Multi Modal Texts in the Classroom

The experience of using multi modal texts is (personally) becoming increasingly more familiar. However, new programmes and formats are being introduced constantly, causing more ways for teachers to stay ‘updated’.
During recent school experience, the school used the programme ‘Activinspire’and most lessons were supported by the use of flipcharts, presented on an interactive whiteboard. The flipcharts provided the teacher and I, with an opportunity to present a range of multi modal texts, through including images, videos and sounds to support and enhance the particular topic and learning experience.
Using this certain format was challenging as the children were more experienced and therefore more in tune with the programme than I was! At first, my lack of confidence when using the flipcharts in front of a whole class was distracting for myself as well as the children. For example, having to take moments to familiarize myself with where a certain pen or rubber was or the various times I would skip a step, which would reveal the answer and therefore losing the productive thinking process and working out stage.
However the benefits of using Activinspire were evidential in all parts of the lesson. It improved speaking, listening and reading because of the flipcharts being presented on the interactive whiteboard at the front of the class, providing a clear view and focus. Moreover, it provided easy accessibility to all types of learners; visual learners through the use of colours, font and videos, auditory learners through the use of sounds, videos and discussion and kinaesthetic learners through the use of interactive activities, collaborative peer work linking to the activity and the use of additional resources. Rudd (2006) supports the idea that ICT can enrich and provide opportunities for speaking and listening, one example being the use of auditory (multi modal) resources such as recordings or videos to develop the skills of concentrated, attentive listening.

Overall the benefits were indicated through the improved engagement of the class and willingness to participate and contribute to the lesson. However, there are certain drawbacks to consider when using multi modal texts through ICT. Cohen, Manion, Morrison and Wyse (2010) consider the critical role the teacher has when promoting learning through ICT and that the ICT/software used is to aid the teacher not substitute. Further, the role of teacher also includes teaching pupils the awareness of internet safety and the responsiveness of protecting individuals to possible harmful material.

To summarise, the versatility of using multi modal texts through ICT, can have advantages for all learners and all areas of the curriculum. Teachers need to be aware how to use and teach with the texts safely and suitably to prevent barriers to learning and to ensure productive learning experiences. Using multi modal texts is a teaching and learning experience that is sure to become increasingly familiar because of the incline of advanced technology becoming available in the classroom.

Cohen, L., Manion, L., Morrison, K. And Wyse, D. (2010) A Guide to Teaching Practice, 5th edition, London: Routledge

Rudd, A. (2006) Literacy and ICT in the Primary School: A Creative Approach to English London: David Fulton Publishers Ltd Available at: Google Books < http://books.google.co.uk/books?id=d0lOMK70W-QC&pg=PA61&dq=improved+speaking+and+listening+through+ICT&hl=en&sa=X&ei=chEOU6LkOMjB7AaCx4D4DA&redir_esc=y#v=onepage&q=speaking%20listening%20ICT&f=false> [Accessed 26th February 2014] Learn more about ‘Activinspire’ - http://www.prometheanworld.com/us/english/education/products/classroom-software/activinspire/

Using Powerpoint in the Classroom

Ideas, thoughts and experiments for using multi modal texts in the classroom.

Multimodal texts

 

Having the opportunity to use Powerpoint in a different way that I normally would, was a good learning experience. I found that using this programme to create multimodal texts was really useful and have many ideas and ways that it could be used within the classroom. I created a book in which as a class or small groups, the children and teacher can work together as literacy detectives to retell a story. One benefit of using this would be on the fact that you could differentiate very easily and that this resource could easily fit a variety of different literacy lesson focuses.

In our society, there is an increase in growth of the knowledge, understanding and use of technology both inside and outside of the classroom. Through the increase of technology there is an increase in variety of teaching methods, tools and stimuli. One way of teaching is through using a multimodal text. The new national curriculum (2013) states that children are to access and produce multimodal/digital texts.  

Medwell, Moore, Wray and Griffiths (2012) highlight the increase of electronic and multimodal texts within the primary classroom. This idea ids furthered by Evans (2004) who claims that these types of technology are more relatable for children and enhance and engage them in their learning and education more actively. Therefore, it is clear that when thinking about literacy lessons and memorable learning we need to incorporate stimuli that children can relate to, which can be achieved through the use of multimodal texts, such as film, musical books etc.

However, Evans (2004) highlights the importance of using a variety of both traditional texts and new technologies in the classroom to ensure that children have access to develop a range of skills, while also ensuring they understand the importance of spelling, grammar etc., rather than just relying on technologies with spell check (Merchant, 2001). Conversely, Bearne (2003) argues that all forms of a text are multimodal and get the children thinking and developing their ideas.

