marketing approaches aimed at children, such as the internet, the predominant way of advertising to children is via the television. Children are demanding consumers and therefore it is believed that their rapidly changing interests, prove the largest influence in the expansion of product consumption and product markets.  

It is for this reason that children are believed to be primary consumers themselves, who contribute and influence the consumption of products, as a result of advertising and marketing campaigns evident around them. In contrast, however, it is believed that children do not hold the role of consumer, but instead acquire their products through ‘’pester power’’ (Proctor & Richards, 2002), in which they continually pester their parents to purchase items for them. However, as children grow they increasingly become involved in decisions about purchases and soon begin to purchase products themselves using their own money (McNeal, 1992). Children’s exposure to money is increasing, therefore, it is equally believed to be the effective decision making of the children themselves that establishes their identity as a consumer. Such effective decision making, requires children having in place the necessary skills to make judgements, about different aspects of consumerism (Furnham & Gunter, 1998). Equally, the degree of freedom and independence that a child is given at home, in regards to advertisements, money and personal purchases, will be different and therefore the stages at which each children are identified as consumers will vary.  

It is evident that advertising aims to accommodate children’s interests and desires (Kenway & Bullen, 2001), however, it is these desires and influences that equally pose concerns in regards to children’s personal perceptions of themselves. Advertisements cover a vast array of subjects, which are likely to influence, capture and stimulate children to want to make purchases for a number of reasons. The impact of advertisements conveying body image, gender specific influences and inclusion, all form crucial to children’s perception of themselves and how they establish themselves within their society. As Gunter, Oates & Blades (2005) explain, product advertising places an emphasis on possessions and on aspiring to a certain lifestyle, and although advertisements cater for specific interests which essentially support the development of peer interactions, they may also pose damaging to children’s social and emotional development. Here the significant consideration and responsibility of parents is vital, in which to educate and make their children aware of the purpose behind advertisements. However, equally, it is the child’s own interpretation of these adverts that poses significant surrounding personal issues relating to identity and inclusion and this may be apparent until the child is at an age of mature understanding in which to change such interpretations.  

In light of these factors and in consideration of my own experience relating to the use of advertisements in the classroom, I believe that the teaching of advertising should form a valuable part of the primary curriculum, in which to cover a number of skills and highlight potential issues. Making children aware of the purpose and influence of advertising is extremely relevant within today’s society, however it can also form an interactive and fun focus for learning when children are given the opportunity to create their own adverts. Children will enviably make their own choices in regards to how they interpret the adverts they see, as well as how they choose to purchase products. However, exposing children to all factors surrounding advertising will prove relevant and valuable, to ensure that secure understanding is acquired to avoid such negative factors that these campaigns can portray to younger audiences.   

Furnham, A. & Gunter, B. (1998) Children as Consumers: A Psychological Analysis of the Young People’s Market. London: Routledge

Gunter, B., Oates, C & Blades, M. (1995) The issues about television advertising to Children. New Jersey: Lawrence Erlbaum Associates.

Kenway, J., & Bullen, J. (2003) Consuming children: Education-entertainment-advertising. British Educational Research Journal, 29(2), 267-276.

McNeal, J. (1992) Kids as Customers: A Handbook of Marketing to Children. New Lexington Press

Procter, J. & Richards, M. (2002), ‘’Word-of-Mouth Marketing: Beyond Pester Power’’, Young Consumers: Insights and Ideas for Responsible Marketers, 3 (3), 3-11

Blog 4: The implications of Web. 2 technologies on my future practice.

During the seminar, I was introduced to and explored a range of Web. 2 technologies, which I really enjoyed engaging with. Before the session, I was unaware of the potential of using Web. 2 technologies within the classroom context and would definitely introduce the use into my future teaching. FutureLab (2010) (Online) suggests that Web. 2 technologies can support and provide tips for teachers, as well as creating exciting learning opportunities for children.

During the seminar I explored Storybird (Online) and thought it was a really good site to encourage story writing. I would recommend using it, as it is free to use and could help to generate story writing as the animations are a good stimulus to enhance creativity.  Halsey (2007) claims that Web. 2 technologies can foster an enthusiasm for learning, as providing a real audience, creates a real purpose for writing.

During the seminar, I also explored Tagxedo (Online) and JigZone (Online) which I could use in my future practise as a lesson starter or to introduce a new topic. I could also use Tagxedo (Online) as an end of topic assessment, as the children could use it to recap the main ideas and links from the topic.

