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Growing Children in Digital Literacy

Assignment one EDC3100
by

Jackie Litwinczuk

on 6 September 2013

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Transcript of Growing Children in Digital Literacy

Why
Growing Children in Digital Literacy
Consider this...
The Context
so why ICTS?
Digital Literacy

Authentic & Engaging

Caters for diverse learners

ICT assists children with
DIVERSE
learning needs
It’s multi-modal attributes provide
opportunities
for children with
different learning
styles to engage and strengthen what Gardner (1983) refers to as their
multiple intelligence.
Learning should be active and dynamic
ICTs provide a medium for students to engage in what
The New London Group (1996)
call
'situated practise, overt instruction, critical framing and transformed processes
', elements which are VITAL in teaching and learning.
Dewey states, 'If we teach today as we taught yesterday, we rob our children of tomorrow (Dewey, 1916, cited in Lacina & Mathews, 2012)'.

How are you preparing your children for the future?
Digital Literacy
Reflect
If students are to become
literate
in todays society, they need to be able to
make meaning
in all literacy contexts. Santoro (2004), agrees that literacy is embedded in everyday life and literacy skills are needed to
function
in society.
'Literacy is the flexible and sustainable mastery of a repertoire of practices with texts of traditional and new communications technologies via spoken language, print and multimedia‘ (Luke & Freebody, 2000, Cited in Winch, Johnston, March, Ljungdahl & Holliday, 2012. p.xxxvii)
What is literacy in the 21st century?

Teachers need to develop in students the
skills
that will equip them to function in:

Contemporary societies
To be confident
users and scrutinizers

of websites
and
explorers,
as they navigate through a maze of information (New South Wales Department of Education and Training, 2010).
The digital age extends our literate practices.
In an electronically mediated world, being literate is to do with understanding how the
different modalities
(symbols, pictures, words and sounds) are combined in complex ways to create meaning.
Utilising
digital technology
in the classroom is therefore vital if students are to
become literate
in all spheres of life.
To effectively participate in the future, students need to be
lifelong learners
, developing transferable skills that will enable them to contribute meaningfully to society (Queensland College of Teachers, 2006).
How?
Utilising multimodal texts such as
e-books
,
blogs
and
wikis
, teachers can employ the elements of what Freebody & Luke (1990, cited in Winch et al., 2012) call the
four resource model
to teach literacy skills.
When utlising multimedia students can actively engage in the practises of:


- code-breaking
- text participant
- text user
- text analyst
In your leisure click the link below to see how Angela Maiers applies the four resource model into her teaching with ICTs.

http://www.angelamaiers.com/2008/07/the-four-resour.html

Authentic & Engaging
ICTs are
student-centred
and can be utilised to create an
authentic
learning experience.
An authentic context is vital as it enables learners to ‘use language purposefully and skillfully in many social situations’ (Winch et al., 2012, p.xxxvii)
"Follow me"
"Add me"
"I'm checking in"
This enhances learning outcomes (Dawson, 2012).
Incorporating ICTs in learning and teaching, enables students to work towards a goal and gives a
purpose
for what is being taught and learnt.
Technology
is a high tech tool that is ‘considered to be an
extrinsic motivator
(Orlich, Harder, Callahan, Revisan & Brown, 2004).
students are
enthusiastic
to learn with Icts.
An example of the application of these elements in a grade 3 classroom to read later on.
Students are able to become
designers
and confident navigators of the constantly changing multimodal context in which they live.
Technology
can be used in the classroom to help students
gain access to information...
...
learn
, and
demonstrate
their learning.
'For many students it opens possibilities for increased
engagement
, increased
independence
and more
productive work
(Ashman & Elkins, 2012, p.181)'.
How?
ICT caters for diverse needs
Children are
diverse
learners and come from varied
linguistic
and
cultural backgrounds.
Children carry a
‘virtual’
schoolbag; this schoolbag, represents what
experiences
children can bring from one cultural environment to the next (Coomber, Badger, Barnett, & Nixon, 2001).
Kral (2009) also advocates the use of a
multiliteracy approach
in the classroom with
indigenous students
.
Studies have shown that Aboriginal students are obtaining oral, visual, gestural and written modes of literacy, when the
literacy is meaningful
and
culturally purposeful
to their needs.
ICTs offers students the opportunity to
compensate
for physical or functional limitations, allowing them
access
to the curriculum and our communities by
enlarging
the scope of activities available to them (Ashman & Elkins, 2012, P.170)
For example in the grade 3 class at Greenvale College there is a child with
Cerebral Palsy
, you could use....
Ipad Applications like:
Proloquo2go
For more information visit AssistiveWare:
http://www.assistiveware.com/product/proloquo2go/
There are unlimited amounts of applications to help children, all you need to do is research, here is another link with other recommended applications for children with cerebral palsy:
http://cpfamilynetwork.org/blogs/the-best-apps-for-children-with-cerebral-palsy