 

Bibliography:

-          Bearne, E. (2003) Rethinking Literacy: communication, representation and text in reading UK

-          Evans, J. (2004) Literacy moves on: Using popular culture, new technologies and critical literacy in the primary classroom. David Fulton Publishing LTD.

-          Merchant, G. (2001) ‘Teenagers in cyberspace: language use and language change in Internet chatrooms’ Journal of Research in Reading 24:3 (pp 293-306).  

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

Snow White multimedia book

The Sunniest Spot in the Jungle

Children and Advertising

Advertising is an essential part of our society which surrounds both children and adults in every aspect of their lives. However, advertising is seen as controversial as it relies itself to many concerns, especially surrounding children. The key idea behind advertising aimed at children is whether it is appropriate to advertise for children, who are seen as vulnerable as they are unaware of the implicit messages suggested through adverts.

Gunter, Oates and Blades (2005) raises the serious question “is it fair to advertise to children unless they fully understand the intent of the advertisers”, conveying how children are easily influenced and can be viewed as passive victims as they do not understand the techniques used in adverts, such as stereotypes, the blurring of boundaries etc.. Similarly, Moore (2004) raises concerns about children’s vulnerability being compromised by adverts meaning they then may learn undesirable social values such as materialism. In addition to this, it could be argued that adverts create further problems, such as stereotypes, which children may feel the need to conform to.

Another issues with advertising to children is that as television programmes are becoming more popular with younger children, for example the increase of interest with Cbeebies, there is an increase in opportunities for the advertisements of toys etc. (Gunter, Oates and Blades, 2005). This means that more vulnerable children are being exposed to the power of advertising. Moore (2004) highlights how economists recognise the growing potential of children as consumers and states that television is the most effective medium for advertising to children.

In contrast to this, it can be argued that the use of adverts in the classroom has a positive influence on children’s writing. Burrell and Beard (2010) convey that giving children the opportunity to write and develop their own adverts not only gives them a chance to understand the techniques behind them but also develop their critical reading and writing skills.

Therefore, although it is ultimately parents’ responsibility, as teacher s it is important to educate children about adverts so they are aware of the influence of them, while also empowering children to make their own choices and not be completely influenced by what they see/hear. Marshall (2010) highlights that when children recognise that adverts persuade and understand the techniques adverts use, it marks a specific milestone in children’s literacy. This means that understanding adverts is an important part of children’s education and ensures they are passive victims no longer. Nevertheless, it can be argued that even when children understand adverts and the power of advertising it can still have an effect on them (Marshall, 2010).

 

Bibliography:

-         Burrell, A. and Beard, R. (2010) ‘Children’s advertisement writing’. Literacy Vol. 44 (2), pp.83-90

-          Gunter, B. Oates, C. and Blades, M. (2005) Advertising to Children on TV. New Jersey: Lawrence Erlbaum Associates

-          Marshall, D. (2010) Understanding children as consumers. Chapter 7. SAGE Publications.

-          Moore, E. (2004) Children and the changing world of advertising. Journal of Business ethics, Vol 52, pp 161-167. Netherlands Academic Publishers.

Born Digital

As Palfrey and Gasser very well claims, we live in a world where we have the feeling that we know people because we follow them on social media like facebook or twitter. We know what they look like and what they do. We know their taste in music and know what movies they see. All this only because we have an online friendship.

They've got another good point where an 8 year old girl makes her own movies and shares them on YouTube accessible to all. What is appropriate to share with "everyone" and what happens to the things that we share online and later might regret?

The children that we encounter in today’s schools are digital natives and that we cannot change! The digital age provides innovative opportunities in communications and multimodal presentations. It is important that we do not let our fear of the digital world destroy the learning opportunities that are present.

“How do we take effective steps to protect our children, as well as the interests of others, while allowing those same kids enough room to figure things out on their own?” (Palfrey and Gasser; 2008)

Palfrey and Gasser are saying that if we overcome our fear of the digital media and reflect over the problems we think are following them, such as bullying, stalking and Copyright violations then it actually is problems that we have been dealing with for decades. To get a good ethic surrounding in the use of web 2.0 Palfrey and Gasser highlights that it is primarily the inner core - the parents who have responsibility, just as they would have it under "older" ethical guidelines. The use of digital media is already introduced when kids are attending school. I think that the parents have obligations to the way their kids get along with other people - also digitally. The teacher can build a code of conduct for the Internet use. Below are the copyright as well as it would be if you read in a book, where you also cannot just copy the text or images without ensuring that it is legal.

