‘Introducing
new digital literacies into classroom settings is an important and challenging
task’ (Merchant, 2009:38). Rylands (2013) (Online) claimed that ‘there is a
huge, and accessible, range of digital, and analogue, ways to engage, and
motivate students of all ages, and abilities’. Before the seminar I had limited
knowledge of resources to use when using ICT within Literacy. Turbill’s (2001
cited in Halsey, 2007) research showed that some teachers lacked confidence in
using digital text when teaching, and felt they did not have enough time to
search for software. I felt the seminar improved my confidence in using
computer software packages and it gave me a range of websites and software
packages to use in the Primary classroom.
The Future Lab (2010)
highlights the importance of giving children time to experiment with different
technologies. I feel this is important as the time given in the seminar to
experiment with the different technologies developed my understanding and
confidence when using the different software packages.
The National Curriculum (QCA, 1999 cited in
Medwell, Moore, Wray and Griffiths 2012:196) outlines that ‘children should be
taught the skills of reading and writing through ICT’. The separation of ICT
and Literacy in the classroom has stood in the way of progression (Merchant,
2009). This highlights the importance of teachers planning cross curricular
links for ICT and Literacy. The Future Lab (2010) proposes that using digital
technologies can encourage creative thinking and develop the child’s subject
knowledge.
The QCA (1999) stated that
Key Stage Two pupils should be taught to use a wide range of vocabulary. As a
student teacher I would use Tagxedo
as a way of encouraging and motivating the children to use adventurous
vocabulary to describe their chosen theme. Halsey (2007) describes the
advantages of using software similar to Tagxedo in the classroom; the children
were excited to find interesting words which could be due to the stimulus.
Children should be taught to
write for a range of purposes on paper and on screen (PNS, 2006 cited in
Medwell et al, 2012). To improve children’s use of speech in narrative I would
use the Seussville story maker as it allows the child to focus on the speech
and narrative as the animations are already created. Software packages which
children choose options from a pre-established story can encourage children to
focus on character development and dialogue (Montague, 1990). When setting the
task I would give the children a real audience, by allowing them to share their
story with a child from a younger key stage/ class. ‘Writing for a real
audience is said to contribute to more thoughtful content and structure of the
writing’ (Godwin-Jones, 2003; Oakley, 2003 cited in Hasley, 2007:102).
Futurelab. (2010) Digital
literacy across the curriculum. London: Becta.
Halsey,
S. (2007) ‘Embracing emergent technologies and envisioning new ways of using
them for literacy learning in the primary classroom’ English Teaching;
Practice and Critique 6 (2) pp 99-107
Medwell,
J. Moore, G. Wray, D. Griffiths, V. (2012) Primary English Knowledge and
Understanding London: Learning Matters
Merchant, G. (2009) ‘Literacy in virtual worlds’ Journal of Research in Reading 32, (1)
38-56.
Montague.
M. (1990) Computers, Cognition, and
Writing Instruction New York: State University of New York Press
Seussville story maker http://www.seussville.com/games_hb/storymaker/story_maker.html
(Accessed: 12.2.12)
I like your idea of allowing children to share their stories with children from other classes this is an alternative idea to uploading them to blogs or websites as a way of creating a real audience (Halsey, 2007) and a purpose for writing.
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