During the session, I created a multimodal text using Microsoft
PowerPoint which broadened my understanding of how to use every-day programmes
such as PowerPoint to create multimodal texts in the classroom. Prior to the
seminar, I had not thought about using PowerPoint to create multimodal texts
therefore this developed my subject knowledge and I found it to be an effective
tool that could be used both by the teacher and the pupils. The schools I have
worked in previously have had access to Microsoft PowerPoint therefore it is
easily accessible and simple to use.
It is suggested that ‘literacy is no longer limited to reading printed
books and other paper texts’ (Rudd and Tyldesley, 2006: 2). Therefore the importance
of providing children with opportunities to engage with multimodal texts is
highlighted by Medwell, Moore, Wray and Griffith (2012) as they state that it
allows children to develop a range of skills for example taking into account
symbols and scrolling and an alternative way of reading than turning pages.
Furthermore, Davies and O’Sullivan (2002) suggest that ‘living books’ are
similar in concept to paper texts however include animations, a range of
sounds, music and opportunities for interaction through clicking on images on
the screen. They ‘offer opportunities for developing both ICT skills and
support for early reading’ (Davies and O’Sullivan, 2002: 105). Bearne and Wolstencroft
(2007) support this by stating that it is vital that children interact within
lessons in order to make it more engaging and motivating for them.
The National Curriculum (DfE, 2013) states that ‘computing equips pupils
to use information technology to create programs, systems
and a range of media’. Children could use PowerPoint to create their own
interactive stories/books therefore demonstrating a simple way to integrate ICT
into the literacy curriculum. It is now widely recognised that using ICT to
read and write is a part of being literate (Abbott, 2002) and it is important
that teachers understand the ways in which ICT can support learning and
teaching within curriculum subjects (Loveless, 2003). Furthermore, Davies and
O’Sullivan (2002) suggest that ICT needs to be understood as a developing and
integrated part of learning in the classroom and not simply as a ‘checklist of
skills to tick off’.
However, the ‘fear’ of using technology in the classroom often
discourages teachers as it is stated that multimodal dimensions of digital
texts have challenged the notion of literacy (Medwell et al. 2012).
Additionally, Abbott (2002) argues that it is still much more tiring to read
from a screen than from a printed page as screens have developed at a slower
pace. ‘Although eBooks are now available, it is unlikely that they will be
useful to schools until improved screen displays offer the same level of
contrast and definition as a book, together with the absence of discernible
flicker’ (Abbott, 2002: 14).
During my experience in schools, I have not yet seen the use of
programmes such as PowerPoint being used to create multimodal texts. Therefore,
implications for my future practice would be to use such programmes to enhance
children’s learning in literacy through the use of ICT. The seminar enabled me
to understand how to use a programme such as Microsoft PowerPoint to create a
multimodal text. This text could be used in the classroom to develop children’s
reading skills or could be used to help children create their own multimodal text
which would develop both their ICT and writing skills. I think it is important
to engage in a range of digital media in order to broaden my own experience of
using ICT which will therefore build my confidence in using it in the
classroom. As Dean (2010) states it is important that teachers have
opportunities to explore and engage with a range of technologies in order to
build the confidence to use them with children.
Abbott, C. (2002) ICT
and Literacy Teaching. Reading: National Centre for Language and Literacy
Bearne, E.
Wolstencroft, H. (2007) Visual Approaches to Teaching
Writing: Multi-modal Literacy 5-11. London: SAGE.
Davies, H. and O’Sullivan, O. (2002) ‘Literacy and ICT in the Primary
Classroom: The Role of the Teacher’ in Loveless, A. and Dore, B. (2002) ICT in the Primary School. Buckingham:
OUP
Dean,
G. 'Rethinking Literacy' in Bazalgette, C. (ed) (2010) Teaching Media in Primary Classrooms. London:
SAGE
Department for
Education (2013) National Curriculum in England. London: HMSO
Loveless, A. (2003) The Role of ICT. London: Continuum
Medwell, J.,
Moore, G., Wray, D. and Griffiths, V. (2012) Primary English Knowledge and Understanding. London: Learning
Matters
Rudd, A. and Tyldesley, A. (2006) Literacy
and ICT in the Primary School: A Creative Approach to English. London:
David Fulton Publishers Ltd
I agree with the points you have raised. I think multimodal texts enhance children’s skills of making sense of images, sounds and words; skills required to enable us to engage and function within 21st Century society. Therefore, I agree with incorporating them within lessons in the primary curriculum.
ReplyDeleteI especially agree with your point on multimodal texts being motivating and engaging because it was something I recognised within my blog post this week. I found that because multimodal texts can accommodate for a range of learning styles (VAK) children are more focused and engaged in learning. Also as children are often familiar to these text types as they experience them outside of school can also increasing their enthusiasm; engaging their learning.
Yes I also agree that they can support children with a range of learning styles and I also think that they can particularly support children with learning needs who may struggle with reading or writing.
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ReplyDeleteI agree with both of your points about multimodal texts being motivating and engaging for students. However, I have also never seen PowerPoint used as a multimodal text for children in the classroom, therefore, I agree with your point that we as student teachers need practice in using such technologies to enhance children’s learning experiences in both literacy and ICT.
In relation to your argument that the ‘fear’ of using technology in the classroom often discourages teachers as multimodal texts can challenge the notion of literacy (Medwell et al. 2012), I have also discussed this in a previous blog and to support this argument, I found that there is a concern that an introduction of technology and digital literacy into the classroom is at the expense of the ‘traditional’ view of English (Merchant, 2001; Crystal, 2001). This is also supported by Palmer (2007) who suggests it can promote poor language and social skills, leading to slower progress in literacy. However, as mentioned in my blog 7, multimodal texts provide great opportunities for children to learn a range of literacy conventions such as a variety of different modes to communicate meaning including, symbols, sound, voices, intonation, movement, stance and gesture, as well as print and image (Bearne, 2003).
Bearne, E. (2003) Rethinking Literacy: communication, representation and text in reading, UK
Merchant, G. (2001) ‘Teenagers in cyberspace: language use and language change in Internet chatrooms in Journal of Research in Reading 24 (3) pp.293 - 306
Medwell, J,. Moore, G,. Wray, D,. Griffiths V,. (2012) ‘Primary English Knowledge and Understanding’, Learning Matters: London, p196-202
Palmer, S. (2007) Toxic Childhood: How the modern world is damaging our children and what we can do about it London: Orion Books
Yes I think a lot of educators are worried that using technology in the classroom may take over 'traditional' methods of teaching however technology is rapidly expanding and it is here to stay. Therefore we need to embrace it and use it in our teaching alongside traditional methods of teaching so children experience 'the best of both worlds'.
DeleteI agree that technological development has an inevitable and largely positive effect on how teachers approach diverse learning, offering increased incentive and ownership. The module so far appears to suggest that there is still a place for more traditional literacy yet it is the role of the teacher to welcome the use of technology as a positive development, but not a replacement of skills such as hand writing. This is a sentiment that was echoed in my parent interview and by Prensky (2001) as well as my previous blog post on graphic novels that also highlighted concerns over technology undermining the values of the classroom (Scholastic, 2007). These perspectives may be considered further as we have the potential to educate children but also adults on the positive role of ICT.
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