the app uses large buttons making it easier for those children with poor fine-motor skills.

is a communcation device for those who find it hard to speak.
Words are matched with pictures and turn into speech
This video is an example how the application works, feel free to watch it in your own time and...
Some more links to consider:

How are you
supporting
children with special needs in your classroom?
Ethos/Philosophy
- Extension of the family
- Child-centred education
- Currently utlising the Australian National Curriculum
- Provides avenues for staff Professional Development
Location
- An independant school located on the Gold Coast hinterland
- Gold Coast is renowned for the tourism and hospitality industries
- School population: 1013
- Family income: medium to high socio-economic range
Students
- Grade 3
- 24 students (10 boys, 14 girls)
- 2 ESL
- 1 Australian Indigenous
- 1 Cerebral Palsy
- All students are capable users of ICTs;
meeting Grade 3 benchmarks established on the ACARA (2011) ICT continuum.
Equipment
- Class set of iPads
- 10 laptops
- Interactive Whiteboard
- 5 digital cameras
- 3 desktop computers
- Internet acces (WIFI)
_ Clickview resource
Greenvale College
Example of things you could do in the classroom
The design
elements
Information taken from The New London Group, 1996.
The Context
Using programs like:
Science: Year 3 level


SCOOTLE
That links directly to the Australian Curriculum
That also gives you sequence plans to help you make it
real world
for students.
That links you to a plathora of educational websites...
and last but not least scootle provides you with
motivating
and
engaging
games to enhance students' learning.
to see more go try it yourself here:
http://www.scootle.edu.au/ec/p/home
Do you know how your students learn best? Are you offering a variety of pathways?
Digital technology
in the classroom can assist children from ESL backgrounds to
bridge cultural gaps
(O'neill & Gish, 2008).
In your own time have a look at the video and link below about multi-literacy activities that are culturally inclusive.
http://www.slq.qld.gov.au/search/ebooks/virtual-books
so, are you
utlising
ICTs to:

