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ICT and Literacy
Transcript of ICT and Literacy
living in contemporary society has created new literacy needs, particularly as a result of technology.
(An introduction to quality literacy teaching, p. 3)
What has really changed?
Traditional vs. New Literacies
What am I on about?
The idea is that by the end of this unit, your child will have re-created a traditional story using ICT's by doing the 3 following things:
Re-creating a traditional story by inserting elements of ICT's into it.
Produce (write and illustrate) the story using ICT's and
Presenting the story through ICT's
Why Re-Create Stories to Include ICT Elements?
Educational organizations world wide argue that students need to becoming critical thinkers who not only question the information presented by ICT's but also the system itself (MCEETYA 2008; ACARA, 2013; Luke & Freebody, 1990).
By changing well known stories to include ICT's, children critically think about the effect that ICT's have on everything around us: Why it's there, how it could be different and what implications it has on the narratives of our own lives
The Future of Literacy
ICT and Literacy
Don't be fooled by the picture, computers are not replacing books!
That's it, breathe! So why all the fuss about ICT's?
In order to teach your children more about some of the new literacy practices, our Year 1 Literacy classroom is dedicating our second semester to ‘The Future of Literature’.
As a result, we will be using ICT's to creatively question and hypothesise what could happen to literature in the future.
What does this mean for OUR classroom?
There are 3 reasons why ICT's are invaluable to this process:
The first relates to authentic learning
The second relates to being multiliterate and
The third relates to functionality
(Let me explain...)
Why Produce the story using ICT's?
By using ICT's to create a text, students are engaging in an authentic task where they solve the same problems that real life writers and illustrators would in the "real" world (Cutshall, 2001).
Authentic tasks are important because, when students know that the work they do has value outside of school they are more engaged, motivated and likely to persist when faced with challenges (Gulikers, Bastiaens & Kirischner, 2006).
Being multiliterate is necessary to participate in life as an active and informed citizen both in and outside of school. In order for students to be multiliterate however, they need the knowledge, skills and confidence use a range of texts and technologies in socially responsible ways (Anstey, 2002b; Anstey & Bull, 2006; MCEETYA, 2008; ACARA, 2013):
Incorporating ICT's into learning areas such as literacy, enables students to develop these capabilities in a safe and supportive environment.
To be Multiliterate
Presentation Using ICT's
In units such as this one (that can span the length of weeks) it is often the case that students eventually loose interest in the activity. Studies however show that when students know that their work will be presented to an authentic audience through the use of ICT’s, they are more likely to experience sustained motivation Karchmer (2001).
ICT's allow a wider range of students engage in tasks at an earlier age.
Basically, creating texts using new technologies such as ICT's, helps students who would otherwise struggle with creating print (Cunningham & Allington, 2007) or illustrative (Baker & Kinzer, 1998) texts.
Students in another year 1 classroom said that they prefer to use computers to create and present their work as their work was generally neater, they saved time by trying to write neatly, they could check their mistakes by themselves and they could easily add illustrations that looked good and didn't take too long (Rumpagaporn, 2007, p. 398).
Nifty little things, aren't they...
A Few Examples
When I was a previously teaching in Prep class, I found that using ICT's helped students to develop an understanding of sentence structure without physical constraints.
Many who can recognise but not yet form letters well (due to their limited fine motor skills) come to resent writing tasks. Yet these students were much more confident and motivated to create sentences when all they had to do was find, and tap the right keys.
In her book about teaching through real life exploration, Elenor Duckworth studies children between the ages of 5-7 and finds that when students try to solve practical problems through authentic experiences they continually reflect on and recognise their own levels of understanding which helps them to 'develop multiple access routes to their knowledge' (Duckworth, 2006, p. 49).
What a clever lady!
Teachers help students to become multiliterate by explicitly teaching ICT related skills and knowledge.
One such classroom does this by incorporating daily Interactive White Board activities, step-by-step explanations of how to insert a picture into a Word document, making use of an E-Learning room, in which each class has time to practice and experiment with computers, flip cameras and portable libraries.