The important thing to teach children must be how they present themselves on the internet. We would have done the same thing about how they are acting in the classroom and how specific behavior works. The thing is with the internet, that you have to know how to use it safely. Think about what your pictures are saying about you. Maybe a future boss will Google you and something inappropriate will appear. You need to know the consequences of your online image.

Bibliography

Palfrey, J. & Gasser, U. (2008) Born Digital: Understanding The First Generation of Digital Natives New   York: Basic Books 

The Future Lab (2010)

The increased use of technology means digital literacy is an important skill for children to be prepared for the ever-changing digital world. The Future Lab (2010:2) states that digital literacy provides children with the ‘skills, knowledge and understanding that will help them to take a full and active part in social, cultural, economic, civic and intellectual life now and in the future’. Therefore, it is necessary for children to be digitally literate in order to succeed in the future world. This means that ICT has to take a central role in all subject areas across the Primary curriculum so children have the opportunity to become digitally literate.

Digital literacy provides a wealth of opportunities for children and the Future Lab claims that ‘developing digital literacy in subject teaching supports young people to be effective, competent, critical students of that subject in the digital age’ (2010:12), suggesting that children will not be prepared for the future if they are not taught to be digitally literate. The Leitch Review (2006) supports this, claiming that the UK needs to develop and improve the skills of it’s workforce in order to maintain global competitiveness. This implies that it is the responsibility of the future workforce, the current Primary children, to uphold digital literacy to sustain global competitiveness. Therefore, teachers hold the responsibility because ‘it is teachers who have experience in the higher order critical thinking skills that can support young people’s use of digital technology’ (The Future Lab, 2010:10). Without the teacher’s knowledge, children will not have the opportunities to become digitally literate.

However, it is unfair to assume that all children are ‘digital natives’ who have a wealth of experience with technology before entering the classroom. Although children may have experience of using technology for personal use, it is unlikely that all children are aware of how to use technology academically, for example choosing reliable information on the Internet. Therefore, ‘it is not enough to assume that young people automatically have all of the skills, knowledge and understanding that they need to apply to their use of technology’ (The Future Lab, 2010:10). All Primary children need a wealth of support in order to thrive in digital cultures, to make sense of the ever-changing technological world.

Finally, it is important that teachers care about digital literacy and childhood because it is their responsibility to prepare children for the future world. The Future Lab (2010:2) suggests that ‘digital literacy gives young people the ability to take advantage of the wealth of new and emerging opportunities associated with digital technologies’. This means that teachers need to teach children to become digital literate, in order to allow them to expand and extend their use of technology for both personal and academic use.

Bibliography 

Futurelab. (2010) Digital literacy across the curriculum. London: Becta.

Leitch, S (2006). Prosperity for all in the global economy – world class skills (HMSO). Available online: hm-treasury.gov.uk/leitch (accessed 20th^th February 2014)

Children and Advertising

How far do you think advertising influences children’s perceptions of themselves? Should children be viewed as consumers? Should children learn about advertising in school and if so, what do teachers need to understand about the way in which children engage with advertising?

Gunter, Oates and Blades (2005) pose the question ‘Is it fair to advertise to children unless they fully understand the intent of the advertisers?’ (Gunter et al, 2005: 1).  However, a more pertinent question initially comes to mind; do children understand the intent of the advertisers advertising to them, and if not, who is responsible for this part of children’s education?  Parents are obviously ultimately responsible for their child, but schools and teachers have a duty to promote the spiritual, moral, cultural, mental and physical development of pupils (The National Curriculum in England, 2013).  As adverts seem to be ingrained in this consumer-led world, from television and print to mobile devices, schools could be seen to have an obligation to teach or view media content and advertising as ‘inextricably bound together’ (Masterman, 1985: 107).

Teachers need to be aware how children engage in advertising, especially at the age of the children they teach, as children engage with adverts differently at different ages (Banaji, 2010). As children start to learn about persuasive writing, in Key Stage 2, learning about adverts is a great way of learning how to write persuasively (Department for Education and Skills, 2006) but it also allows the opportunity to explore and develop how children react to adverts (Hobbs, ).  Burrell and Beard (2010) support this argument by arguing that when using advertisements in the classroom, in particular children producing them, they can not only develop children’s critical reading but also in turn their consumer education.  Teachers and schools should take a more responsible role in educating children in this ever present element of real life; just as they have in tackling obesity and promoting good health.

There does need to be a definite reason for using advertising in the classroom; as discussed, it can help develop children’s writing.  When developing children’s argumentative writing, in particular persuasion, teachers can assess the children’s work by focusing on the type of appeal of the advertisement (Hobbs, 2009).  The teachers can assess the children’s use of Ethos (ethical/credibility), Pathos (emotional) and Logos (logical) writing to try and persuade the reader (Read-Write-Think, 2009).  Developing these three strategies of persuasion can help show the child different methods and strategies used by advertisers to entice consumers.