This module has introduced me to Web. 2 technologies and how I can use them in the classroom to enhance learning opportunities. Writing for my own blog has demonstrated the power that having an audience can have in order to create a meaningful purpose to write. Turnbull (2010) highlights how blogs have had a positive effect on one school as the use has not only created a purpose for writing, it has also developed their literacy and  IT skills, as well as creating an enthusiasm for writing. This module has highlighted how digital literacies and Web. 2 technologies can have a positive impact on both teaching and learning within the classroom, therefore I would be keen to use them in my future teaching. 

References: 

FutureLab (2010) Digital Literacy Across the Curriculum: (Sections 3.1 – 3.4 Digital Literacy in Practice) [Online] http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf. (Accessed: 05/02/14).

Halsey, S. (2007) ‘Embracing emergent technologies and envisioning new ways of using them for literacy learning in the primary classroom’ English Teaching; Practice and Critique 6 (2) pp 99-107.

JigZone [Online] http://www.jigzone.com/ (Accessed: 04/02/14).

Storybird [Online] https://storybird.com/ (Accessed: 04/02/14).

Tagxedo [Online] http://www.tagxedo.com/ (Accessed: 04/02/14).

Turnbull, G. (2010) ‘The seven-year-old bloggers’ BBC News [Online] http://news.bbc.co.uk/1/hi/magazine/3804773.stm (Accessed: 07/02/14).

Blog 4

Harnessing New Technologies 

The exploration of web 2 technologies during last week’s seminar provided me with valuable insight into the diverse and engaging range of opportunities that ICT continues to bring to learning. Prior to this seminar, I had limited understanding into the use of web 2 technology within the classroom, however, I was soon opened up to a number of stimulating programs and tools that proved motivating and inspiring resources to enthuse children with learning.

Web 2 technologies can be described as tools which allow users to communicate and share ideas, Hague, C. & Payton, S. (2010). It surrounds the idea that people are the primary consumers of the internet, moving away from the internet as a browsing tool into a world that enables individuals to create, contribute, and expand upon what they read, see and hear. This would demonstrate how rapidly technology is expanding to meet the needs and demands of an ever expanding digital nation. As Cope & Kalantzis.( 2000) state; ‘literacy teaching and learning need to change because the world is changing’.

However, it is still evident that barriers lie in the utilisation of such resources due to prospective teacher not being fully comfortable with the use of them, as well as being unaware of the learning potential inherent in those that they do use with ease (Honan, 2008; Robinson & Mackey, 2006). However, as argued by Leu et al (2004), ‘’new technologies whether intentionally or unintentionally impact literacy instruction in classrooms’’ (p.1). This would therefore suggest that teachers need to begin to acknowledge the need to learn how to use a range of new technologies that allows for an expanded network of communication and intellectual exchange (Sydner, 2001, p.112). Equally teachers professional development will need to continually support teachers technologically as new technologies appear; equally addressing teacher’s instructional beliefs and philosophies (Leu, 2000; Leu, Kinzer, 2000).

In considering all these factors and having explored several web 2 programs, it is my belief that the employment of these technologies would pose valuable learning resources to utilise within a classroom context, in which to motivate and develop children as passive users of new digital technology. One program I found particularly interactive and enjoyable was Jigzone, in which I created an online puzzle. I found this program extremely easy to use and felt that it would be an accessible and exciting tool for children of any age to use. Additionally, I felt that this resource was engaging and would pose suitable for use as a starter activity, in which to capture children’s interests and attention as soon as they entered the classroom. Furthermore, the use of programs such as wordle and Tuxedo, demonstrated to me the valuable influence of literacy based technologies. In particular I felt that the vocabulary based tools, posed specifically relevant to support the brainstorming of ideas, as well as to provide eye catching and interesting ways to visually represent key words, to support writing.

Furthermore, the use of the literacy based program, story bird, could support and promote talk based activities, such as storytelling, as well as to support children’s creative writing ideas. Overall this experience has allowed me to develop a more specific understanding of the positive and exciting influences that web 2 technologies can bring to education. Equally, i know feel less apprehensive about approaching the teaching of web 2 based content and will hope to inform my own practice whilst on my next school experience by teaching a literacy based ICT lesson.

Cope, B & Kalantzis, M. (2000) Multicultural Education: an equity framework: South Australian Department of Education Curriculum Standards and Accountability Framework (Adelaide, South Australia Department of Education).

