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Improving written and oral competence with digital technologies.

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Daniel Greenwood

on 28 July 2016

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Transcript of Improving written and oral competence with digital technologies.

Improving written and oral competence with digital technologies.
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Floyd Rao
Former e-Learning Leader

Daniel Greenwood
e-Learning Leader

Teaching as inquiry
… effective pedagogy requires that teachers inquire into the impact of their teaching on students. This can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks:
What is important, given where my students are at?

What strategies will help my students learn this?

What happened as a result of the teaching?
Reference: The New Zealand Curriculum. (n.d.). Retrieved from
http://nzcurriculum.tki.org.nz/The‐New‐Zealand‐ Curriculum
Reference: The New Zealand Curriculum. (n.d.). Retrieved from
http://nzcurriculum.tki.org.nz/The‐New‐Zealand‐ Curriculum
ACTIVITIES PLANNING
FRAMEWORK
400 Students approx
22 Target students
“Children who are deaf in homes with hearing caregivers commence their language learning at a later age than their peers.”
Gentry, Chinn, &; Moulton (as cited in Mich, Pianta, & Mana, 2013) states
“Research has demonstrated that multimedia tools based on various combinations of print, pictures, sign language-enhanced video, graphics, and animation is effective in teaching reading to deaf children."

To improve literacy for all students

Aim: To raise achievement across all levels:
To establish consistent, collaborative learning environments with teaching as enquiry learning using learning with digital technology.
Specific Targets are:
All Pasifika students will make progress toward meeting the standard for reading.
Students in year 5 - 8 will make progress toward meeting the standard for writing by the creation of a collaborative, virtual environment.
Reference: Kelston and van Asch Deaf Education Centres’ Combined Board of Trustees’ Charter
The learning process?
1. Meet with RTD and discuss learning goals based on the current IEP

2. Look at possible ways digital technology can be introduced
to support this learning process.

3. Prepare the activity, using digital technology resources; ipad, apps,
camera, internet access, online resources.

4. Meet with student, follow plan...

One can can create a whiteboard comprising of practically anything:
Text / Voice
Drawings
images / videos
files
interactive web browser
“By using Aurasma, NZSL tutor is providing an excellent model of NZSL to [the student] even through she can’t always be present. By extension, this means the RTD and Educational Associate are also seeing the way the story is being signed and so we are signing it consistently”

(V. Fraser, personal communication, Sept 2015).
Kidblog
Collaborative
daniel.greenwood@kdec.school.nz
It is essential to ensure that the strategies suggested are appropriate for each individual student, and enjoyable, as affirmed by van Scoter et al. (2001):

“Web sites for children, if appropriately selected and organized, can offer a range of opportunities to develop foreign language listening and proficiency in a playful and enjoyable context.”
Van Scoter, J., Ellis, D., & Railsback, J. (2001). Technology in early childhood education: Finding the balance. Portland, OR: Northwest Educational Technology Consortium.

Marschark, M. 2001. Language development in children who are deaf: A research synthesis. Alexandria, VA: National Association of State Directors of Special Education. ERIC ED 445-620.
Mich, O., Pianta, E., & Mana, N. (2013). Interactive stories and exercises with dynamic feedback for
improving reading comprehension skills in deaf children. Computers & Education, 65, 34–44.
“A hearing child uses many visual and auditory cues during development but a deaf child relies mostly on vision”. (Denham & Battro, 2012, p.52)

Denham, P. J., & Battro, A. M. (2012). Education of the Deaf and Hard of Hearing in the Digital Era. Mind, Brain, and Education, 6(1), 51-53.
Student

He uses both NZSL and English; he has difficulties grasping the concept of English. So the focus is to use his NZSL knowledge/ comprehension to extend his command of English (particularly vocabulary development).

His NZSL expression needs to be further developed, and needs support to be able to express his thoughts in NZSL.

GOALS:
Reading:
• Will retell a story he has read

Writing:
• Will write simple repetitive sentences, using SVO (Subject, Verb, & Object).