In another year 1 class, students were keeping an online diary over the span of a few weeks. The teacher found that students would re-visit their work and independently correct their older activities as they learned new information (Jones, 2003).
These students were motivated to take an active role in their own learning. (This teacher was not lazy, she knew that children learn better when they are genuinely involved)
Most of the students had not considered that ICT's were missing from the story. Some students said that Goldy-Locks would have called her mum when she got lost in the woods and she wouldn't have found the bears.
This made the students sad because Goldy-Locks would not have had an adventure and they would never have had a story to read. Later the students concluded that technology could stop us from having adventures in real life and through books.
In a previous prep class where I have initiated this activity I asked students what they think would happen to the story of Goldy-Locks and the 3 bears if the story had ICT's in it?
If you want to find out more about learning in this classroom, please follow Julia's blog at:
An Overview of the Resources
Anstey, M. (2002). More than cracking the code: Post modern picture books and new literacies. In G. Bull, & M. Anstey (Eds.), Crossing the boundaries (pp. 87-105). Frenchs Forest, NSW: Pearson Education Australia.
Anstey, M., & Bull, G. (2006). Defining multiliteracies. In Teaching and learning multiliteracies: Changing times changing literacies (pp. 19 - 55). Kensington Gardens, SA: International Reading Association and the Australian Literacy Educator's Association.
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2012). Information and Communication Technology (ICT) capability - Introduction. Retrieved October 6, 2013, from The Australian Curriculum v5.1: http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Introduction/Introduction
Baker, E. A., & Kinzer, C. K. (1998). Effects of technology on processwriting: Are they all good? In T. Shanahan, & F. V. Rodriguez-Brown (Eds.), 47th yearbook of the National Reading Conference (pp. 428–440 ). Chicago: National Reading Conference.
Cunningham, P., & Allington, R. (2007). Classrooms that work:They can all read and write (4th ed.). Boston: Allyn & Bacon.
Cutshall, S. (2001). Don’t worry, this is only a test. Techniques: Connecting Education & Careers, 76(4), 39.
Duckworth, E. (2006). The having of wonderful ideas: And other essays on teaching and learning (3rd ed.). Teachers College Press.
Gardner, H. (2008). ‘The end of literacy? Don’t stop reading. The Washington Post. Retrieved from <http://www.washingtonpost.com/wp-dyn/content/article/2008/02/15/AR2008021502898.html>
Gulikers, J. T., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development: ETR and D, 52(3), 67-86. Retrieved from SpringerLINK database
Jones, A. J. (2003). Infusing ICT use within the early years of elementary education. Victoria: The University of Melbourne: Department of Science and Mathematics Education.
Karchmer , R. A. (2001). The journey ahead: Thirteen teachers report how the Internet influences literacy and literacy instruction in their K–12 classrooms. In Reading Research Quarterly (Vol. 36, pp. 442–466). doi:10.1598/RRQ.36.4.5
Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Reading Online, 1-20. Retrieved from http://www.readingonline.org/past/past_index.asp?HREF=/research/lukefreebody.html
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from www.mceecdya.edu.au/verve/_resourses/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Rumpagaporn, M. W. (2007). Students' critical thinking skills, attitudes to ICT and perceptions of ICT learning environments under the ICT schools pilot program in Thailand. Adalaide: University of Adalaide: School of Education.
Literacy is exactly what it always was. Phew! What's changed however is everything else... (Okay, I know that sound's bad but hear me out!) Technology has simply become such a huge part of our lives and as I'm sure you agree, we want to teach children to use it to their advantage both inside and outside the classroom!
Here's what you need to know:
We will be looking at how traditional fairy-tales have evolved throughout history. We will also be making some of our own changes to traditional (or not so traditional) stories that we’ve grown up with, using ICT’s.
To give you a clue...
If you are interested, here is the introduction we will be using in the first lesson of this unit.
If you have a minute, this video describes some of the ICT's that we will be using throughout this unit