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 21st
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
I agree with the point about teachers drawing on the skills that children already have to develop progression and to build upon the children's existing capabilities. Equally i believe that by starting from the interests of the children, lessons will be stimulating, engaging and children will be more motivated to develop learning as they will be enhancing and exploring interests and areas of technology that will be meaningful to them. However, i feel that the issue of children's opposing and contrasting experiences surrounding technology to be a running theme and consideration for teachers throughout the study of this module. I wonder how teachers currently approach such varying abilities and needs throughout their planning at present?
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