Hague, C. and Payton, S. (2010) Digital Literacies across the Curriculum. Bristol: Future lab

Honan, E. (2003) ‘Barriers to teachers using digital texts in literacy classroom’, Literacy, 42(1): 36-43

Leu, D., & Kinzer, C. (2000). The convergence of literacy instruction with networked technologies for information and communication. Reading Research Quarterly,

35(1), 108-127

Leu, D., Kinzer, C., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. Reading Online. Retrieved 2 July 2007 from http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/leu

Robson, M. and Mackey, M. (2006) ‘Assets in the classroom: Comfort and Competence with media among teachers present and future; in J Marsh and E.Millard (eds), Popular literacies, Childhood and Schooling. London: Routledge. P.200-20

Snyder, I. (2001). The New Communication Order. In C. Durrant, & C. Beavis, (Eds.). P(ICT)ures of English: Teachers, learners and technology (pp. 111-124). Kent Town, SA: Wakefield Press/AATE.

Children and Advertising

Advertising is particularly relevant at present as a consumer culture is at the forefront of society. Advertising can be described as a conveyed message about a brand or product which encourages and influences the consumer to purchase (Kenway & Bullen, 2003). Whether children should be considered consumers in particularly questionable as it could be suggested that children are being exploited by different Medias (such as the television), in a ploy to encourage children to engage in watching adverts and therefore purchasing products and brands (Gunter et al, 2005). This view is agreeable as although children have access to money, they are still at the age of not being able to recognise ploys used by advertising companies.

As adults, it is increasingly likely that many will fall for advertising strategies such as, promises of improvement and the created need/want for items that were not desirable before. This leads to question the likelihood of a child becoming increasingly effected by subliminal messages and therefore impacting on their self-image (Gunter et al, 2005). This is particularly relevant to the classroom and links closely to popular culture and what children find valuable.

From carrying out an activity which involved the use of advertisements within the classroom, it appears that children require the skills to be able to identify advertising strategies in order to become aware of the realistic view of the products that are being advertised to them. Although when carrying out this activity it seemed humorous, the extreme exaggeration that is used within advertising was demonstrated, which would make the activity particularly beneficial to children. Gunter et al. (2005) identifies that there is very little control over advertisement companies, meaning that children should be prepared for messages that will encourage them to buy and to learn to be aware of the value of money.  This leads to question the responsibility of teaching children advertising. It can be seen as crucial for children to learn about advertisement, not only for the preparation of entering a consumer culture but due to the complex writing skills advertising presents in terms of persuasive writing (Burrell & Beard, 2010). Burrell & Beard (2010), further this point by identifying how children should be aware of the power of language. This view has also been put forward in the most recent National Curriculum (DfE, 2013), which identifies the importance of powerful vocabulary, which is vital in advertisement. The document also makes frequent reference to culture and society. This suggests that the responsibility of teaching children advertising should therefore lay within education and schooling and should be demonstrated by the teacher, requiring the teacher to have an deep understanding into advertisement and the effects of language themselves. Despite this view, Gunter et al. (2005) does state that, whilst at home, parents should be encouraged to take an active role in reducing and monitoring what their child is exposed to.

 

Burrell, A., & Beard, R. (2010). Children's advertisement writing. Literacy, 44(2), 83-90

Gunter, B., Oates, C., & Blades, M. (2004). Advertising to children on TV: Content, impact, and regulation. Routledge.

Kenway, J., & Bullen, J. (2003). Consuming children: Education-entertainment-advertising. British Educational Research Journal, 29(2), 267-276.

Department for Education, (2013) Primary National Curriculum. [Online]
Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum   [Accessed 11/02/2014]

Web 2 Technology

The Future Lab (2010) recognises that as digital media is now a central aspect of children’s lives, the skills, knowledge and understanding of digital literacy are becoming indispensable.  Children need to be given the opportunity to explore and engage with web2 technology in order to ‘keep up’ in today’s digital society.

However, Merchant (2009) acknowledges that introducing digital literacies into the classroom can be a challenging task. It could be suggested that this is because many teachers lack confidence with technology and therefore do not feel comfortable using it in the primary classroom. This is an issue that has been discussed in my previous blogs.

During today’s seminar, I was introduced to web2technology for the first time and have uploaded examples to my blog (Dog Puzzle and What the Lady Bird Heard). I feel that through exploring and using types of web2technology, I have gained confidence in my understanding of programmes that can be used in the primary classroom to motivate and engage children.