Aurasma - After reading/watching the story, student was able to re-tell the story; and he was able to answer questions about what happened in the story.








Explain Everything - It became an interactive worksheet for student, and allowed RTD, the EA, and NZSL tutors to create NZSL translations of specific words, so student was able to learn the English word through NZSL.

I observed the student being more engaged in his learning whilst using this app.

Aurasma:
https://studio.aurasma.com
The RTD to pick a book and record herself signing the story page by page. Then link each overlay video with an image (=trigger) from each page. Then give an iPad to the student, along with the book, and scan each page for the trigger image. The student then can read the English text from the book and watch the NZSL video.

SAMR: Modification


Explain Everything:
http://explaineverything.com
The RTD is to set up a topic on the app with NZSL video, pictures from a book, and some word activities to help with reading comprehension, such as questions to be answered, matching. Then the student can explore this topic freely, by following the presented information.

SAMR: Augmentation.

Explain Everything
Other examples:
What is important, given where my students are at?
What strategies will help my students learn this?
What happened as a result of the teaching?
“[Student A] to gain an understanding of the story in NZSL and make links between NZSL and written English” (V. Fraser, personal communication),
“If L1 reading skills and general language skills are strong, then learners can rely on transfer from L1” (Hoffmeister & Caldwell-Harris (2014), to L2.
Unexpected response, & future solutions?
One student posted her persuasive writing to Kidblog, which was shared with her peers and teachers. They all were able to comment on it, which she then responded to.
For that persuasive writing, she began to plan her writing on Padlet and started to understand the purpose of paragraphs. Student B worked on this board with her teacher to brainstorm the points for her writing.
Video clip links from YouTube or Google Drive can be embedded to Padlet!
News show using Touchcast.
The video was edited using Apple’s ‘iMovie’ and the ‘Touchcast’ app. Check it out for yourselves.

Making the TV show was a solution to use the new skills and have fun at the same time. The students wrote out their script, practised and got feedback from their peers and then recorded their presentations. All of the ideas of the presentations came from the students.
21st Century Skills
Note: We no longer use Kidblog as it is a paid app. We now use Blogger which is free, via Google.
Innovative
Engaging
Creative
You can create anything in
Explain Everything
. If you save the project file to Google Drive and share with others, they can edit the file too.

See my guideline on how to share app files with Google Drive:
http://bit.ly/29syzLG
Thinglink
allows you to make your images interactive. For example you can set "pins" to parts of an image, and when a person taps on a pin, text or video or image will pop up. Useful for learning new vocabulary related to specific parts of the object in the image, or for extended definitions, etc.
Google Hangouts
: After a student has been assigned a KDEC Google account, I am able to have videochat with them via Hangouts to talk about their homework, and have virtual teaching sessions.

If you see this icon, it means a video is available - simply click in the middle of the image.
What is it?
It's a free, online, synchronous quiz site.
Quiz questions are displayed on a TV or data projector. Several individuals or groups answer each question at the same time within a time limit, with responses / scores displayed.
Ideal for reviewing learning or energising students on a Friday afternoon! The quiz can be run through again in "ghostmode" so students can revisit questions in class or at home.

How's it used?
Teacher searches web for 'getkahoot'; register or sign in; find existing quiz or make new quiz; click "play" and "launch"; ask students to type in the game code.
Students search web for 'kahoot'; type in the game 'code' and click enter.
Playing the quiz in ghostmode means responses are not required.

Why's it used?
It's a fun, energising way to review learning together as a class.
Analytics are available so students' responses can inform future learning plans.
Extension / advanced use?
Have a roster for students to create quizzes for the rest of the class (and teacher) to answer.
NZSL videos can be created for questions.

For an explanation of each icon, go to https://drive.google.com/open?id=0B5iatDKl0RZNWGlmRXZaaU9XdGc

http://www.schrockguide.net/samr.html
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