After this discussion I believe that advertisements should be used in the classroom but only if teachers highlight the issues and can produce tasks that do allow children to foster their persuasive writing.  Here children will be viewed less as consumers and give them more of an identity to become less affected from direct advertisements to their age range.

References

Burrell, A. and Beard, R. (2010) ‘Children’s advertisement writing’. Literacy Vol. 44 (2), pp.83-90

DfE (2013) The National Curriculum in England. London: DfE

Gunter, B. Oates, C. and Blades, M. (2005) Advertising to Children on TV. New Jersey: Lawrence Erlbaum Associates

Hobbs, R. (2004) ‘Does Media Literacy Work? An Empirical Study of Learning How to Analyze Advertisements’. Advertising Educational Foundation [online] http://muse.jhu.edu/journals/advertising_and_society_review/v005/5.4hobbs.html (accessed 15/02/14)

Masterman, L. (1985) Teaching The Media. London: Comedia

Read Write Think (2009) Commercial Assessment [online] http://www.readwritethink.org/files/resources/lesson_images/lesson1166/CommercialRubric.pdf (accessed 15/02/14)

Childhood and digital literacy in the digital age

Digital literacy is quickly becoming prevalent in today’s primary classrooms and teachers need to begin incorporating this into classrooms to cater for such inevitability. The work ‘inevitable’ has come into consideration in previous posts, with my personal view that teachers should not use a new technology just because it is ‘there’; rather teachers should use them because they will significantly enhance education.

Blogs can benefit children and have been incorporated into a school where children are given the opportunity to “create, design and maintain what are effectively their own personal websites” (Evans, 2004). This can have a huge impact on children’s work ethic as their learning is given a purpose. Within blogging, children work extremely hard because their work is read by a vast audience. Therefore, digital literacy can enhance education, suggesting why teachers should incorporate it into primary classrooms. Setting up blogs is easy. It is free and does not require great technical expertise (Evans, 2004). It is also noted that ICT fosters children’s self-expression in ways that “simply aren’t possible without access to a computer” (Evans, 2004:1). Therefore, there are many beneficial aspects of using this form of digital literacy in the classroom. Moreover, children who attended an after-school club on weblogging improved their knowledge of IT far above the requirements of their age group by the National Curriculum (Turnbull). From using a blog within this module I have had first-hand experience and can fully see the positive implications. It provides a different form of assignment writing, adding novelty. Moreover, it is a form of digital literacy in which other people’s work is visible and open for comment. This resembles a sense of peer collaboration which could prove engaging for children.

Additionally, it can be seen how games are being brought into the primary classroom for educational purposes. As is mentioned by Hudson (2013), commenting on the game, ‘Angry Bird’s’, arrival in the classroom, computer games offer “stealth learning” and suggests how the characters of computer games inspire children. He discusses children’s motivation, especially in the early years, to play. This can be seen through observations of my niece (4) who is a competent player of ‘Angry Birds’. Therefore, it could be seen as a perfect way of engaging children in education. It can be questioned how these games offer educational value; the characters are used in new education based games involving books, teachers and digital devices. As a games scholar analyst suggests in Hudson’s (2013) review, “games have a larger effect on learning than traditional materials in particular areas, like language acquisition, science, mathematics and social studies”.

What could be viewed as a controversial issue, ‘coercive’ gaming is deliberated in Hudson’s (2013) review. It is suggested that adults are taking something which children cherish and using it coercively to deliver the curriculum. However, if these games inspire, motivate and engage children, then why not incorporate them into the curriculum as a way forward for education?

Furthermore, digital literacy is having an impact concerning the video game, ‘Minecraft’; a huge phenomenon, particularly of boys aged nine to fifteen (Ward, 2013). Ward (2013) reflects on the use of this game educationally as it could be used to gain the skills and knowledge of computer programming. This is due to the game imparting technical competence in that children have to understand some basic computer concepts. The game requests its players to, for example, “install texture packs to change its look” and enables its users to set up email and Skype to collaborate with peers using the game. Children may also record, edit and upload their own YouTube videos with regards to the game. Therefore, it can be seen how ‘Minecraft’ has had, and is in the process of having, a huge impact on making children digitally literate.

Bibliography

Why Minecraft is more than just another video game (BBC News Technology) – Ward (2013)

Angry Birds game fires into the classroom (BBC News Technology) – Hudson (2013)

The seven-year-old bloggers (BBC News) - Turnbull

The joys of text (TES Connect) – Evans (2004)