I particularly enjoyed using Tagxedo (Online) to create an image of a ladybird with words from ‘What the Ladybird Heard’ within it. In terms of my own practice, I would use Tagxedo to introduce a topic to the class as I think that the image would engage the children and it is a fun way of introducing the key words.
However in order for a class to create their own individual images, there would need to be a lot of support and guidance from the teacher. The teacher would need to prepare words for the children to use or provide them with an appropriate source to gather words from.

I think that Jigzone (Online) is also an excellent resource to use in the classroom, as it is a fairly quick and simple, enjoyable way of encouraging children to engage with technology however as mentioned with Tagxedo, the teacher would need to prepare certain things before allowing children to explore, for example appropriate pictures to use.

FutureLab (2010) Digital Literacy Across the Curriculum: (Sections 3.1 – 3.4 Digital Literacy in Practice)

Merchant, G (2009) Literacy in virtual worlds,  Journal of Research in Reading, Volume 32, Issue 1, pp 38-56

http://www.tagxedo.com

http://www.jigzone.com

Tagxedo

What the Ladybird Heard

Web 2 Technologies

Web 2 technologies allow children to create and present information in an imaginative way (FutureLab, online). Marsh et al (2005) found that many teachers lack confidence in using a ramge of technolgies in the classroom as they believe that children could possibly be more advanced in using them than they feel they are as teachers. However some Web 2 software is easy to use and after a few trials the user is able to understand how it works. Web 2 is a form of Digital Literacy which is described by Futurelab (2010) as a way of communicating and representing knowledge in a variety of contexts which are suitable for a range of audiences. Following this, Merchant (2009) suggests that the introduction of digital literacies into the primary classroom is an important yet challenging task which is encouraged by both policy-makers and educators.

During SE3 I have witnessed Web 2 technologies being used as my class used wordles as the starting point of a new science topic. They enjoyed creating these wordles and used previous knowledge along with the BBC bitesize website to discover key vocabulary to use. After using Tagxedo in today’s seminar, I would use this in the classroom as each child can personalise their creation into particular shapes suitable to the topic being studied, whilst also being introduced to key vocabulary.

Another Web 2 Technology we were introduced to was Jigzone, this programme allows children to create puzzles from pictures. This is a fun activity which could be used to introduce children to how web 2 software works. The programme allows you to change the cut and size of the puzzle allowing for varying difficulties, and is easily shared among peers.

When using web 2 technologies such as Tagxedo and Jigzone in the classroom it is imperative that teachers set aside enough time to introduce the software and allow children to explore features in order to gain the best experience. It is important to enhance children’s abilities with technology as Cope and Kalantzis (2000) state that literacy teaching and learning needs to change because the world around us is changing (cited in Merchant, 2009).  There are a large number of Web 2 technologies around that are suitable for use within the Primary classroom and as teachers we need to embrace these technologies to enhance and expand children's learning.

Harnessing New Technologies

From engaging with Web 2 technology, it has been possible to reflect on how this can be used during future practise. Web 2 is defined as any application which can be used to create content.  It is stated in FutureLab (2010) that digital literacy supports the process of young people becoming active in making meaning. Web 2 appears to be a creative way of presenting and creating information which can be used across the curriculum. The ‘Tagxedo’ or mixture of words (shown above) would surely enhance creativity whilst encouraging the use of extended vocabulary and even spelling, which again can help to make meaning perhaps in a spelling lesson or to promote the use of varied language in the planning stages of writing a story.

Web2 seems to be a useful resource in encouraging children to engage with new texts and how they are created. A Merchant (2009) stated that, as literacy is changing, it is important for teaching to adapt. Through using software which allows for words to be made into something creative in the classroom and online books to be made, I believe children would be presented with a challenge which would encourage them to engage with technology as well as create their own text. As FutureLab (2010) states this use of digital literacy can in fact promote self-expression as well as extend the child’s ability to use technology.

 

FutureLab (2010) Digital Literacy Across the Curriculum: (Sections 3.1 – 3.4 Digital Literacy in Practice)

Merchant, G (2009) Literacy in virtual worlds,  Journal of Research in Reading, Volume 32, Issue 1, pp 38-56

Cinderella Puzzle

Dog Puzzle

Tagxedo

This was a really exciting and fun program to use and was really straight forward. I decided to use the poem The Ning Nang Nong By Spike Milligan, as i think it is really fun and catchy and i have used it within school and the pupils really engaged well with it. I wouly definitely use these in the classroom as i feel that they are eye catching and can really motivate and support children with key words.