Credits
Aboriginal and Torres Strait Islander language virtual books: http://www.slq.qld.gov.au/search/ebooks/virtual-books
Ashman, A. & Elkins, J. (2012). Education for Inclusion and Diversity(4th ed.). NSW: Pearson Australia.
Assistive Ware. (2013). Proloque2Go. Retrieved July 28, 2013, from http://www.assistiveware.com/product/proloquo2go/
Australian Curriculum, Assessment and Reporting Authority. (2011). Australian Curriculum: Information Communication and
Technology (ICT) Capability learning continuum. Retrieved August 10, from http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Continuum#page=2
CandaceM. (2013, May 30). SAMR in 120 seconds [video file]. Video posted to
Community [clipart]. (2007). Retrieved from http://www.flickr.com/photos/lumaxart/2137737248/
Coomber, B., Badger, L., Barnett, J., & Nixon, H. (2001). Virtual school bag Socio-economically disadvantaged students and the development of literacies in school: a longitudinal study
Dawson, M. (2012). EDC2300 Presentation on Authenticity. [Power point slides]. Retrieved on 11 August 2012 from http://usqstudydesk.usq.edu.au/m2/mod/resource/view.php?id=28902.
EDTP504. (2011, March 27]. Digital Literacy- Using technology in the classroom [video file]. Video posted to
Ellen Seidman. (2011, July 12). The Proloquo2Go speech app [Video file] video posted to
Gardner, H. (1983). Frames of mind. The theory of multiple intelligences. New York: Basic Books.
iPads [Image}. (2012). Retrieved from http://www.flickr.com/photos/mikecogh/7691519996/
Jackie Litwinczuk: Screen shots & Original presentation
Kral, I. (2009). Oral to literate traditions: Emerging literacies in remote Aboriginal Australia. Tesol in Context, 19(2), 34-49.
Lacina, J. & Mathews, S. (2012). Using online storybooks to Build Comprehension. Childhood Education, 88(3), 155-161. doi: 10.1080/00094056.2012.682547
Lehman, J. (2013). The Best Apps for Children with Cerebral Palsy. Retrieved July 28, 2013, from http://cpfamilynetwork.org/blogs/the-best-apps-for-children-with-cerebral-palsy
Multiple Intelligences [clipart]. (2013). Retrieved from http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx
New South Wales Department of Education and Training. (2010). Literacy Learning and Technology. Retrievedfromwww.curriculumsupport.education.nsw.gov.au/literacy/assers/pdf/packages/tech_lit_
learn.pdf.
O’Neill, S. & Gish, A. (2008). Teaching English as a Second Language. South Melbourne: Oxford University Press
Orlich, D.C., Harder, R.J., Callahan, R.C., Trevisan, M.S., & Brown, A.H. (2004). Teaching Strategies: A guide to Effective Instruction. Boston, U.S.A.: Houghton Mifflin Company
Prezi: http://prezi.com/index/
Proloquo2Go [image]. (2013). Retrieved from http://www.assistiveware.com/product/proloquo2go/
Queensland College of Teachers. (2006). Professional Standards for Queensland Teachers: Standard One. Brisbane: Author
RedPixelsAnimation. (2012, February 12). Dreamtime Stories- Girawa the Goanna [Video file] video posted to
Santoro, N. (2004). Using the four resources model across the curriculum. In A. Healy, & E. Honan (Eds.), Text next: new resources for literacy learning (pp. 51-67). Newtown, NSW: Primary English Teaching Association.
SAMR ladder [image]. (2012). Retrieved from http://isupport.com.au/apple-news/application-of-the-samr-model/
School [photograph]. (2010). Retrieved from http://commons.wikimedia.org/wiki/File:Belmont_Hill_School_-_IMG_1791.JPG
School grounds [photograph]. (2006). Retrieved from http://www.geograph.org.uk/photo/269779
Scootle: http://www.scootle.edu.au/ec/p/home
Students [Image]. (2008). Retrieved from http://www.flickr.com/photos/lupuca/8720604364/
The four resources model [clipart]. (2008). Retrieved from http://www.angelamaiers.com/2008/07/the-four-resour.html
The New London Group (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66 (1), 60-93. Retrieved from EJS database.
Winch, G., Johnston, R. R., March, P., Ljungdahl, L.., & Holliday, M. (2010). Literacy: Reading, writing and children's literature, 4th edn, Oxford University Press, South Melbourne.
Other motivating and authentic sites to view at your leisure:
= Clickview:
http://www.clickview.com.au/
= Kidsperation:
http://www.inspiration.com/Kidspiration
= Studyladder:
http://www.inspiration.com/Kidspiration
= Mathletics:
http://www.mathletics.com.au/
= PBS kids:
http://pbskids.org/whiteboard/
= Topmarks:
http://www.topmarks.co.uk/interactive.aspx
= Smithsonian vitual museum:
http://www.mnh.si.edu/vtp/1-desktop/
= Read Write Think:
http://www.readwritethink.org/
= Tumbledown Books:
http://www.tumblebooks.com/
= Promethean Planet:
http://www.prometheanplanet.com/en/
Provide motivating authentic & engaging lessons?
Improve student learning outcomes?
Address the needs of diverse learners?
OR, are you practising pedagogy that is irrelevant to todays context?
Did you know digital technology can
transform
learning?
In your own time view the YouTube explaining Puentedura's SAMR model and the SAMR ladder. Think about where you are on the ladder?
Full transcript