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AUTHENTIC LEARNING AT St. PATRICK’S

AUTHENTIC LEARNING AT St. PATRICK’S. MULTIMODAL Literacy Technological environments Open-ended questions Student-teacher-student-community learning. DIGITAL NATIVES. http://www.youtube.com/watch?v=7_zzPBbXjWs DIGITAL NATIVE

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AUTHENTIC LEARNING AT St. PATRICK’S

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  1. AUTHENTIC LEARNING AT St. PATRICK’S • MULTIMODAL Literacy • Technological environments • Open-ended questions • Student-teacher-student-community learning

  2. DIGITAL NATIVES • http://www.youtube.com/watch?v=7_zzPBbXjWs DIGITAL NATIVE • http://www.youtube.com/watch?v=uEDulInv9rE&feature=related 21st CENTURY21st Century Learning - Digital Learners (Part III) • http://www.youtube.com/watch?v=b3i0bEjv2ts&feature=related DIGITAL GENERATION • http://www.youtube.com/watch?v=_A-ZVCjfWf8&feature=player_embedded

  3. MULTIMODAL LITERACY • The simultaneous reading, processing and or writing, designing, producing and interacting with various modes of print, image, speech, movement, graphics, animation, sound, music and gesture that require a constant interchange with others and with texts.

  4. MULTIMODAL TEXTS • Examples of multimodal texts are:A picture book, in which the textual and visual elements are arranged on individual pages that contribute to an overall set of bound pages A webpage, in which elements such as sound effects, oral language, written language, music and still or moving images are combined A live ballet performance, in which gesture, music, and space are the main elements. Multimodal texts can be delivered via different media or technologies. They may be live, paper, or digital electronic.

  5. NEW TECHNOLOGIES • “No previous technology for literacy has been adopted by so many in so many different places, in such a short period of time, and with such profound consequences. • No previous technology for literacy permits the immediate dissemination of even newer technologies of literacy to every person on the internet by connecting to a single link on the screen.” (Coiro et al 2008)

  6. Researchers contend…[e.g.Kress (2003); Bearne (2003); Unsworth (2001); Callow & Zammitt (2002)] • Language-based pedagogy is no longer sufficient for literacy practices needed. • Students need ‘multiple literacy practices’ or ‘multiliteracies’. • Theories of reading have been drawn from the reading of monomodal or print-based texts.

  7. Abbot, 2003 “The young person who watches digital TV, downloads MP3 music onto a personal player, checks e-mail on a personal organiser and sends symbolised messages to a mobile phone of a friend will not be satisfied with a 500-word revision guide for [HSC] physics.” Abbot, 2003

  8. Theory of Multimodality …(Kress & Van Leeuwen, 2001; Kress et al, 2001; Kress, 2003) • Emerged from attempts to conceptualise changed learning & literacy practices [visual literacy, techno-literacy, e-literacy, digital/silicon literacy, multiliteracies.] • Communication occurs through different but synchronous modes: language, print, images, graphics, movement, gesture, texture, music, sound.

  9. Heath (2000) Neurobiological changes are occurring as a result of new modes of communication. • “Better theories of learning are embedded in video games than many children in primary and secondary schools ever experience in the classroom.” (Gee, 2003) “ … encourage children to be more critical, constructive & reflective.” • “Computer games require concentration, forward planning, lateral thinking & sustained problem solving” (Johnson) • .

  10. MULTIMODAL LEARNING ENVIRONMENTS • Classroom environment where teachers and students are using and interacting with different types of text across a range of curriculum areas.

  11. READING Picture books and information texts Talking books CD Rom narratives and factual texts E-books Web-sites, web search, web quests, book raps Games, DVDs Emails, discussion boards. PRODUCING Emails, discussion boards Slide shows, movie maker, power point Digital photos Digital videos, i-movies Video editing E-books Web sites / home page SMS messaging Blogs/wiki/podcasts Multimodal texts -2 or more modes

  12. “What’s our children’s working environment going to be like in the future? Will it look like their gaming life, where they’re checking 5 emails while having a conversation, while moving through these virtual worlds, or is it going to look like reading a book? If we’re going to train kids for that future, we probably need environments that are going to reflect what it’s really going to be like”. (Johnson, in SMH 3 June 2005)

  13. WEB 2 • Wikis – a website that allows for easy creation and editing of interlinked web pages. Wikis contain features that allow for discussions between users. www.wikipedia.com • Blog – a weblog is a type of website for online communication usually maintained by an individual with regular entries. Blogs are interactive and can allow for visitors to enter, read or view material and leave comments via “posts”. • Twitter - is a website, owned and operated by Twitter Inc., which offers a social networking service, enabling its users to send and read messages called tweets. Tweets are text-based posts of up to 140 characters displayed on the user's profile page. • www.facebook.com • www.myspace.com • www.flickr.com • www.youtube.com • www.twitter.com • www.blogger.com • WF intranet Wikis Blogs School blog • http://intranet.wf.catholic.edu.au/web/guest;jsessionid=EC2E78A114522C832691F8348177C184 • WEB2 Projectshttp://ltllacu.wikispaces.com/file/view/Amazing+Web+2+Projects%5B1%5D.pdf

  14. PODCASTS • Podcasting is a convenient way of automatically downloading audio or video files to your computer. You can then play this audio or video on your computer or transfer the files to a portable MP3 or video player. • 'Podcast' generally refers to audio. 'Video Podcast' (or 'Vodcast') refers to the distribution of video files in the same manner • http://www.abc.net.au/science/starstuff/science

  15. i everything • ipad - http://www.apple.com/au/ipad/ • iphone • itunes • ipod

  16. APPS • http://momswithapps.com/

  17. Implications Multimodal learning environments can provide stimulating engagement in learning and literacy when… • tasks are carefully planned in a logical, coherent sequence, • integrated with curriculum content and skills, and • Students are able to respond to and use different modes of communication.

  18. AT ST. PATRICK’S TRUNDLE STAFF AND STUDENTS UTILISE • All Microsoft programs Word, Excell, Powerpoint, Data bases, Publisher • Windows programs – Movie maker, Media player • Enagage in webquests • Activinspire and Promethean programs • flipcharts • Import data - weblinks hyperlinks • World wide web for information and research • Online activities for all KLA’s

  19. WE ALSO UTILISE • INFORMATION LITERACIES Define, locate, select, organise, present and evaluate in all KLA’s utilising technology • Digital camera and videoing/download • Scanning

  20. WE ARE HEADING TOWARDSUTILISING • Activexpression - students and teachers creating flipcharts incorporating open ended questioning. • Blogs – school based blog for school community to access • Social networking sites • Podcasts – students and teachers to use and produce • WIKI – Observe Wikis, read and contribute towards • Videoing as an assessment tool. • Iphone/ipad/ipod use in the classroom

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