Wordle

This was created in Wordle. I found this program really fun and easy to use, i would definitey create wordles for my own classrrom in the future.

Jigzone Puzzle

This blog was created using Jigzone. I found this a great interactive program that would be useful to use as a lesson starter, to engage and stimulate children. I feel that this program would also be a valauble tool to use with Key Stage two children, who could quite compentenly use the program to create their own puzzles.

 

 

 

Blog Three

Using Comics and Graphic Novels in the Classroom

Comic books have existed as a genre of children’s literature for many years; however beliefs about their use within the classroom remain of controversial debate, with many negative perspectives held surrounding their effectiveness as an educational stimulus for learning. Additionally, the use of and exposure of graphics novels, within the classroom, poses further concern with parents and educators. Millard and Marsh (2001) reiterate this by explaining that the combination of cartoon images and colloquial language trouble some adults, who are concerned with the effect that children’s reading choices have on their academic and social development. It is therefore significant, that forms of such literature are closely explored, in which to ensure they prove suitable material for use within the classroom. Stafford (2009) reiterates this point, claiming that in order for comic books to pose successful and valuable resources within the classroom, teachers need to establish their suitability in regards to their age appropriateness. However, if monitored accurately and considered appropriate, the use of comic books and graphic novels can provide stimulating, engaging and creative contexts, where pupils can develop learning within an enriched and extensive literacy curriculum.

Jacob (2007) supports this and stresses the importance of comic stripes as a highly supportive stimulus for literacy, recommending that educators; ‘’see the potential that exists when teachers engage with comics in a meaningful way’’. This asserts that the learning experiences and opportunities made available to children through the use of comic books and graphic novels, are invaluable and can be vitally influential to learning, therefore they should seek to be made an accessible part of the literacy curriculum. As pointed out by Stafford (2011); the use of comic books can specifically aid sequencing skills and the teaching of direct and indirect speech. Equally, it is clear that comics lend themselves as highly stimulating focuses in the development of writing and comprehension.

Nevertheless, whilst the use of comic books and graphic novels are believed to generate engaging, creative and exciting learning opportunities, issues still centre on their influence and relevance surrounding academic development. Specifically, the current under use of such reading materials, appears in the resistance of teachers to recognize their educational potential. As Burn & Durran (2007) acknowledge, it is possible that some teachers simply do not possess a schema that connects comic books, or graphic novels with learning. It may also appear that teachers do not know enough about comic related research and image as a literacy skill. Furthermore, they may simply hold a lack of knowledge, interest or confidence when utilizing comics creatively within the curriculum. However as (Kress, 1997) states, the move to new forms of visual literacy has formed a significant part of current communication and curriculum learning, suggesting that the use of comics could instead enhance learning development and engagement to inform current initiatives and interests.  

Again however, it is important to consider that teachers have been taught to reflect the movement from pictures to words largely as an intellectual progression (Millard & Marsh, 2001). This is an important factor to consider and could support and provide reasoning into the limited use of comics and graphic novels within the classroom. However a thought-provoking discussion raised in the seminar challenged this view, and considered that reading should not simply just be about written text, but all factors forming a narrative, including the influence of image. It was discussed that although children’s reading should seek to progress from basic texts, to more complex forms of reading material, the use of image played a significant role surrounding child’s reading interests, as well as to support academic meaning, and therefore was considered an invaluable resource to utilise within the primary classroom, not to be restricted but explored and embraced within future classrooms.  

Burn, A. & Durran, J. (2007) Media Literacy in Schools: Practice Production and Progression. London: Paul Chapman.

Jacobs, D. (2007) Marvelling at the Main called Nova: Comics as sponsors of Multimodal Literacy. College Composition and Communication, 59, 2, 180-205 

Kress, G. (1997) Before Writing: Rethinking the paths to Literacy. London: Routledge

Millard and Marsh (2001) 'Sending Minnie the Minx Home: comics and reading choices' Cambridge Journal of Education, 31:1, 25 - 38

Stafford, T (2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching Children’s Literature: Making stories work in the classroom Abingdon: Routledge

Stafford, T. (2011) Teaching Visual Literacy in the Primary Classroom. Oxon: David Fulton